University of Regina Open Journals
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Doing Twitter, Postdevelopmental Pedagogies, and Digital Activism
No full textIn this article, we interrogate how we might manifest early childhood education’s Twitter purview as a space for thinking with postdevelopmental pedagogies. Accordingly, we pay attention to the ethics and politics that shape our Twitter practices, asking how these activate postdevelopmental provocations. In this sense, postdevelopmental pedagogies refer to processes and questions that interrupt the assumptions, objectivity, universalism, and technocratic instrumentalism of child development that so often pervade ECE practice, including much of the #earlychildhoodeducation content. Anchored in the two Twitter accounts that we coordinate, we outline four practices for doing Twitter with postdevelopmental provocations: counterpublics, counter-narratives, and counter-memory, collectivity, and digital feminist activism. We then work through two examples, showing how we draw these practices into our decision making as we craft tweets to activate postdevelopmental questions. We conclude by offering forward questions that educators, pedagogists, researchers, and activists might carry into their own Twitter practices.
Keywords: early childhood education, Twitter, postdevelopmental pedagogies, digital activis
Forecasting of Immigrants in Canada using Forecasting models
No full textIn Canada, the number of international students, temporary workers and refugees from every part of the world grows each year. Therefore, forecasting immigration is important for the economy of Canada and Labor Market. In this regard, four forecasting approaches have been applied to the annual data of immigrants for the period 2000-2019. The accuracy of Moving average (MA), Autoregressive (AR), Autoregressive moving average (ARMA), Autoregressive integrated moving average (ARIMA) models were checked via comparing Akaike’s information criteria(AIC), Bayesian information criteria (BIC), Mean error (ME), Root mean square error(RMSE), Mean absolute error (MAE), Mean percentage error (MPE), Mean absolute percentage error (MAPE) and Mean absolute scaled error (MASE) and graphical approaches such as ACF plots of residuals. Experimental results showed that ARIMA (1,2,4) is the best-fitted model for forecasting immigrants in Canada. Selected forecasting approaches are applied to predict immigrants for five years from 2020-2024
Statistical Inference in the Cumulative Exposure Lognormal Model with Hybrid Censoring
No full textThis research aims to analyze data coming from step stress life testing experiments where the stress level is incremented at a preset time to obtain failure data faster. To analyze step stress data, a model that extrapolates the information attained from the accelerated tests to normal conditions needs to be fit to the life test data. We used the Cumulative Exposure Model (CEM) to model simple step stress lognormal life test data where hybrid censoring is present and applied the maximum likelihood estimation method to find the point and interval estimates of the parameters. Bootstrap intervals (bootstrap-t intervals and percentile intervals) were also constructed. We then performed a simulation study to assess the proposed methods of estimation under different hybrid censoring schemes. The Bias and MSE of the maximum likelihood estimators (MLEs) along with the coverage probability and average lengths of the corresponding confidence intervals were investigated. Finally, an illustrative example has been used to demonstrate the application of the methods discussed in this paper
Asymptotic Properties of MLE\u27s for Distributions Generated from an Exponential Distribution by a Generalized Log-Logistic Transformation
No full textABSTRACT. A generalized log-logistic (GLL) family of lifetime distributions is one in which any pair of distributions are related through a GLL transformation, for some (non-negative) value of the transformation parameter k (the odds function of the second distribution is the k-th power of the odds function of the first distribution). We consider GLL families generated from an exponential distribution. It is shown that the Maximum Likelihood Estimators (MLE’s) for the parameters of the generated, or composite, distribution have the properties of strong consistency and asymptotic normality and efficiency. Data simulation is also found to support the condition of asymptotic efficiency.
Keywords Generalized log-logistic exponential distribution; asymptotic properties of MLE’s; simulatio
The French Play: An Ethnodrama About Applied Theatre for Social Justice Education in Middle School
No full textIn this study, I investigate the use of applied theatre with French Immersion Grade 8 students to better understand social justice issues. Through unstructured interviews, four participants were asked to recall their past experiences participating in applied theatre projects as a learning experience and as a process to better understand social justice issues. Participants’ words and feedback were then used to create an ethnodrama script, performed by the participants and me via video conference. Findings are grouped under five categories; Doll’s (2013) 4Rs: Richness, Rigor, Recursion, and Relations and Freire’s (2000) concept of conscientization. Participants in applied theatre reported they had a space to tell authentic stories in their own words, became more self-confident, and work towards being catalysts for change. The purpose of this article is to inform educators of the possibilities in using applied theatre and problem-posing education for social justice education and to share the process of ethnodrama as a methodology in arts-based research.
Keywords: applied theatre; ethnodrama; problem-posing education; social justice educatio
A Review of Decolonizing and Indigenizing Education in Canada Edited by Sheila Cote-Meek and Taima Moeke-Pickering
No full textA review of Sheila Cote-Meek\u27s and Taima Moeke-Pickering\u27s (Eds.), Decolonizing and Indigenizing Education in Canad
Online Remote Proctoring Software in the Neoliberal Institution: Measurement, Accountability, and Testing Culture
No full textAs COVID-19 spread in early 2020, a lockdown was implemented across Canadian provinces and territories, resulting in the shuttering of physical post-secondary campuses. Universities quickly pivoted to remote learning, and faculty members adjusted their instructional and assessment approaches to align with virtual environments. Presumably to aid with this process, a number of institutions acquired licenses to remote online proctoring services. This paper examines the research around online remote proctoring, examining the justification offered for the adoption of online remote proctoring, and contemporary research on assessment practices in higher education. Throughout the paper, I demonstrate a lack of research that speaks to the efficacy of this mode of assessment while also acknowledging shifts in the testing environment, and an increase in student anxiety. I argue that online remote proctoring is not only embedded within neoliberalism and auditculture, but supports a continued reliance on testing culture. It concludes with a discussion of assessment culture, offering some alternative assessment approaches that might disrupt the very need for online remote proctoring.
Keywords: Online remote proctoring, assessment, testin
A Rationale for the Junior-Senior Secondary Mathematics Curriculum 2.0
No full textThis paper proposes a rationale that supports a renewal of our predominantly 19th century curriculum for Grades 7–12, identified as Mathematics 1.0. It was originally established in the mid 1800s to prepare learners mostly from upper-class families to succeed in a post-industrial society. Today’s digital revolution has changed society remarkably, and the variety of learners has certainly broadened, but Mathematics 1.0 fundamentally remains the same Plato-based (Platonist) curriculum due to its social-political power, which is documented in the article. The major changes to society’s culture and the composition of learners have caused faults in Mathematics 1.0 (e.g., a relevance deficit). For the majority of learners, school mathematics has mostly become an obsolete, inequitable, and harmful rite-of-passage into adulthood, to varying degrees. A renewed curriculum, Mathematics 2.0, is rationalized and specific suggestions are offered. The minority of learners who successfully pursue mathematics to varying degrees would experience small changes in their new Mathematics 1.2.
Keywords: school mathematics, humanistic, curriculum differentiation, relevance
 
Investigating the Reading Strategies Used by French Immersion Pupils as They Engage With Dual-Language Children’s Books: A Multiple Case Study
No full textAbstract
As dual-language children’s books are becoming increasingly popular in language and literacy education, scholars are starting to zero in on how students construct meaning as they read these books. In this paper, in light of the previously mentioned body of literature, we present a qualitative study focusing on the reading strategies that three Grade 3 French immersion pupils schooled in Saskatchewan deployed when they read two types of dual-language books: translated, where the entire text appears in both English and French, and integrated, where passages in French organically complete those in English without providing the exact same information. This multiple case study highlights three distinct reading profiles, and shows how monolingual and cross-linguistic reading strategies can be used by the same student as they read a dual-language book. It also shows that some students were able to adapt their reading strategies as they engaged with different types of dual-language books, whereas others more frequently utilized the same strategies.
Keywords: dual-language children’s books, reading strategies, French immersion
Résumé
Alors que les livres bilingues deviennent de plus en plus populaires en didactique des langues, la recherche commence à s’intéresser aux comportements cognitifs de l’élève qui s’engage dans la lecture de ces œuvres. Dans cet article, à la lumière de ces études, nous relatons les résultats d’une recherche qualitative visant à décrire les stratégies de lecture que trois élèves de 3e année scolarisés en Saskatchewan en immersion française déploient lorsqu’ils lisent deux types de livres bilingues : le livre traduit, dans lequel tout le texte apparait en français et en anglais, et le livre intégré, dans lequel le texte en français complète celui en anglais, sans toutefois offrir au lecteur la même information. Cette étude de cas multiple relève donc trois profils distincts de lecteur et, par son entremise, nous montrons comment des stratégies de lecture monolingues et translinguistiques peuvent être utilisées par un même élève lorsqu’il lit un livre bilingue. Nous révélons en outre que certains élèves sont à même d’adapter leurs stratégies de lecture selon le type de livre bilingue lu, tandis que d’autres font fréquemment usage des mêmes stratégies.
Mots-clés : livres bilingues, stratégies de lecture, immersion français
