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Item Appraising lexical bundles in mathematics classroom discourse: obligation and choice(Springer Verlag, 2010) Herbel-Eisenmann, Beth; Wagner, DavidWorking 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.Item 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, LylePurpose: 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.Item Behind the door: a critical look at the process of publication in Educational Studies in Mathematics(Springer Nature, 2019) Mesa, Vilma; Wagner, DavidTo 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.Item 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, AmeliaPurpose: 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.Item College and university graduate retention in New Brunswick: 2010 - 2018(2021-03) McDonald, Ted; Bhuiyan, Erfan; Daigle, Bethany; Miah, PabloNew 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.Item 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, AndyIs 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.Item 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, DavidThis 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.Item Enseigner la langue seconde et la littératie: Les principes directeurs et la façon de les mettre en pratique(2019) Le Bouthillier, Josée; Bourgoin, RenéeItem “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, LaurenItem Facing the Mathematics: Students’ Critical Awareness of the Elusiveness of Mathematical Objects(Taylor & Francis, 2011) Wagner, DavidWhat 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.Item 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, SteamerItem 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, RawiaThis 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.Item Graduate retention in New Brunswick: Supplementary report on graduates in social work(New Brunswick Institute for Research, Data and Training, 2023-05) Jones, Bethany; McDonald, Ted; Miah, PabloIn January 2023, the New Brunswick Institute for Research, Data and Training released a report called Graduate retention in New Brunswick: 2019 and 2020 cohort update (Balzer et al.), 1 which gave an overview of post-secondary graduates’ retention patterns, disaggregated by their field of study. While this provided many valuable insights into graduates’ education and mobility decisions, the fields of study examined were purposely broad. This allowed for comparison between graduates of programs in arts, science, business, and healthcare, for instance, but it did not allow for a narrower focus on the outcomes of graduates of specific fields of interest. In New Brunswick, social work is one such field of interest. The retention of social work graduates 2 is an important topic in the public sphere, as social work has been identified as the second highest profession in need of a recruitment and retention strategy in New Brunswick, and pre-pandemic projections suggest the province could have a shortage of 272 social workers by 2030 (New Brunswick Association of Social Workers [NBASW], 2022). Given the increased demand for social workers since the start of COVID-19, this shortage could be even greater (NBASW, 2022). This study focuses on the retention of social work graduates in New Brunswick and acts as a supplement to the earlier work by Balzer et al. (2023), using the same data and methodology but further breaking down the field of study category to examine social work specifically. The findings in this report provide an overview of social work graduates’ demographic backgrounds and mobility decisions and can help guide public policy discussions around education and training strategies to retain social workers in NB. 1 Graduate retention in New Brunswick: 2019 and 2020 cohort update (Balzer et al., 2023) 2 In this report, we refer to graduates of university social work programs and college social service community worker programs as “social work graduates.”Item Identifying authority structures in mathematics classroom discourse -- a case of a teacher's early experience in a new context(Springer Verlag, 2014) Wagner, David; Herbel-Eisenmann, BethWe explore a conceptual frame for analyzing mathematics classroom discourse to understand the way authority is at work. This case study of a teacher moving from a school where he is known to a new setting offers us the opportunity to explore the use of the conceptual frame as a tool for understanding how language practice and authority relate in a mathematics classroom. This case study illuminates the challenges of establishing disciplinary authority in a new context while also developing the students’ sense of authority within the discipline. To analyze the communication in the teacher’s grade 12 class in the first school and grade 9 class early in the year at the new school, we use the four categories of positioning drawn from our earlier analysis of pervasive language patterns in mathematics classrooms—personal authority, discourse as authority, discursive inevitability, and personal latitude.Item Language and communication in mathematics education: an overview of research in the field(Springer Verlag, 2014) Morgan, Candia; Craig, Tracy; Schuette, Marcus; Wagner, DavidWithin the field of mathematics education, the central role language plays in the learning, teaching, and doing of mathematics is increasingly recognised, but there is not agreement about what this role (or these roles) might be or even about what the term ‘language’ itself encompasses. In this issue of ZDM, we have compiled a collection of scholarship on language in mathematics education research, representing a range of approaches to the topic. In this survey paper, we outline a categorisation of ways of conceiving of language and its relevance to mathematics education, the theoretical resources drawn upon to systematise these conceptions, and the methodological approaches employed by researchers. We identify four broad areas of concern in mathematics education that are addressed by language-oriented research: analysis of the development of students’ mathematical knowledge; understanding the shaping of mathematical activity; understanding processes of teaching and learning in relation to other social interactions; and multilingual contexts. A further area of concern that has not yet received substantial attention within mathematics education research is the development of the linguistic competencies and knowledge required for participation in mathematical practices. We also discuss methodological issues raised by the dominance of English within the international research community and suggest some implications for researchers, editors and publishers.Item Le modèle ÉCRI à l’élémentaire : Écriture cohérente et raisonnée en immersionDicks, Joseph; Kristmanson, PaulaLe modèle ÉCRI (écriture cohérente et raisonnée en immersion) a été développé lors d'un projet de recherche sur les pratiques exemplaires d'enseignement de l'écriture en immersion française. Ce modèle s'appuie donc sur les résultats de la recherche actuelle sur les meilleurs pratiques d'enseignement de l'écriture en salle de classe. Le modèle ÉCRI comprend cinq phases d'enseignement ainsi que des activités d'appui qui s'effectuent tout au long du processus. Le modèle est basé sur les principes de la pédagogie par projet et de la littératie équilibrée, permettant ainsi des liens entre la lecture, l'écriture et l'expression orale. Le modèle ÉCRI offre les échafaudages nécessaires aux élèves lors de l'écriture tout en favorisant une autonomie grandissante.Item Le modèle ÉCRI à l’intermédiaire (Part 2) : Écriture cohérente et raisonnée en immersionDicks, Joseph; Kristmanson, PaulaLe modèle ÉCRI (écriture cohérente et raisonnée en immersion) a été développé lors d'un projet de recherche sur les pratiques exemplaires d'enseignement de l'écriture en immersion française. Ce modèle s'appuie donc sur les résultats de la recherche actuelle sur les meilleurs pratiques d'enseignement de l'écriture en salle de classe. Le modèle ÉCRI comprend cinq phases d'enseignement ainsi que des activités d'appui qui s'effectuent tout au long du processus. Le modèle est basé sur les principes de la pédagogie par projet et de la littératie équilibrée, permettant ainsi des liens entre la lecture, l'écriture et l'expression orale. Le modèle ÉCRI offre les échafaudages nécessaires aux élèves lors de l'écriture tout en favorisant une autonomie grandissante.Item Le modèle ÉCRI à l’intermédiaire (Part 3) : Écriture cohérente et raisonnée en immersionDicks, Joseph; Kristmanson, PaulaLe modèle ÉCRI (écriture cohérente et raisonnée en immersion) a été développé lors d'un projet de recherche sur les pratiques exemplaires d'enseignement de l'écriture en immersion française. Ce modèle s'appuie donc sur les résultats de la recherche actuelle sur les meilleurs pratiques d'enseignement de l'écriture en salle de classe. Le modèle ÉCRI comprend cinq phases d'enseignement ainsi que des activités d'appui qui s'effectuent tout au long du processus. Le modèle est basé sur les principes de la pédagogie par projet et de la littératie équilibrée, permettant ainsi des liens entre la lecture, l'écriture et l'expression orale. Le modèle ÉCRI offre les échafaudages nécessaires aux élèves lors de l'écriture tout en favorisant une autonomie grandissante.Item Le modèle ÉCRI à l’intermédiaire (Part 4) : Écriture cohérente et raisonnée en immersionDicks, Joseph; Kristmanson, PaulaLe modèle ÉCRI (écriture cohérente et raisonnée en immersion) a été développé lors d'un projet de recherche sur les pratiques exemplaires d'enseignement de l'écriture en immersion française. Ce modèle s'appuie donc sur les résultats de la recherche actuelle sur les meilleurs pratiques d'enseignement de l'écriture en salle de classe. Le modèle ÉCRI comprend cinq phases d'enseignement ainsi que des activités d'appui qui s'effectuent tout au long du processus. Le modèle est basé sur les principes de la pédagogie par projet et de la littératie équilibrée, permettant ainsi des liens entre la lecture, l'écriture et l'expression orale. Le modèle ÉCRI offre les échafaudages nécessaires aux élèves lors de l'écriture tout en favorisant une autonomie grandissante.
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