Browsing by Author "Scott, David"
Now showing 1 - 8 of 8
Results Per Page
- ItemOpen AccessCreating and using podcasting for student engagement: A Vignette(2023-08-14) Kendrick, Astrid; Scott, DavidThe purpose of this three-year Taylor Teaching and Learning Grant funded pilot study was to learn whether, and to what extent, the introduction of podcasts and podcasting into teacher education classes improved the educational experience for online students. A survey and individual interviews were analyzed through the lens of Garrison et al.’s (2000) model of community inquiry, which involves three elements essential to educational experiences in online environments: cognitive presence, social presence, and teaching presence. Among the key findings was that aligning instructional purpose with student podcasting had the greatest influence on student engagement.
- ItemOpen AccessDesigning an Authentic Assessment of Elementary Citizenship Competency Through Real-World Democratic Deliberation(2022-01-27) Waatainen, Paula Joann; Chu, Man-Wai; Friesen, Sharon; Scott, DavidAs education systems increasingly emphasize the development of competency, teachers need support in building their assessment literacy in how to design classroom assessments of competency. Teachers who aim to plan classroom assessment and instruction to support their students as they learn democracy together (Biesta & Lawy, 2006) will not find a cohesive, useful framework operationalizing what the citizenship competencies associated with this learning entail. In this design-based research study, a researcher and teachers designed and administered an authentic assessment (e.g., Gulikers et al., 2004; Koh & Luke, 2009) of citizenship competencies that grade 6 and 7 students may have developed in deliberating together as participants in a real-world public consultation process in their city. Data was collected through student self-assessments, artifacts of the design process, observation, and semi-structured interviews with students, teachers, and city representatives. Thematic analysis identified potential contributions to theory and practice from this first three-stage cycle of design in what will be a multi-cycle design process. The practical significance of this study is in the creation of an exemplar of practice and a graphic organizer, adapted from the conceptual framework, which together provide procedural scaffolding and provocations for discussion to help teachers develop their assessment literacy in designing authentic assessments of competency. Theoretical significance is in some promising contributions to our understanding of how citizenship competency might be operationalized for assessment. Findings included: a) the value of using a situated approach over a generic framework to operationalize what competency might entail in a real-world context b) the ability to prioritize and deliberate as potentially transferable citizenship competencies, c) the value of supportive task framing through graphic organizers and games in supporting young students in their authentic participation as citizens, and d) the capability of students as partners in conversations about the assessment of their competency. A contribution to the problem of practice was made in the design of an exemplar of practice and graphic organizer that are intended to be used as provocations and scaffolding for professional conversations about the design of authentic assessments of competency. Findings described in the exemplar of practice include: a) student reports of fairness and clarity of the assessment, b) the challenge of assessing student learning when socio-emotional dynamics impact student comfort in civic engagement with other students, c) the challenge of using a multi-pronged approach to assessment in a realistically busy classroom and teaching context, and d) the great value of exploring competency requirements in a real-world context before designing assessment and instruction. Recommendations are made to enhance use of authentic assessment strategies in teacher-education and teacher professional learning and to provide significantly more support for teachers in this work. Recommendations for future research include field-testing the exemplar of practice and graphic organizer with Bachelor of Education students, a second iteration of design with a new class in the next phase of the city public consultation process, and a study with a purpose to design an authentic assessment of citizenship competency in a high school context that requires grading.
- ItemOpen AccessDesigning for the Processes of Ideological Expansion and Convergence: A Multiple Case Study of Pre-Service Teachers Engaged in Intertextual Integrations Around Bullying(2022-01) DiPasquale, Joshua; Clark, Douglas; Simmons, Marlon; Scott, DavidIdeology plays a ubiquitous role in all educational settings, but it is often not conceptualized through lenses that are productive for learning. Typically, ideology is viewed as sets of conscious beliefs that can impede learning and must be overcome in educational settings. Novel research, however, has reinvigorated the concept of ideology, reconceptualizing its relationship to learning by illuminating the cognitive and social processes through which ideologies are learned and unlearned (Philip, 2011; Philip et al., 2018). In this research, I seek to advance recent theorizations about ideology and learning by viewing ideology through a lens of mediated action. I explore this conceptualization through the use of intertextual integration activities (e.g., Barzilai et al., 2018) designed to promote pre-service teachers' engagement in the processes of ideological expansion and convergence around bullying in school, which is a complex and persistent educational issue across Canada (Wilkinson, 2017). Using a qualitative multiple case study methodology (viz., Yin, 2018; Merriam, 1990) and a critical constructivist paradigmatic framing (Kincheloe, 2005), I observed three small groups of pre-service teachers participating in intertextual integration activities designed to disrupt the reproduction of dominant discourses on bullying. The results suggest that viewing ideology through a lens of mediated action enhances the mapping of ideological fields and elucidates the nuances of ideological expansion and convergence by revealing a number of additional processes that might occur in parallel to, within, or in opposition to them, namely assimilation and enhancement, attenuation, obfuscation, and regression. Accounting for these nuances can facilitate our ability to design learning environments that scaffold productive ideological expansion and convergence. Overall, this research (a) contributes theoretical and practical insights to our understanding of the relationship between ideology and learning, (b) demonstrates the affordances of intertextual integration activities as mediums for promoting engagement in ideological expansion and convergence, and (c) refines our understanding of how pre-service teachers may be supported in transforming how they are positioned as social actors in relation to bullying in schools.
- ItemOpen AccessEducating for Care: A Case Study on Care in the International Baccalaureate Diploma Programme Global Politics Course(2023-01-16) Hull, Brian; Scott, David; Burwell, Catherine; Chua, Catherine; Kawalilak, Colleen; Tarc, PaulWith a climate crisis at hand, intense political polarization, and cases of genocide occurring, critical consideration of how best to care for others and the environment could play an important role in curriculum design and implementation. Employing Noddings’ (2013) notion of an ethic of care, this case study investigates the role care could play in the formal and enacted curriculum in the International Baccalaureate (IB) Diploma Programme (DP). In order to effectively bind the investigation, the two-year IB Global Politics course was chosen to investigate these phenomena. The IB’s mission is to develop caring young people (IB, 2019). However, given the standardized assessments employed by the IB, there is a tension between enacting care and the organization’s focus on rigorous assessment (van Oord, 2013). Considering the formative role education plays in the lives of students and the many environmental and humanitarian injustices that need to be addressed, a reparative approach to curriculum development is not a question of preference but rather raises real moral dilemmas in how to best teach students to care for others. In order to address this moral dilemma, a normative case study approach (Levinson, 2015) has been adopted to consider these issues in the context of the Global Politics course. This research explores first how care is conceptualized and enacted by Global Politics teachers and then suggests various ways in which Global Politics educators and curriculum developers can design the course with care at the forefront of curricular considerations. To accomplish this, a survey was completed by 129 IB Global Politics teachers. From the teachers who completed the survey, a diverse set of 10 teachers were interviewed. Drawing on insights from research data and several care ethicists, several possibilities exist for how educators could place care at the forefront of curricular considerations. These possibilities include modification to current IB assessments, prioritizing the use of story, working with universities to reconsider the current meritocratic model for entrance to their institutions, and, based on the work of Tronto (2013), a care-based analytical framework that teachers and students could employ as they inquire into political issues.
- ItemOpen AccessEmotional experiences of non-Indigenous educators teaching Indigenous curricula: Reconciliation through narrative inquiry(2023-08) Miles, Teresa Marie; McDermott, Mairi; Friesen, Sharon; Spring, Erin; Scott, David; Cardinal, TrudyNon-Indigenous educators are required to teach Indigenous curricula according to Alberta Education (2018b) Teaching Quality Standards (TQS). This requirement hopes to contribute to the Truth and Reconciliation Commission of Canada (2015) (TRCC) calls to action regarding education in Canada. My research focuses on the calls to action which ask educators to teach Indigenous curricula with “intercultural understanding, empathy, and mutual respect” (TRCC, 2015). By asking the research question, what are the emotional experiences of non-Indigenous educators in Alberta who are teaching Indigenous curriculum, my purpose was to examine the emotional experiences as we work individually and collectively towards reconciliation in education. In this emotional journey that you are joining me on, the reader will encounter writing surrounding the Papal apology, situating myself in the research, situating the research in governing literature, approach to research and design, findings and discussion of the data. This thesis includes my design of Research in a Medicine Wheel which provides a conceptual and theoretical framework. In addition, the reader will encounter a Findings in a Medicine Wheel Word Cloud, and sweetgrass braid drawings which I created to show how my research is woven with research partners and the seven sacred teachings. Through a Narrative Inquiry approach, the findings present the stories of my three research partners and myself. In conducting an emotive analysis of these stories as data gathering, I created categories which represent themes found in each of the research partner’s stories. Susie presents the role of empathy in teaching Indigenous curricula; Elsi presents a story of growth, authenticity, and humility; and Quinn presents the perspective of moving past shock: a journey towards understanding. Each of the research partner’s stories are followed by my reaction and reflection which created the opportunity for me to become the fourth researcher in this research. This emotional journey includes a research process which became one of creating new relationships, the renewal of existing friendships, and changing relationships,. The research and writing which follows are centered on concepts found in the ever-changing processes of reconciliation.
- ItemOpen AccessEngaging Aboriginal Perspectives in the Alberta Social Studies Classroom: A Sociocultural Investigation Into Conceptual Possibilities and Teacher Beliefs(2016) Scott, David; Lund, Darren; Field, James; Ottmann, Jacqueline; Lowan-Trudeau, Gregory; Ng-A-Fook, NicholasThis doctoral thesis offers a sociocultural investigation into how one male Euro-Canadian social studies teacher interpreted and pedagogically responded to the curricular directive in Alberta to address Aboriginal perspectives, including the history of residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada. Employing case study methodology, the teacher’s practice was examined during a 10-2 social studies unit in which he was actively attempting to take up Aboriginal perspectives with his students. Data were collected from several channels including classroom observations, field journal notes, classroom documents, as well as ongoing semistructured interviews. Of note, the research participant avoided a number of resistances to engaging with Aboriginal perspectives that prior research had identified. Drawing on resources that honoured the voice of Indigenous peoples in ways that were not filtered through Euro-Canadian lenses, the teacher offered viable possibilities for engaging Aboriginal perspectives. Despite these positive developments, an overreliance on transmission-based pedagogies tied to the officially mandated textbook inhibited this teacher’s ability to sustain this work in his classroom. Further, a multicultural discourse where Aboriginal peoples are afforded opportunities to become benevolently integrated into the Canadian nation caused the research participant to significantly misrecognize the nature of Indigenous philosophies and hindered his ability to faithfully represent these perspectives to his students. Noting that these same tensions have been present in other studies, I argue that Canadian educators will be unable to engage with Aboriginal perspectives in qualitatively different ways without an alternative model or story to understand Aboriginal–Canadian relations. Drawing on insights from the work of Dwayne Donald, throughout the thesis I advance a number of relational possibilities for reconceptualizing Aboriginal–Canadian relations that draw inspiration from the Haudenosaunee Gus-Wen-Tah, or two-row wampum, as well as Cree understandings of the treaties. However, due to the First Nations–centric nature of these relational models, I ultimately argue that the purpose may not be to try to agree on one particular understanding of the relationship, but rather to place the nature of Aboriginal–Canadian relations at the centre of classroom deliberations.
- ItemOpen AccessLearning Through Playing and Designing Games: A Design Thinking Approach to Entrepreneurship Education(2022-12-16) Gatti, Wilian Jr; Kim, Beaumie; Behjat, Laleh; Clark, Douglas; Scott, David; Jenson, JenniferIn this manuscript-based dissertation, I examine the design thinking pedagogy in entrepreneurship education as mediated by game-based learning. My game-based learning perspective embraces gameplay and game design in an integrated activity using a board game. A board game named Entrepreneurial Thinking was designed for this research, simulating an industrial market and engaging learners in design thinking in entrepreneurship education. After playing the game, students were invited to redesign it, considering aspects they missed (e.g., game elements, business topics) or problems they wanted to fix in the game. The first manuscript targets the question, “How may a business game design activity shape the designer’s assumptions about entrepreneurship education?” I approached this question through my own design journey. I aimed to understand how the design of an educational game helped me to shape my assumptions about three issues in entrepreneurship education: what entrepreneurship education means, what should be taught, and how. This design journey led me to support the ideas that entrepreneurs are designers, that design thinking should be the primary underpinning of entrepreneurship education, and that game-based learning could mediate this process. This manuscript assumed an autoethnography approach that assisted me in my self-reflection about the messy process represented by a game design. Next, I focus on the question, “How do cognitive acts build design thinking reasoning during gameplay?” I examined a group of four young male classmates who played my game in a college located in Sao Paulo, Brazil. After one of the players arrived late to the gameplay and overcame all the established businesses to win, all players agreed that luck was the explanation for that performance and the most needed attribute of entrepreneurs. Despite the random mechanism embedded in the game, I offered an alternative conclusion that emerged from video and students' reports, analyses, and interviews. I unpacked the player’s effectuation approach to explaining his performance, describing how cognitive acts built the winner's design thinking reasoning to craft a winning strategy. I contrasted this performance with one of the players who restricted his possibilities due to his causation logic and design fixation to present how to avoid misinterpretations of luck as the main reason for entrepreneurs’ success. Finally, I presented a group of four male students performing a design activity with my game in a college in Sao Paulo, Brazil. I selected this case by considering its representativeness, typicality, and transparently observable topics, as well as technical issues related to video and audio recordings. I tackled the question, “How may learners build a cognitive perspective in design by engaging in game design?” Evidence from video and audio recordings of the design session, written reports, and interviews were collected to identify four cognitive acts that supported their design reasoning. The analysis reveals that due to the absence of a repertoire of previous design solutions, the students grounded their analogies in their sociocultural context, which reflects their social norms, educational setting, professional experiences, and worldviews. They also developed a method of reasoning based on several disciplines to support and enhance their analogies. This manuscript suggested that design thinking instruction in entrepreneurship education should prioritize students’ sociocultural context and multidisciplinary projects to develop students’ design perspectives by enlarging their sources of analogies given their lack of design experience. Two contributions emerge from this manuscript-based dissertation. First, an understanding of how cognitive acts are articulated to form an effectuation logic in entrepreneurship is offered. Second, unlike traditional instruction, the experience of learning with games touches the emotional or affective dimension of engagement since it is experiential, immersive, and interactive. Furthermore, this work provided evidence that games can mediate not just fun and engaging learning experiences in entrepreneurship education, but also design thinking, storytelling, forecasting, scenario development, systems thinking, and critical thinking.
- ItemOpen AccessA Review of the Literature on Academic Writing Supports and Instructional Design Approaches Within Blended and Online Learning Environments(2017-04) Scott, David; Ribeiro, Jason; Burns, Amy; Danyluk, Patricia; Bodnaresko, Sulyn