University of Regina Open Journals
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Cultivating Awareness, Reverence, and Autonomy in Students: Meditative Inquiry as a Catalyst to Holistic Learning and Living
No full textThis conversational paper between Ashwani Kumar and Shane Theunissen explores how meditative inquiry in teaching and learning can foster reverence for nature, life, and learning. Through an organic and reflective conversation rooted in Dialogical Meditative Inquiry (DMI), the authors offer a holistic exploration of the intersections between personal transformation, environmental awareness, and holistic education. The authors emphasize that meditative inquiry challenges predetermined educational outcomes and encourages a profound, personal transformation that can lead to social change. Authors discuss how meditative inquiry can facilitate learning relationships that promote student autonomy and awareness, and how it can instill reverence for life. The paper considers how awe, wonder, and reverence can shift educational paradigms from mechanistic models toward contemplative, relational approaches informed by Indigenous and meditative perspectives. The conversation also highlights the strong connection between meditative inquiry and Indigenous ways of knowing, both of which are rooted in a deep reverence for nature and a harmonious relationship with the natural world. The paper promotes a contemplative and holistic approach to education and living, suggesting that personal transformation through meditative inquiry can contribute to a more respectful and interconnected relationship with oneself, others, and the environment. By challenging dominant narratives in education and promoting meditative and emergent dialogue, the authors advocate for education as a regenerative and transformative practice grounded in deep listening, interconnectedness, and awareness.
Keywords: meditative inquiry, reverence, dialogical meditative inquiry, holistic education, nature, Indigenous philosophy
A New Three-Parameter Generalized Lindley Probability Model With Engineering Applications
No full textDuring recent decades several lifetime distributions of one parameter, two-parameter and three-parameter have been proposed to model engineering data but due to either theoretical nature or the stochastic nature of the distribution, these available distributions are not suitable to model the data. In this paper, an attempt has been made to propose a new three-parameter generalized Lindley distribution which includes several one parameter and two-parameter continuous distributions including exponential, Lindley, Weibull, Power-Lindley and new two-parameter Lindley as particular cases. Descriptive statistical properties including hazard function, mean residual life function, moments and order statistics have been derived and discussed. Fisher’s information matrix and confidence interval of the proposed distribution have been derived. Numerical simulation study has been carried out to know the consistency of maximum likelihood estimators. Maximum likelihood estimation for estimating parameters has been explained. Two under-dispersed real lifetime datasets from the field of engineering have been presented to test the goodness of fit of the proposed distribution over other one parameter, two-parameter and three-parameter lifetime distributions.
Digital Tools in Mathematics Classrooms: Norwegian Primary Teachers’ Experiences
No full textThis article explores the integration of digital tools in Norwegian primary school mathematics classrooms, focusing on teachers’ experiences. With the increasing use of technology in education, digital tools have the potential to enhance mathematics instruction by enabling personalised learning, increasing student engagement, and offering dynamic ways to visualise mathematical concepts. However, these tools also present challenges, such as the potential for student distraction and a lack of teacher confidence in using technology effectively. Using a collective case-study approach, we conducted semi-structured interviews with eleven mathematics teachers to examine how digital tools impact student learning, instructional practices, and the nature of mathematics education. The findings reveal both the potential of digital tools to foster differentiated learning and their limitations, including concerns about over-reliance on technology and difficulties in maintaining classroom focus. This study contributes to the ongoing conversation about digitalisation in education, offering insights into the practical realities teachers encounter and recommendations for optimising the use of digital tools in mathematics classrooms.
Keywords: digital tools, teachers’ experiences, didactical tetrahedron, Norway
Direct/Explicit Instruction and Social Constructivist Practices in The Inclusive Classroom
No full textEffective educational practices play an instrumental role in student success. In the context of an inclusive classroom, it is crucial that educators use evidence-based practices to ensure all students to meet educational outcomes. This review focuses on two evidence-based pedagogies, namely direct/explicit instruction (DI/EI) and social constructive approaches, and their effects on the inclusive classroom. Special consideration is given to cooperative learning and concrete implementation guidelines are explored. Lastly, the complimentary effects of combining DI/EI and social constructivist practices are investigated to advance the argument for using a variety of evidenced-based practices within the inclusive classroom.
Keywords: Inclusive education, direct instruction, explicit instruction, socialconstructivism
What’s With All This Race Talk Anyway? A Literature Review on Antiracist Education
No full textThis article reviews the developing literature on antiracist education and the emerging frameworks for recognizing racism in educational spaces. Much of the literature draws on Critical Race Theory as the underlying framework to conceptualize race and racism. Many scholars emphasize the need for antiracist practices in K-12 education. There was, however significant research evidence that suggested a gap between antiracist pedagogy and knowledge and the actual implementation into everyday teaching practices. The review also found evidence of suggested strategies and frameworks teacher education programs and school division professional development should do to help aid the implementation of antiracist education in schools and classrooms. Evidently, the review points to the importance for faculty to self-reflect on their experiences with race. I conclude with an invitation to recognize and understand how to can show up as an antiracist educator, today, tomorrow and for the future.
Keywords: race, racism, antiracist education, critical race theory, racialized students
Characteristics of the GLLE Family of Lifetime Distributions, and Applications
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 (the odds function of the second distribution is the power of the odds function of the first distribution). We consider GLL families generated from an exponential distribution. We derive some useful characteristics of these distributions; moreover, we discuss the hazard rates and Kullback-Leibler divergence, then illustrate the usefulness of this distribution family by fitting real data sets
Exploring Inuit Students’ Responses to Number Talks
No full textThis paper focuses on how Inuit students responded to a Southern mathematics teaching strategy, known as number talks, in a Nunavut elementary school. Research on the effectiveness of number talks has been conducted in the elementary context (Boaler, 2015; Murata et al., 2017), yet there is little research that focuses on Inuit students’ perspectives of number talks as part of mathematics learning. The participants of the study included 10 students and their teacher in a Grade 1 classroom. Data methods included participant interviews, classroom observations, and artefacts generated in response to number talk routines. The results of this affirm what is known about the benefits of number talks and afford new understanding about how to view the teaching strategy through Inuit Qaujimajatuqangit (IQ) principles as outlined by the Nunavut Department of Education (2007).
Keywords: Inuit, number talks, culturally relevant pedagogy, elementary school, Inuit Qaujimajatuqangit (IQ) principle