Author(s): Tracy Helliwell, Sean Chorney

Abstract: Furthering discussions emergent from working groups of the same topic at both PME43 and PME44 (Helliwell & Chorney, 2019; 2021) and building on PME working groups of the past (eg, Goos et al., 2011), we continue to explore (re) conceptualisations of expertise of the mathematics teacher educator (MTE) that look beyond the boundaries of the individual to material and social elements of constitution and constraint. Currently, several descriptions of MTE expertise exist that make use of and extend descriptions of mathematics teacher knowledge. For instance, Chick and Beswick (2018, pp. 479-482) present a framework of 22 categories of Pedagogical Content Knowledge (PCK) for school mathematics teachers (which they label SMTPCK), each mapping to a corresponding category of PCK for mathematics teacher educators (which they label MTEPCK). In fact, category-based descriptions of mathematics teacher and mathematics teacher educator knowledge proliferate the literature on the subject. Chapman (2021), however, suggests that category-based perspectives on MTE knowledge can provide a simplistic view of what it is and that “research needs to give attention to other ways of representing it as a complex system or way of thinking”(p. 412). The aim of the present working group is to generate alternatives to category-based perspectives of MTE expertise that capture its complex nature. One suggestion is to frame MTE expertise by turning our gaze outward, by drawing on Hutchins’(1995) model of “distributed cognition” as a balance between knowledge and external agencies. Of particular interest is to explore and develop potential …

Author(s): Marianne Turner, Angel MY Lin

Abstract: Translanguaging theory has developed in contexts where minoritized speakers’ language use is compared to that of monolingual speakers of a dominant language (mostly English)(eg García & Li, 2014; García & Lin, 2016; Li & Zhu, 2013). Monolingual standards position minoritized speakers as deficient, and do not do justice to speakers’ linguistic resources as a whole: translanguaging as both a theoretical and pedagogical construct as well as a stance has sought to rectify this. Translanguaging theory foregrounds a speaker’s ‘idiolect’(Otheguy et al., 2015), meaning that the focus shifts from a bounded view of a named language (from the perspective of that language), to the extended, holistic repertoire of a speaker from the speaker’s perspective. This perspective on language is a deliberately disruptive one, and has implications for linguistic hierarchies, or the privileging of particular named languages, such as English, and ways of using them to communicate. Languages education in schools is considered to be problematic when viewed through this translanguaging lens, since there is a strong focus on learning a standardized, named language based on prefigured monolingual norms.

Author(s): Copur-Gencturk Y., Baek C., Doleck T.

Keywords: Mathematical knowledge for teaching, Proportional reasoning, Ratios and proportional relationships, Teacher knowledge

Abstract: Teachers’ mathematical knowledge has important consequences for the quality of the learning environment they create for their students to learn mathematics. Yet relatively little is known about how teachers reason proportionally, despite the fact that proportional reasoning is foundational for several mathematics concepts and that ratios and proportional relationships constitute a major component of the middle school mathematics curriculum. In this study, we investigated how teachers reasoned proportionally on a nonroutine ratio task and the extent to which their proportional reasoning was able to predict their overall understanding of the relevant concepts: ratios and proportional relationships. Using data collected from 238 US mathematics teachers, we found that teachers‚Äô proportional reasoning could be grouped into four categories: incorrect, additive, relative, and proportional reasoning. Our results also indicated that teachers‚Äô overall knowledge of ratios and proportional relationships aligned with the way they reasoned proportionally, meaning that teachers who used incorrect reasoning on a separate task received the lowest scores on average on the ratios and proportional relationships measure, whereas those who reasoned proportionally had the highest mean scores on average. Implications of the study include the need to shift attention to the way teachers reason in relation to the two elements of proportional reasoning (covariance and invariance) to capture the nuances in their understanding of ratios and proportional relationships.

Author(s): Nathalie Sinclair

Keywords: Commognition, Sociopolitical, Language, Method, Pluralism, Vocabulary

Abstract:This article offers a commentary on the articles contributed to the special issue on Advances in Commognition.

Author(s): Kelleen Toohey, Suzanne Smythe

Keywords: Posthumanism, new materialism, difference, teacher education, EAL education

Abstract: In this paper we propose that posthuman and decolonizing perspectives on difference might provide a foundation for English as an additional language (EAL) teacher education programs. We briefly examine current outcomes of schooling for EAL students and current teacher education in Canada, showing the necessity and urgency of developing practices for equity. We then discuss posthuman perspectives on difference and their intersections with decolonizing scholarship. Finally, we speculate that EAL teacher education that employs posthuman and decolonizing views might aid us in reconceptualising language education, de-centre Whiteness, ‘native speakerism’ and the white gaze around which concepts of difference and diversity have been assembled.

Author(s): Arita L Liu, Shiva Hajian, Misha Jain, Mari Fukuda, Teeba Obaid, John C Nesbit, Philip H Winne

Abstract: Guidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed learner‐tutor interactions in a simulation‐assisted learning environment to investigate how tutor guidance enabled knowledge construction and fostered epistemic practice.

Author(s): Kazemitabar M., Lajoie S.P., Doleck T.

Keywords: Collaborative learning, Emotion regulation, Process model, Socially shared emotion regulation, Teamwork

Abstract: Coordination is at the heart of effective teamwork and contributes to shared mental models and mutual trust of team members (Salas, Sims, & Burke, 2005). However, successful coordination does not always occur. This study examines the prerequisites for effective coordination and identifies the role of socially shared emotion regulation (SSER; Gross, 2015) in the management of challenges that hinder the development of coordination. We examined 48 international participants who interacted in 16 teams of two to five in a two-day competitive and time-sensitive hackathon. A qualitative approach was used to identify the types of SSER strategies teams applied to overcome challenges that surfaced during the socio-emotionally challenging context. Findings resulted in a process model of “team emotion regulation” that expands Gross's (1998) individual emotion regulation model. These findings have implications for enhancing performance in teams with coordination breakdowns by focusing on SSER strategies that can lead to the resolutions of challenges in complex collaborative settings.

Author(s): Peter Liljedahl

Keywords: self-efficacy, affect, social persuasion, thinking classrooms

Abstract: What a student believes about their abilities to do mathematics has a significant impact on the ways in which they then do mathematics. If they believe they can solve a problem they behave very differently than if they believe they cannot. As such, the development of self-efficacy needs to be paramount in the conversation of what it means to teach mathematics. In this paper, I look at the subtle ways in which students' self-efficacy is developed within the specific teaching paradigm of Building Thinking Classrooms. Results indicate that what a teacher does is just as important as what a teacher says when it comes to developing student self-efficacy in mathematics.

Author(s): Xiaoheng Yan, Ofer Marmur, Rina Zazkis

Keywords: Advanced mathematics, Mathematicians, Secondary mathematics teachers, Teacher education

Abstract: In this paper, we examine mathematicians’ views on the value of advanced mathematics for secondary mathematics teachers. The data comprise semi-structured interviews with 24 mathematicians from 10 universities. The findings indicate that the value of advanced mathematics courses for prospective secondary mathematics teachers lies in their potential to offer connections across mathematical domains, mathematical experience for the development of problem-solving abilities, and increased epistemological awareness of the subject. Additionally, mathematicians’ examples that connect advanced and school mathematics are presented and discussed. While the mathematicians provided rich examples of such connections, we noted that such examples were relatively scarce and accordingly sought possible explanations in the discussion of the findings.

Author(s): Heidi Sairanen, Kristiina Kumpulainen, Anu Kajamaa

Keywords: Children’s agency, initiatives and responses, Finnish early childhood education, child-centred pedagogy, adult-initiated activities

Abstract: This paper investigates adult–child interaction in the early years of education. The intention is to understand how children's initiatives and practitioners’ responses support and/or hinder children's agency. Our ethnographic data include 150 h of video data supplemented by observational field notes from a Finnish Early Childhood Education (ECE) centre with eight five-year-old children and two ECE practitioners. The video data were analysed abductively by using an Interaction Analysis method. The children's initiatives were found to manifest in several modes, namely asking a question, suggesting, challenging, refusing and ideating. The responses to these initiatives by the ECE practitioners included accepting, accepting after a rejection, adapting, rejecting or ignoring. The analysis points to ways in which adult–child relationships are negotiated in everyday activities, showing the relational nature of agency and suggesting that the ways in which adult engages in the child's initiations are an intricate part of children's agency.

Author(s): Lloyd, R.J., Smith, S.J.

Keywords: acroyoga; equestrian arts; flow; interactive flow; kinesthetic consciousness; phenomenology; salsa dance; Tai Chi

Abstract: The overarching purpose of the InterActive for Life (IA4L) project is to mobilize relational knowledge of partnered movement practices for physical education practitioners. Through a participatory, motion-sensing phenomenological methodology, relational knowledge gleaned from world class experts in salsa dance, equestrian arts, push hands Tai Chi and acroyoga, and analyzed through the Function2Flow conceptual model, was shared with Physical Education Teacher Education (PETE) students. They, in turn, made sense of the ways these experts cultivate relational connections through a process of designing interactive games suitable for physical education curricula. The kinetic, kinesthetic, affective and energetic dynamics of these games were then shared through professional development workshops, mentoring, and open-access resources. Each phase of the IA4L project invites us to depart from the predominance of individualistic ways of conceiving and teaching movement and instead explore what it means to be attuned to the pulse of life as we break away from tendencies to objectify movement as something our bodies do or that is done to them. Consideration is given to the ways in which meaningful relational connections are formed in and through movement and how this learning prioritizes the InterActive Functions, Forms, Feelings and Flows of moving purposefully, playfully and expressively with others. In so doing, what this research offers is an understanding of how knowledge of an essentially motion-sensitive kind, which can breathe life into physical education curricula, can be actively and interactively mobilized. Copyright © 2022 Lloyd and Smith.

Author(s): Suzanne Smythe

Keywords: Social Justice, Technology Uses in Education, Adult Education, Service Learning, COVID-19, Pandemics, Foreign Countries

Abstract: In this response, Suzanne Smythe imagines the role of new technologies in community-based education as we settle into a "new normal." This article builds upon and extends Jen Vanek's suggestions in Part 1 by drawing upon research and practice oriented to digital justice. Smythe describes her experiences as an adult literacy researcher in Canada, working closely with community-based educators and researchers to map new pedagogies, as well as fissures of digital inequality, that have deepened during the pandemic. She considers how concepts of digital equity and digital justice may help educators think through the benefits and problematics of technology integration in adult and community-based education. This article adds new considerations for technology integration to Vanek's questions and principles. [For Part 1, see EJ1344704.]

Author(s): Kristiina Kumpulainen

Abstract: Educating children to appreciate and care for the environment has been a longstanding cultural value and priority in the Nordic countries. This priority is reflected in the richness of outdoor education programs, such as Forest Schools (Williams-Siegfredsen, 2017), and efforts to promote environmental education in schools as a cross-cutting curriculum theme (Wong & Kumpulainen, 2019). In Finland, the national curriculum emphasises the need to develop children’s knowledge, critical skills, and identities in line with their interest and participation in environmental advocacy (Furu, 2019; Tolppanen, et al., 2017). In parallel, the everyday lives of many children in the Nordic countries have been characterised by opportunities to roam ‘freely’in nature contributing to its enhanced appreciation and care (Mjaavatn, 2016).

Author(s): Bahmei B., Birmingham E., Arzanpour S.

Keywords: Convolution, Convolutional neural networks, Convolutional Recurrent Neural Network (CRNN), Data augmentation, Data models, Deep Convolutional Generative Adversarial Networks, Deep learning, Environmental sound classification, Feature extraction, Generators, Training

Abstract: Deep neural networks in deep learning have been widely demonstrated to have higher accuracy and distinct advantages over traditional machine learning methods in extracting data features. While convolutional neural networks (CNNs) have shown great success in feature extraction and audio classification, it is important to note that real-time audios are dependent on previous scenes. Also, the main drawback of deep learning algorithms is that they need a huge number of datasets to indicate their efficient performance. In this paper, a recurrent neural network (RNN) combined with CNN is proposed to address this problem. Moreover, a Deep Convolutional Generative Adversarial Network (DCGAN) is used for high-quality data augmentation. This data augmentation technique is applied to the Urbansound8K dataset to improve the environmental sound classification. Batch normalization, transfer learning, and three feature representations map are used to improve the model accuracy. The results show that the generated images by DCGAN have similar features to the original training images and have the capability to generate spectrograms and improve the classification accuracy. Experimental results on Urbandsound8K datasets demonstrate that the proposed CNN-RNN architecture achieves better performance than the state-of-the-art classification models.

Author(s): Merja Hautakangas, Kristiina Kumpulainen, Lotta Uusitalo

Keywords: Self regulation, children, Early Childhood Education and Care. Kids’ Skills programme

Abstract: Self-regulation skills are fundamental for a child’s development and learning. Yet, problems in self-regulation are common and several programmes with varying results have been created to overcome them. In this article, we have reported on a controlled ten-week intervention study. Twenty-eight children aged 4–7 years and with poor self-regulation skills participated in their Early Childhood Education and Care (ECEC) centres. The intervention programme, entitled Kids’ Skills, is based on a strength-based and solution-focused perspective. Compared with the 15-child control group, the intervention group showed significant progress. The Kids’ Skills intervention made visible the teacher’s strong engagement to develop children’s self-regulation skills and the positive interaction, such as how the teacher supports the child in challenging situations. The Kids’ Skills’ strength-based pedagogy, emphasizing that rather than the child being a problem, the child and the teacher work together to solve the child’s problem, increases the child’s involvement and their development of self-regulation skills.

Author(s): Byman J., Kumpulainen K., Wong C.C., Renlund J.

Abstract: In this study, we investigate how digital storying creates opportunities for children to attend to their emotional experiences in and about nature. Following relational ontology and socio-cultural theorising, we focus our analysis on the temporal–spatial entanglements of children's emotional experiences. Our inquiry draws on a case study of two children at a Finnish primary school. Liam and Vera engaged in digital storying in their local forest using an augmented storycrafting app, MyAR Julle. The data were collected during two storying workshops by means of observational field notes, video recordings, interviews with the children and digital artefacts. The results illustrate how engaging in the narrative plot of a fictitious augmented character invited the children to create necessary open-endedness in the activity which further stimulated their storying. The children's experiences were imbued with emotions and distributed across human and non-human actors. The children's digital storying not only communicated their personal emotional experiences in local surroundings, but was also grounded in broader societal narratives, such as climate change and forest conservation, with considerations of the future of the planet. The results suggest how digital storying offers a pedagogical method for early environmental education that builds on children's emotional experiences.

Author(s): Jeannie Kerr, Amy Parent

Abstract: IN THIS CHAPTER, WE TROUBLE THE notion that postsecondary institutions are currently able to address the 2015 Truth and Reconciliation Commission of Canada’s (TRC) calls to action for reconciliation in education, 1 and offer what we see as pedagogical opportunities for instructors in higher education to gesture towards decolonial possibilities. This co-authored chapter emerges from our time collaboratively teaching mandatory Indigenous education courses in a postsecondary institution in British Columbia, and our ongoing work engaging the complexity of addressing this context in our teaching and theorizing.

Author(s): Heesoon Bai

Keywords: Zen, metaphysics of domination and control, embodiment and emplacement, animate living nature, interbeing

Abstract: The inclusion of ‘consciousness’ in Michael Bonnett’s paper signals to me that the right place for examination of the ongoing and deepening environmental disasters that humans face is human consciousness itself: the way we think, perceive, and feel, which flows into the way we relate to and act towards nature. Against the still prevailing way of thinking about environmental disaster and crisis, namely locating these problems out there in the environment, I, like Bonnett, and a growing number of others, point to the problematic ‘metaphysics’ of how we humans conceive and perceive nature. Our current ‘environmental problems’ are metaphysical. In support of Bonnett’s paper, I examine the problematic metaphysics (namely, The Mechanical Universe), trace its psycho-neurobiological origin to the authoritarian structure that disempowers human beings to play out domination-submission programming, and suggest learning the way of mutual participation and collaboration characteristic of our immersive experience in nature. In further support of Bonnett’s characterization of nature as ‘self-arising,’ which incidentally is the literal meaning of nature in Chinese (自然), I introduce the Way of Zen as practice of ‘interbeing.’ Interbeing, when practiced, would lead us to experiencing awe and wonder, as in our encounter with nature, restoring a sense of immediacy, presence, and non-discursivity: all central to Zen experience.

Author(s): Gebre E.

Keywords: contextualizing data literacy, critical data literacy, data literacy education, learning design

Abstract: Data literacy has been suggested as an important competence that individuals need to succeed in a data-intensive society. However, there is no common understanding as to what data literacy entails and how it could be developed. Instructional emphasis on developing competence of individuals fails to capture learners' relationship to data in everyday life and limits what they can possibly achieve in data-rich environments. This paper critically reviews conceptualizations of data literacy in the literature with a focus in K-12 education. The analysis determined four orientations of data literacy: development of competence, inquiry with data, awareness of personal data and civic engagement. I proposed a broader conceptualization of data literacy that integrates conceptions, competencies and contexts. The study offers holistic and context-oriented framing of data literacy for researchers and educators. Practitioner notes What is known about the topic Data literacy is a potential buzzword in the recent literature. There are increasing calls for developing data literacy skills of students and the general public. Data literacy is framed and implemented as a technical competence. Accordingly, curricular interventions and pedagogical practices focus on making use of data and benefiting from available datasets. What this paper adds The above framing of data literacy is too narrow to be useful in everyday life and rarely considers individuals interaction with data outside of schools. This study develops four focus areas in the conceptualization of data literacy and suggests broader framing of the concept as it relates to everyday life. It also suggests context-oriented approaches to data literacy education that can go beyond classrooms and academic activities. Implications for practice and policy This paper has implication for educators, researchers and policy makers. It allows boarder conceptualizations of data literacy that can be used in curricular interventions. It also provides ways of designing learning environments for the data literacy education and research.

Author(s): Larry Nucci, Robyn Ilten-Gee

Keywords: Domain-based moral education, social justice, critical pedagogy, social cognitive domain theory, responsive engagement

Abstract: Winston C. Thompson’s review of Moral Education for Social Justice by Larry Nucci and Robyn Ilten-Gee accurately captures the effort to integrate critical pedagogy with domain-based moral education. A core element is student participation in domain-based discourse entailing responsive engagement that transcends the cognitive activity of individuals. Those discussions may lead to action projects (praxis). Replying to Thompson’s review, Nucci and Ilten-Gee address potential problems that may arise from student resistance and from objections of conservatives who may view attention to social justice as political indoctrination. They conclude that moral education that does not attend to social justice suffers from incoherence.

Author(s): Dan Laitsch, John Malcolmson, Larry Kuehn

Abstract: In Issue 196 of the Canadian Journal of Educational Administration and Policy (CJEAP), the journal published an article by Jason Ellis, A Short History of K-12 Public School Spending in British Columbia, 1970-2020 that claimed “K-12 public education spending in British Columbia – adjusted for inflation – is 250 percent higher in 2020 than it was in 1970” (Ellis, 2021, p. 102). We illustrate how this claim lacks a theoretical framework, is based on weak data sources, a flawed research method and skewed analysis that results in a misleading understanding of resource allocations in BC. We present alternative ways to understand spending on education in BC in an effort to correct the scholarly and public record.

Author(s): Joel Heng Hartse

Abstract: Writing about music, far from being the specialized domain of the rock critic with encyclopedic knowledge of micro-genres or the fancy-pants star journalist flying on private planes with Led Zeppelin, has become something almost any music lover can do—and does. It’s been said, however, that writing about music is a difficult, even pointless enterprise—an absurd impossibility, like “dancing about architecture.” But aside from the fact that dancing about architecture would be awesome, what is that ineffable something that drives people to write about music at all? In this short, insightful book, Joel Heng Hartse unpacks the rock writer Richard Meltzer’s assertion that writing about music should be a “parallel artistic effort” with music itself—and argues that music and the impulse to write about it is part of the eminently mysterious desire for meaning-making that makes us human. Touching on the close resonances between music, language, love, and belief, Dancing about Architecture is a Reasonable Thing to Do is relevant to anyone who finds deep human and spiritual meaning in music, writing, and the mysterious connections between them.

Author(s): Andrew Kercher, Anna Marie Bergman, Rina Zazkis

Abstract: Definitions are an integral aspect of mathematics. In particular, they form the backbone of deductive reasoning and facilitate precision in mathematical communication. However, when an agreed-upon definition is not established, its ability to serve these purposes can be called into question. While ambiguity can be productive, the existence of multiple non-equivalent definitions for the same term can make the truth value of certain mathematical statements unclear. In this study, we asked mathematics educators to determine the truth of a definitionally ambiguous mathematical claim. Based on their responses, we identified several factors that influenced the teachers’ choice of definitions. Finally, we consider the pedagogical implications of employing such a task in teacher preparation programs.

Author(s): Halladay J., Cullen D., Briner N., Warren J., Fye K., Basnet R., Bergen J., Doleck T.

Keywords: CICDDoS2019, deep learning, distributed denial of service attacks, machine learning, multiclass, Time-based features

Abstract: In today's evolving cybersecurity landscape, distributed denial-of-service (DDoS) attacks have become one of the most prolific and costly threats. Their capability to incapacitate network services while causing millions of dollars in damages has made effective DDoS detection and prevention imperative for businesses and government entities alike. Prior research has found shallow and deep learning classifiers to be invaluable in detecting DDoS attacks; however, there is an absence of research concerning time-based features and classification among many DDoS attack types. In this article, we propose and study the efficacy of 25 time-based features to detect and classify 12 types of DDoS attacks using binary and multiclass classification. Furthermore, we ran experiments to compare the performance of eight traditional machine learning classifiers and one deep learning classifier using two different scenarios. Our findings show that the majority of models provided 99% accuracy on both the control and time-based experiments in detecting DDoS attacks while yielding 70% accuracy in classifying specific DDoS attack types. Training on the proposed time-based feature subset was found to be effective at reducing training time without compromising test accuracy; thus, the smaller time-based feature subset alone is beneficial for near-real time applications that incorporate continuous learning.

Author(s): Valia Spiliotopoulos, Amanda Wallace, Roumi Ilieva

Keywords: Faculty engagement, content & language integration, innovation, internationalization

Abstract: This article discusses an innovation within one Canadian institution that focuses on linguistically responsive activities in an internationalized, Anglophone university. The study draws on recent research in applied linguistics that addresses language and content integration within disciplinary courses as an innovation. Drawing on Rogers’ (1995) ‘diffusion of innovation’ theory, the study involved purposive sampling of faculty members who were ‘early adopters’ of innovative activities aimed to support multilingual/EAL students. Qualitative data were gathered through interviews with content faculty, as well as transcriptions of professional learning focus group meetings of applied linguistics faculty who engaged in interdisciplinary collaborations to support the trialability, visibility and the adaptability of the innovation, as well as to demonstrate its relative advantage. The end goal was to engage faculty members to rethink their teaching and learning practices, given the linguistically and culturally diverse context of today’s universities, and to deepen our understanding of language as an under-researched aspect of internationalization in higher education.

Author(s): Clare Kosnik, Lydia Menna, Pooja Dharamshi

Keywords: teacher educators, politics of teacher education

Abstract: Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government’s reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is politics affecting literacy teacher educators? Three specific aspects are considered: their pedagogies, identity and well-being. It describes how their pedagogy (goals and teaching strategies) has narrowed because of mandated curriculum and exit exams. It shows how their identity as academics is being complicated because they often do not have time for their research. And their well-being is compromised because of excessive external inspections and as their community in the university splinters.

Author(s): Sugarman J.

Abstract: It is a pleasure to have been given the opportunity to react to Louis Sass’s (2022) wonderful paper. Sass is a rare scholar whose work not only bridges psychology, philosophy, literature, art, and history, but moreover, he conveys a rich, deep, and seasoned understanding of the subjects on which he writes and masterfully marshals ideas and artefacts in the service of his insights and arguments. In this paper, Sass addresses the central disciplinary question of how psychological theory and inquiry might best do justice to subjectivity and, more specifically, features of subjectivity as they were articulated and introduced during the Renaissance and that have persisted as part of our contemporary self-understanding. Sass concludes that existential phenomenology is the most viable solution from among current alternatives for “achieving the revelatory potential of our field” (Sass, 2022, p. 5).

Author(s): Basnet, R.B., Johnson, C., Doleck, T.

Keywords: Deep learning; Educational big data; Learning analytics; Machine learning; Predictive analytics

Abstract: The nature of teaching and learning has evolved over the years, especially as technology has evolved. Innovative application of educational analytics has gained momentum. Indeed, predictive analytics have become increasingly salient in education. Considering the prevalence of learner-system interaction data and the potential value of such data, it is not surprising that significant scholarly attention has been directed at understanding ways of drawing insights from educational data. Although prior literature on educational big data recognizes the utility of deep learning and machine learning methods, little research examines both deep learning and machine learning together, and the differences in predictive performance have been relatively understudied. This paper aims to present a comprehensive comparison of predictive performance using deep learning and machine learning. Specifically, we use educational big data in the context of predicting dropout in MOOCs. We find that machine learning classifiers can predict equally well as deep learning classifiers. This research advances our understanding of the use of deep learning and machine learning in optimizing dropout prediction performance models. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

Author(s): Sean Blenkinsop, Mark Fettes, Laura Piersol

Abstract: The Art and Science of Portraiture was published in 1997 by Lawrence-Lightfoot and Hoffman. They describe its subject as “a method of qualitative research that blurs the boundaries of aesthetics and empiricism in an effort to capture the complexity, dynamics, and subtlety of human experience and organizational life”(1997, p. xv). Lawrence-Lightfoot began exploring portraiture in reaction to not only the traditional objectifying gaze of Western social science, but also against “the general tendency of social scientists to focus their investigations on pathology and disease rather than on health and resilience”(1997, p. 8). To accomplish this, she saw the need to focus on the particulars of individual voices and narratives, but always in context. Given Lawrence-Lightfoot’s childhood, background, and inspirations7 it is unsurprising that portraiture leaned in this direction and is at home in the ethnicized, racialized, gendered borderlands where resistance and resilience flourishes. One cannot fully make sense of portraiture without acknowledging its connections with a long emancipatory tradition in African-American culture, or with its fundamental orientation towards social justice and a compassionate feminist axiology. And these commitments to context, to voice (Chapman, 2005), to justice, and to hearing from the often silenced were part of what drew us to portraiture.

Author(s): Chloe Humphreys, Sean Blenkinsop, Bob Jickling

Keywords: Baudrillard, hyper-reality, simulacra

Abstract: This is a paper for three voices. An attempt at a philosophic experience in the symphonic form. The first voice carries the tune and holds the shape of the paper as it focuses on Baudrillard and proposes that public education in Canada today is in fact a simulacra. The second voice has more room to roam, tracing some of the Western philosophical underpinnings of Baudrillard’s stages of the simulacra from Aristotle to Saussure’s centralization of human language and out to the disappearance of the signified altogether. And the third voice, plays a parallel tune to the first two but focuses on the evolution of education for sustainable development. Eventually all three voices find harmonies around the challenges of their respective simulacrum (i.e. public education, human language, and education for sustainable development) and will, as a dramatic conclusion, seek to offer some important educational implications. We have employed, as seen above, different fonts for each voice and divided the paper along symphonic lines (i.e. sonata, adagio, scherzo, and rondo) with each movement being accompanied by one stage of Baudrillard’s development of the simulacra. We encourage the reader to think of this paper as a philosophical score choosing to read each voice separately or all three together seeking resonances along the way.

Author(s): Baek C., Doleck T.

Keywords: Analytics, Bibliometrics, Collaboration, Computational Intelligence, Computers, Data Mining, Data mining, Data Processing, Education, Licenses, Market research

Abstract: We are now able to collect enormous amounts of information at the learner level. Mining educational data to provide data-driven analytics has spurred great interest among researchers and policymakers that continues to grow. This growing research area is called educational data mining (EDM). Yet the growing interest in the topic has also resulted in a fragmented body of literature. This recent growth justifies and renders it important to synthesize the extant body of multidisciplinary research to bring this literature together into a systematic whole and to assess the extent of our current knowledge. To this purpose, this article provides a bibliometric review of the accumulated literature (N=194) on educational data mining during 2015–2019. Findings suggest that interest in educational data mining has increased in recent years. The mainstream studies in this stream of research mainly focus on using state-of-the-art EDM techniques to optimize prediction models to accurately predict learners’ academic performance and to early detect behaviors of learners for timely intervention. In addition, our findings show that EDM literature contains publications of researchers from diverse countries. Most studies were a result of collaborations between multiple authors, and most authors collaborated with authors from the same country. The United States, China, and Spain are the countries with the most prolific publications in EDM literature. For future research, EDM researchers should increase discussions on connecting theories with EDM techniques, discussions on ethics and privacy issues, and international collaboration.

Author(s): Mark Fettes

Abstract: Schools promote mobility by providing access to national languages and languages of wider communication, to knowledge and skills valued in the national and European economies, and to multicultural or cosmopolitan forms of identity. Ironically, however, mobility now poses unprecedented challenges for national school systems in EU member states, which were not designed to respond to the educational needs of large numbers of minority, migrant and refugee families speaking many different languages. Improving the trade-off between mobility and inclusion in these school systems implies improving access, participation and outcomes for these socially excluded populations. Although national education policies have a role to play in achieving this, it is the meso level of organization – school systems, teacher education programs, local and regional government, community associations and so on – where practical solutions need to be developed and implemented. This chapter addresses three important aspects of this meso level of capacity-building for linguistic inclusion in education: the building of local educational partnerships, the education of teachers, and the recognition, validation and assessment of community skills. Rather than focusing on language issues in isolation, the goal is to rethink and adapt well-established inclusion-oriented policy frameworks or initiatives in each of these areas. Overall, the analysis demonstrates that adapting national school systems to the needs of a mobile, multilingual Europe will depend on creative collaboration on the part of policy- and decision-makers at the meso level, as well as teacher trainers, student teachers, teachers, students and families, and community organisations.

Author(s): Rebecca D Cox

Keywords: Achievement emotions, Affect, Emotions, Emotion management, Feelings, Postsecondary classrooms, Postsecondary teaching and learning, Higher education, Racialized emotions

Abstract: The role of emotions in postsecondary teaching and learning is an unruly subject of inquiry. Spread across relevant fields of study are multiple, competing approaches to describing, theorizing, and studying emotions. This chapter represents a preliminary foray into the scholarship on emotions in postsecondary teaching and learning. In this chapter, I identify some of the complications involved in exploring emotions in postsecondary settings and describe two broad approaches to conceptualizing emotions. In addition to reviewing research focused primarily on students’ emotional experiences, I consider studies that describe the role of teachers and pedagogies in relation to students’ emotions. After discussing how emotions are conceptualized and investigated in this literature, I consider the implications for future explorations of emotions in postsecondary teaching and learning. Ultimately, this chapter illuminates the complexity of inquiry into emotions while offering suggestions for research that recognizes the potential of emotions—and inquiry around emotions—to disrupt inequalities in higher education.

Author(s): Kristiina Kumpulainen, Jenny Renlund, Jenny Byman, Chin-Chin Wong

Keywords: Empathetic encounters, children, augmented storying, nature, sociomaterial approach

Abstract: This study brings empathy to the centre of literacy practice by investigating children’s augmented storying as it was related to empathetic encounters across the human and more-than-human worlds. The study applies sociomaterial theorising that defines empathy as relational and emergent across human–material–spatial–temporal assemblages. The empirical study was situated in a Finnish primary school in which children used an augmented story-crafting tool (MyAR Julle) to explore their local environment and to create and share their stories. The findings show how empathy emerged situationally across the children, other human beings, materials, technology and the natural world. The empathetic encounters of the children’s narratives were more than romantic or smooth encounters, instead competing and in tension with one another, calling moral reasoning and agency. The study shows the potential of sociomaterial theorising to change the way we think about children’s encounters with the world, using empathy as a framework.

Author(s): Gillian Judson

Keywords: imagination, Imaginative Education, equity, empathy, cognitive tools

Abstract: Research on equity-focused school leadership reveals how it is relational, emotional, and activist. This paper adds imaginative to this set of leadership qualities. First, imagination is conceptualized as soil. Thinking of imagination in this grounded, ecological way can help address misconceptions around what imagination is and does in the context of school leadership. The next section outlines some of the relational, emotional, and activist features of equity-focused school leadership that are rooted in imagination. Imaginative Education is introduced as a theoretical framework that offers a practical set of (cognitive) tools that leaders may employ to cultivate imagination in pursuit of equity in their schools. The paper concludes with recommendations for future research.

Author(s): Zul Kanji, Michelle Pidgeon, Michelle Nilson

Abstract: This study explored the experiences of former first-year students who had been institutionally dismissed from an undergraduate health program in a large Canadian university. Using a qualitative narrative inquiry, 20 individual interviews were conducted with 10 former students. Challenges connecting with faculty, large classes, and academic under-preparedness contributed to these commuter students’ involuntary departure. The university’s student support resources were under-utilized. Lessons learned have emphasized the role that an institution has in supporting its students.

Author(s): Rebecca D Cox, Lindsey E Malcom-Piqueux

Keywords: community colleges, racial equity, STEM education

Abstract: Although the community college plays an essential role in educating minoritized students in STEM-related fields, it is also a site where the compounding effects of systemic racism in the nation's educational system are abundantly clear. Due in large part to inequitable access to college-preparatory curriculum in secondary schooling, racially minoritized community college students are more likely than their White peers to be placed in developmental (remedial) math coursework, and less likely to complete the developmental requirements. Over the past decade, heightened concern with high rates of non-completion in developmental math has led community colleges to engage in an unprecedented level of reform, restructuring their programs in order to facilitate students' progression into college-level math and science courses. However, whether such reforms have improved minoritized students' opportunities to learn remains unclear. In this study, we applied a race-conscious analytical framework in order to explore the messages embedded in curricular artifacts from developmental math courses at a college pursuing reform. Using indicators of equity-mindedness, we examined the extent to which the curricular artifacts embody explicit messages about diversity and cultural inclusiveness, reflect aspects of culturally responsive teaching, or challenge assumptions embedded in the dominant approach to mathematics education (i.e., racial apathy and color blindness). In addition to documenting a lack of equity-mindedness and cultural inclusivity in our sample of cultural artifacts, our analysis offers a set of tools for researching and assessing ongoing developmental math reforms across community colleges.

Author(s): Bazelais, P., Binner, G., Doleck, T.

Keywords: online labs; remote learning; STEM education; Technology acceptance; technology acceptance models

Abstract: As an important tool for STEM education, online labs have gained significant research attention. However, our understanding of online labs is limited by the inattention to the factors that contribute to the acceptance of online labs. This study adopts the UTAUT model to investigate the salient determinants of use of online labs. We test the proposed research model with data from N = 194 students. We find that performance expectancy, effort expectancy, and social influence are positively related to behavioral intention. Behavioral Intention, in turn, is positively related to use. In contrast, the association between facilitating conditions and use is not significant. In terms of the moderating links in the research model, age did not moderate any of the four links (performance expectancy and behavioral intention; effort expectancy and behavioral intention; social influence and behavioral intention; facilitating conditions and use) and gender did not moderate any of the three links (performance expectancy and behavioral intention; effort expectancy and behavioral intention; social influence and behavioral intention). The three variables (performance expectancy, effort expectancy, and social influence) explain 61.4% of variance in behavioral intention. In contrast, the two variables (behavioral intention and facilitating conditions) explain only 15.7% of variance in use. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

Author(s): Sinquefield-Kangas R., Rajala A., Kumpulainen K.

Keywords: adolescence, agential realism, arts-based research, digital media, education, empathy, new materialism, visual art

Abstract: This article examines events of empathy as they occur during artmaking using the lens of agential realism. We do this to trouble more traditional psychologi-cal constructs of empathy and, instead, rethink it as performative and relational. Drawing on new materialisms and Karen Barad’s ‘agential realism’, we do not treat artmaking, young people and empathy in any hierarchy but want to under-stand how these come together as ‘things-in-phenomena’. Written recountings of a video artwork are used in mapping the entanglements of cats and dogs with three Finnish high-school girls as they answer the question ‘what is empathy?’. The study shows how objects/materials/matter(s) are agentic in co-constituting conditions invocative of empathy phenomena during artmaking. We conclude by suggesting that an agential realist account of art and empathy calls for art educators to pay close attention to objects/materials/matter(s) in their heterogenous connections.

Author(s): Yumiko Murai, Alissa N Antle, Alexandra Kitson, Yves Candau, Azadeh Adibi, Zoe Dao-Kroeker, John Desnoyers-Stewart, Katrien Jacobs

Abstract: The global pandemic has brought numerous challenges for designers, researchers, and practitioners whose work involves children and new technologies. While many of us have found creative ways to address the obstacles of facilitating activities with children remotely, inciting critical reflection through making, which is already difficult in in-person settings, has become an even greater challenge in online distributed settings. This paper reports on the lessons learned from two two-week online afterschool maker workshops where participants in remote locations engaged in critical reflections on ethical implications of biowearable technologies through designing a biowearable device that benefits their own lives. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online …

Author(s): Sean Chorney

Keywords: Mathematics education, Mathematics teaching

Abstract: For this paper, I explored the informal reasoning of undergraduate social science students in a mathematics class. They were looking into the mathematics of political districting, in particular gerrymandering. Using Sellars’ notion of the space of reasons and analytic categories from the socioscientific issues literature, I examined the reasons students gave for the positions they took. I observed the way mathematics played a role in their reasoning and, how, when they addressed a social issue, their reasoning was more holistic. The analytic categories illuminated my data on how mathematics was integrated into the students’ informal reasoning.

Author(s): Nichole E Scheerer, Troy Q Boucher, Behnaz Bahmei, Grace Iarocci, Siamak Arzanpour, Elina Birmingham

Keywords: Autism spectrum disorder, Decreased sound tolerance, Misophonia, Hyperacusis, Phonophobia, Sound sensitivity

Abstract: Decreased sound tolerance (DST) is the most common sensory difficulty experienced by autistic individuals. Parents of 88 autistic children and young adults between the ages of 3 and 30 described coping strategies and physical and emotional responses used to deal with distressing sounds, and their impact on daily activities. Loud, sudden, and high-pitched sounds were most commonly endorsed as distressing, most often causing autistic children and young adults to cover their ears or yell, while producing stress, irritation, fear, and anxiety. Parents reported warning their child, providing breaks, or avoiding noisy settings as the most used coping strategies. Overall, findings indicate that DST leads to fewer opportunities for autistic children and young adults to participate at home, at school, and in the community. Further, results suggest hyperacusis, misophonia, and phonophobia, subtypes of DST, are present in autistic children and young adults.

Author(s): Jasmiina Leskinen, Kristiina Kumpulainen, Anu Kajamaa

Abstract: The Finnish core curriculum for K-12 education calls for learning environments that recognise students’ personal interests, knowledge and skills, and that enhance students’ active participation in self-driven learning across disciplines (FNAE, 2014). During recent years, makerspaces and maker education have attracted educational attention in Finland as a means of responding to the learning requirements of the latest curriculum, including the promotion of students’ engagement in science, technology, engineering, arts, and mathematics (STEAM), and learning with various technologies and media (Kumpulainen et al., 2020; Juurola & Wirman, 2019). Makerspaces give students the freedom to make choices in their learning activities (Martin, 2015), including where, how, and with whom to work with, seeking support from the teacher and each other as needed (Kariippanon et al., 2018). Makerspaces can also foster students’ collaborative knowledge creation and learning (Kajamaa & Kumpulainen, 2020), agency (Kumpulainen et al., 2019), and transformative agency, which accounts for students’ initiative and commitment to transform their activity and its context (s) for personal and/or academic ends (Kajamaa & Kumpulainen, 2019).

Author(s): Michael Ling, Shawn M. Bullock

Abstract: This chapter considers the ways in which the authors used their critical friendship to form a self-study community of practice (SSCoP) within a larger community of practice in a graduate program devoted explicitly to teacher inquiry. This program has produced hundreds of alumni in a local teaching area, all with rich experience of carefully analysing their own practices and making the results public in ways suggested by LaBoskey (The methodology of self-study and its theoretical underpinnings. In: Loughran JJ, Hamilton ML, Russell TL (eds) International handbook of self-study of teaching and teacher education practices. Kluwer Academic Publishers, pp. 817–870, 2004). The first author (Michael) has been involved with the program since its inception and was program leader for a number of years; Shawn taught for a number of years in the program before moving to a new academic appointment. We offer this chapter, a personal history how our critical friendship led to a SSCoP within a large graduate program, in part as a way of dealing with the ebbs and flows of neoliberal pressures on academics and teachers. We offer two metaphors to articulate what we have learned about the importance of establishing authentic self-study communities of practice to support the professional development of experienced teachers. Finally, we comment on the ways in which SSCoPs might begin and end in response to the pressures and requirements of new forms of collaboration in the work of teacher educators.

Author(s): Kari-anne Jorgensen, Sean Blenkinsop, Marianne Heggen, Henrick Neegaard

Keywords: friluftsliv, wild pedagogies, childhood, knowledge, nature

Abstract: This article seeks to put two pedagogical orientations, one influenced by friluftsliv and the other wild pedagogies, into dialogue. The theoretical section focuses on three key components: childhood, knowledge, and nature. Next, we frame friluftsliv and wild pedagogies and connect them to contemporary early childhood education contexts. Here, we offer a short summary of wild pedagogies’ six touchstones: Nature as Co-Teacher; Complexity, the Unknown, and Spontaneity; Locating the Wild; Time and Practice; Socio-Cultural Change; and Building Alliances and the Human Community. In this section, we focus on the connections with, and challenges to, friluftsliv practices in a pedagogical setting. Then, we examine the possibilities for developing new pedagogies for both wild pedagogies and friluftsliv. The paper offers no definitive conclusion, rather returning to a reflection on the three key components.

Author(s): Aage Jensen, Marianne Presthus Heggen, Bob Jickling, Sean Blenkinsop

Abstract: Human behaviours have major consequences for nature, the more-than-human world, and issues linked to social and ecological justice. Our ways of living, sometimes framed as modernist, globalized, westernized, euro-centric, neoliberal, colonial, Cartesian, and/or anthropocentric, are disturbing natural rhythms and social processes. That is why many are calling these times the Anthropocene—a proposed geological epoch dating from the commencement of significant human impact on Earth’s geology and ecosystems, including anthropogenic climate change. Thus, the future seems more uncertain than ever before. This has been confirmed in the Sixth assessment report from the Intergovernmental Panel on Climate Change and of course throughout the recent COP26 Climate Change Conference in Glasgow. 1 We cannot keep doing the same things and expect different results. We need significant—indeed radical—change.

Author(s): Merja Hautakangas, Lotta Uusitalo, Kristiina Kumpulainen

Keywords: Self-regulation skills, Kids’ Skills, Intervention, Early chilhdood education

Abstract: In this chapter, 26 Finnish children between 4 and 4 years old described how they learned self-regulation skills after participating in the Kids’ Skills programme in an early childhood education (ECE) setting. Kids’ Skills is a programme aimed at developing children’s self-regulation skills in a solution-focused and narrative way (Furman, Muksuopin lumous. Luova tapa valita lapsia voittaa psyykkiset ongelmat. [The enchantment of the Kids’ Skills. A creative way to choose children to overcome mental problems]. Lyhytterapiainstituutti, 2016). The participating children were diagnosed as having difficulties in their self-regulation. Following the Kids’ Skills intervention, the children described their learning in the form of narratives and drawings. The data were analysed using a thematic content analysis framed by Hicks’ (Contextual inquires: a discourse-oriented study of classroom learning. In: D. Hicks (ed) Discourse, learning and schooling (pp 104–141). Cambridge University Press, 1996) sociocultural model. The findings show how the children described how learning self-regulation skills created new opportunities to have playmates. The children described learning as regulating their behaviour so that their previous challenging behaviour could turn into a strength, such as their bullying behaviour turning into friendship. In addition, the children described a change in their group membership when they were accepted to participate in joint action, and they learned to express themselves more courageously. The results indicate that learning self-regulation skills is relevant to the child, and interventions to promote the child’s self-regulation skills are recommended.

Author(s): Menna L., Dharamshi P., Kosnik C.

Keywords: literacy, race, social justice, Teacher education, Teacher Educators

Abstract: This article explores the ways in which lived experiences informed literacy teacher educators' (LTEs) pedagogies and practices of social justice. In particular, three case studies were conducted to examine why the LTEs chose to address social justice, as well as how their life experiences influenced their views and pedagogies in their literacy courses to address social justice, race, and race related issues. Each of the LTEs recalled transformative experiences that shaped their views not only of literacy, but the interconnections between schooling, social justice, and race.

Author(s): Alf Coles, Nathalie Sinclair

Abstract: An insightful, myth-busting book based on one core belief: maths doesn't have to be scary! Exploring the many myths around teaching and learning mathematics, this book offers practical strategies to dispel false beliefs and inspire teacher and pupil confidence in every primary maths lesson. Whether you're an NQT finding your way around the maths curriculum, or an experienced teacher looking to boost your practice, this book is full of ideas, advice and activities to make maths enjoyable and accessible for you and your pupils. From'maths is always right or wrong'to'everyone has a mathematical ceiling', Dr Alf Coles and Dr Nathalie Sinclair explain why these common dogmas inhibit learners and contribute to the maths anxiety that many children and even teachers face. Packed full of activities, techniques and concrete strategies, as well as real-life case studies and easy-to-digest theory, this is the perfect book for primary teachers looking to reignite mathematics in their classroom and improve learning for all pupils.

Author(s): Ruth M Eyres, William C Hunter, Alison Happel-Parkins, Robert L Williamson, Laura B Casey

Keywords: intellectual disabilities, parent experiences, qualitative interviews

Abstract: Parents typically serve as the primary sexuality educators for their children. This qualitative research explored the experiences of parents from Arkansas in providing sexuality education to their children with intellectual disabilities. Semi-structured interviews were used to obtain the perspective of parents, followed by transcription and coding of data. The analysis of the interview data resulted in several themes related to effective comprehensive sexuality education. Themes discussed in this paper include the individual and unique needs of each child and their family, parents needing collaborative support from other knowledgeable adults, and clear communication in relation to communication partners, communication mode, and regarding topics and skills deemed necessary by parents.

Author(s): Saliha Bava, Annina Engelbrecht, Lynn Fels, Daniella Gramani, Marlies Grindlay, Sharon Johnsey, Ajay Kalra, Ming-Yu Lin, Maggie Milne Martens, Amy Wiebe Lau

Abstract: How do we notice what is arriving? As authors, we collaboratively play with the continuation and momentum of emergence presented as a polyvocal text. As part of our research, we video-taped a collaborative mark-making activity led by two graduate students in a PhD cohort. What emerges from our interaction of situated dialogic inquiry is a heteroglossic performative text on emergence. The first 40 seconds of the video is woven into a paper that in itself becomes an ontological practice in emergence. The paper, in message and mode, delves into a series of moments and becomes a series of moments that ask the question: What is the play of interrelatedness in a collective inquiry of emergence?

Author(s): Susan Barber

Keywords: Refugee students, Teachers, Trauma, Art pedagogies, COVID-19

Abstract: New refugee students to Greater Vancouver, Canada, who have been exposed to violence and war are in danger of remaining “stuck” in traumatic memories and unable to lead productive lives if they do not receive treatment, yet stigma towards mental illness prevents many from seeking help. Education offers crucial opportunities to feel safe, recover trust in others, and participate in school activities; however, COVID-19 has upended schooling and some refugees are suffering declines in mental health. Drawing on surveys with 16 educators, including in-depth interviews with three art teachers, this study examines effective COVID-19 teaching strategies, beginning with forming strong relationships, arranging one-to-one meetings, and playing games. Some employ art to allow refugee students to express symbolically difficult pre/migration experiences, which has the potential for generating deeper meanings in events and new identities. This chapter investigates the value of art pedagogies in particular, not only in facilitating trauma processing, but also linking art-making to improved language learning, literacy, creative and critical thinking, and other academic skills; also, Mertins’s disability theory confronts the meaning of inclusion for those previously labelled as defective, preferring to understand them as “just different”. Although ethics is still an obstacle, one recommendation is for school districts to provide educators with professional development starting with trauma-informed school programs before moving into activities that bring therapeutic benefits through engaging with the arts.

Author(s): Michelle Pidgeon 

Abstract: A question was asked of me when I was a doctoral student: Why are Indigenous peoples even trying to be here if it’s such a bad place for them?“Here,” in this instance, was the university. The question came as a form of resistance to the critique I had of the institution’s systemic biases towards Indigenous ways of knowing and being. This question has stayed with me ever since. I’ve had to ponder long and hard about it. It constantly affronts me on an almost daily basis, whether I’m at a meeting with “Indigeneity” on the agenda or in the classroom working with undergraduates on why Indigenous education matters—whether I’m having to react to the latest policy or program change that excludes Indigenous students or just being present on campus. Being present, being seen, is a constant reminder that Indigenous peoples are here, persisting, resisting, and thriving!

Author(s): Kanevsky, L., Lo, C.O., Marghelis, V.

Keywords: Collaborative; High ability; Individual; Preference; Projects

Abstract: Conditions influencing 328 students’ (Grades 6-8) preferences for collaborating or working alone on challenging projects were investigated, as well as their potential interactions with ability, grade and sex. Each student completed the Cognitive Abilities Test (Form 7) and Project Context Survey. No overall preference for individual or collaborative projects was found. Students’ preferences were sensitive to features of the context (subject, nature of the task and social dynamics). Individual projects were preferred in art and shared projects in science and social studies. Students with high ability and boys preferred individual projects in Math. Principal components analyses revealed three contextual considerations influenced students’ desire to work on projects alone (enjoyment, optimizing the outcome, and risk management) and five influenced the appeal of collaborating (inclusiveness and trust, access to the strengths of others, their perceived need for support, familiarity, and fair assessment). High ability students were more concerned with the efficiency and quality of their work, and their grades while others their age were more influenced by the potential for fun. Grade 8 students were more concerned with risk management and the assessment process than younger students. If the safe, supportive, fair conditions they sought for collaborating were not available, students’ default preference was to work alone on a challenging project. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Author(s): Pereira E.J., Birmingham E., Ristic J.

Keywords: attentional biasing, faces, novelty, social attention

Abstract: Although attention is thought to be spontaneously biased by social cues like faces and eyes, recent data have demonstrated that when extraneous content, context, and task factors are controlled, attentional biasing is abolished in manual responses while still occurring sparingly in oculomotor measures. Here, we investigated how social attentional biasing was affected by face novelty by measuring responses to frequently presented (i.e., those with lower novelty) and infrequently presented (i.e., those with higher novelty) face identities. Using a dot-probe task, participants viewed either the same face and house identity that was frequently presented on half of the trials or sixteen different face and house identities that were infrequently presented on the other half of the trials. A response target occurred with equal probability at the previous location of the eyes or mouth of the face or the top or bottom of the house. Experiment 1 measured manual responses to the target while participants maintained central fixation. Experiment 2 additionally measured participants’ natural oculomotor behaviour when their eye movements were not restricted. Across both experiments, no evidence of social attentional biasing was found in manual data. However, in Experiment 2, there was a reliable oculomotor bias towards the eyes of infrequently presented upright faces. Together, these findings suggest that face novelty does not facilitate manual measures of social attention, but it appears to promote spontaneous oculomotor biasing towards the eyes of infrequently presented novel faces.

Author(s): Peter Liljedahl

Keywords: Thinking classrooms, results-first, theory-second, norms

Abstract: If we want to innovate mathematics education — if we want to achieve something beyond conformity and compliance in mathematics education — these institutional norms need to be challenged. In this paper, I look at the results-first research methodology in which the institutional norms are challenged by the simple goal of increasing student thinking in the classroom. I share the specific results that emerged out of this research and use it as a specific case to argue that real innovation in mathematics education can only occur if we are willing to challenge the institutional norms that have been with us for 150 years.

Author(s): Kristiina Kumpulainen

Abstract: This commentary chapter moves from the author's personal encounters with Interactional Ethnography (IE) to considering its methodological power to inform educational research from an international perspective. In doing so, the chapter explains how this volume creates contextually rich insights about the uses and possibilities of IE to evoke a humane and socioculturally nuanced approach to the investigation of educational processes and learning opportunities in and across space and time. The chapter ends by considering future possibilities and challenges of IE in changing societies and ecologies.

Author(s): Stanislaw Schukajlow, Chiara Andrà, Inés M Gómez-Chacón, Çiğdem Haser, Peter Liljedahl, Hanna Viitala

Abstract: The work of the Thematic Working Group 8 (TWG08)“Affect and the teaching and learning of mathematics” started with a revision of the call for papers in 2019. The call for papers included theoretical, methodological and empirical fields of research on affective constructs for students and teachers. Because of the variety of affective constructs, we could point out in the call only few examples of affective constructs in the area of beliefs, attitudes, emotions and motivation. Spreading of the COVID pandemic all over the world affected our preparation for the CERME 12 conference, which was moved from February 2021 to February 2022. In order to make the communication on affect possible, we followed the call of the program committee to offer a short virtual meeting on affect in the framework of the virtual CERME in 2021. In this virtual meeting, we presented an overview of research on affect and discussed urgent questions for mathematics education (eg What is the impact of COVID pandemic on research in affect?) and questions of importance for research on affect (eg Do emotions and motivation affect performance in mathematics?) in small groups and in the whole group. We continued with the preparation of the group’s work for CERME 12, which was eventually held as a virtual conference. In this chapter, we would like to introduce our work in TWG08, discussions on affect in teaching and learning of mathematics and new developments in the field.

Author(s): Steve Marshall

Abstract:  This volume consists of 21 chapters that explore the psychological and social aspects of the study-abroad experiences of pre-service and in-service language teachers and language teacher educators around the world. An international group of language scholars examines these experiences in relation to disruption, COVID-19, identity and emotion work, professional development, intercultural learning, language enhancement, personal growth, relationships, political awareness, critical reflexivity, and careers, addressing the intersection of identity and professional development, culture and culture learning related to their experiences, emotional aspects, and career and relationship aspects.

Author(s): Elizabeth de Freitas, Nathalie Sinclair

Abstract: This article keeps tuned to the ritual of scholarly gathering, an activity continued somewhat differently today in the online meeting. We aim to speak to current concerns about place and belonging under new climatic and digital regimes. We pose the question, “What will be the spatial logic and shape of scholarly collaboration after lockdown and ‘zoomtopia’?” The article recounts our decade-long collaboration and is structured around 10 sketches of singular meetings—intensive encounters—where we met for 3 to 5 days and developed various theories about form, space, number, affect, body and the imagination.

Book reviewer: Ching-Chiu Lin

Abstract: In Making and Relational Creativity, Lindsey Helen Bennett explores relationships that develop through creative practices outside of the standardized curriculum framework and school setting in England, suggesting that creative democratic learning spaces are needed to foster holistic teaching and learning.

Author(s): Sean Chorney

Keywords: Mathematizing, districting, gerrymandering, integer sequences

Abstract: In a pre-service mathematics methods class I taught, in which we mathematized political districting (first horizontally, then vertically), student questions led to engaging mathematics, in particular, the development of a new number sequence.

Author(s): Sandy Bakos, Nathalie Sinclair, Canan Güneş, Sean Chorney

Abstract: This paper examines drawings created by third-grade students during a mathematics lesson using the multi-touch iPad application TouchTimes, which provides a way of engaging directly with multiplication through the user’s fingertips. Using a theoretical perspective that recognises the materiality of mathematical concepts, we study the students’ conceptualisations of multiplication (which are imbricated with their fingers and the application) by analysing the multiple sensory meanings expressed in their drawings. We show how these sensory meanings relate to characteristics of multiplication discussed in the literature—through actions we call multi-plying and unitising. We also discuss additional features of the drawings, such as the inclusion of fingers and hands, the order of multiplier and multiplicand and limited use of colour.

Author(s): Jinfa Cai, Boris Koichu, Benjamin Rott, Rina Zazkis, Chunlian Jiang

Abstract: Mathematical problem posing (MPP) has been at the forefront of discussion for the past few decades, and a wide range of problem-posing topics have been studied. However, problem posing is still not a widespread activity in mathematics classrooms, and there is not yet a general problem-posing analogue to well-established frameworks for problem solving. This paper presents the state of the art on the effort to understand the cognitive and affective processes of problem posing as well as task variables of problem posing at the individual, group, and classroom levels. We end this paper by proposing a number of research questions for future studies related to task variables and processes of problem posing.

Author(s): Ma, A., van der Flier-Keller, E., Zandvliet, D., Cameron, K.

Keywords: Earth science; inquiry learning; place-based learning; teacher education

Abstract: To raise Earth Science (ES) interest in pre- and in-service K-12 teachers, we incorporated ES into an environmental education (EE) course for this audience. The approach recognizes the growing interest in EE, and the focus on inquiry and student-centered learning in British Columbia schools. This case study examines the impact of this innovation on participant attitudes to and interest in ES, and their confidence to teach ES in their own (future and present) K-12 classrooms. Earth science was incorporated into three of six modules of EDU452 Environmental Education at Simon Fraser University. We ran two pilots with 52 participants in summer 2018 and 2019. Research methods included field observations, student interviews, final portfolios, and a pre- and post-course survey. We found that incorporating ES, while increasing student interest in ES and raising awareness of relevance of ES to our lives, did not result in a similar high confidence level to teach ES. Students acknowledged that further ES instruction would be needed. Students recommended that ES be incorporated into all the course modules in the future. Constructivist and place-based learning were widely accepted by participants for offering personal ownership of learning, engaging experiences, and learning relevant to local settings and issues. Inquiry learning was reported to promote student interest in and enjoyment of ES. Careful design of leading questions and guidance during the inquiry process to accommodate individual’s prior exposure to ES and conceptual difficulty of ES topics are recommended. Supplemental data for this article is available online at https://doi.org/10.1080/10899995.2021.2009624. © 2021 National Association of Geoscience Teachers.

Author(s): Winne P.H.

Keywords: COPES, Metacognition, Self-regulated learning, Trace data

Abstract: Metacognition is the engine of self-regulated learning. At the object level, learners seek information and choose learning tactics and strategies they forecast will develop knowledge. At the meta level, learners gather and analyze data about learning events to draw conclusions, such as: Is this tactic a good fit to conditions? Was it effective? Was effort required reasonable? Is my ability publicly exposed? As data accumulate, learners shape, re-shape and refine a personal theory about optimal learning. Thus, self-regulating learners are learning scientists. However, without training and tools on which “professional” learning scientists rely, learners’ N = me research programs are naïve and scruffy. Merging models of tasks, cognition, metacognition and motivation, I describe software tools, approaches to analyzing data and learning analytics designed to serve three goals: supporting self-regulating learners’ metacognition in N = me research, accelerating professional learning scientists’ research, and boosting synergy among learners and learning scientists to accelerate progress in learning science.

Author(s): Ellyn Lyle, Celeste Snowber

Abstract: This call to re/humanize comes at a time when our lives are marked by a certain lack of equanimity, what we understand as the ability to nurture grace during challenging times. While we both have longstanding practices that we engage in to cultivate health and wellness, we feel our balance shaken by the need for healing on so many world stages. As teacher-educators and critical creative scholars who value the sentient and aesthetic aspects of human being, we find ourselves often re/turning to the natural world for insight and guidance in difficult times. It is here that we find an entry point for re/humanizing education. In opening ourselves to the rhythms of the Earth, we explore the pervasive sense of disequilibrium that adversely impacts both individual and collective humanity. Believing as Parker Palmer (2017) does, that we project onto others the condition of our souls, we begin by turning inward.

Author(s): Elizabeth de Freitas, Nathalie Sinclair, Kate le Roux, Armando Solares-Rojas, Alf Coles, Oi-Lam Ng

Abstract: This article explores the complex relational landscape of international partnerships where local and transnational education objectives are entangled. We present a methodological practice for experimenting with diagrams and maps. Our emphasis on spatial rendering of local/global relationality is intended to invite discussion about the postcolonial context of international education work and the geopolitics of transnational curriculum. We pursue a diagrammatic and archipelagic form of creative abstraction, which we present as a posthuman cartographic practice. To illustrate this practice, we focus on a specific international curriculum development project funded by the World Universities Network.

Author(s): Kristiina Kumpulainen, Anu Kajamaa, Ola Erstad, Åsa Mäkitalo, Kirsten Drotner, Sólveig Jakobsdóttir

Keywords: agency and engagement;Childhoods;child-media relationships;communication;Digitalisation;digital literacies;education;learning;Nordic societies;pedagogy

Abstract: "This book adds to the international research literature on contemporary Nordic childhoods in the context of fast-evolving technologies. It draws on the workshop program of the Nordic Research Network on Digital Childhoods funded by the Joint Committee for Nordic research councils in the Humanities and Social Sciences (NOS-HS) during the years 2019–2021. Bringing together researchers from Finland, Norway, Sweden, Denmark and Iceland, the book addresses pressing issues around children’s communication, learning and education in the digital age. The volume sheds light on cultural values, educational policies and conceptions of children and childhood, and child–media relationships inherent in Nordic societies. The book argues for the importance of understanding local cultures, values and communication practices that make up contemporary digital childhoods and extends current discourses on children’s screen time to bring in new insights about the nature of children’s digital engagement. This book will appeal to researchers, graduate students, educators and policy makers in the fields of childhood education, educational technology and communication."

Author(s): Ofer Marmur, Ion Moutinho, Rina Zazkis

Keywords: Undergraduate mathematics, density, rational numbers, scripting tasks, reducing abstraction, technology

Abstract: This study aims to explore the notion of the density of the set of rational numbers in the set of real numbers, as interpreted by undergraduate mathematics students. The data comprise 95 responses to a scripting task, in which participants were asked to extend a hypothetical dialog between two student characters, who argue about the existence of one or infinitely many rational numbers in a real number interval. The analysis leans on the framework of reducing abstraction to provide explanations for the participants’ mathematical behaviour when coping with the task. The findings point to students’ informal ideas related to density that can be mapped to formal proofs, as well as to unconventional understandings of related concepts and ideas, including rational and irrational numbers, infinity, and mathematical justification. Implications are drawn.

Author(s): Marika Toivola, Antti Rajala, Kristiina Kumpulainen

Keywords: Flipped learning, flipped classroom, pedagogical rationales, mathematics teaching

Abstract: The focus of this study is on the pedagogy of flipped learning (FL) in mathematics teaching. There has been extensive research into FL, but less research on teachers’ pedagogical rationales when adopting this pedagogy. The present study addresses this research gap by examining interviews with mathematics teachers in Finland. These teachers identified themselves as FL advocates. A thorough analysis of the teacher interview data inspired by a grounded theory approach revealed three main pedagogical rationales for FL in the teachers’ accounts, namely, Individualising Learning, Fostering Self-regulated Learning, and Fostering Engagement. Individualising Learning emphasises attempts to differentiate and humanise learning mathematics in heterogeneous student groups. Fostering Self-regulated Learning highlights the teachers’ emphasis on students’ responsibility in goal-oriented activity that is supported by self-paced learning. Fostering Engagement is related to the teachers’ attempts to create a personally motivating learning environment for students. The results of this study contribute to the research into FL in two ways. First, the teachers of FL view self-regulation as an objective of education, and not just as a means of education. Second, the teachers underscore general learning skills over disciplinary learning in mathematics.

Author(s): Nicole Armos, Callista Chasse, Lynn Fels, Marlies Grindlay

Keywords: Creativity, Mentorship, Online, Performance, Reciprocity, Relationship

Abstract: Our research project explores mentorship in four studies located in Toronto, Montreal, Vancouver, and online. We questioned how and if performing mentorship in communal spaces created online could nurture and facilitate the levels of trust, vulnerability, security, and support we had experienced through in-person mentorship. We share the challenges we encountered as in-person research activities pivoted to online. We used online conferences, emails, a password-protected website, and notably, the creative practice of making and posting e-postcards, to foster an online mentoring community. Reflecting on our online practices and interactions, we come to theorize mentorship as performance–emergent, embodied, creative, and relational interactions in motion, creating and holding open spaces of possibility for one another in mentorship relationships.

Author(s): Dana Mulder, Lynn Fels

Abstract: “Perpetual Bloom” is a story of disappearing children and teachers, disruptive echoes of whom are found in school boiler rooms, town council meetings, traffic jams, and urban alleys. Rising as a sweeping hum throughout a Grade 1/2 classroom, the Coffin Dance, a generational anthem adopted by school children, becomes a movement, a living meme. As panic rises in the community, a teacher is carried aloft through a variety of dystopian possibilities as she wrestles against and through the experience to the edge of the sea.

Author(s): Jeff Sugarman, Frank C Richardson

Abstract: Frank Richardson’s vast work encompasses an array of cross-disciplinary interests, including but certainly not limited to philosophical hermeneutics, moral philosophy, and relational ontology. In this chapter, Richardson and Sugarman embark on a rich conversation of Richardson’s career trajectory and what it means to be a theoretical psychologist. They continue on to discuss limitations and constraints in the “mainstream” scientific and technological psychological discipline. Much of Richardson’s more recent scholarship takes a multidisciplinary approach in contextualizing the problems of psychology within the neoliberal order. Richardson provides readers insight into alternative ways of thinking about psychology by citing discourse in virtue ethics, hermeneutics, theology, and social theory.

Author(s): Liz Jackson, Kal Alston, Lauren Bialystok, Larry Blum, Nicholas C Burbules, Ann Chinnery, David T Hansen, Kathy Hytten, Cris Mayo, Trevor Norris, Sarah M Stitzlein, Winston C Thompson, Leonard Waks, Michael A Peters, Marek Tesar

Abstract: This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snapshot 2020’, and the question ‘Where do you see philosophy of education, moving into the future?’ This collective writing experiment was inspired by and organized as part of a larger project of the Philosophy of Education Society of Australasia (PESA) and its journal Educational Philosophy and Theory (EPAT), to capture scholars’ voices around the world regarding major issues impacting the field at this moment (see Peters et al., 2020)

Author(s): Sean Chorney, Nathalie Sinclair

Keywords: Multiplication, visual representations, TouchTimes, synergy, semiotics, multitouch

Abstract: Inspired by the notion of synergy, the sharing of signs between tangible and digital artefacts, we explore signs created by students that emerge through their use of TouchTimes (TT), a multitouch iPad application. We use Peirce to study the tripartite function of the signs (symbol, icon, index) available, as a way to study potential synergies in TT, and how they compare to signs found in other visual models of multiplication.

Author(s): Kazemitabar, Maedeha;Mirzapour, Hosseinb;Akhshi, Maryama;Vatankhah, Monirehc;Hatami, Javada;Doleck, Tenzin

Keywords: business negotiation; non-verbal signals; social-psychological team factors; verbal content; Virtual teams

Abstract: Digital teamwork has become prevalent and is ever since becoming part of the human work- and life-style, globally. But in comparison with face-to-face setting, virtual teams face multifold challenges. To date, scarce empirical research has examined whether team-breaking challenges are associated with limited access to peer nonverbal signals. This study examines whether access to body signals is associated with effective teamwork, and whether limited access provokes key team challenges. We also examine what social-psychological team concepts can be detected from peers’ consciously or unconsciously displayed visual cues that cannot be as effectively gained without visual access. 14 dyadic teams of MBA students were examined in an online business negotiation task to reach an authentic commercial deal. Half of the teams negotiated only through voice and text, while the other half had camera access as well. Using an exploratory mixed methods analysis, we identified 12 unique team factors based on nonverbal data. We also found that teams with camera access could build mutual trust more rapidly, detect peer honesty better, and realize agreements on suggestions more accurately. Surprisingly, we also found instances where camera access became stressful and participants reported it as an additional burden. Conclusions and implications are reported at the end. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

Author(s): Yumiko Murai, Yoon Jeon Kim, Stephanie Chang, Justin Reich

Keywords: Maker education, maker pedagogy, classroom assessment, design-based research

Abstract: While school educators are increasingly interested in adopting maker pedagogy, many schools struggle to integrate making with their existing core curriculum because of the difficulty in assessing the learning that occurs in maker classrooms. To address this issue, we collaborated with educators on design-based research focused on assessment in maker classrooms. We investigated assessment approaches that support the process of making. This paper reports on four design principles of assessment in school-based making that emerged from a literature review and the collaborative development process with educators. We discuss the challenges and opportunities for assessment in maker classrooms, as well as strategies to seamlessly embed assessment within a classroom’s culture, norms, and activities.

Author(s): Elizabeth de Freitas, Nathalie Sinclair

Abstract: Through repeated and rhythmic activity, children develop strategies for negotiating distances and carrying weights, inventing measurements based on their bodily activity and encounters with familiar objects or substances (finger, step, rhyme, rock, water). Measurement always has this corporeal lineage, tied directly to a body’s first attempts to ‘sense’the world autonomously, through movement, touch, sound, vision and even taste. A child develops quantitative relationships through ‘more or less’ relational responses, mediated in these sensory encounters with different materials–one measures the volume of a bowl with water, or the weight of water with rocks or the durability of rocks with the hardness of other rocks. This kind of playful activity evokes the emergent coupling by which different material beings are bound together in what we will call ‘minor’measuring activity. Measurement begins in this relational engagement with the world, where what matters is the specific co-relation between two or more material processes that occur alongside each other. In this processual world, these acts of measurement with matter are diverse, situational and fluid.

Author(s): Anna Marie Bergman, Keith Gallagher, Rina Zazkis

Keywords: Fractions, attribute substitution, scriptwriting

Abstract: Knowing how best to respond to students’ mathematical inquiries is an important skill for all teachers to develop. A class of pre-service teachers (PSTs) was presented with a scripting task in which a student conjectured that 1/6.5 was “exactly in between” fractions 1/6 and 1/7. However, instead of addressing the student’s inquiry directly, many of the PST’s responses contained a variety of explanations for more general information about fractions and their various representations. We offer a classification of the responses using the ideas of attribute substitution along with the availability and representativeness heuristics.

Author(s): Heather L O'Brien, Heather De Forest, Aleha McCauley, Luanne S Sinammon, Suzanne Smythe

Abstract: Knowledge exchange, also called knowledge translation, mobilization, or transfer, increasingly factors in university strategic plans and funding agency mandates. The growing emphasis on research that includes community engagement and making research knowledge more accessible and useful for nonacademic constituents often brings in knowledge brokers, whose activities promote sharing of research knowledge among different actors. In this article, we consider how librarians and adult literacy educators engage in this work as professionals uniquely positioned to advance knowledge exchange initiatives. Three initiatives in British Columbia, Canada, involve academic librarians and adult literacy educators engaging in knowledge exchange work in transformative ways. We describe how they are reconfiguring knowledge making, sharing, and use with constituents and bridging nonacademic and university communities. This approach disrupts traditional notions of who produces and consumes knowledge and who is an expert while acknowledging how place-based approaches are essential for advancing knowledge exchange initiatives.

Author(s): Rebecca D Cox, Michelle Pidgeon

Abstract: Over the past five decades, policies and programmes aimed at supporting Indigenous students have increased Indigenous student participation in Canadian higher education. However, the effects of colonisation continue to manifest in systematic barriers to Indigenous students’ success. In this chapter, we emphasise Indigenous students’ accounts of overcoming such challenges, while focusing on a particular subset of Indigenous students in higher education: Indigenous women who pursue postsecondary education while caring for children. Drawing on qualitative interview data with nine Indigenous student-mothers, we explore their experiences navigating postsecondary education through the lens of an Indigenous wholistic framework. This framework foregrounds the intersections among intellectual, physical, cultural and emotional realms, as well the integral connections among Indigenous individuals, family …

Author(s): Vicki Kelly

Keywords: Indigeneity, Kinship, Ethical relationality, Participatory pedagogical practices, Spiritual ecologies

Abstract: It has become clear to me that how we live, how we organize, how we engage in the world—the process—not only frames the outcome, it is the transformation…How molds and then gives birth to the present. The how changes us…. Engaging in deep and reciprocal Indigeneity is a transformative act because it fundamentally changes modes of production of our lives. It changes the relationships that house our bodies and our thinking... Engagement changes us because it constructs a different world within which we live. We live fused to the land in a vital way. If we want to create a different future, we need to live a different present, so that present can… create different futurities. If we want to live in a different present, we have to center Indigeneity and allow it to change us.

Author(s): Gunnlaugson O., Cueto de Souza R., Zhao S., Yee A., Scott C., Bai H.

Keywords: contemplative inquiry, contemplative pedagogy, contemplative practice, intersubjectivity, second-person contemplative approaches, transformative learning, transformative pedagogy, transformative education

Abstract: We are interested in the transformative potentials of intersubjectivity as it is enacted through second-person contemplative approaches. Our work here focuses on contemplative practice as a pedagogy that reveals and enacts intersubjectivity within postsecondary education. How might contemplative higher education practice as a pedagogy enable students to access these underlying intersubjective dimensions, thus creating conditions for a shift in the forms of transformative learning that affect the nature of the learner’s consciousness as well as their overall journey of transformation through the course of their studies? We review the theoretical and research literature on postsecondary contemplative education, particularly in its intersubjective dimensions, and then offer data from a qualitative study involving students enrolled in a graduate program in contemplative inquiry that offers evidence of the transformative potentials of these intersubjective, contemplative approaches to learning and inquiry.

Author(s): Mladen Raković, Philip H Winne

Keywords: Self-regulation, Multi-source writing, Multiple source comprehension, nStudy, Learning analytics

Abstract: When writers mine information from multiple sources to develop an essay, they reinterpret and reorganize their knowledge as they pursue and, possibly, reshape goals for rhetorical structure. Such writing tasks are popular across age levels and domains. It is assumed cognitive processes engaged in this kind of task provide practice that improves writing skills and deepens engagement with content. However, writing grounded in multiple and typically diverse sources is a demanding task. Successfully synthesizing information across multiple sources calls on multiple and interwoven cognitive and metacognitive processes as authors balance work in rhetorical, content and metacognitive spaces. To successfully traverse this complex and evolving cognitive landscape shaped by multidimensional goals, writers need procedural knowledge that operationalizes skills plus broad conditional knowledge to guide using those skills. For these reasons, success in multi-source writing tasks requires extensive and productive self-regulation. To advance research on these issues and give direction to engineering writing analytics to support productive self-regulation in multi-source writing, we synthesized research accessing and synthesizing content across multiple sources (Cho et al., Strategic processing in accessing, comprehending, and using multiple sources online. In: Handbook of multiple source use. Routledge, pp 133–150, 2018; Perfetti et al., Toward a theory of documents representation. In: The construction of mental representations during reading. Psychology Press, p 88108, 1999; Rouet et al., Educ Psychol 52(3):200–215, 2017; Rouet and Britt, Relevance processes in multiple document comprehension. In: Text relevance and learning from text. Information Age Publishing, Inc., pp 19–52, 2011), writing processes (Bereiter and Scardamalia, The psychology of written composition. Hillsdale, 1987) and self-regulated learning (SRL; Winne, Cognition and metacognition within self-regulated learning. In: Schunk D, Greene J (eds) Handbook of self-regulation of learning and performance, 2nd edn. Routledge, pp 36–48, 2018; Winne and Hadwin, Studying as self-regulated learning. In: Hacker DJ, Dunlosky J, Graesser A (eds) Metacognition in educational theory and practice, Erlbaum, pp 277–304, 1998). The result is a two-dimensional typology of cognitive and metacognitive processes in self-regulated writing using multiple sources (SR-WMS) spanning two problem spaces in writing tasks, rhetorical and content.

Author(s): Mari Fukuda, Shiva Hajian, Misha Jain, Arita L Liu, Teeba Obaid, John C Nesbit, Philip H Winne

Keywords: scientific inquiry learning, inquiry skill, just-in-time guidance

Abstract: In scientific inquiry learning, within-task guidance tailored to the learner’s domain knowledge and inquiry skill may be essential to promote intended learning outcomes. However, due to dynamic complexity across the timeline of inquiry learning, principles for designing tailored guidance are elusive. In this study, experienced tutors provided just-in-time guidance to 11 learners. We analysed tutor-learner interactions to investigate how tutors adapted guidance. We found tutors provided five types of guidance: prompts, support for domain knowledge, assessments, hints, and feedback. Guidance was provided when learners made errors, expressed difficulties, or asked questions; or when the tutor judged a learner successfully demonstrated a skill and was ready to progress to a follow-on skill. Based on these results, we propose a model for tailored, just-in-time guidance in simulation-assisted inquiry learning environments.

Author(s): Paula Rosehart, Cher Hill, Awneet Sivia, Sarine Sadhra, Janice St. Helene

Keywords: teacher education,COVID, serendipity, adaptive experts

Abstract: The COVID-19 pandemic has disrupted and dismantled conventional models of teaching and learning within teacher education programme across British Columbia, Canada. Along with the challenges encountered by teacher education programs, these circumstances have also catalysed long-overdue changes to traditional and colonial educational structures, policies, pedagogies, and practices. Through the analysis of conversations with eight diverse teacher-educators and leaders from five universities, this study investigated change and continuity within the landscapes of teacher education during the first 2 years of the pandemic, including substantive systemic changes made to institutional policies, pedagogical approaches, and professional learning models as an intentional response to the challenges brought forward by Covid-19. Informed by the scholarship on serendipity and zemblanity, we explored …

Author(s): Pereira E.J., Birmingham E., Ristic J.

Abstract: Humans spontaneously attend to faces and eyes. Recent findings, however, suggest that this social attentional biasing may not be driven by the social value of faces but by general factors, like stimulus content, visual context, or task settings. Here, we investigated whether the stimulus content factors of global luminance, featural configuration, and perceived attractiveness may independently drive social attentional biasing. Six experiments were run. In each, participants completed a dot-probe task where the presentation of a face, a house, and two neutral images was followed by the presentation of a response target at one of those locations. Experiments 1 and 2 assessed social attentional biasing when the face had higher overall global luminance. Experiments 3 and 4 assessed social attentional biasing when the face (but not the comparison house) retained the typical canonical configuration of internal features. Experiments 5 and 6 examined social attentional biasing when the face was more attractive than the house. Experiments 1, 3, and 5 measured manual responses when participants were instructed to maintain fixation. Experiments 2, 4, and 6 measured both manual and oculomotor responses when no instructions about eye movements were provided. The results indicated no reliable social attentional biasing in Experiments 1 to 5, however, a reliable saccadic bias toward the eyes of attractive upright faces was found in Experiment 6. Together, these results show that perceived facial attractiveness may be an important general factor in social attentional biasing. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Author(s): Sarita Baker, Ching-Chiu Lin

Keywords: A/r/tography, Action research, Arts-based research, COVID-19, Immigrants, Seniors

Abstract: Many Canadian immigrant seniors living independently in Canada face unique challenges such as language barriers, adjusting to a new culture, and isolation from friends and family. Within the context of the COVID-19 pandemic these issues have become more complicated. This article explores a form of arts-based research (ABR) as an inquiry into ways that COVID-19 has impacted immigrant seniors in Vancouver, Canada. We situate our inquiry within action research (AR) and explore new methodological possibilities stimulated by merging artistic engagement within the inquiry. Our research is mobilized through two gallery exhibitions of Letters to COVID: an invitation to visually reflect on seniors’ experiences. We consider what we might do to facilitate support for these citizens, inviting the public to rethink perceptions and strategies of social inclusion and support for immigrant seniors living independently in Canada.

Author(s): Jenny Renlund, Kristiina Kumpulainen, Chin-Chin Wong, Jenny Byman

Keywords: Aesthetic encounters, child-environment relations, urban wild, srhizomatic patchworks, post-human relationality, education

Abstract: This study is a reaction to the paucity of research on children’s aesthetic encounters in living environments that are increasingly troubled by pollution, urban development and climate change. We ask how child-environment aesthetic encounters unfold in urban wilds and seek to identify the tensions and transformations that such encounters create. Our understanding of child-environment aesthetic encounters has been inspired by post-human and relational philosophies that allow us to delve into the transformational potentials of aesthetics. Drawing on ethnographic research through digital storying workshops in a Finnish primary school, we used an experiential-visual-textual method of rhizomatic patchworks for thinking with five children’s stories about aesthetic encounters in an urban forest. Through our inquiry, child-environment aesthetic encounters emerged as complex, discordant and dynamic intertwinements of adverse and pleasurable dimensions. In the children’s stories, sensuously rich encounters with matter, plants, animals, places, pollution and other humans encompassed shimmering and enchanting sensations. These aesthetically infused encounters in urban wilds affected the ways in which the children moved with and explored the environment. Our study broadens understanding of the aesthetic encounters through which children and the more-than-human world are mutually transformed, offering new insights for education to support children growing up in rapidly changing environments.

Author(s): Lemay, D.J., Basnet, R.B., Doleck, T.

Keywords: Linux operating system; Open source software; Switching intentions; Technology acceptance

Abstract: Open-source software movement presents a viable alternative to commercial operating systems. Linux-based operating systems are freely available and a competitive option for computer users who want full control of their computer software. Thus, it is relevant to inquire on how the open-source movement might influence user technology switching intentions. The current study examines user intentions to switch to a Linux-based open-source operating system. Using partial least squares modeling, we examine the influence of inertia, (i.e., status quo bias), benefit loss costs, incumbent systems habit, procedural switching costs, sunk costs, social norms, and uncertainty costs, on perceived need and behavioral intention. We find that Perceived Need and Behavioral Intention (β = 0.691, p < 0.001) exhibited the strongest relationship followed by Social Norms on Perceived Need (β = 0.508, p < 0.001) and Uncertainty Costs on Inertia (β = 0.451, p < 0.001), with small effects from Incumbent System Habit and Perceived Switching Cost on Inertia as well. As cross-sectional research, no causal interpretations are permitted. Modelling user switching intentions can help facilitate user service design and software documentation efforts by concentrating on user needs. Overall, we find that the results support inertial effects and the influence of social norms on perceived need and users’ switching intentions. Implications of these findings are also discussed. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

Author(s): Elizabeth Brooke Cloude, Roger Azevedo, Philip H Winne, Gautam Biswas, Eunice E Jang

Keywords: multimodal trace data, self-regulated learning, emerging technologies, system architecture, artificial intelligence

Author(s): Jack Martin, Jeff Sugarman

Abstract: After encountering the methodological restraints of traditional experimental research in psychology, Jack Martin has focused his scholarship on the development of a psychological and philosophical anthropology as a means to study persons and their lives. He then examines how in the last decade of his work he has been writing about what he calls Life Positioning Analysis (LPA) and applying it to particular people. LPA focuses on the socio-physical, sociocultural, and social-psychological positions that individuals occupy and exchange as they coordinate interactively with others throughout the lifespan.

Author(s): Ann Travers, Jennifer Marchbank, Nadine Boulay, Sharalyn Jordan, Kathleen Reed

Keywords: transgender, youth, social action, research, resilience, video game technology, social inequality

Abstract: In 2015 the Gender Vectors research team received a major research grant to conduct research with and about transgender youth in the Greater Vancouver Area. A unique aspect of this research project involved combining social action research with the development of a prototype of a video game as a knowledge translation tool to depict the life experiences of trans youth. We draw on transformative gender justice theory to document and address the diminished life chances of and the need to promote resilience among trans youth in the region and more broadly, across Canada and the United States. This article provides an overview of the research project and concludes by identifying key insights relating to resiliency that resulted from 15 narrative interviews with transgender youth, focus group meetings with the Project’s Youth Advisory Council, and dialog from an intergenerational workshop for transgender youth …

Author(s): Domenico Brunetto, Giulia Bernardi, Chiara Andrà, Peter Liljedahl

Keywords: Mathematics-related affect, University math professors, Online teaching, Teacher change, Case study research

Abstract: In the spring of 2020, schools and universities around the world were closed because of the COVID-19 pandemic. The relative lockdown affected more than 1.5 billion learners as teachers and students sheltered at home for several weeks. As schooling moved online, teachers were forced to change how they taught. In the research presented here, we focus on university mathematics professors, and we analyze how their practice, knowledge, and beliefs intertwine and change under these circumstances. More specifically, the context of the pandemic and the relative lockdown provides us with the experimental basis to argue that the new practice affected both knowledge and beliefs of mathematics teachers and that practice, knowledge, and beliefs form a system. Being part of a system, the reactions to change in practice can be of two types, namely, the system as a whole tries to resist change, or the system as a whole changes — and it changes significantly. The research presented here proposes a model for describing and analyzing what we called a teaching system and examines three cases that help to better depict the systemic nature of teaching.

Author(s): Lee Beavington, Chris Beeman, Sean Blenkinsop, Marianne Presthus Heggen, Erika Kazi

Keywords: wild pedagogies, glacier, environmental education, climate change, emotion, wild co-researcher, poetic inquiry, deep ecology

Abstract: This paper, an experiment in human and more-than-human multi-vocality, derives from the contributing authors’ experience of a Wild Pedagogies colloquium in Finse, Norway. Five creative responses to visiting the disappearing glacier, Midtdalsbreen, are offered.“Norway Grey” contrasts usual conceptions of drab grey with other colours that emerge from it upon closer examination.“We thought we needed” matches the imagined, wretched incompatibility of immediate human need with what a dying world can give.“Lonesome Wanderer,” originally an audio file, tells the story of collegial and family glacier visits and poses questions about ethics and self-representation. In recounting an incident on the day of our visit,“Hope” explores the movement from sadness to trust within humans.“A Sense of the Sacred” weaves ecopsychology, emotion, and ancestral family together on a hike to Arne Næss’s cabin.

Author(s): Mark Freeman, Jeff Sugarman

Abstract: Sugarman frames the major problems within psychology as one where there is a fundamental lack of focus on personhood, selfhood, and human agency in psychological discourse. He also discusses the need for a focus on the history of psychological phenomena which calls for the encompassing of social, cultural, moral, ethical, political, economic, educational, and religious features. Sugarman uses Foucault’s concept of governmentality to understand how neoliberalism shapes individuals to be the kinds of persons who function in a way the market requires and how neoliberalism harnesses choice as a means of control—choice is managed through consumerism.

Author(s): Ann Chinnery

Abstract: The most urgent ethical task in the face of genocide is the demand to stop it. But how can the seeming moral clarity of opposition to genocide be reconciled with the failure of adequate political responses? I begin by problematizing the demand and response through the lens of the Save Darfur movement that mobilized millions of people against genocide in the 2000s, and which I suggest articulates the ethical and political challenges at the core of genocide research and its goal of prevention. Within current models of antigenocide activism, the response remains problematically restricted to the execution of international legal principles and attempts to persuade politicians in powerful countries to “do the right thing” and intervene. In this dissertation, I argue that the ethical demand to stop genocide calls us to imagine anti-genocide activism otherwise.

Author(s): Danièle Moore, Maureen Hoskyn, Jacqueline K Mayo

Abstract: Situated in the highly multilingual context of Vancouver, this article discusses aspects of a collaborative research project, intertwining the development of language awareness and scientific, technological, and multilingual literacies in a science centre environment. Participants were multilingual, kindergarten-aged children who attended an interactive, activity-based science educational program in a local science centre and participated in writing activities in a nearby community centre. The article will discuss the science centre as a transformative learning environment to harness cultural and linguistic diversity, a vital resource to simultaneously develop language awareness, and science knowledge. Multimodal data sources include visual documentation of the linguistic landscape at the science centre, as well as photographs, video recordings and field notes of children working individually or in small groups, and a selection of the products children created.

Author(s): Bong-gi Sohn, Pedro dos Santos, Angel MY Lin

Abstract: Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and spread widely around the world, there is limited discussion that critically examines CLIL in relation to its core construct of integration between content and language learning. In particular, the phrasing of ‘content and language integrated learning’ gestures towards viewing language and content as separate entities. With these fundamental issues in mind, we discuss ways in which translanguaging pedagogies can provide a fruitful direction towards a critical integration of content and language learning in multilingual settings. With a view to contributing to a dynamic integration of content and language learning, we …

Author(s): Phoebe Siu, Angel MY Lin

Abstract: Internationalization and globalization have driven the spread of Englishmedium instruction (EMI) in higher education in many Asian societies. Dearden (2014: para 4) defines ‘EMI’as ‘the use of the English language to teach academic subjects in countries or jurisdictions where the first language (L1) of the majority of the population is not English’. However, the monolingual perspective has aroused pressing concerns for investigating the limitations of English-only policies in EMI schools in a globalized and hybridized city like Hong Kong. For instance, curricular and pedagogical disconnects in EMI schools have been addressed in recent studies (Lin 2016; Tai and Li 2020). These studies focus on investigating how students’ familiar linguistic and cultural resources (eg L1, pop culture) and multimodalities (eg gestures, facial expressions, visual images) can be leveraged to support content and language integrated learning (CLIL) in EMI contexts in Hong Kong (Wu and Lin 2019). Among the few studies on EMI in higher education in Hong Kong, the focus is on how teachers are determined to interact with their students in English (Evans 2017) and how students have overcome initial difficulties in EMI classes (Evans and Morrison 2018). Little research has been done on problematizing the monolingual perspective and on how alternative curricular and pedagogical practices can be possible in EMI classes in higher education in Hong Kong.

Author(s): Jay L Lemke, Angel MY Lin

Keywords: information theory; materiality; social semiotics; trans-knowledging; translanguaging

Abstract: While much scholarly work has contributed to the theorizing of translanguaging, in this article, we sketch an alternative model based on materiality and information theory (Bateson, Gregory. 1951. Information and codification; and Conventions of Communication. In Jurgen Ruesch & Gregory Bateson (eds.), Communication: The social matrix of psychiatry, 168–227. New York: Routledge; Lemke, Jay L. 2015. Feeling and meaning: A unitary bio-semiotic account. In Peter Pericles Trifonas (ed.), International handbook of semiotics, 589–616. Dordrecht, the Netherlands: Springer) to theorize translanguaging together with flows, through reconsidering issues of speech events in which features normally associated with different language systems co-occur. And in doing so, we hope to contribute to the ongoing theorizing work in the field of translanguaging.

Author(s): Andreina Yulis San Juan, Yumiko Murai

Abstract: Frustration has been experienced by most learners during maker activities. However, only a few research studies focus on its role in the makerspace learning process. In this literature review, we examine empirical studies in makerspaces where frustration has been documented, looking at the potential of frustration to inspire learning opportunities during the development of maker activities. We identify circumstances that lead learners to experience frustration and ways that educators have resolved frustration in makerspaces. Based on the literature, we propose recommendations for educators and researchers on how frustration can be reoriented and used as positive reinforcement to achieve better learning outcomes from makerspaces.

Author(s): Zandvliet D., Perera V.

Keywords: Action research, environmental learning, teacher inquiry

Abstract: This paper highlights action research into the practices of environmental learning through two interconnected stories focusing respectively on educational policy and the details of classroom instruction. Together these illustrate how a framework guides teachers in educational planning and supports the implementation of a curriculum for environmental learning in diverse subjects. Teacher inquiry, focus groups and interviews informed a collaborative writing process involving teachers and academics. The framework offers a conceptual view for environmental learning in all settings providing principles of teaching and learning to guide teachers in activities in a variety of learning contexts. The broader study sets the scene and the context for imbedded teacher inquiry. This study provides a personal perspective on how environmentally focused lessons were developed and researched by teachers. It highlights the story of a Grade 2/3 teacher (Ms. P) as she embarks on a program of action research about outdoor learning exemplary of other elements of the imbedded action research in the broader study. Multiple, overlapping themes emerge as she documents her reflections and students’ interactions with local environments. This paper and its narratives together relate how the concepts of environmental learning and teacher experience empower us to guide learning in new, exciting ways.

Author(s): Xiaoheng Yan, Rina Zazkis

Keywords: Windmill shape, rotational symmetry, problem-solving, proof, LOGO

Abstract: Windmill images and shapes have a long history in geometry and can be found in problems in different mathematical contexts. In this paper, we share and discuss various problems involving windmill shapes and solutions from geometry, algebra, to elementary number theory. These problems can be used, separately or together, for students to explore rotational symmetry and connect seemingly unrelated problems.

Author(s): Yaroslav Senyshyn

Keywords: creative, emergence, Harré, Heidegger, Kierkegaard, music, self, strategies

Abstract: Recently, so-called mental health issues were exposed at the Tokyo Olympics. Yet the term “performance anxiety” was not in vogue in the media as it had been in the past. The emphasis was now on mental health in clinical terms. Although I acknowledge the work in this area being done in clinical psychology, I am not including this approach but rather provide a complementary one rooted in philosophy. An interpretation of experiences working with anxiety rather than with mental health issues is also possible by considering psychological perspectives that are derived from phenomenology and existentialism. This interdisciplinary conceptualization contributes to the concept of performance anxiety by providing a more detailed theoretical account of individual subjective experience involving a relational perspective on the nature of both positive and negative anxiety and its metaphorical implications for creative performances, be they musical, athletic, or any kind of performance. Performance planning is ultimately an indeterminate activity associated with negative and positive anxiety over time, because such preparation cannot predict the exact nature of a performer’s emergent, indeterminate self during any performance. Yet this “unfixed” emergent self is also connected to the preparatory self in that it is the self that also prepares the performance and is (hopefully) successfully blended into an emergent and thus indeterminate self. It can emerge as an earned attribute of positive anxiety and receptivity to risk-taking creativity and new understandings of anxiety based on experience and self.

Author(s): Wallace, A., Hoskyn, M.

Keywords: Executive function; exploratory factor analysis; strategy use; university students

Abstract: Objective: The aim of the study is to design and evaluate the Strategy Awareness and Use Questionnaire to estimate students’ awareness and use of strategies that optimize control of attention and/or compensate for stress on an executive system due to environmental and/or neurobiological influences. Participants: One hundred and forty-eight undergraduate and graduate students from various disciplines at an urban Canadian university campus participated in the Spring 2019 semester. Methods: An item analysis was conducted that included an assessment of dimensionality and item trimming. Results: Findings from an exploratory factor analysis suggest a seven-factor solution is optimal; Comprehension Monitoring, Planning/Organization, Self-Reward, Self-Regulation, Organization with Mobile Phone Technology, Regulating Technology, and Organization of Materials. Conclusion: This measure is likely to benefit students, as well as counselors and coaches interested in improving EF strategy use among students in a university population. © 2020 Taylor & Francis Group, LLC.

Author(s): Heesoon Bai, Mel AV Voulgaris, Heather Williams

Keywords: mindfulness (sati); Four Noble Truths; bodhicitta; interbeing; Four Immeasurables; healing education and curriculum; contemplative activism

Abstract: In the face of current turbulent times including climate emergencies, species extinction, the erosion of democracy and the rise of authoritarianism—in short, a suffering world—the authors of this paper propose that education needs to be centrally an activist effort dedicated to healing and repairing the increasingly wounded and damaged world. To this end, this paper explores Buddhism as an educational program that centralizes a healing curriculum based on the understanding that healing comes from waking up from the delusion of possessive individualism (ego-selves) that gives rise to neoliberal capitalist societies. This delusion is the existential home of suffering. Waking up requires the disciplined effort of seeing through and past individualism to the workings of mutual causality within a universe of interconnection (Interbeing), such as ours. The mindfulness (sati) practice that the historical Buddha taught is such a form of mental discipline. Through the agentic cultivation of sati and subsequent remembrance of our inherent Interbeing, we can rediscover and rekindle the inherently enlightened mind of bodhicitta. This paper explores various psychological, sociocultural, ideological, and relational conditionings that act as barriers to seriously practicing mindfulness, including the currently popular conceptions of mindfulness in North America. While acknowledging that successful practice takes setting up the right conditions, our paper also delves into helpful and supportive conditions for mindfulness practice for activists, namely, ethical motivation and contemplative/healing emotions such as the Four Immeasurables.

Author(s): Marianne Presthus Heggen, Bob Jickling, Marcus Morse, Sean Blenkinsop

Keywords: Children’s epistemologies, Wild Pedagogies, Environmental education, New knowledges, Ecocitizenship

Abstract: Polar bears are drowning. Children rage. And the educational system fails to lead to the qualitative changes this planet needs. The paper begins with the claim that children and adults encounter their worlds in different ways. Children, we suggest, relate to their environments with all their senses, emotions, and skills. These relationships position children differently in the world both ontologically and epistemologically. In some senses, their thinking is wild; it isn’t corralled or regulated—yet. In other ways, we are positing that anthropocentrism is a learned positionality. Children are taught to be so in the world. We ask if we may come to recognize the presence and importance of more open, embodied, non-verbal, less extractive and anthropocentric, and relational knowledges by following the lead of children.

Author(s): Sean Blenkinsop, Marcus-David Morse,  Bob Jickling

Keywords: Wild, wild pedagogies, control, domestication, freedom

Abstract: The stories of our age are being written in mass species extinctions, catastrophic events and the acceleration of climate change. We cannot continue as we are. Any effective response requires a rethinking of ideas, but also of actions and ways of being that are less anthropocentric, less hierarchical and more equitable. Education, we suggest, has a crucial role to play in this process. Wild pedagogies arises from a convergence of ideas about wildness, control, education and the realities of responding to modernity’s troubled relations within a more-than-human world [Blenkinsop et al. (2018). Wild pedagogies: Six touchstones for childhood nature theory and practice...

Author(s): Cher Hill, Margaret MacDonald

Keywords: Educational work, Community engagement, New materialism, Co-construction of programs, Boundary disruption, Agential cuts, Transformative reconciliation

Abstract: This duoethnography, informed by the new materialist turn, explores how educational work is materially reconfigured within university–community collaborations. Through our co-facilitation of two community-based Master of Education programs we, as White settlers, endeavoured to journey with Indigenous colleagues, community members, and students to respond to calls for transformative reconciliation. It is within these complex relational fields that we explore the shifting nature of our work as educators within a Canadian university. When educational work resides within community, it becomes a living relationship among people and place, requiring a new type of faculty expertise that disrupts the usual boundaries between disciplinary knowledge and the academic triad, and exceeds professional responsibilities. Through our MEd programs, we are coming to understand our work as educators as always a …

Author(s): Schnellert, L., Davidson, S.F., Donovan, B.L.

Keywords: decolonization; education change networks; equity; professional learning networks; relational accountability

Abstract: Indigenous communities and students have been marginalized by colonial practices, disproportionally referred to special education programs, and encounter systematic prejudice and discrimination in education systems that lack respect for their ways of knowing and being. To disrupt hierarchical practices and structures that enact a hidden curriculum of privilege and racism, reconciliation and educational and system transformation need to work in tandem. Drawing on critical case study guided by Indigenous Storywork principles, we are researching how Professional Learning Networks (PLNs) can support educators and Indigenous community partners’ collaboration to decentre colonizing education practices. Analysis of preliminary data offers a window into the potential and complexity of engaging in decolonizing work that asks educators to unpack their role in reconciliation efforts and unlearn much of what they believed to be ethical practice. Findings include: participants awakening to structural inequities and racism; white/settler participants engaging with difficult knowledge; educators emphasizing their need for external resources to decolonize their practice; and a delicate balance between educators feeling challenged, feeling hopeful, and recognizing the distance yet to be travelled. This study demonstrates that collaboration with Indigenous community partners within education change networks (ECNs) holds potential to support pedagogical transformation and ultimately redefine student success. © 2022 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

Author(s): Antonette Shibani, Andrew Gibson, Simon Knight, Philip H Winne, Diane Litman

Keywords: writing analytics, learning analytics, higher order skills, critical thinking, argumentation, metacognition, reflection, self-regulation, information literacy

Abstract: There are a growing number of evaluated writing analytics tools and technologies targeting the improvement of academic writing. As the field grows, there is potential for new writing analytics tools to target formative feedback for higher-order thinking skills. This writing analytics workshop, the sixth in the series at LAK, will explore how writing analytics can potentially support these life skills among learners, and the data, tools, analytics, and pedagogic contexts for such implementations.

Author(s): Heidi Sairanen, Kristiina Kumpulainen, Alexandra Nordström, Anu Kajamaa

Abstract: Digital devices permeate many children’s everyday lives in the Global North from birth, the Nordic countries being no exception (Chaudron, 2015; Letnes & Sando, 2016; Statens medieråd, 2017; Størup et al., 2020). The digital age is shaping children’s early experiences of literacy, as well as interactions and relationships with others and the social and material world in general (Flewitt et al., 2015; Livingstone & Blum-Ross, 2020). Digital technologies and media are important mediating devices for children’s thinking, learning, and identity development (Danby et al., 2018; Erstad et al., 2020; Marsh et al., 2017). For instance, research has shown how digital engagement can enhance children’s authorship (Aliagas & Margallo, 2017) and transformative agency (Kajamaa & Kumpulainen, 2019) as well as narrative thinking (Skantz-Åberg, & Lantz-Andersson, 2020). Existing research also suggests that digital technologies and media can enlarge and support children’s ‘offline’life interests including playful, agentive, and creative engagement (Arnott, 2016; Given et al., 2016; Marsh et al., 2016). In addition to the opportunities of the digital age for children’s literacies, relations and learning, threats, and risks have been identified in the international research literature that permeate the everyday lives of children from a very early age (Livingstone et al., 2017; Danby, et al., 2018; Erstad et al., 2020). These include ‘content’risks, such as exposure to harmful or age-inappropriate material;‘contact’risks, including exposure to unsolicited contact from adults;‘conduct’risks, such as cyberbullying; and ‘contract’risks that are to do with data harvesting, commercial …

Author(s): Alissa N Antle, Yumiko Murai, Alexandra Kitson, Yves Candau, Zoe Minh-Tam Dao-Kroeker, Azadeh Adibi

Abstract: There has been an increasing focus on teaching youth about design ethics as part of technical literacy. Biowearables are an emerging technology in which devices worn on children's bodies are used to track, monitor and provide feedback about their biological processes. In this paper we describe an online critical making workshop designed to enable students in middle school years to develop technical literacy skills that include reflection on issues related to design ethics. We investigated if and how our workshop enabled eleven youth, aged 12-14, to reflect through processes of making their own biowearable, on potential negative impacts of biowearables on their developing senses of identity, agency, autonomy and authenticity. The workshop elements included facilitated activities using custom created biowearable-tangible kit and ethics cards. Through qualitative coding and thematic analysis of moments of reflection captured with video, chat, and design journals we gathered evidence of the feasibility of promoting critical making as a means to cultivate technical literacy in youth. Our findings suggest the potential of teaching design ethics through critical making workshops and reveal a range of ways that reflection on ethical issues can be supported during making. We interpret our empirical evidence to further explore how workshop elements supported, or failed to support, learning outcomes and generalize our interpretations to propose preliminary guidance about workshop mechanisms that might be used to support ethical reflection during making.

Author(s): Steve Marshall, Arlene Kent Spracklin

Keywords: English language; higher education; internationalization; language teachers; Southeast Asia; study abroad

Abstract: In this article we suggest a framework for researching the study abroad experiences of English language teachers, and analyze data from a study of higher education English teachers from four Southeast Asian countries who completed graduate studies at a Canadian university. We present data from interviews with 10 participants which took place in their home countries four years after taking the program. Research questions and interview questions relate to the relevance of the program to participants’ professional practice, the challenges they faced when applying knowledge in their local contexts, and the opportunities and benefits that came with completing a Canadian graduate program. In our data analysis, we highlight a combination of local, national, and transnational factors, as well as cultural differences, that affected the application of knowledge learned in Canada. We conclude by considering a number of implications for educators involved in study abroad programs for English language teachers.