Faculty of Education Scholarly Works

Permanent URI for this collection

http://hdl.handle.net/1993/36343

Browse

Recent Submissions

Now showing 1 - 5 of 11
  • Thumbnail Image
    Item
    Restricted
    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
  • Thumbnail Image
    Item
    Open Access
    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.
  • Thumbnail Image
    Item
    Open Access
    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.
  • Thumbnail Image
    Item
    Open Access
    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.
  • Thumbnail Image
    Item
    Open Access
    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.