Faculty of Education Scholarly Works

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    A Theoretical Overview of the Reading Process: Factors Which Influence Performance and Implications for Instruction
    (National Adult Literacy Database, 1996) Zakaluk, Beverley L.
    Of universal concern to early years teachers is ensuring that their students become fluent readers. When children are learning to read they often sound out words letter by letter, make innumerable hesitations, add words not on the page, omit words altogether, or are overly dependent upon pictures as an aid to word recognition. Readers may mispronounce words and stop both to repeat words or to go back and self-correct, all in efforts to make sense of or comprehend the text. For numerous students, oral reading is laboured with both improper phrasing and repetition. Punctuation may be ignored altogether. Some pupils may even exhibit reluctance to read aloud orally, while others are overwhelmed by the task of reading a whole page of text silently. For many, learning to read is thus an extremely difficult task, to which this lack of fluency attests. Our contention is that the reading difficulties described above are indicative of normal reading development and distinguish beginning readers from readers who are more fluent and skilled. Reading is an involved and complex process and many factors interact to inhibit and prevent reading success. It is, however, through increased understanding not only of the factors that influence reading development but also what is involved in the process of reading that the reading behaviours noted in the foregoing are placed in proper perspective. This monograph therefore discusses both the difficulties faced by beginning readers as they acquire fluency and the complexity of the reading task. Discussion begins with an overview of past and prevailing models of the reading process and the introduction of an interactive model of reading. Subsequently, within the framework of the interactive model, factors which influence and affect reading acquisition including the orthographical, lexical and syntactical demands of text in relation to either the cultural experiences or semantic knowledge of students will be discussed, together with implications for reading instruction.
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    Metaphors and social science
    (1999-1-1) Macpherson, Eric D.
    The social sciences have a considerable history of attempts to apply models and theories from the physical sciences. All such attempts have failed, primarily because social scientists have commonly not distinguished between applications and possibly useful metaphors.Attempts to apply non-linear mathematics to social concerns will similarly fail. There are now no non-trivial applications, and there are unlikely ever to be.But the phenomenon of reifying models and theories from elsewhere has long standing status in the social sciences, and DDNS can play an important role in monitoring those attempts.
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    Policies affecting ESL instruction in Manitoba
    (2002-09-10) Kouritzin, S. G.; Mathews, P. G.
    This archival research review aims to examine what policies, federal, provincial, and local, have, or could potentially have, an impact on ESL teaching and learning in the province of Manitoba. A politically-motivated close reading of the language in the policies, and of the nature and intent of the practices they describe, reveals the institutional attitudes toward immigrants, English as a second language (ESL) students, and the nature of public education in Canada. The article demonstrates that there are numerous and considerable political barriers to the full inclusion of ESL learners in the educational system, and concludes that many federal, provincial and local policies support discriminatory practices.
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    Learning to feel like a teacher
    (2004-07-01) Seifert, K
    An important, but neglected psychological issue in teacher education is the difference between identity as felt or experienced, and identity as attributed by others. This article explores the nature of the difference and the limits it places on what teacher educators can hope to accomplish in preservice teacher education programs. Common pedagogical strategies, such as reflective writing and the organization of students in cohorts, have built-in limitations that instructors and administrators need to recognize.
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    Melissa's story: bridging the theory/practice gap
    (2004-07-01) Serebrin, W; Rhz, M
    This article describes a case study that explored relationships between theory and practice in a teacher candidate's learning to teach. Using a personal, narrative style, it explores one teacher-candidate's reflections about her learning with a Grade 4 student. The study was part of an innovative, inquiry-driven collaboration between school and university, and occurred during a course about teaching language and literacy in the early years (kindergarten to Grade 4) at the University of Manitoba. The student’s comments suggest how the integration of theory and practice can be facilitated when teacher education makes theory explicit, and when a teacher candidate has opportunities to reflect, experiment and dialogue actively about theory in action.
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    My Brother's Teacher? Siblings and Literacy Development in the Home
    (2011-2-27) Sokal, Laura; Piotrowski, Caroline
    Frequency of sibling literacy interactions were examined in 134 families with at least two children, where at least one of the children attended school in grade one to grade four. Parents in the majority of families reported that their children read together on a regular basis without a parent present. This held across various demographic constellations including gender of the older child. However, children from families with three or more children were less likely to read with their siblings. Implications for parents and teachers are discussed.
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    Sustainable Well-Being: concepts, issues, and educational practices
    (Education for Sustainable Well-Being Press (ESWB Press), 2014) Falkenberg, Thomas; Deer, Frank; McMillan, Barbara; Sims, Laura Carol.
    In this edited book, educational researchers, scholars, and practitioners from different educational contexts theorize about and provide examples of education that supports sustainable living and human well-being. The chapters address issues of sustainability; educational relationships; food literacy; integrated curriculum; well-being; ecological literacy; transformative learning; socio-ecological flourishing; spirituality; food sovereignty; sustainable happiness; meditation; and peace and sustainable development.
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    Alcohol and Substance Use in the Jewish Community: A Pilot Study
    (2015-6-16) Baruch, Melanie; Benarroch, Abraham; Rockman, Gary E.
    Awareness of addictions in the Jewish community is becoming increasingly prevalent, and yet, a gap exists in the literature regarding addictions in this community. Knowledge about the prevalence of addictions within Jewish communities is limited; some believe that Jews cannot be affected by addictions. To address this gap, a pilot study was conducted to gather preliminary evidence relating to addictions and substance use in the Jewish community. Results indicate that a significant portion of the Jewish community knows someone affected by an addiction and that over 20% have a family history of addiction. Future research needs are discussed.
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    Indigenous perspectives on education for well-being in Canada
    (Education for Sustainable Well-Being Press (ESWB Press), 2016) Falkenberg, Thomas; Deer, Frank
    In this edited book, scholars and researchers provide and engage with Indigenous perspectives on the possibilities of education to foster well-being among Indigenous people(s). Chapters address issues of understanding Indigenous perspective on “the good life;” on holistic lifelong learning; on Bannock; on healthy bodies; on the spiritual relationship with Mother Earth; on the preservation of Indigenous cultural heritage. Other chapters engage with Urban Indigenous food sovereignty; with Anishinaabe perspectives on the cultural dimensions of well-being in schools; with integrating Indigenous cultural education in a youth treatment program; with the integration of Indigenous perspectives in teacher education programs; with building healthy learning communities for Indigenous university students; and with what non-Indigenous Canadians can learn from these Indigenous perspectives.
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    Effectiveness of tutorials for promoting educational integrity: a synthesis paper
    (2018-09-12) Stoesz, Brenda M; Yudintseva, Anastassiya
    Abstract The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students’ attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability.
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    Living schools: transforming education
    (Education for Sustainable Well-Being Press (ESWB Press), 2020) O'Brien, Catherine; Howard, Patrick
    In this edited book, educational scholars and practitioners from different educational contexts theorize about, provide examples of, and reflect upon what the editors have been calling “living schools” as a general design for progressive and sustainability education. In the first part of the book, the editors describe a conceptual framework for and justify the need for living schools. The second part comprises seven chapters in which each of the chapter authors describe examples of living schools in which they were first-hand involved with. In the final and third part of the book, the editors, supported by other education scholars, analyze these and other cases of living schools for the attributes of living schools that the editors have developed in their Living Schools Framework. License: CC-BY-NC