PRISM :: Browsing by Author "Sabbaghan, Soroush"

Browsing by Author "Sabbaghan, Soroush"

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Open Access
A Pedagogical Mathematics Register Framed by Systemic Functional Linguistics: The Case of the Equals Sign
(2015-09-04) Sabbaghan, Soroush; Davis, Andrew Brent
The purpose of this quasi-experimental study was to investigate whether using a pedagogical mathematical register, framed by systemic functional linguistics, to expose a 5th and 6th grade elementary students to the operational and the relational interpretations associated with the equals sign positively affects students’ understanding of these various interpretations. The pedagogical register used to detach the operational and the relational meanings of the equals sign was in a form of two semiotic bundles, which is a linguistic label (the process “equals” for the operational definition and the verbal group “is equal to” for the relational definition) selected based on Systemic Functional Linguistics and a gesture (a packing gesture for the operational definition and a balancing gesture for the relational definition) used simultaneously with its corresponding linguistic label. These two interpretations along with their semiotic bundles where introduced to the experimental groups in a presentation informed by variation theory. The study investigated the short-term and long-term effects of presenting the equals sign via semiotics bundles on students’ understanding of the different definitions of the equals sign as well as their ability to implement these different definitions. The assessment included a pretest and three post-tests. The first post-test was administered immediately after the presentation, the second, about two weeks after the presentation, and the final post-test was given to the experimental groups about six weeks after the second post-test. Using descriptive statistics, the results indicate that using a semiotic bundle can stimulate students to use different interpretations of the equals sign in the short term, but not in the long-term. The results also show that operational thinking was common in the control group while many students in the experimental groups employed relational interpretation of the equals sign to provide answers. In the long-term, operational thinking remained frequent in the control group. In the experimental groups, students continued to use the relational interpretation of the equals sign to find answers. However, the data obtained could not conclusively attribute the experimental groups’ use of the relational interpretation to the pedagogical register that was incorporated in the presentation on the equals sign two months prior.
Open Access
Addressing the Challenge of Differentiation in Elementary Mathematics Classrooms
(University of Calgary, 2016-05) Babb, Paulino Preciado; Metz, Martina; Sabbaghan, Soroush; Pinchbeck, Geoffrey; Aljarrah, Ayman; Davis, Brent; Werklund School of Education
Addressing students’ diversity of skills and knowledge for mathematics instruction has been a common challenge for teachers. This paper reports results from an innovative partnership of school district, university and curricular material developers aimed at improving mathematics instruction at elementary level. We report successful cases of lessons enacting instructional practices that engage all students in the classroom, ensure they meet expected outcomes, and challenge them with further bonuses. The cases are analyzed based on mastery of learning, with a particular focus on continual assessment during class. We also include challenges we have faced in supporting teachers as they incorporate these practices in their daily teaching.
Open Access
The Affordances of Variation Theory (New Phenomenography) in Enhancing EAL Students' Learning
(University of Calgary, 2015-06) Sabbaghan, Soroush; Werklund School of Education
Variation theory is relatively new perspective on learning and has not been comprehensively explored in the English as an additional language (EAL) context. Research in other educational fields has shown that lesson structures informed by variation theory have been able to enhance student learning. This paper is an attempt to demonstrate how lesson structures guided by variation theory can be applied to teaching vocabulary. An analysis of the lesson presented suggests that using variation theory in an EAL context provides affordances that increases the probably of student learning, and merits further investigation.
Open Access
Attending and Responding to What Matters: A Protocol to Enhance Mathematics Pedagogy
(University of Calgary, 2017-05) Metz, Martina; Preciado Babb, Paulino; Sabbaghan, Soroush; Davis, Brent; Ashebir, Alemu; Werklund School of Education
For four years we have invested in improving mathematics teaching at the elementary level. By drawing from diverse research emphases in mathematics education and by considering the impact of lessons in terms of student engagement and performance, we have identified four key elements impacting learning in mathematics. Here, we describe the protocol currently used to structure feedback for teachers in the Math Minds Initiative. The key elements that comprise the protocol are: (1) effective variation, (2) continuous assessment, (3) responsive teaching, and (4) engagement.
Open Access
Chinese International Graduate Students’ Experience of Engagement in Online Learning in Canadian Higher Education: An Ecological Perspective
(2023-12-19) Yue, Cai; Bhowmik, Subrata; Roy, Sylvie; Zaidi, Rahat; Sabbaghan, Soroush; Douglas, Scott
While the last decade has seen a dramatic increase in both the acceptance and use of online learning in post-secondary education (Seaman & Seaman, 2016), studies have documented both higher and lower student engagement in online learning (Muthuprasad et al., 2021). Most previous studies on online learning focused on a solitary dimension of student engagement in their analytical models (Pianta et al., 2012), rather than embracing a more comprehensive sociocultural framework. Using a narrative inquiry methodology, I examined the online learning experience of six mainland Chinese international graduate students who had at least one-semester experience of online learning in Canadian universities. Specifically, this study explored: (a) the students’ online engagement experiences; (b) factors that influenced their online learning; and (c) the role of cultural factors that influenced their online engagement. The data for the study were drawn from semi-structured one-on-one interviews and the analysis of written narratives provided by the participants. Bronfenbrenner’s ecological model served as the theoretical framework for this study, facilitating the examination of various dimensions of students’ engagement in online learning. The findings indicated that participants generally held positive perceptions of their online learning experiences, while also recognizing the inherent advantages and challenges associated with this mode of education. The study revealed that student engagement was molded by a complex interplay of factors, such as personal interests, motivation, course attributes, instructor effectiveness, technological tools, visual aids, language considerations, peer interactions, familial and social connections, and the broader learning environment. The opinions of the participants varied on commonly held beliefs about Chinese culture influencing them, with some acknowledging these preconceived notions and corresponding behaviours aligned with them, while others challenged these stereotypes and emphasized individual differences and cultural contexts. The students’ accounts also highlighted aspects of Canadian culture with regard to equality, freedom of expression, independence in education, and diverse teaching styles among professors. Applying Bronfenbrenner’s ecological system theory revealed the interconnectedness of factors at different levels. With an understanding of these dynamics, I discussed implications of the findings in conceptualizing culturally responsive teaching practices, enhanced engagement and success among Chinese international students in online learning.
Open Access
Crafting AI Terms of Use for Higher Education
(2023-08-03) Sabbaghan, Soroush
The use of AI for educational purposes has triggered a revolution in education (Chaudhry & Kazim, 2022; Yueh & Chiang, 2020). The increasing adoption of generative artificial intelligence (AI) in higher education underscores the necessity of formulating ethical guidelines that promote responsible and advantageous usage of these groundbreaking instruments by learners (Lim et al., 2022). Regrettably, the ethical dimensions of AI applications in education have been mostly disregarded in educational research (Yu & Yu, 2023) due to the rapid advancement in AI technology. Despite the challenges, educational researchers and higher education institutions have a responsibility to provide ongoing guidance so that AI technologies can be implemented in an ethical manner. In pursuit of the stated objective, this paper begins by first encapsulating the salient principles outlined in IEEE's Ethically Aligned Design (EAD2v2) Standards (2018), which serves as a crucial reference for the ethical development and deployment of AI and autonomous systems. Then, the highly influential Fjeld et al.’s (2020) paper – a Berkman Klein Center’s (a Harvard University research centre) publication is explained. Drawing from the insights offered by these two prominent frameworks, a comprehensive and interdisciplinary foundation for the ethical utilization of AI by learners is synthesized. The objective is to provide a balanced and holistic approach to the employment of AI by students in higher education. By adhering to the synthesized guidelines, it is hoped that AI technologies will be employed in ways that advance the noble objectives of education while safeguarding the ethical, social, and human values at its core.
Open Access
Cultural Preparedness of Adult Educators: A Changing Dynamic in Higher Education
(2024-01-24) McDonald, Moira A.; Dressler, Roswita; Kawalilak, Colleen; Sabbaghan, Soroush
Numbers of international undergraduate students enrolled in Canadian universities and colleges have grown from 22,000 in the year 2000 to 2.2 million in 2022. While international students embark on their post-secondary journey of discovery, we as educators also embark on a journey of discovery to explore how prepared we are to meet the international learning community's needs. This research focused on generating understanding around cultural preparedness in learning communities and the tools needed to support the educating community. For this inquiry, I drew from the transformative learning theoretical framework, guided by a qualitative research methodological approach and methods to utilize a three-phased research design of topic-based focus groups and interviews. In this study, I drew from seminal work and insights on culture. I defined a nuanced definition of cultural preparedness in adult learning settings, specifically at a public university in Western Canada. The findings suggest that cultural preparedness is a community-wide endeavour in collaboration with students, administration, educators and begins with understanding one’s positionality. Outcomes from this study may further help educators promote best practices related to internationalization at home in the 21st century. Key words: internationalization at home, educators, students, transformative learning, qualitative, cultural preparedness, global pandemic, COVID-19
Open Access
Dynamic Responsive Pedagogy: Implications of Micro-Level Scaffolding
(University of Calgary, 2015-06) Sabbaghan, Soroush; Preciado Babb, Paulino; Metz, Martina; Davis, Brent; Werklund School of Education
In mathematics education, scaffolding is often viewed as a mechanism to provide temporary aid to learners to enhance mathematical understanding. Micro-level scaffolding is process by which the teacher returns the student(s) to a conceptual point where scaffolding is not needed. Then the teacher creates a series of incrementally more complex tasks leading to the original task. This process is dynamic, as it often requires multiple steps, and it is responsive because involves moment-by-moment assessment, which shapes each increment. In this paper, we present data on how experienced teachers in the Math Minds Initiative employ micro-level scaffolding. Implications of micro-level scaffolding are discussed.
Open Access
Enhancing Student Assessment Through Veedback
(University of Calgary, 2017-05) Sabbaghan, Soroush; Werklund School of Education
Providing audio-visual feedback through screencast technology has been shown to reinforce learning after submission. However, these video feedbacks are often limited by the annotation tools afforded by the word processing software, making them difficult to follow. The combination of a tablet and stylus along with screencast technology offers more freedom and can enhance student experience. This presentation reports the results of an investigation into whether these new enriched feedbacks for assignments, called veedbacks, boost student experience. The qualitative and quantitative findings reveal that students are very positive about veedbacks.
Open Access
Epiphanies in Mathematics Teaching: The Personal Learning of an Elementary Teacher
(University of Calgary, 2015-06) Preciado Babb, Paulino; McInnis, Vicki; Metz, Martina; Sabbaghan, Soroush; Davis, Brent; Werklund School of Education
The Math Minds partnership strives to increase student engagement, self-esteem and achievement in mathematics and also to deepen teachers’ conceptual understanding of mathematics for instruction. Through this partnership, elementary teachers are changing the way they teach mathematics. By breaking concepts into small steps, continually assessing all children for understanding along the way and giving opportunities for independent “practice” frequently during each lesson, students have shown a significant improvement in mathematics. We present the transformative learning experience of one teacher during one year in this partnership, with surprising results.
Open Access
Fostering Student Success in Online Courses
(Taylor Institute for Teaching and Learning, 2023) Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Bensler, Heather; Brown, Barbara; Clancy, Tracey; Dyjur, Patti; Radford, Scott; Redwood, Chene; Roberts, Verena; Sabbaghan, Soroush; Schroeder, Meadow; Summers, Mindi; Tézli, Annette; Wilks, Leighton; Wright, Alysia
The pandemic had a disruptive impact on teaching and learning in higher education. For many, the transition to online learning presented enormous challenges, individually and collectively. Many of us sought immediate strategies to support student learning and success in an online context. We experienced many successes and failures along the way. This Guide provides an inspiring collection of scholarly reflections and approaches to supporting meaningful course learning opportunities for students and postsecondary educators, in online environments. The guide contains nine chapters contributed by members of the Teaching Academy from across disciplines involved in undergraduate and/or graduate instruction, writing solo or with collaborators, to highlight an aspect of their teaching that leverages the online environment to enhance student learning. Each of these chapters offers sage, pragmatic descriptions of course contexts, design considerations, and implementation, for online assessments (Chapter 1, 4), for innovative learning activities (Chapter 2, 6), for flexible course design (Chapter 5, 7), for engaging large classes (Chapter 8), for facilitating group work (Chapter 9), and for intentionally addressing the need for students to flourish (Chapter 3). Importantly, for the reader, each chapter shares the wisdom of practice of the author/s, discussing implications of use and giving concrete recommendations for those who are thinking of applying similar strategies.
Open Access
The Interplay of Memory and Sentence Structure on the Resolution of Persian Pronouns
(2019-07-09) Nakhaei, Mahyar; Storoshenko, Dennis Ryan; Ritter, Elizabeth; Sabbaghan, Soroush
One of the most prominent hypotheses in the realm of pronoun resolution in pro-drop languages is the Position of Antecedent Hypothesis (PAH) according to which null pronouns are more likely to select subject antecedents whereas overt pronouns are more likely to be linked with non-subject antecedents. A plethora of studies attempts to examine the extension of PAH to several pro-drop languages. However, none has taken the differences between individuals into account. It has been claimed that the working memory capacity of individuals as one measure of individual difference might affect processing pronouns by native speakers of a language. I will show that the memory load has a facilitative role in the resolution of Persian pronouns whereas working memory of individuals is not a predictor variable. Moreover, overt pronouns behave more consistently with predictions of PAH especially when the memory load is low. Keywords: Pronouns, Pro-drop, PAH, Working Memory, Persian
Open Access
Juxtaposing Mathematical Extensions with Cognitvely Loaded Questions in the Mathematics Classrom
(University of Calgary, 2016-05) Sabbaghan, Soroush; Babb, Paulino Preciado; Metz, Martina; Pinchbeck, Geoffrey; Aljarrah, Ayman; Davis, Brent; Werklund School of Education
Providing mathematical extensions (i.e. bonus questions) intended to evoke deep mathematical thinking after students complete assigned tasks is challenging for teachers. In this paper, we use the Variation Theory of Learning to challenge a common misconception that mathematical extensions should include many interrelated elements and impose a high cognitive load to promote deeper thinking. We present an analysis of observed extensions and provide alternative routes. Pedagogical implications for the design of mathematical extensions are presented.
Open Access
Leadership Models for Internationalising Higher Education Institutions in Japan
(2021-10) Colpitts, Bradley D. F.; Eaton, Sarah E.; Chua, Catherine; Sabbaghan, Soroush
Amidst 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.
Open Access
One Step Back, Three Forward: Success Through Mediated Challenge
(University of Calgary, 2015-06) Metz, Martina; Sabbaghan, Soroush; Preciado Babb, Paulino; Davis, Brent; Werklund School of Education
How can you keep all students engaged in deepening their mathematical understanding without overwhelming the weakest students or boring the strongest? Teachers in the Math Minds project design lessons around structured sequences that seek to engage all students with questions on which they can succeed, and to then proceed through increasingly sophisticated variations. Teachers attend closely to student responses so that they can adjust difficulty in a manner that allows success and challenge for all. In this paper, we describe key principles that have emerged from the Math Minds initiative. We draw particular attention to variation theory (Marton, 2015) and consider how it plays out in interaction with the other principles.
Open Access
Plagiarism perceptions among post-secondary students and faculty - A case study: Research project brief
(2019-05-05) Eaton, Sarah Elaine; Sabbaghan, Soroush; Takrimi, Azimeh
Purpose: In this project we aim to discover what differences exist between how students and faculty perceive plagiarism in a post-secondary context. To do this, we will work with two sets of research participants: faculty members and students. Our research question is: What gaps, if any, exist between faculty members' and students' perceptions of plagiarism? Methods: We will use a scenario-based questionnaire administered to two groups of research participants: faculty members and students. Results: We anticipate the results might show differences in how faculty members and students perceive plagiarism. Implications: This work has the potential to develop further training for faculty members and students, possibly leading to a better understanding of what plagiarism is and how to identify it. Additional Materials: The research team has developed a scenario-based instrument specific to this study. Keywords: Academic integrity, plagiarism, Canada, higher education, faculty students
Open Access
Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change
(University of Calgary, 2017-05) Preciado Babb, Armando Paulino; Yeworiew, Lake; Sabbaghan, Soroush; Werklund School of Education
Innovators, Designers, Educators, Academics and Students (IDEAS) 2017, Leading Educational Change is the fifth annual conference co-hosted by the Werklund School of Education and the Galileo Educational Network Association at the University of Calgary. The mandate of the conference is to improve education through research, evidence-informed decisions across teaching, learning and leadership. The conference brings together innovators, designers, educators, academics and students from K-12, post-secondary and government to rise to the challenge of designing for today’s new learning landscape.
Open Access
Teachers' Awareness of Variation
(University of Calgary, 2016-05) Metz, Martina; Babb, Paulino Preciado; Sabbaghan, Soroush; Pinchbeck, Geoffrey; Aljarrah, Ayman; Davis, Brent; Werklund School of Education
Here, we report on a study of teachers’ evolving awareness of how they work with patterns of variation to structure and teach mathematics lessons. We identify a number of critical features regarding teachers’ awareness of variation.
Open Access
Those Who Can: The Significance of Math Policymakers for Math Policy and Practice
(2020-09-23) Telem, Lihi; Davis, Brent; Sabbaghan, Soroush; Renert, Moshe; Francis, Krista
This study addresses the effects that policymakers’ mindsets have upon equity in the policy and practice of math education. It looks beyond math education culture to the general culture, examining the way mindset is constructed and sustained through its discursive expressions in written and spoken language and identifying the positioning it entails and its consequences for learners, educators and policymakers. I explore the notion that due to their similar experience as learners, Israeli math education policymakers hold similar beliefs about math ability. Mapping the mindset behind these shared perceptions, I trace its existence within policy (where it gains authority), as well as its positioning of learners in ways that strengthen and support cultural perceptions while hindering equity. My research addresses complex issues at the personal, social, and political levels. Discourse provides the underlying methodological cornerstone for this study. Discourse analysis serves both for excavation and interpretation of dispositions and mindsets embedded in policy, as well as for the negotiation and re-conceptualization of identities, positions, and policy. Looking at policymakers’ commitment and passion for math education and its promotion, alongside the difficulty in addressing learners whose experience of math is very different from their own, there may be a need for special support in the process of policy and curriculum creation. There may be need for a greater variety of voices in the math education committees, voices that are as passionate about math education and the possibility of promoting it among learners of different dispositions, voices that should echo the position and outlook of different learners.
Open Access
Transforming Mathematics Classroom Settings into Spaces of Expanding Possibilities
(University of Calgary, 2016-05) Aljarrah, Ayman; Babb, Paulino Preciado; Metz, Martina; Sabbaghan, Soroush; Pinchbeck, Geoffrey; Davis, Brent; Werklund School of Education
Transforming the classroom environment into a space of expanding possibilities requires learning experiences that challenge and expand learners’ understandings. Building on Metz et al’s. (2015) suggestion to structure mathematical variation in a responsive manner that keeps all students intrinsically engaged in deepening their mathematical understanding, this paper describes different forms of bonus questions generated by students, and how they were implemented.