University of Regina Open Journals
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Through a Stereoscopic Viewer: Transient Moments in Remembered Thyme
No full textFrom the emulsion of images taken yesterday, we develop our engagement in time today—the then that is always changing into now. Weathered shutters close together. Driftwood shifts on rocky sand. Sedges grow among the seashells. Grasses ground a concert band. Seen through the sights of a stereoscopic viewer, the author uses both her word and image to travel through presents in retaken pasts—portals into the practice of her language arts classroom life. The thought of a carousel going round, turns writing into other ways for words to resound. The recollection of sepia on a rooftop at night changes voice into variegations of color and light. It is in these moments of remembered scenes that the author reconsiders what her teaching means.Keywords: writing; photographic inquiry; poetic inquiry; English Language Art
Interviewing Participants About Past Events: The Helpful Role of Pre-Interview Activities
No full textThis article presents the work of two researchers who explored the use of pre-interview activities to support participants in recollecting and recording past events prior to an interview. Pre-interview activities took the form of drawings, diagrams, or lists. Using such activities helped participants to recall events that had transpired over many years and facilitated comfortable, conversational interviews with enhanced opportunities for the researchers to focus on and respond to the stories shared by participants. One researcher was investigating the experience of culturally and linguistically diverse students in schools and the other was researching intercultural communication for international Chinese students at university.Keywords: interpretive inquiry; hermeneutics; fusion of horizon
Enhancing Student Achievement: The Importance of Second Level Educational Services in First Nation Schools in One Tribal Council in Saskatchewan
No full textThe primary purpose of this paper is an exploration of issues related to the provision of second level (central office) services available to schools within the Yorkton Tribal Council (YTC), a First Nations educational authority located in southeastern Saskatchewan. Research results supported the role of second level services in improving student learning and identified a shortfall in second level funding for the Yorkton Tribal Council. Key stakeholder focus groups from within the Yorkton Tribal Council agreed with these conclusions and identified a number of additional issues such as relevant curriculum, instruction, teacher recruitment and retention, and improved leadership and governance.Keywords: second level services; governance; student achievement; First Nations educational authority; Yorkton Tribal Counci
Epistemic Terrains and Epistemic Potential: A Review of "How I Should Know? Preservice Teachers\u27 Images of Knowing (By Heart) in Mathematics and Science"
No full textA book review of Kathleen T. Nolan\u27s How Should I Know? Preservice Teachers’ Images of Knowing (by heart) in Mathematics and Science (238 pp.). Rotterdam: Sense Publishers
Book Review: "Betweener Talk: Decolonizing Knowledge Production, Pedagogy, and Praxis"
No full textA review of Marcelo Diversi and Claudio Moreira\u27s (2009) book, Betweener Talk: Decolonizing Knowledge Production, Pedagogy, and Praxis
Harnessing New Technologies to Teach Academic Writing to the Net Generation
No full textWhile the ubiquity of Web 2.0 technologies disrupts conventional notions of schooling and literacy, its impact on learning is idiosyncratic at best. Taking the form of a dialogue based on the 15-week collaboration of two colleagues implementing an innovative 1st-year university writing course, this paper documents some of the successes and challenges they faced as they sought to create a space for those technologies in their classrooms.Keywords: Web 2.0; schooling and literacy; learning; higher education; new technologie
Examining Preservice Teachers\u27 Self-Reported Knowledge and Confidence to Communicate With Parents
No full textThis paper reports on one aspect of a larger study to examine the relationship between preservice teachers’ self-reports of their levels of knowledge and confidence concerning many key areas of professional knowledge and skills. Knowledge and confidence in working with parents were examined using information provided by current and recently graduated concurrent and consecutive bachelor of education students. Results indicate that although knowledge remains consistent over the course of concurrent education, confidence does increase between Year 1 and 3, but then remains constant. Recent graduates do not feel overly knowledgeable or confident in their ability to communicate with parents. However, consecutive students reported significantly more knowledge and confidence compared to concurrent students. Because communicating with parents is a key expectation of professional teachers, this finding is important. The results of this research support the need for additional strategic instruction and practice to develop skills related to communicating with parents in teacher preparation programs.Keywords: teacher education programs; parents; communicatio
Modeling in the Classroom: What Approaches are Effective to Improve Students\u27 Writing?
No full textEffective writing is a learned skill, required to advance many forms of learning both in classroom contexts, and in job and career contexts. Previous research (Graham & Perin, 2007) has identified many strategies that promote improvements in students’ writing through a meta-analysis of research studies and previous meta-analyses. Other authors and researchers identify approaches to effective teaching (DeRiddler, 2002; Englemann, Becker, Carmine, & Gersten, 1988; McLaughlin, Gregory, Weber, & Stookey, 2005; Rosenshine, 1997; Stahl & Nagy, 2006; Waldrep, 2005). This study uses 10 of the 11 high impact writing strategies identified by previous writing research, as well as more general approaches to effective instruction, to examine the gain scores in three forms of writing by 81 students in Grades 3 to 6 classes to determine the combined effects of high impact approaches to writing on students’ ability to write definitions (concept clarification), compare, and write in argumentative formats.Keywords: writing strategies; effective instructio