Browsing by Author "Eaton, Sarah E."
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- ItemOpen AccessAcademic Integrity and plagiarism: Supplementary materials for educator workshops(2017-03-14) Eaton, Sarah E.This guide was developed as a supplement to a workshop for full- and part-time faculty, as well as teaching assistants, on how to understand what tackle the complex issue of plagiarism. This guide includes resources and handouts to the workshop, as well as a complete list of references to show how the workshop was evidence informed.
- ItemOpen AccessAcademic Integrity Online: Developing Support Mechanisms for Online Graduate Students to Understand Plagiarism: Research Project Brief(Werklund School of Education, University of Calgary, 2017-06-19) Eaton, Sarah E.; Lock, Jennifer; Schroeder, Meadow; Elaine, SarahThe Werklund School of Education (WSE) has identified an opportunity to study the development of online graduate students’ understanding of plagiarism and academic integrity. The proposed project will explore the impact of an evidence-based online tutorials designed specifically for new graduate students. This study will address questions students have about how to correctly cite and reference sources for their papers, capstone projects and theses. The tutorials will focus on a positive and educational approach to cultivating academic integrity as an integral element of the graduate student experience, moving away from outdated and punitive approaches that do little to bolster students’ confidence in themselves and their abilities. Previous studies have shown that developing social, cognitive and teaching presence in online courses helps students success but when institutional tutorials are developed the are often done as a static and stand-alone tutorial that do not include interaction with others. The study involves an A/B testing model in which research participants will have their choice of participating in Option A: an asynchronous (on demand) online tutorial or Option B: a synchronous (real time) interactive tutorial facilitated by an instructor. The study will examine online students’ preferences and progress in terms of developing their understanding of plagiarism and cultivating a personal ethic of academic integrity as graduate students. We aim to discover what the differences are between static on-demand tutorial and a real-time facilitated interactive session with an experienced instructor.
- ItemOpen AccessAlberta’s Languages Initiative – Education as a Commodity in a Globalized World(2006-05-29) Eaton, Sarah E.This paper discusses the Alberta second languages initiative.
- ItemOpen AccessApplying the “10,000-hour rule” to English language learning: Or, why informal learning is essential for achieving language proficiency(TEAL Manitoba Journal, 2012-09-01) Eaton, Sarah E.Adult learners of English as an Additional Language (EAL) in Canada do not receive sufficient instruction through classes alone to achieve distinguished levels of proficiency or develop high levels of expertise. is article will explore what is meant by proficiency and look at language learning in terms of the model that has commonly become known as “the 10,000 hour rule” of expertise. is paper attempts to answer the question, what would it take for an EAL learner in Canada to achieve the 10,000 hours necessary to achieve high levels of expertise in language proficiency? Free adult EAL programs in Winnipeg are considered for the number of instructional hours that they offer, and how informal learning is necessary to supplement classroom instruction in order to achieve 10,000 hours of dedicated practice necessary to develop expertise. Recommendations are offered to help educators and learners understand the important role of self-regulated, in- formal learning in achieving language proficiency. Keywords: English as an Additional Language, EAL, Canada, Winnipeg, 10-hour rule, expertise, proficiency, ACTFL, expert, self-regulation, formal learning, non-formal learning, informal learning. Note: is paper was presented as the keynote address at the 2012 TEAM Conference held on May 18, 2012 in Winnipeg.
- ItemOpen AccessArgentina's Silent Heroes: Mothers of the Plaza de Mayo(University of Calgary, 1997-03-14) Eaton, Sarah E.This paper was presented at the 1997 Gender Research Symposium at the University of Calgary
- ItemOpen AccessBusiness with words: Language programs that generate revenue and impact communities(2006-07-18) Eaton, Sarah E.This paper examines the examines the “business” of language programs. In particular, it focuses on the economic impact of English as a Second language programs physically located in Calgary, Alberta, Canada which draw and serve foreign students. The impact such programs have on the wider community will also be explored.
- ItemOpen AccessCyberbullying among children and teens: A pervasive global issue(2017-04) Eaton, Sarah E.; Elaine, Sarah ElaineThis report is a compiliation of evidence-informed blog posts on cyberbulling among children and teens. It examines the issue of cyberbullying from the perspective of both the victim and the perpetrator. A key argument is that cyberbullying is a matter not only for the children involved, but also for their families and educators. Keywords: cyberbullying, children, youth, family, educators
- ItemOpen AccessGlobal Trends in Language Learning in the Twenty-first Century(Onate Press, 2010-06) Eaton, Sarah E.This report discusses global trends in language learning.
- ItemOpen AccessHow marketing practices affect education: A comparative case study of Canada, the United States and Australia(2007-05-28) Eaton, Sarah E.This paper examines the theory and practice of the commercialization of education in Canada, using comparative examples from the United States and Australia. Critical theory provides the framework for the study. From the broad focus of business practice, the examination is narrowed down to marketing, and even further to branding, at all levels, from kindergarten through to post-secondary.
- ItemOpen AccessInnovations in ELL Assessment: Using Portfolios to Showcase and Evaluate Learner Progress(2015-05-27) Eaton, Sarah E.Portfolios offer innovative opportunities for English language learners (ELLs) to receive formative feedback that not only helps assess current achievements, but also documents developmental progress over time. This paper examines the use of portfolios in terms of formative assessment and developing learner autonomy for English language learners (ELLs). Benefits include increased self-confidence, motivation and a sense of personal agency for the learners. Benefits for teachers include a deeper understanding of individual learners’ needs and progress. Different types of portfolios are explained, including both paper-based and electronic options, along with typical component elements. Challenges of using portfolios with ELL learners are explored. Finally, concrete recommendations for classroom practitioners are offered. Key words: English language learners, portfolios, assessment
- ItemOpen AccessInvestigating Academic Integrity in the Werklund School of Education: Process, policy and perceptions: Research Project Brief(2016-12-06) Eaton, Sarah E.This brief provides a high level overview of the research project "Academic Integrity in the Werklund School of Education: Process, policy and perceptions".
- ItemOpen AccessLeadership Models for Internationalising Higher Education Institutions in Japan(2021-10) Colpitts, Bradley D. F.; Eaton, Sarah E.; Chua, Catherine; Sabbaghan, SoroushAmidst the growing demand for internationalisation of the higher education (HE) market globally, and demographic and social challenges domestically, the Japanese government has instituted a series of initiatives intended to create a robust, globally competitive HE sector. This objective attests to both the demands for Japan to foster globally competitive human resources among its own population and a desire to attract competent researchers to secure the nation’s standing in the global knowledge economy. However, despite a substantial investment of resources in overseeing this transformation, research on the topic suggests modest results at best. At the root of many of these challenges is a failure to foster an internationalised professorate, despite international faculty being identified as key to internationalisation. Conspicuous in its absence is a lack of literature on the role of leadership in strengthening this capacity, which the present study addressed. Leveraging Bass’s (1985) full range leadership model, the study employed an explanatory sequential mixed methods design (ESMMD) to examine the leadership preferences of Japanese and non-Japanese English as a Foreign Language (EFL) instructors working within the Japanese higher education system. The Multifactor Leadership Questionnaire was first administered to assess and compare leadership preferences between Japanese (n = 26) and non-Japanese (n = 136) EFL faculty members and leaders embedded within Japanese higher education institutions (HEIs). The results informed a second phase of semi-structured interviews with five Japanese (n = 5) and five non-Japanese (n = 5) EFL faculty and leaders and elicited their opinions on effective leadership and the role of leadership in overseeing internationalisation processes. The results of the study suggested a statistically significant difference between Japanese and non-Japanese respondents’ leadership preferences, with non-Japanese scoring the transformational leadership construct higher. Five central themes were identified in the qualitative data which provided further insight into this phenomenon and suggested some practical ways HE leaders in Japan might embolden international faculty within and beyond the scope of the FRLM. The paper concludes by proposing a three-facet model, focused on leadership training, diversity building, and research, which suggests way to strengthen Japanese HEI leadership’s ability to create more internationalised professorates and institutions.
- ItemOpen AccessLeading Through Language Learning and Teaching: The Case of Gandhi.(2010-02-26) Eaton, Sarah E.This paper presents connects the concepts of language learning and leadership using Gandhi as an example.
- ItemOpen AccessLogic models: What they are and how to prepare one.(2010-07-10) Eaton, Sarah E.This manual offers step-by-step instructions on how to develop a logic model for program evaluation. It was developed primarily as a resource for graduate students, but may be applicable to faculty, professional evaluators and others.
- ItemOpen AccessMaking evidence informed decisions about formative written feedback(Werklund School of Education, University of Calgary, 2017-05) Anselmo, Lorelei; Eaton, Sarah E.This paper presents preliminary findings from qualitative research with international post-secondary English language learners (ELLs) studying in Canada. Initial results indicate that formative written feedback that invites the learner to reflect and act can help improve academic writing skills. Three key characteristics of reflective and actionable feedback are that is must be clear, goal- oriented, and reflective of the learners’ preferences. These findings are then discussed within a classroom context.
- ItemOpen AccessMarketing Higher Education: Comparing Canada, the U.S. and Australia(2011-06-01) Eaton, Sarah E.; Goddard, J. TimothyThe purpose of this paper is to examine marketing (as a sub-set of management), as it applies to educational institutions from kindergarten through to post-secondary levels in Canada, the U.S. and Australia. The methodology employed in this study included both a survey of current literature in the field and survey of particular institutions in each country. The findings indicate that the marketization of education and in particular, branding, is a practice that will likely continue to grow during the twenty-first century. The practical implications of this for schools and other educational institutions are an increased knowledge for marketing and branding specialists with the ability not only to strategically position an institution within a given community, but also to help keep it competitive in a world that is becoming ever globalized. This paper offers a comparative study of three countries, providing new insights into how marketing and branding practices are employed, as well as the difference and commonalities among branding practices internationally. Keywords: marketing, branding, education, administration, management, marketization
- ItemOpen AccessA meta-analysis of tools to assist students with disabilities through the transition from high school to post-secondary learning environments(2017-06-02) McBurney, Heather; Eaton, Sarah E.; Torunski, EricEducational portfolios are being used at a variety of educational levels to help students track their performance and enhance academic success. However, these portfolios lack adequate tracking of key information to enable Canadian students with learning disabilities to self-advocate through transition. This becomes increasingly problematic as shifts in legislation for providing services to students with learning disabilities change when students enter post-secondary institutions, making it difficult for students to navigate their way through the system. This article documents the varying tools being used at the secondary and post-secondary level to identify and support students with learning disabilities, including self-determination interventions for students with disabilities. Recommendations are made to guide the design of a portfolio for students with learning disabilities, which will allow them to have access to the information they need to bypass common barricades found in the transition process.
- ItemOpen AccessPlagiarism: Moving from punitive to pro-active approaches(Werklund School of Education, University of Calgary, 2017-05) Eaton, Sarah E.; Guglielmin, Melanie; Otoo, BenedictPlagiarism continues to be an issue in postsecondary contexts. This paper discusses how educators can take a proactive stance to prevent plagiarism and cultivate students’ sense of honour and academic integrity, rather than focusing on punitive consequences after plagiarism has already occurred. Strategies include assessment design, formative feedback, and academic integrity education. Recommendations for educators are included.
- ItemOpen AccessPortfolios to Assess Literacy and Second Languages: An Annotated Bibliography(2011-06-01) Eaton, Sarah E.This annotated bibliography surveys key resources and research related specifically to language learning and literacy. It focuses on resources that will be valuable to teaching professionals and researchers who specialize in the areas of foreign and second language teaching, language arts and first and second language literacy.