Werklund School of Education Research & Publications

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Open Access
Academic 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.
Open Access
Academic 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, Sarah
The 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approach to cultivating academic integrity as an integral element of the graduate student experience, moving away from outdated and punitive approaches that do little to bolster students’ confidence in themselves and their abilities.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.
Open Access
Alberta’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.
Open Access
Applying 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.
Open Access
Argentina'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
Open Access
Avoiding Predatory Journals and Questionable Conferences: A Resource Guide
(2018-01) Eaton, Sarah Elaine
Purpose: The goal of this guide is to provide a clear overview of the topics of predatory journals and questionable conferences and advice on how to avoid them. This guide intentionally adopts a plain language approach to ensure it is accessible to readers with a variety English language proficiency levels. Methods: Electronic searches were conducted manually using Google and Google Scholar, along with a search of the University of Calgary library research databases. Search terms included predatory journals, predatory publisher, predatory conference, questionable conference and vanity conference. Three primary types of sources informed this report: (1) scholarly peer-reviewed articles; (2) reputable popular media such as established newspapers; and (3) grey literature such as blogs written by experts and scholars. Findings: Plain-language overviews of predatory publications and questionable conferences are provided to help researchers understand what these are and how to avoid them. A discussion of how to figure out where an aspiring author should publish their work is included, as well as a checklist for determining if a conference is worth the prospective presenter’s time and resources. Implications: There are implications for mentors of graduate students and early-career stage academics, as well as for institutions as a whole. The issue of questionable conferences and publications is so complex that early-stage academics require support and mentorship to cultivate a deeper understanding of how to share their work in a credible way. Additional materials: Contains 66 references and 2 tables.
Open Access
Business 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.
Open Access
Citizenship Learning at a Time of Intellectual Turmoil: The Pervasiveness of Language Perspectives
(PETER LANG, 2004) Hebert, Yvonne
Open Access
Cyberbullying among children and teens: A pervasive global issue
(2017-04) Eaton, Sarah E.; Elaine, Sarah Elaine
This 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
Open Access
Does language learning make us racist?
(University of Calgary, 2011-08) Eaton, Sarah Elaine
An exploratory essay about how language learners are presented only with the positive aspects of another culture.
Open Access
Formal, Non-formal and Informal Learning in the Sciences
(2010-07-09) Ainsworth, Heather L.; Eaton, Sarah Elaine
This research report investigates the links between formal, non-formal and informal learning and the differences between them. In particular, the report aims to link these notions of learning to sciences and engineering in Canada and the United States. Philosophical underpinnings of this research are: (1) There is value in learning of all kinds; (2) Learning is a lifelong endeavour; and (3) An interdisciplinary approach is valuable.
Open Access
Global Trends in Language Learning in the Twenty-first Century
(Onate Press, 2010-06) Eaton, Sarah E.
This report discusses global trends in language learning.
Open Access
Graduate student research manual: Focus groups and interviews
(2017-08-25) Eaton, Sarah Elaine; Brown, Barbara
This manual is a practical training guide for Masters of Education students (referred to graduate-student researchers) in the Werklund School of Education, University of Calgary. It may also be applicable to students working in other fields or institutions. The purpose of this manual is to support graduate-student researchers on how to plan and conduct focus groups and interviews for qualitative research in the field of education. This manual is evidence-informed and includes additional references for researchers and research assistants to further develop their understanding of how to work successfully on a qualitative research project that collects data through focus groups.
Open Access
How 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.
Open Access
How to Use Google Forms: A Step-By-Step Guide.
(2011-02-11) Eaton, Sarah E.
This manual offers step-by-step instructions on how to build Google forms. This guide was designed for use by educators, but may be of interest to a broader audience, too.
Open Access
Implementing the Electronic Portfolio: How to Improve Upper Elementary Student’s Metacognition
(2017-05-16) Krys, Richelle; Eaton, Sarah Elaine
AbstractThis paper presents a literature review and analysis on how electronic portfolios may enhance students’ metacognition skills, specifically in Language Arts. Grounded in social constructivist theory, this inquiry connects electronic portfolios and metacognition to students’ self-efficacy, self-regulation, and motivation. After reviewing more than 30 articles on metacognition and electronic portfolios, the evidence strongly suggests that if electronic portfolios are presented and taught using research best practices, they can add to the enhancement of students’ metacognition. The inquiry concludes with an example of electronic portfolio developed in Weebly that teachers can implement in their classrooms to benefit the learning of students in upper elementary classrooms.
Open Access
Innovations 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
Open Access
Investigating 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".
Open Access
Leadership for the future
(Universalia Management Group, 2007) Goddard, Tim; VanBalkom, W. D.
Open Access
Leading 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.