Werklund School of Education
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The work of the Werklund School of Education is learning. Research is an engaging way of learning what is not already yet known, or probing what is already known but in new ways. Within the Werklund School of Education, the research conducted by our professors and students is incredibly diverse.
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Item Open Access Citizenship Learning at a Time of Intellectual Turmoil: The Pervasiveness of Language Perspectives(PETER LANG, 2004) Hebert, YvonneItem Open Access Organization and leadership in urban schools(2004-03) Goddard, TimIn Canada, urban ‘inner-city’ schools serve predominantly immigrant, aboriginal, and other minority communities. The majority of teachers and school administrators, however, are middle class majority culture educators who come from outside the inner city area. In this article I draw upon the Canadian experience to argue that the argument that the structure and delivery of inner-city education involves issues of school organization and leadership that are substantively different from those encountered in the suburban milieu with which these educators are more personally familiar.Item Open Access Of daffodils and dog teams: Reflections on leadership(Sage Publications, 2002) Goddard, TimItem Open Access Of daffodils and dog teams: Reflections on leadership (Mandarin) 水仙花和狗团队: 领导模式的反射(Sage Publications, 2002) Goddard, TimItem Open Access Of daffodils and dog teams: Reflections on leadership (Serbo-Croat- Cyrillic) О нарцисима и псећим запрегама: Руковођење у ери (пост)модернизма(Sage Publications, 2002) Goddard, TimItem Open Access Of daffodils and dog teams: Reflections on leadership (Albanian) Narcisët dhe ekipet-qen: Reflektimi në Udhëheqësi(Sage Publications, 2002) Goddard, TimItem Open Access Of daffodils and dog teams: Reflections on leadership(Serbo-Croatian) O žutim narcisima i psećim timovima: Razmišljanja o rukoveđenju(Sage Publications, 2002) Goddard, TimItem Open Access Leadership for the future(Universalia Management Group, 2007) Goddard, Tim; VanBalkom, W. D.Item Open Access Sustainable and dynamic development(Universalia Management Group, 2007) VanBalkom, W. D.; Goddard, TimItem Open Access Role of educational leaders in professional development(Universalia Management Group, 2006) Goddard, TimItem Open Access School leadership and equity: Canadian elements(Taylor & Francis, 2007) Goddard, Tim; Hart, Angela C.Item Open Access Thomas Wellington Chalmers: Mountie, Surveyor, Soldier(Historical Society of Alberta, 2008) Brydges, BarbaraItem Open Access Older than it Looks: Origins of the University of Calgary Library(Historical Society of Alberta, 2009) Brydges, BarbaraItem Open Access We are not numbers: The use of identification codes in online learning(Journal of Distance Education, 2012) Francis-Poscente, Krista; Moisey, Susan DarleneThis paper discusses students’ experiences with the use of identification codes in a graduate course delivered asynchronously via the Internet. While teaching an introductory masters level graduate course in distance learning, the authors discovered that the learning management system, Moodle, was programmed to display identification codes rather than student names when in the Student View mode. Consequently, when students participated in Computer-Mediated Communication (CMC) text discussions, their posts were attributed to their computer-generated IDs. Investigation into the identification protocol revealed that the institution had adopted a policy of using identification codes to comply with Alberta’s Freedom of Information and Protection of Privacy (FOIP) Act. We wondered what it meant to graduate students to be identified by a computer generated code rather than by name. In the context of an asynchronous CMC discussion forum, we asked how the use of an identification code affected students’ sense of identity within the online learning environment. Analysis of their responses revealed categories relating to personal identity (depersonalization and anonymity), social identity (community, learning, and engagement), and questions concerning suitable names for identification purposes. Most learners felt strongly that they should not be known through a numeric code and that their name was more personable.Item Open Access Catch Billy Minor(Delta-K, 2013-06) Trevor Pasanen; Francis-Poscente, KristaAre you looking for fresh ideas for challenging your students? Catch Billy Miner is a great game that you can play in class. We call this game unfair because there is a way to always win. By always winning you can have some fun with your students demonstrating your exceptional skills at game play. This game is suitable for many ages, but we focused this article for Grades 4-6. Once your students learn the winning strategy, they will have gained skills learning how to solve a problem with number and pattern.Item Open Access Mental Health,Wellness, and Childhood Overweight/Obesity(Hindawi Publishing Corporation, 2012-04-30) Russell-Mayhew, Shelly; McVey, Gail; Bardick, Angela; Ireland, AlanaItem Open Access Qué, cómo y por qué: una conversación internacional sobre el aprendizaje de profesores de matemáticas(Esau Tenoch Cedillo Avalos, Rector (UPN), 2014-12) Solares Rojas, Armando; Preciado Babb, Armando Paulino; Francis-Poscente, KristaItem Open Access A Review of the Literature on Rural and Remote Pre-Service Teacher Preparation With a Focus on Blended and E-Learning Models(2015-06-22) Eaton, Sarah E.; Dressler, Roswita; Gereluk, Dianne; Becker, SandraThis meta-analysis of the literature covers seven (7) key areas: (1) Preparing Pre-service Teachers to Integrate Technology into their Professional Practice; (2) Pre-service Teacher Preparation Programs Delivered Online; (3) Pre-service Teacher Preparation Programs Delivered in a Blended Format; (4) Technology-focused Pre-service Teacher Preparation in Rural and Remote Communities; (5) Critical Perspectives of Technology for Learning; (6) Monitoring, Evaluating and Assuring the Quality of e-Learning and Blended Learning Programs for Teacher Education; and (7) Building Engagement and Community in Online Courses.Item Open Access MOOCs for Faculty Professional Development with Learning Technologies in Higher Education(2015-05-12) Alharbi, Hawazen; Jacobsen, MicheleMassive Open Online Courses (MOOCs) can engage large communities of learners in topics across fields of study. Despite speculation that MOOC numbers were in decline, the number of courses actually rose to 1,200+ last year (Nielson, 2014). Researchers from Harvard University, Tsinghua University, and MIT demonstrated that MOOCs can be as effective for learning outcomes as face-to-face courses (Schaffhauser, 2014). It is becoming clear that, “massive open online courses will not fundamentally reshape higher education, nor will they disappear altogether” (Kolowich, 2014, pp. 1). However, it has been predicted that MOOCs will improve the use of technology in higher education (Kolowich, 2014). Academic work is complex and ever changing in both research and teaching. Professors are experienced in their field of study, but are not usually as experienced as teachers who know the newest pedagogy and teaching methods using technology (Mundy, Kupczynski, Ellis & Salgado, 2011). New and experienced professors benefit from ongoing, continuous professional development for technology-enabled blended and online teaching and for graduate supervision. With many demands on their time, gathering professors together for professional learning is a challenge. MOOCs can provide an ideal learning environment for faculty to develop as online teachers and online graduate supervisors. This poster examines the benefits of MOOCs and the reasons why universities should adopt MOOCs for faculty professional development.Item Open Access Online Bachelor of Education Programs Offered in Colleges and Universities Throughout Canada, the United States, and Australia(2015-08) Becker, Sandra; Gereluk, Dianne; Dressler, Roswita; Eaton, SarahBeginning in Fall 2015, the University of Calgary will be offering a blended Bachelor of Education program to address issues of equity and access for rural and remote students who wish to become teachers, yet remain in their home communities. To this end, a research team from the university is exploring best practices in online and blended education. Part of the search includes determining online Bachelor of Education programs that exist currently. A review of universities in Canada, the U. S., and Australia determined that at this time, there are few offering fully online or blended Bachelor of Education programs, suggesting opportunities exist for programs to be created to address the needs of rural and remote students.