Faculty & Staff Research

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A Course or a Pathway? Addressing French as a Second Language Teacher Recruitment and Retention in Canadian BEd Programs
(Canadian Society for the Study of Education, 2023-06-27) Smith, Cameron W.; Masson, Mimi; Spiliotopoulos, Valia; Kristmanson, Paula
Institutions strive to offer programs that address both the needs of the educational system and incorporate current pedagogical research. Creating a program that is relevant, inspiring, and accessible to aspiring French as a Second Language (FSL) teachers, while also equipping them with the skills and knowledge deemed necessary by the education system, is a delicate balancing act. This study reviewed 44 FSL teacher education programs that lead to professional certification across Canada. Environmental scans drew information from the program websites related to admission requirements, program structure and content, practicum, and graduation criteria. Follow-up interviews with program stakeholders were conducted to verify or clarify the data. The results highlight the inconsistencies that exist among programs for developing FSL educators. We position the ways in which Canadian faculties of education might provide a more holistic “pathway” approach to recruiting, preparing, and retaining emerging FSL teachers.
Aider les auteurs des programmes d’immersion française à améliorer leurs textes
(Association canadienne des professionnels de l'immersion, 2022) Le Bouthillier, Josée; Bourgoin, Renée
Appraising lexical bundles in mathematics classroom discourse: obligation and choice
(Springer Verlag, 2010) Herbel-Eisenmann, Beth; Wagner, David
Working from a large corpus of transcripts from secondary mathematics classrooms, we identify patterns of speech that encode interpersonal positioning. We extend our analysis from a previous article (Herbel-Eisenmann, Wagner & Cortes, in review), in which we introduced a concept from corpus linguistics – a “lexical bundle,” which has been defined as a group of three or more words that frequently recur together, in a single group, in a particular register. In that article we noted the prevalence of pervasive stance bundles unique to the mathematics classroom register. Because stance bundles communicate personal feelings, attitudes and values, we noted the importance of positioning in mathematics classrooms. In this article, we interpret the stance bundles as they relate to authority in mathematics classrooms by organizing them into groups that relate to the ways in which students are assumed to have choice in the discourse and to have obligations. Gradations of obligation and choice are important because they can help mathematics educators think about the ways in which they might open up or close down discourse in the classroom. We argue that it is important for university researchers, classroom teachers and even mathematics students to engage in conversations about issues of authority, as they relate to developing mathematical understanding in their classroom discourse.
Becoming a transformative vice-principal in culturally and linguistically rich diverse schools: “Pace yourself. It’s a marathon, not a sprint”
(Emerald Insight, 2017) Hamm, Lyle
Purpose: The purpose of this paper is to examine the leadership role(s) of vice-principals in diverse, multi-ethnic schools and communities and understand the supervision and mentoring support they require to help them become more effective leaders within them. The research questions guiding this study were: what forms of mentoring do vice-principals, who serve in diverse schools in rapidly changing communities, require? Who is in the best position to provide mentoring for them? Design/methodology/approach: The author used a qualitative case study methodology. Data that were analyzed for this paper were drawn from surveys, semi-structured interviews, one focus group interview and school and community documents from three data sets within two case studies in Canada. The first data set was part of the author’s doctoral research program in a diverse school in Alberta; the other case study was part of a larger collective case study that the author is currently involved with and leading in New Brunswick. Several vice-principals were part of both studies. The author then constructed a survey questionnaire specifically focused on mentoring vice-principals in diverse schools. Vice-principals in both provinces, who were part of the two studies, were invited to respond to the follow-up survey. Using a constant comparative analytical approach, the author coded and analyzed the data from all three sets together. The author formed several categories and ultimately collapsed the categories into five distinct themes that illustrated and confirmed the social realities of the vice-principals in their schools and communities. Findings: Five key findings emerged from the analysis of the data sets. They were building leadership capacity, fostering positive relationships, increasing global awareness, reducing stress and anxiety and becoming a diversity champion and peace-builder. Originality/value: To this researcher’s knowledge, this paper contributes to a significant gap in the literature on vice-principals who serve in diverse schools and communities.
Behind the door: a critical look at the process of publication in Educational Studies in Mathematics
(Springer Nature, 2019) Mesa, Vilma; Wagner, David
To commemorate the 100th volume of Educational Studies in Mathematics (ESM) we invited all past and current editors to reflect on the journal’s trends and internal processes. We complemented these discussions with comparisons of submitted and published manuscripts by countries of submitting authors. We found disparities in representation of articles from different countries and various attempts editors use to address such disparities. The analysis of internal editorial processes illustrates how editorial autonomy is exerted and raises questions about the necessity for higher editorial accountability, while maintaining the necessity of independent scientific judgment. We close the article with an open invitation to take up important questions about publication processes and their connection to the scholarship that is valued.
Challenges, opportunities, and key questions in research for Mathematics in Indigenous and Migrational (MIM) contexts through a language-focused lens.
(North American Study Group on Ethnomathematics, 2023) Culligan, Karla; DeWolfe, Sacha; Simensen, Anita Movik
This paper presents some challenges, opportunities, key questions, and ways forward for research in mathematics in Indigenous and Migrational (MIM) contexts as discussed by the two featured panelists and mediated by the moderator in the closing symposium of the MIM Conference in Alta, Norway in November 2022. Punctuated with quotations, photos and images, the paper begins by introducing the three researchers, their contexts, and their respective research interests. Next, the paper unfolds as a discussion organized around the four main points (challenges, opportunities, key questions, ways forward). The moderator invited the panelists to examine these discussion points with a view towards the role of language in their respective contexts and research, therefore the theme of language features throughout. The paper concludes with a synthesis of common threads that emerged through the discussion and a focus on action moving forward.
Co-producing Digital Archives with 2LGBTQ+ Atlantic Canadian Youth amidst the COVID-19 Pandemic
(Emerald Publishing Limited, 2021) Burkholder, Casey; MacEntee, Katie; Mandrona, April; Thorpe, Amelia
Purpose: We explore the co-production of a digital archive with 50 2SLGBTQ+ youth across Atlantic Canada during the COVID-19 pandemic in order to catalyze broader public participation in understanding 2SLGBTQ+ youth-led activism in this place and time through art production. Design/methodology/approach: Through a mail-based participatory visual research project, and an examination of collage, zines, and DIY facemasks, we highlight how the production, sharing, and archiving of youth-produced art adds to methodological discussions of exhibiting and digital archiving with 2SLGBTQ+ youth as a form of activist intervention. Findings: In reflexively examining the co-curation of our art through social media and project website, we argue that co-producing digital archives is an important part of knowledge mobilization. Also, we consider how the work has been interacted with by a broader public, so far in an exclusively celebratory manner, and note the benefits and challenges of this type of engagement to the youth and to our understandings of 2SLGBTQ+ youth archives. Originality: We suggest that these modes of engaging in participatory visual research at a distance offers original contributions in relation to how participation can be understood in a digital and mail-based project. We see participant-control of how to share our works within our digital archives as a contribution to our understanding of people’s capacity to negotiate and take ownership of these spaces. These strategies are participant-centred and suggest ways that archiving can be made more accessible especially when working with communities who are socially marginalized or otherwise excluded from the archival process.
College and university graduate retention in New Brunswick: 2010 - 2018
(2021-03) McDonald, Ted; Bhuiyan, Erfan; Daigle, Bethany; Miah, Pablo
New Brunswick (NB) invests substantially in educating post-secondary students. When qualified graduates leave the province, much of that investment is lost, as they take their human capital (and potential earnings) with them when they relocate. Understanding what kinds of graduates are leaving and what kinds of graduates are staying can help inform targeted policies that encourage graduates to stay and contribute to the local economy, and estimating graduate retention rates can help determine if NB is seeing a high or low return on its investments. The objective of this report is to present a statistical description of individuals who have graduated from the following publicly funded colleges and universities in NB*: The University of New Brunswick (UNB) Université de Moncton (UdeM) Mount Allison University (MTA) St. Thomas University (STU) New Brunswick Community College (NBCC) Collège communautaire du Nouveau-Brunswick (CCNB) The New Brunswick College of Craft and Design (NBCCD) *The Maritime College of Forest Technology is excluded from this study.
Comment soutenir l’acquisition de la langue orale auprès des élèves débutants : une séquence d’enseignement
(Association canadienne des professionnels de l'immersion, 2023) Garrett, Melissa Dockrill; Rogers, Jennifer; Bélanger-Turcotte, Nikki; Le Bouthillier, Josée
Communication orale et évaluation formative pour l’apprentissage dans les centres de littératie en immersion française
(University of Ottawa, 2022-12-22) Le Bouthillier, Josée; Bourgoin, Renée
Dans cette étude, de devis de recherche-développement, nous avonsexaminé la dimension formative de l’évaluation lors de la participationd’élèves de l’élémentaire à des tâches orales dans des centres de littératieen immersion française (IF). Le programme d’IFvisant l’acquisitionde la langue seconde, fournir aux élèves des occasions de produirede façon étendue est important. Nous avons observé la façon dont lesenseignantes recueillaient des traces d’apprentissage auprès de leursélèves, alors que ceux-ci travaillaient de façon autonome à des tâchesorales. Les données ont été recueillies auprès des enseignantes (n = 5)d’IFet de leurs élèves. Ces données consistaient d’observations en classe,d’enregistrements vidéo, de preuves d’apprentissage et d’entrevues avecles enseignantes (n = 15). Les données ont révélé l’importance d’étab-lir des résultats d’apprentissage précis, de recueillir des preuvesd’apprentissage tangibles et de se servir de ces évidences d’apprentissagepour maximiser les apprentissages de l’oral dans les centres de littératie.Mots-clés : immersion française, communication orale, évaluation forma-tive, langue seconde, centres de littératie Using a Design-Based Research methodology, we examined the roleand the use of assessment practices during the implementation of orallanguage tasks in literacy centers with elementary French immersionstudents. Since these French Immersion programs are designed to supportsecond language acquisition, providing students with opportunitiesto produce extended output is important. We studied the ways bywhich teachers collected evidence of learning when students workedindependently on oral language tasks during literacy centers. Five (n = 5) immersion teachers participated in the study, along with their students.Data collected included classroom observations, video recordings ofstudents working on oral communication tasks, learning artifacts andteacher interviews (n = 15). Findings suggest that specific dimensions offormative assessments including the pedagogical applications of specificlearning outcomes, the collection of tangible evidence of learning, and thesubsequent reinvestment of students’ learning yielded important benefitsis supporting oral language acquisition in literacy centers for Frenchimmersion students.Key words: French immersion, oral communication, formative assess-ment, second language, literacy centers
Comparisons of high school equivalency and high school diplomas in NB
(New Brunswick Institute for Research, Data and Training, 2019) Leonard, Philip; McDonald, Ted; Balzer, Andy
Is getting a GED as “good” as getting a high school diploma? New Brunswickers who drop out of high school but later complete their high school education commonly receive a General Equivalency Diploma – otherwise known as a GED. Some may assume that having a GED or other equivalency degree is comparable to having a high school diploma. Meanwhile, others ask if having a GED is better than having no degree at all. To shed light on this issue, researchers at NB-IRDT look at the evidence surrounding labour market outcomes. This report uses data from the New Brunswick Institute for Research, Data and Training (NB-IRDT) from the 2016 General Social Survey to examine labour market outcomes – including employment and average income – for New Brunswickers possessing a high school equivalency diploma, a traditional high school diploma, or less than a high school education. New Brunswickers with levels of education beyond high school are not included in this comparison. Findings show that while employment rates and average incomes for individuals with an equivalency diploma are not as high as for those with a high school diploma, they are considerably higher than those of individuals who did not complete a high school education. At the time of the survey, 51% of individuals with an equivalency diploma were employed, versus 60% with a high school diploma and 31% without a high school education. Individuals with an equivalency diploma were earning approximately $31,742 a year, compared to $32,381 for those with a high school diploma and $19,893 for those without a high school education. Previous studies have asked whether there is any advantage to getting a GED over not getting one at all. The results suggest the answer is “yes” – in the labour market, at least.
Conflict, hope, and mathematics education storylines: Pivoting away from a pathology-based orientation.
(North American Study Group on Ethnomathematics, 2023-06) Gerbrandt, Julianne; Wagner, David
In this paper, we play with the ideas of conflict and hope in reported storylines from subaltern contexts of mathematics learning. The concept of storyline comes from positioning theory, which suggests that people make choices about communication acts according to known or familiar storylines. By drawing attention to aspects of conflict and hope within storylines, we identify pivot points that permit reorientation. By deconstructing several storylines from the Mathematics Education in Indigenous and Migrational contexts project, we noticed how storylines that feature conflict offer more opportunities to pivot than do storylines that feature appeals to hope. This process of reorientation resists the dominance of pathology-based storylines about mathematics education for students from minoritized groups and draws attention to the impact of orientation on storylines.
Differentiated Instructional Practices for High School French as an Additional Language Classes
(Canadian Association of Second Language Teachers, 2024) Garrett, Melissa Dockrill; Le Bouthillier, Josée
Discursive Authority and Sociocultural Positioning in the Mathematics Classroom: New Directions for Teacher Professional Development
(Taylor & Francis, 2012) de Freitas, Elizabeth; Esmonde, Indigo; Wagner, David; Knipping, Christine; Lunney Borden, Lisa; Reid, David
This article discusses findings from a two-day teacher conference focusing on discursive authority and socio-cultural positioning in mathematics classrooms. The conference was designed to study how research on classroom discourse could be transformed into effective professional development activities. We describe how the focus on discourse, positioning and authority was operationalized and made pragmatic for the teachers by focusing very closely on specific language use in classrooms. For each of the six workshops of the conference, we outline the goal of the workshop, the activities that were structured to reach those goals, and the theoretical constructs that were introduced to the teacher participants. We then draw on (1) transcripts of video and audio recordings, (2) material produced by the teachers, and (3) survey data, to discuss how these theoretical constructs were taken up and leveraged by participants as a means of reflecting on their own and other’s practice.
Enseigner la langue seconde et la littératie: Les principes directeurs et la façon de les mettre en pratique
(2019) Le Bouthillier, Josée; Bourgoin, Renée
“Expect Nothing; Appreciate Everything”: The impact and implications of immigration, demographic changes, and increasing ethnocultural diversity on teachers, administrators, and students in a New Brunswick high school context
(2020) Hamm, Lyle; Massfeller, Helen; McLoughlin, John; Bragdon, Marc; Hamm, Lauren
Facing the Mathematics: Students’ Critical Awareness of the Elusiveness of Mathematical Objects
(Taylor & Francis, 2011) Wagner, David
What happens when mathematics students are invited to ask questions and make observations about the way discourse works in their classroom? This article describes my extended conversation with a high school mathematics class about a phenomenon that caught the attention of two girls in the class. Together we observed and reflected on the direction of one’s gaze during mathematics conversations. This discussion came about while I co-taught this class, prompting the students daily to become more aware of their language practices in class. This ‘critical language awareness’ effort aimed to address inequities in power relations within the classroom discourse by inviting student perspectives and resulted in drawing two students’ attention to the power of symbols.
Flourishing Leadership in Turbulent Times: The Critical Roles and Service of New Brunswick Principals
(2024-03-04) Hartnett, Katherine; Garner, Andrea; Cole, Tina; Razavi, Zeinab; Kinney, Krysta; Hamm, Steamer
French Second Language Learning in New Brunswick: A position paper submitted in the context of a review to the New Brunswick Official Languages Act
(2021) Dicks, Joseph
Graduate retention in New Brunswick: 2019 and 2020 cohort update
(New Brunswick Institute for Research, Data and Training, 2023-01) Balzer, Andy; McDonald, Ted; Miah, Pablo; Mokhtar, Rawia
This report is the first in a series of annual updates on post-secondary graduates’ retention in New Brunswick (NB) that will be released by the New Brunswick Institute for Research, Data and Training (NB-IRDT) each year. These reports provide an overview of NB graduates’ retention patterns since the previous reporting period, and these periodic updates on graduates’ retention trends can help guide public policy discussions around education and training strategies to attract youth to study, work, and live in NB. The current study, which looks at 2019 and 2020 graduate cohorts, updates the graduate retention results published by Bhuiyan et al. (2020), which considered individuals who graduated as recently as 2018. However, two changes in methodology used in this report mean that results presented here are not directly comparable to the previous results (Bhuiyan et al., 2020). The first change is that in this report, the data on university graduates come from the Maritime Provinces Higher Education Commission (MPHEC), rather than the universities themselves. Though graduation numbers are very close between the two sources, data matching rates are lower with the new source. Second, a more conservative definition of retention is adopted in this report, whereby changes in Medicare status prior to an individual’s graduation date are used to assess retention post-graduation. These methodological changes are discussed in more detail in the report, but the net result is that estimated retention rates in this report are somewhat lower than comparable results in the previous report. We therefore present the full historical series of retention rates so that changes over time can be assessed using a consistent methodology.

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