Journal Articles

Permanent URI for this collection

https://unbscholar.lib.unb.ca/handle/1882/12771

Articles. Typically the realization of research papers reporting original research findings published in a journal issue. (URI: http://purl.org/coar/resource_type/c_6501) Item types include:

editorial
journal article

corrigendum
data paper
research article
review article
software paper

letter to the editor

Browse

Now showing 1 - 20 of 33

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.
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
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.
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.
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.
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, Beth
We 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.
La place de l’anglais dans les classes d’immersion française
(Association canadienne des professionnels de l'immersion, 2021) Le Bouthillier, Josée
La rétention d’enseignantes et d’enseignants de français langue seconde au Canada : au-delà d’une stratégie de recrutement
(Association canadienne d’éducation de langue française, 2023-02-23) Wernicke, Meike; Masson, Mimi; Arnott, Stéphanie; Le Bouthillier, Josée; Kristmanson, Paula
Résumé Dans le domaine de l’enseignement du français langue seconde au Canada, nous faisons face à une pénurie de longue date. Parmi d’autres études examinant le recrutement et la rétention du personnel enseignant, nous avons mené une étude pancanadienne afin de déterminer les exigences et les lacunes dans la formation initiale et continue en enseignement du français. Dans cet article, nous examinerons dans quelle mesure les composantes de cette formation favorisent ou entravent la rétention du personnel enseignant. Un aperçu des résultats met en relief une forte préoccupation de la part de toutes les personnes participantes par rapport à la rétention du personnel en enseignement du français, avec une attention particulière envers le mentorat. Ces constats divergent de la politique fédérale qui se limite strictement au recrutement, alors qu’un accent sur le mentorat, surtout sous forme de soutiens non officieux , est nécessaire dès le début de la formation initiale, ainsi que pendant la transition vers le milieu du travail et à travers celui-ci. Nous discuterons des enjeux qui découlent de ces résultats quant aux efforts en cours pour répondre à la pénurie d’enseignantes et d’enseignants en français. Abstract Canada is facing a long-standing shortage of FSL teachers. Among other studies on teacher recruitment and retention, we conducted a cross-Canada study to identify needs and gaps in initial and continuing education for FSL teaching. In this article, we will examine the extent to which components of this training program promote or hinder teaching staff retention. An overview of the results reveals participants genuine concern about retaining FSL teaching staff, with particular attention to mentorship, these findings diverging from federal policy, which is strictly limited to recruitment. A focus on mentorship, especially in the form of informal support, is necessary from the beginning of initial training as well as during the transition to and through the workplace. We will discuss issues arising from these results in relation to ongoing efforts to address the shortage of FSL teachers. Resumen En el campo de la enseñanza del francés lengua segunda en Canadá, desde hace mucho tiempo confrontamos una escasez. Entre otros estudios que han examinado la contratación y la retención del personal magisterial, hemos realizado un estudio pan-canadiense con el fin de determinar las exigencias y deficiencias de la formación inicial y continua en enseñanza del francés. En este artículo examinaremos en qué medida los componentes de esta formación favorecen o dificultan la retención del personal magisterial. Una visión general de los resultados pone de relieve una acentuada preocupación por parte de todas las personas que participan con respecto a la retención del personal en la enseñanza del francés, otorgando una atención especial a la tutoría. Dichos resultados difieren de la política federal la cual se limita estrictamente al reclutamiento, mientras que acentuar la tutoría como forma de apoyo extra-oficial , se vuelve indispensable desde el principio de la formación inicial, así que durante la transición hacia el trabajo y a todo lo largo de éste. Discutiremos los retos que dimanan de los resultados en lo relacionado a los esfuerzos que actualmente se realizan s para subsanar la escasez de maestros y maestras de francés.
Language and communication in mathematics education: an overview of research in the field
(Springer Verlag, 2014) Morgan, Candia; Craig, Tracy; Schuette, Marcus; Wagner, David
Within 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.
Le développement du vocabulaire et les questions ouvertes pour favoriser la communication orale en mathématiques
(Association canadienne des professionnels de l'immersion, 2023) Culligan, Karla
Les enseignants de mathématiques en immersion française ont un double intérêt à soutenir la communication orale des élèves en classe, car elle est importante non seulement pour approfondir la compréhension des concepts mathématiques, mais aussi pour un apprentissage efficace de la langue seconde. C’est pourquoi nous examinerons deux stratégies gagnantes pour la favoriser dans la classe de mathématiques en immersion : le développement du vocabulaire et l’utilisation de questions ouvertes. Ces stratégies s’appliquent à différents niveaux d’enseignement, mais nous porterons une attention particulière à la manière dont ils pourraient fonctionner au niveau secondaire, où la communication orale (en particulier l’interaction) est souvent plus difficile à encourager dans la classe de mathématiques.
Le modèle ÉCRI à l’intermédiaire (Part 2) : Écriture cohérente et raisonnée en immersion
Dicks, Joseph; Kristmanson, Paula
Le 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.
Le rôle du jeu symbolique dans la motivation intrinsèque à s’exprimer à l’oral dans une langue seconde au primaire
(Association québécoise des enseignants de français langue seconde, 2022-12-15) Le Bouthillier, Josée; Bourgoin, Renée; Garrett, Melissa
Résumé Cette étude adoptant un devis de recherche orienté par la conception (design-based research) examine les possibilités offertes par le jeu symbolique avancé auprès de jeunes élèves débutant dans le programme d’immersion française (5 et 6 ans) pour l’acquisition de la langue seconde. Des élèves de la première année (n = 36) de deux classes intactes et leurs enseignantes ont participé à cette recherche. Ils ont été observés en classe et filmés pendant des périodes de jeu symbolique autonomes. De l’analyse des transcriptions, des notes de recherche, des entrevues avec les enseignantes et des artéfacts pédagogiques, les sentiments de compétence, d’autonomie et d’appartenance des élèves sont ressortis lors des périodes de jeux symboliques. Mots-clés: jeu symbolique avancé; motivation; autodétermination; interaction orale en langue seconde; jeunes élèves du primaire; immersion française Abstract Adopting a design-based research design, this study examines the potential of advanced symbolic play with young students entering the French immersion program (ages 5 and 6) for second language acquisition. First grade students (n = 36) from two intact classes and their teachers participated in this research. They were observed in class and videotaped during periods of independent symbolic play. From the analysis of transcripts, research notes, teacher interviews, and instructional artifacts, students' feelings of competence, autonomy, and belonging emerged during the symbolic play periods. Keywords: advanced symbolic play; motivation; self-determination; second language oral interaction; young elementary students; French immersion
Lexical bundle analysis in mathematics classroom discourse: The significance of stance
(Springer Verlag, 2010) Herbel-Eisenmann, Beth; Wagner, David; Cortes, Viviana
In this article, we introduce the lexical bundle, defined by corpus linguists as a group of three or more words that frequently recur together, in a single group, in a particular register (Biber, Johansson, Leech, Conrad, & Finegan, 2006; Cortes, English for Specific Purposes 23:397–423, 2004). Attention to lexical bundles helps to explore hegemonic practices in mathematics classrooms because lexical bundles play an important role in structuring discourse and are often treated as “common sense” ways of interacting. We narrow our findings and discussion to a particular type of lexical bundle (called a “stance bundle” or bundles that relate to feelings, attitudes, value judgments, or assessments) because it was the most significant type found. Through comparing our corpus from secondary mathematics classrooms with two other corpora (one from university classrooms (not including mathematics classrooms) and one from conversations), we show that most of the stance bundles were particular to secondary mathematics classrooms. The stance bundles are interpreted through the lens of interpersonal positioning, drawing on ideas from systemic functional linguistics. We conclude by suggesting additional research that might be done, discussing limitations of this work, and pointing out that the findings warrant further attention to interpersonal positioning in mathematics classrooms.

Browse

Browsing Journal Articles by Subject "Education"

Results Per Page

Sort Options