Summary from the publisher:

This highly detailed study (available through the library catalogue) maps four decades of evolution of the concept of what constitutes effective school leadership. It analyses the theoretical background to these developments and advocates the utility of thinking of a 'lean' form of school leadership that is comparable to the concept of 'meta-control'.

A wide-ranging survey of the empirical research literature on leadership effects includes the presentation of results from earlier meta-analyses as well as a new meta-analysis on some 25 studies carried out between 2005 and 2010. This survey demonstrates that older reviews and meta-analyses were predominantly based on so-called 'direct effect' studies, while more recent studies have tried to quantify the indirect effects of leadership, mediated by other school variables.

While acknowledging the relatively small total effect of leadership on student outcomes, the study does identify promising intermediary factors which, stimulated by specific leadership behaviours, impact on student performance. The book ends by drawing out wider implications for educational practice and policy, presented under headings such as 'schools need leadership', 'the toolkit of the school leader as a meta-controller', 'the special case of turning around failing schools' and 'efficiency of school leadership'. In passing, the authors make several suggestions about potentially fruitful next steps in researching the effects of school leadership.

eBook - Linking Leadership to Student Learning

Summary from the publisher:

Leadership is second only to classroom instruction as an influence on student achievement. Strong leadership can potentially unleash latent capacities that already exist in an organization. The authors, after five years of research, could not find a single documented case of a school that managed to turn around its student achievement trajectory in the absence of talented leadership. This thoroughly researched book (available through the library catalogue) examines all types of leaders: from the school principal to the teacher leader. The authors also look closely at each organizational level in the school system--school, classroom, community, district, and state.

Summary from the publisher:

In the volatile, uncertain, complex, and ambiguous world of education today, leaders need to take an engaged, activist, and courageous approach to help build optimistic futures for all students. Transformative Leadership in Education (available through the library catalogue) presents an alternative approach to leadership for deep and equitable change. Using vignettes, stories, research, and drawing on scholarship from a range of disciplines, noted scholar Carolyn M. Shields explores the concept of transformative leadership and its potential to create learning environments that are just and inclusive. Drawing on examples from transformative school leaders, Shields demonstrates that this leadership can promote academic achievement, family and community empowerment, democratic engagement, and global citizenship.

Special features include:

- End-of-chapter guiding questions to help readers reflect on their own practice and to apply the concepts in their own contexts

- Vignettes and stories from students, teachers, and community members illustrate how transformative leadership can promote academic achievement and democratic engagement

- A robust companion website with extra resources, video and audio clips, and an author blog to further understanding and lead to sustained action toward the goals of transformative leadership.

This exciting text will appeal to all aspiring and practicing leaders who want to prepare students to be successful, caring, and engaged citizens of the global community.

eBook - The Tools of Leadership

Summary from the publisher:

Our schools now face a demand for productivity and accountability that is greater than ever before. Many school leaders are ill prepared to implement a system that will use real time data to monitor, manage and make the teaching/learning activity in the school more effective. This book (available through the library catalogue) introduces school leaders to such a system and provides the concepts and "hand on tools" that will guide them in their efforts to draw people together in pursuit of a common goal and to bring out the best performance from the people with whom they work.

Summary from the publisher:

"Who is an effective leader?" has been a question posed by scholars, educators and practitioners of leadership for centuries. Historically, leadership positions, as well as research on leadership and effective leadership, was primarily reserved for men or masculine characteristics With most societies traditionally following a patriarchal hierarchy, few people questioned inequalities in leadership attainment, largely because of supernatural and/or natural explanations of men's natural ability and desire to lead.

This book (available through the library catalogue) runs counter to that culture and examines the experiences and leadership enactments of ten historically famous women leaders in hopes of gaining insight into their uniquely female leadership styles. The ten leaders include Catherine the Great, Jane Addams, Queen Victoria, Marie Montessori, Indira Gandhi, Golda Meir, Mother Teresa, Margaret Thatcher, Pat Summit, and Hillary Clinton. The idea, of course, is to reflect upon these great women's leadership styles in order to inform one's own leadership behavior.

eBook - Educational Leadership and Michel Foucault

Summary from the publisher:

Drawing from the ideas of Michel Foucault, this book (available through the library catalogue) offers a critical examination of today's dominant discourse of educational leadership. Foucault's understanding of critique is as a 'permanent' ethos in which humans explore the nature of their existence but at the same time query the limits imposed upon them, and probe opportunities for increasing freedom. This book outlines the key concepts in the work of Foucault, and demonstrates how his concepts of discourse, power/knowledge, and governmentality offer an understanding of how ideas of educational leadership and management have emerged, how they serve to establish a discipline, and how they construct individuals - pupils, teachers, and head teachers - in particular ideological ways.

The discourse of educational leadership and management not only represents a specific means of 'governing' education but also calls for the development of approved management and leadership skills and behaviours. The related focus on cultivating, valuing, and rewarding effective leaders is eminently suited to Foucauldian critique, which not only questions the basis for its assumptions and norms, but also examines the way in which the subjects of ELMA - today's educational professionals - are both constructed by the discourse and are called upon to shape themselves accordingly.

Included in the book:

- educational leadership as discourse

- educational leadership as discipline

- power and educational leadership

- governmentality and educational leadership.

By both applying theory and examining empirical exemplars, this volume offers a challenge to dominant leadership discourse and suggests alternative understandings of the field and approaches to practice. The book will be of value to researchers and postgraduate students with an interest in educational leadership, management and administration, as well as to practitioners in the school system.

Summary from the publisher:

Jacques Derrida and Jean-François Lyotard constitute two of the most notable figures of poststructuralist thought and philosophy of the postmodern period. Both worked to reveal instabilities and uncertainty, and to destabilise assumptions and self-evident traditions for the purposes of reflection, creativity and innovative thinking. This significant volume explores the key concepts central to the work of Derrida and Lyotard in relation to educational leadership, and reveals how these ideas challenge existing structures, hierarchies and models of thought.

Derrida's notions of difference and deconstruction, and Lyotard's concepts of language games, performativity and the differend, are specifically used to inform provocative and insightful critiques of the positivist assumptions and knowledge construction in the field of educational leadership. The book (available through the library catalogue) provides concrete examples of the application of theories to policy, literature and empirical data, and identifies ideas which continue to impact contemporary practices of educational leadership and management.

Summary from the publisher:

Inside the Team: Questions and Answers Facing Teacher Leaders (available through the library catalogue) is a book for K-12 teachers and leaders who face dilemmas leading teams of peers. With little formal training, few venues for professional conversation, and more responsibilities to lead groups of peers, teacher leaders are seeking answers and direction that will help them build strong professional teams to support student learning. Inside the Team acknowledges a number of changes that are having a profound impact on schools today. Technology, copious information accessible via the Internet, a focus on standards and test scores, fewer teachers with more students, and the never ending cycle of change all impact teaching and learning. Teacher leaders and teams have been asked to step up and shoulder more of the responsibilities to make schools work. However, good intentions aren't enough. Using Q/A scenarios and building context for leadership in practice, the authors provide answers, useful, practical tools, resources, models and conversation starters that move teams forward.

Summary from the publisher:

The Gestalt of Leadership (available through the library catalogue) is both conceptual and practical. It is a resource for those aspiring to and preparing for administration, or for personal professional growth by incumbent administrators. This book will be helpful to anyone interested in education and in providing leadership to it. The overall intent is to support those educators who work to realize the mission: to educate all children so that they all may become thoughtful, independent, successful and happy adults, ones who make positive contributions to the well-being of their community, their country, and their world. This book contains several concepts, theories, and components of effective and exemplary leadership. It includes the characteristics required for that leadership: leaned and innate. It then provides real-life examples to illustrate each of those qualities.

Summary from the publisher:

In an era of high stakes accountability, testing, and standardization in education, Dr. Robert Dillon attempts to bring the student back into the center of the learning. This book (available through the library catalogue) is ideal for school leaders and teacher leaders that are searching for a new way to inject fresh energy and ideas into their learning spaces. By placing student engagement and the joy of learning into the center of the conversation, Dr. Dillon is able to showcase how providing students with choice, voice, and authentic audience can allow deeper learning to occur. Throughout the book, readers have the opportunity to journey with a principal as he regains his footing as a leader and begins to moving away from the inertia to just manage his school. In parallel, readers will be presented with ten proven strategies for bringing the quality of learning to their learning spaces that students, teachers, parents, and a community can truly celebrate. Dr. Dillon weaves this story into a vision of what is possible for schools when courage, leadership, and desire to maximize the potential of all students is paramount.

eBook - The SAGE Guide to Educational Leadership and Management

Summary from the publisher:

The SAGE Guide to Educational Leadership and Management (available through the library catalogue) allows readers to gain knowledge of educational management in practice while providing insights into challenges facing educational leaders and the strategies, skills, and techniques needed to enhance administrative performance. This guide emphasizes the important skills that effective leaders must develop and refine, including communication, developing teams, coaching and motivating, and managing time and priorities. While being brief, simply written, and a highly practical overview for individuals who are new to this field, this reference guide will combine practice and research, indicate current issues and directions, and choices that need to be made.

Summary from the publisher:

Educational Leadership: Perspectives on Preparation and Practice (available through the library catalogue) identifies core knowledge and skills that educational leaders should be exposed to during pre-service preparation and throughout in-service professional development. The contributors discuss established pedagogical and experiential learning models as well as provocative new paradigms of their own to help prepare leaders and reinforce leadership effectiveness. Implicit throughout the book are five key leadership themes: sensitivity to student development and learning; continual professional development; responsiveness to developmental, socio-cultural, and learning contexts; accepting accountability; and advancing the field. The contributors draw upon many collective years of experience as educators and supervisors of educational leaders to offer perspectives on the application and integration of core leadership principles in leadership preparation and practice.

Summary from the publisher:

This volume (available through the library catalogue) provides diverse perspectives and paradigms in educational administration and leadership. Focusing on particular philosophical and theoretical schools of thought, it traces the contemporary history of debates in the field while also exploring emerging, non-traditional schools for insight and potential contributions to educational administration in multi-cultural contexts. It critically examines trends and issues in society and their impact on educational theory, and gives an overview of the scholarly study of organizations, administration, and leadership to develop introductory understandings of significant concepts and theories.

Summary from the publisher:

Building Academic Leadership Capacity (available through the library catalogue) gives institutions the knowledge they need to invest in the next generation of academic leaders. With a clear, generalizable, systematic approach, this book provides insight into the elements of successful academic leadership and the training that makes it effective. Readers will explore original research that facilitates systematic, continuous program development, augmented by the authors' own insight drawn from experience establishing such programs. Numerous examples of current campus programs illustrate the concepts in action, and reflection questions lead readers to assess how they can apply these concepts to their own programs.

The academic leader is the least studied and most misunderstood management position in America. Demands for accountability and the complexities of higher education leadership are increasing, and institutions need ways to shape leaders at the department chair, dean, and executive levels of all functions and responsibilities. This book provides a road map to an effective development program, whether the goal is to revamp an existing program or build one from the ground up. Readers will learn to:

- Develop campus leadership programs in a more systematic manner
- Examine approaches that have been proven effective at other institutions
- Consider how these approaches could be applied to your institution
- Give leaders the skills they need to overcome any challenge

The field of higher education offers limited opportunity to develop leaders, so institutions must invest in and grow campus leaders themselves. All development programs are not created equal, so it's important to have the most effective methods in place from day one. For the institution seeking a better way to invest in the next generation of campus leaders, Building Academic Leadership Capacity is a valuable resource.

Summary from the publisher:

Learn how to become a leader who truly empowers and inspires others. This practical book (available through the library catalogue) shows you how to move from being a manager or administrator who simply gets things done to a leader who motivates others to succeed, creating a more positive work environment. The book covers 15 keys to success that can be used by those in any type of leadership position, from superintendent to principal to department chair or teacher-leader. You'll discover how to: determine your own leadership style ; develop your strengths ; ldevelop those you lead ; be a leader, not just a manager ; find your voice ; influence school culture ; be accountable to those you lead ; communicate effectively ; lead with EQ vs IQ ; be flexible, adaptable, and creative ; respond effectively to crisis ; and much more! Each chapter provides a variety of strategies for building a particular skill. It also features interviews with well-known leaders from different fields. These experts offer advice that will teach and inspire you as you learn to maximize your own leadership potential.

eBook - Get Organized!: Time Management for School Leaders

Summary from the publisher:

Get Organized!.jpg

In today's world, we're often overwhelmed by our digital devices, stacks of paper, and constant interruptions. Get Organized! (available through the library catalogue) outlines a complete organizational system for the busy school leader. Providing you with simple tools and techniques to bring order and control to your personal and professional life, this book will increase your productivity and decrease your stress. With Get Organized! you can spend your time on what matters most--your school and your students.

Summary from the publisher:

This book (available through the library catalogue) is a longitudinal life history of the lives and work of primary school principals in Ireland.

It provides a unique opportunity to peer inside the realities of leading schools in changing times. In a system that until recently did not prepare principals for the onerous roles and responsibilities, a small system with limited mobility, inter-personal relationships emerge as critical, frequently privileged over professional relationships.

Consequently, principals struggle to bring about change, to build trust in order to cultivate a transformative leadership agenda, while several aspects of systemic structures and processes emerge as constraints on leadership capacity building. In the absence of comprehensive leadership portfolio development, classroom teachers, catapulted into the principal's office, tend to be cautious and careful in ways that tend to perpetuate the status quo while putting a premium on the exercise of soft power and an over-reliance on the good will of colleagues.

Several of the 'leadership lessons' that emerge from this in-depth analysis concur with an increasing international consensus that due to complexity and increasingly performative policy demands, learning about leadership for all is an absolute necessity. However, care must be taken to avoid overly scripted programmes. Critical to the cultivation of a professionally responsible leadership disposition, rather than capitulation to 'technologies of control,' is professional renewal cultivated through adequate attention to the Zone of Proximal Distance.

Summary from the authors:

In this book (available through the library catalogue) we introduce several sensitivity measures in educational contexts that can be used in research, education and self-evaluations. In Chapter 1 we discuss the framework of Howard Gardner's Multiple Intelligences theory and introduce our Multiple Intelligences Profiling Questionnaire. We present the psychometrical qualities of the instrument with empirical data sets of children, youth and adults. In Chapter 2 the Spiritual Sensitivity Scale is introduced with the theoretical framework it is connected to. The existence of spiritual intelligence has been a widely debated issue and not everybody is ready to call advanced thinking in religious or spiritual domains as intelligence. This has guided us to use the term sensitivity, which is easier to justify than intelligence in these areas of human behavior.

In Chapter 3 we introduce the Environmental Sensitivity Scale, which is quite close to the possible intelligence of naturalist suggested by Gardner. In Chapter 4, Ethical Sensitivity Scale is introduced followed by Emotional Leadership Questionnaire in Chapter 5. All these scales have a solid theoretical framework and earlier empirical work to support the instrument building. Chapter 6 introduces Intercultural and Interreligious Sensitivity Scales with their theoretical frameworks and earlier empirical work. Following each chapter, we have included a ready-to-use version of the questionnaire and SPSS syntax to compute factors.

A commentary by Dr. Seana Moran compliments the book and challenges the readers to further reflect the meaning of education in supporting holistic development of learners in their life-long journey. We have authored this book to contribute to this goal and hope it will be used in the hands of researchers, teachers and students in their mutual effort to grow and to learn new things in life.

eBook - Handbook of Ethical Educational Leadership

Summary from the publisher:



The Handbook of Ethical Educational Leadership (available through the library catalogue)
brings together an array of key authors to provide comprehensive coverage of the field of ethical educational leadership. This important volume describes contemporary educational issues that necessitate the practice of ethical leadership, reviews current theory and research-informed practices, and also explores a coherent framework for how ethical educational leadership can be achieved. With chapters from leading authors and researchers from around the world, each author contributes to a discussion of current thinking and an analysis of the field of ethical educational leadership. Coverage includes professionalism, educational purpose, social justice, multiculturalism, sustainability, empathy and caring, organizational culture, moral development, motivation, integrity, values, and decision-making. Providing practical, philosophical, and experiential insights into the field, The Handbook of Ethical Educational Leadership is an essential resource for the study of ethical leadership.

eBook - Educating the Young: The Ethics of Care

Summary from the publisher:



This collection of essays (available through the library catalogue)
initiates a conversation about the educational interests of the young and considers the potential for pedagogical transformation. Organized into three parts, dealing with the pedagogy of care, child honouring and telling children the truth, respectively, the volume engages with some of the key ethical challenges involved in educating young people. Through the diverse perspectives and approaches of sixteen authors, the book examines conflicting educational ideologies through a critical pedagogical lens. These authors consider poetic, aesthetic, inspiring, historical, political and ethical ways of both educating and being educated by the young. The volume aims to provoke further thought and debate among those who wish to consider the complex nature of educating the young with honesty, honour and care. Read more about the author/editor!

Summary from the publisher:

Two of our greatest educational theorists, John Dewey and Nel Noddings, have been reluctant to admit that some students are simply more talented than others. This was no doubt due to their feeling that such an admission was inconsistent with democratic concern for everyone.

But there really is such a thing as superior talent; and the present book (available through the library catalogue) explains how that admission is compatible with our ideals of caring (and democracy). Traditionalists confident that some disciplines are more important than others haven't worried that that way of putting things threatens to make those who are excluded feel quite bad about themselves. But an ethics of care can show us how to make these differences much less hurtful and more morally acceptable than anything that has been proposed by traditionalists.

So the present book offers a middle way between the denial of the reality of superior talents and an insensitive insistence on that reality. It argues that care ethics gives us a way to do this, and it bases that claim largely on the promise of such an ethics for moral education in schools and in homes. It is argued on psychological grounds that caring can only take place on the basis of empathy for others, and the book shows in great detail how empathy can be encouraged or develop in school and home contexts.

Other approaches to moral education―like Kantian cognitive-developmentalism and Aristotelian character education―can't account for (increasing) moral motivation in the way that an emphasis on the development of empathy allows. And in the end, it is only students educated via care ethics who will be sensitive to one another in a way that largely undercuts the negative psychological impact of educational institutions and practices that acknowledge the greater talents or creativity that some students have.

Summary from the publisher:

This book (available through the library catalogue) challenges educators to envisage an education system which sees as its goal a more socially just world. It explores the question of how education, both formal and informal, can positively impact on all pupils' life chances and life experiences.

The contributors to the book take the view that access to an equitable education for all is a necessary condition for the advancement of social justice; indeed the book argues that social justice cannot be achieved except through education.

The authors suggest that it is the responsibility of educators to support the advancement of the millennium development goals including the achievement of universal primary education and the promotion of gender equality and the empowerment of women.

The authors in this collection explore a range of case studies and offer evidence for the ways in which education has proved detrimental to the advancement of social justice. More importantly they point to ways in which our global education system can be developed to meet the requirements of a socially just society.

Electronic access to this book is available through the library catalogue.


Description from the publisher:

cyberbullying in social media.jpg Cyberbullying in social media is one of the most important concerns in educational institutions at the K-12 and higher education levels today. Cyberbullying is complicated because it involves children, parents, and other family members as well as society at-large. It hurts the victim, the cyberbully, their families, their friends, others at and beyond the school, and our American society in countless direct and indirect ways -- educationally, emotionally, mentally, physically, socially, and in some cases it takes the victim's life away. Sometimes the results of cyberbullying are intentional, other times the results are unintended.

This book presents the information from the collaborative efforts and perspectives of a current school district superintendent who has researched and worked day-to-day with the issues, and an attorney currently dealing with the legal issues relevant to cyberbullying. This book is helpful to students, parents, educators, mental and medical health professionals, and attorneys who work with the misery, fears, terror and other consequences of cyberbullying in social media.

eBook - The Oxford Handbook of Qualitative Research

Electronic access to this book is available through the library catalogue.

Description from the publisher:

Oxford Handbook of Qualitative Research.jpg The Oxford Handbook of Qualitative Research presents a comprehensive overview of the field of qualitative research. It is intended for students of all levels, faculty, and researchers across the social sciences. The contributors represent some of the most influential and innovative researchers in the field as well as emerging scholars. This handbook provides a broad introduction to the field of qualitative research to those with little to no background in the subject, while simultaneously providing substantive contributions to the field that will be of interest to even the most experienced researchers. It serves as a user-friendly teaching tool suitable for a range of undergraduate or graduate courses, as well as individuals working on their thesis or other research projects. With a focus on methodological instruction, this volume offers both a retrospective and prospective view of the field. The first two sections explore the history of the field, ethics and philosophical/theoretical approaches. The next three sections focus on the major methods of qualitative practice as well as newer approaches (such as arts-based research and internet research); area studies often excluded (such as museum studies and disaster studies); and mixed methods and participatory methods (such as community-based research). The next section covers key issues including data analysis, interpretation, writing and assessment. The final section offers a commentary about politics and research and the move towards public scholarship.

Journal - Teaching and Teacher Education

Graduate Students and Researchers - You have access to this journal and the full text of the articles through the library catalogue.


Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, or teacher education situated in an international perspective or in an international context.

Teaching and Teacher Education is a multidisciplinary journal, committed to no single approach, discipline, methodology or paradigm. It is concerned with teaching and teacher education in general and devoted to all concerned with teaching.

Teaching and Teacher Education recognizes that many disciplines have important contributions to make to teaching and teacher education and the Editors invite contributions from them. In the absence of any dominant paradigm, the journal welcomes varied approaches to empirical research, theoretical and conceptual analyses, and reviews (both qualitative and quantitative syntheses) of high quality.

Teaching and Teacher Education aims to enhance theory, research, and practice in teaching and teacher education through the publication of primary research and review papers. The Journal does not publish unsolicited Book Reviews.

Journal - Computers & Education

Graduate Students and Researchers - You have access to this journal and the full text of the articles through the library catalogue.


Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high quality research, which extends theory and practice.

The Editors welcome research papers on the pedagogical uses of digital technology, where the focus is broad enough to be of interest to a wider education community.

We do not publish small-scale evaluations of specific software/systems in specialist domains or particular courses in individual institutions (unless the findings have broader relevance that is explicitly drawn out in the paper). Papers that include discussions of the implementation of software and/or hardware should focus on the context of use, the user/system interface, usability issues and evaluations of the user experience and impacts on and implications for learning and teaching. Detailed information on implementation architecture should NOT be included in the paper, but may be provided via hot-links. We welcome review papers that include clear aims (research questions), a framework of analysis, and conclusions that reflect the aims of the paper. Learn MORE!

Journal - Interactive Learning Environments

Graduate Students and Researchers - You have access to this journal and the full text of the articles through the library catalogue.


Interactive Learning Environments publishes articles on all aspects of the design and use of interactive learning environments in the broadest sense, encompassing environments that support individual learners through to environments that support collaboration amongst groups of learners or co-workers.

Relevant domains of application include education and training at all levels, life-long learning and knowledge sharing. Relevant topics for articles include: adaptive systems, learning theory, pedagogy and learning design, the electronically-enhanced classroom, computer mediated communications of all kinds, computer aided assessment, the design and use of virtual learning environments and learning management systems, facilitating organisational change, applying standards for courseware reuse, tracking, record keeping and system interoperability, the use of learning content management systems, including workflow design and publication to a range of media, and issues associated with scaling up delivery to large cohorts of students and trainees within the corporate, educational and other public sectors.

Review and survey articles that show scholarly depth, breadth and richness are particularly welcome. Learn MORE!

Research and Practice in Technology Enhanced Learning (RPTEL)

Graduate Students and Researchers - You have access to this journal and the full text of the articles through the library catalogue.


Research and Practice in Technology Enhanced Learning (RPTEL) is a multidisciplinary refereed journal devoted to disseminating rigorous research on all aspects of the use of technology to enhance learning.

The journal seeks to be a catalyst for multidisciplinary dialogue amongst researchers and practitioners worldwide in the fields of learning and cognition, education, and technology, with a view to improving practice and achieving real-world impact in technology enhanced learning.

The journal encourages research from theoretical perspectives, research reports of evidence-based practice as well as praxis research work that focuses on the interface between theory and practice and how each can support the other. In addition, the journal strongly encourages reports of research carried out within or involving countries in the Asia-Pacific region.

The journal embraces all forms of technology that may be used to enhance learning opportunities; it is not restricted to information and communications technologies. All aspects of the technology, from design to construction to implementation and evaluation, are of interest.

Research contexts addressed include learning that takes place in schools, universities or colleges, in business or government organizations, as well as in informal learning settings. Learning may take place at the individual, group, organizational or societal level. Analyses of learning may apply at multiple levels.

A key focus of the journal is to seek improvement in our understanding of designing for learning in such a way that the learning designs translate successfully into practice. Hence, empirically grounded evaluations of learning are especially important. A complementary focus of the journal relates to the environmental, social, and cultural contexts within which learning design interacts with and translates into practice.

European Early Childhood Education Research Journal

Graduate Students and Researchers - You have access to this journal and the full text of the articles through the library catalogue.


The European Early Childhood Education Research Journal (EECERJ) is the publication of the European Early Childhood Education Research Association (EECERA), an international organisation dedicated to the promotion and dissemination of research in Early Childhood Education throughout Europe and beyond. CREC is the UK base for the European Early Childhood Research Association.

EECERA welcomes and encourages membership and contributions from across the world to share and participate in its European perspective. EECERJ aims to provide a forum for the publication of original research in early childhood education in Europe.

With this as its principal focus, it should be emphasised that its definition of education embraces care and that its approach is multidisciplinary, embracing all related fields including psychology, sociology, child health and social work.

Contributions from outside the European context are encouraged where there is a relevance to the EECERA's stated aims. 'Early Childhood' is defined as being from birth to eight years of age.

The Editorial Board intends to publish papers which have a clear application to early childhood education and care policy and practice and this must be made explicit in the paper. It also seeks to provide a common forum for shared issues in early childhood education research, and, on occasion, to provide a forum for controversy in the discussion of such issues.

Papers may take the form of reports of research in progress, discussion of conceptual and methodological issues and review articles. All papers are peer reviewed. The Journal is published four times per year.

Good News! We have added MORE eBooks to our library collection!

Summary of this book from the publisher:

Making assessment matter.jpg All too often, literacy assessments are given only for accountability purposes and fail to be seen as valuable resources for planning and differentiating instruction. This clear, concise book shows K-5 educators how to implement a comprehensive, balanced assessment battery that integrates accountability concerns with data-driven instruction. Teachers learn to use different types of test scores to understand and address students' specific learning needs. The book features an in-depth case example of a diverse elementary school that serves many struggling readers and English language learners.

Be That Teacher!: Breaking the Cycle for Struggling Readers

Summary from the publisher:

Tens of thousands of students begin each new school year with the hope that they will finally find the teacher who will help them succeed as readers, writers, and learners.

Be that teacher  breaking the cycle for struggling readers.jpg This book shows how teachers can provide the type of differentiated instruction that struggling readers need by drawing on students' individual and cultural backgrounds, as well as the results of classroom-based diagnostic and progress-monitoring assessment measures. The authors include authentic examples and case studies from diverse primary and intermediate/middle school classrooms to show how instruction can be implemented and adjusted to accommodate students' individual differences--differences that are influenced by their schools and instructional backgrounds, their cultural and linguistic histories, their interests and activities, their reading and writing habits in and out of school, and their understandings and misunderstandings about texts, print, and digital media. Classroom teachers, reading specialists, reading coaches, and prospective teachers are invited to analyze and reflect about each case presented to help them provide the type of instruction that will change the trajectory for students who continue to fail in reading.

Summary from the publisher:

School success for kids with dyslexia & other reading difficulties.jpg School Success for Kids With Dyslexia and Other Reading Difficulties provides parents and teachers with goals that will meet the needs of students who are struggling with reading, leading them to work through their difficulties and enjoy reading. It includes information, assessments, and techniques that parents, teachers, and school administrators can use immediately to foster reading success. Through an understanding of how English words are constructed, how the brain processes language, and the differences that exist between learning styles, parents and teachers will gain keen insight into the processes of reading, reading acquisition, and reading instruction. The book also covers topics such as how language skills can affect reading difficulties and how technology can be used to help students, and it provides a structured approach for parents to implement at home to help their struggling students find success.

Summary from the publisher:

From fluency to comprehension.jpg Helping teachers move beyond fluency as measured by speed alone, this book focuses on building the skills that students need to read accurately, meaningfully, and expressively--the essential components of reading comprehension. Each concise chapter presents a tried-and-true instructional or assessment strategy and shows how K-12 teachers can apply it in their own classrooms, using a wide variety of engaging texts. Special features include classroom examples, "Your Turn" activities, and 24 reproducible forms, in a large-size format for easy photocopying.

Summary from the publisher:

Teaching reading comprehension to students with learning difficulties.jpg
This practitioner resource and course text
has given thousands of K-12 teachers evidence-based tools for helping students--particularly those at risk for reading difficulties--understand and acquire new knowledge from text. The authors present a range of scientifically validated instructional techniques and activities, complete with helpful classroom examples and sample lessons. The book describes ways to assess comprehension, build the skills that good readers rely on, and teach students to use multiple comprehension strategies flexibly and effectively. Each chapter features thought-provoking discussion questions. Reproducible lesson plans and graphic organizers can be downloaded and printed in a convenient 8 1/2" x 11" size.

Summary from the publisher:

Power of RTI and reading profiles.jpg This one-of-a-kind text explains why RTI is today's best approach for preventing reading difficulties--and how research on reading profiles can enhance the power of RTI.

For practitioners, the book provides a complete, evidence-based blueprint for using RTI and reading profiles in tandem to plan effective core literacy instruction and help struggling readers in Grades K-6, whether they have disabilities or issues related to experience (e.g., ELLs, children from poverty backgrounds).

For researchers and policymakers, the book describes ways to help ensure higher reading achievement for every student, including improvements in core reading instruction, use of RTI practices and the Common Core State Standards, and teacher preparation.

READERS WILL:

- understand why RTI is the best approach for preventing reading difficulties--and why RTI should be used in identification of learning disabilities

- learn how diverse reading problems can be understood in relation to poor reader profiles

- discover how to make sound, research-based decisions about core reading curricula, interventions, and RTI practices such as universal screening

- explore the most effective interventions for key components of reading and language

- learn to identify and address word recognition difficulties, comprehension difficulties, and "mixed" reading problems involving both decoding and comprehension

- clarify which skills and knowledge every teacher of reading should have

- examine ways to better prepare educators to teach at-risk readers

PRACTICAL MATERIALS:

The case studies and practical examples cover a broad range of reading problems and help make the latest research findings applicable to everyday practice.

Summary from the publisher:

Brain-friendly strategies to help all students become lifelong readers


Learning to read is more than just an educational issue; it's a social justice issue. Did you know that struggling readers are twice as likely as their peers to drop out of high school?

10 essential instructional elements for students with reading difficulties.png Through time-tested, research-based neurocognitive teaching strategies, 10 Essential Instructional Elements for Students with Reading Difficulties will enable you to hone readers' skills and help students from all grade levels develop their ability to create meaning from print.


Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more.

A key resource for creating intervention plans for struggling readers, features include:

- Information on the often-overlooked importance of emotions in the process of overcoming reading struggles

- Strategies to promote voluntary reading, even for the most reluctant students

- Useful resources such as graphic organizers, additional reading and writing activities, and QR codes that link to videos

- Use these strategies today and you can count on more students leaving your classrooms as fluent, lifelong readers.

This journal article appeared in the February 2016 issue of Learning Disability Quarterly (Volume 39, Issue Number 1).

Abstract:

The authors report findings from a systematic observational study of middle school educators (Grades 6-8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies implemented for students with learning disabilities and reading difficulties, and (b) whether observed practices within secondary and tertiary intervention settings align with researcher recommendations regarding middle school reading instruction based on extant research. The findings indicated that more than 12% of time was devoted to logistical and non-academic activities, and evidence-based interventions including explicit instruction, cognitive strategy instruction, content enhancements, and independent practice opportunities were reported infrequently, although instructional differences across sites were demonstrated. Encouraging findings include evidence of peer-mediated reading and explicit performance feedback. Implications for teacher preparation, professional development, and future research for RTI are discussed.

Keywords:

middle school
reading
response to intervention
RTI

This journal article appeared in the March 2016 issue of Contemporary School Psychology (Volume 20, Issue Number 1).

Abstract:

This article provides a brief overview of special education policy within the context of changing student demographics, with a focus on disproportionate identification for special education and inappropriate educational placement for diverse students. Additionally, it provides an overview of the Response to Intervention (RTI) model and how RTI might overcome some of the limitations of traditional methods for determining special education eligibility and, consequently, address disproportionality and social justice for diverse students. In that vein, we discuss some of the more salient promises and pitfalls of RTI and consider ways to maximize its potential through culturally responsive practices. Finally, we consider some of the intended and unintended consequences of RTI with diverse students, along with recommendations for overcoming the unintended consequences.

Keywords:

RTI
Diversity
Culturally and linguistically diverse
Disproportionality
School psychology

This journal article appeared in the April 2016 issue of Preventing School Failure (Volume 60, Issue Number 2).

Abstract:

This study examined the relationship between response to intervention (RTI) implementation integrity in reading and student reading outcomes. Data were collected from 64 principals and school psychologists at 43 elementary schools. Hierarchical linear regression was used to examine the degree to which implementation of RTI tiers and key components predicted student reading assessment results, when controlling for a block of school demographic variables. Findings revealed that data-based decision making and Tier 3 implementation integrity significantly predicted student reading outcomes when controlling for significant demographic predictors. Interpretation of results and implications for research and practice are provided.

Keywords:

data-based decision making
implementation
reading
response to intervention
RTI

Response to Intervention

This journal article appears in the May/June 2016 issue of The Reading Teacher (Volume 69, Issue Number 6)

Abstract:

Response to Intervention (RTI) is a multiple tiered system of instructional interventions that may also serve to identify children with Specific Learning Disabilities (particularly in reading and spelling). This article summarizes the findings of Evaluation of Response to Intervention Practices for Elementary School Reading (Balu, Zhu, Doolittle, Schiller, Jenkins, & Gersten, 2015). It concludes with a list of implications and suggestions for how schools might update and refine their RTI framework based on the federal study's findings.

This journal article appeared in a 2016 issue of the Teachers College Record (Volume 118, Issue Number 5)

Background: The Response to Intervention (RTI) approach involves the use of a dynamic model built around the systematic documentation of students' response to research-based instructional interventions. Although there has been widespread implementation of RTI models for early intervention and in some cases, as a means to identify students with learning disabilities (LD), little has been published on teacher implementation of RTI in naturalistic school settings.

Purpose: The purpose of this study was to examine the RTI implementation process in two culturally diverse, urban schools. The authors describe the process of large-scale RTI implementation through the lens of Systems Change Theory.

Research Design: This study of RTI in a naturalistic setting used grounded theory research methods to provide an in-depth description and qualitative analysis of challenges and successes experienced by RTI teams and teachers in schools required by state mandate to implement RTI. Data collection included semi-structured interviews and observations with 30 participants in two urban schools. Transcripts of interviews and field notes of direct observations were analyzed inductively through a four-tiered interpretive coding process that moved from the most concrete to more abstract levels of interpretation.

Conclusions: The present study highlights challenges related to changes in procedures for monitoring student responsiveness in an RTI system used for special education identification. The emergence of themes from observation and interview data revealed how professional development gaps, school personnel's assumptions about culturally and linguistically diverse (CLD) learners and families, and external pressures from district and state accountability systems affected RTI implementation across two schools. Our observations revealed confusion over the components for practice in RTI as well as a lack of understanding related to the purpose of RTI to potentially improve outcomes and reduce referrals to special education for CLD youth. The issues that emerged as barriers to implementation serve to identify the systemic change factors needed to support large-scale RTI implementation.

Summary from the publisher:

Multiple paths to literacy.jpg This book presents an analytical approach, consistent with Response to Intervention (RTI), coupled with practical strategies for recognizing students' literacy strengths and needs, identifying students with special needs, and planning for differentiated instruction. It takes into account each learner's talents and multiple intelligences with the goal of tailoring instruction to meet those needs.

Making literacy accessible for all students is what this highly regarded book is all about. Supporting a view of literacy development that includes multiple forms of literacy, from text-based forms to technology-related literacy to visual literacy and the performing arts, it describes the analytic process as a means to achieving effective differentiation. A focus on data-driven decision-making and Response to Intervention (RTI) consistent with applying the analytic process is integrated throughout.

The author describes strategies and techniques appropriate to, or easily modified for, any grade level, from primary through secondary school.

Summary from the publisher:

Teaching reading to English Language Learners differentiated literacies.jpg This practical, research-based text is organized around the principles that reading and writing instruction for English learners begins with the student biography and focuses on meaning as its core. The authors consider the languages and cultures of English learners as resources to be used in teaching, not problems to be solved, and throughout the book they guide readers to modify literacy instruction to address both the assets and needs of their students.

In this book, grade-level classroom teachers are provided with a research-based framework designed to differentiate literacy instruction for ELL students within the classroom. Theory blends with practice to give readers the tools they need support English language literacy development with their students in addition to the program the school has in place. It addresses the need for current information on how to most effectively approach the literacy needs of English learners.

Included are strategies for converting research into practical application; illustrative student samples from multiple grade levels and language backgrounds; teacher insights; a look at the sociocultural, academic, cognitive, and linguistic dimensions of the ELL student biography; and a number of helpful pedagogical aids.

Ensure personalized student learning with this breakthrough approach to the Flipped Classroom!


differentiated flipped classroom.png In the flipped classroom, students need to do more than simply re-watch a video to learn effectively. This groundbreaking guide helps you identify and address diverse student needs within the flipped classroom environment. You will find practical, standards-aligned solutions to help you design and implement carefully planned at-home and at-school learning experiences, all while checking for individual student understanding.

Learn to differentiate learning for all students with structured, research-based best practices to help you:

- Integrate Flipped Learning and Differentiated Instruction
- Use technology as a meaningful learning tool
- Implement flexible planning and grouping
- Proactively use ongoing formative assessments
- Adjust instruction to support, challenge, and motivate diverse learners
- Manage the Differentiated Flipped classroom

Includes practical examples and a resource-rich appendix. Make your flipped classroom a true place of learning with this go-to guide!

Summary from the publisher:

STEM Education for High-Ability Learners.jpg STEM Education for High-Ability Learners: Designing and Implementing Programming focuses on the rigorous articulation of quality STEM education programming to develop STEM talent among high-ability and gifted learners. The intent of this book is to provide a comprehensive resource for educators designing and implementing each of the supports within STEM education by providing a discussion of each critical component for inclusion in a planned, coherent, and high-quality sequenced system. This edited volume provides a cutting-edge discussion of best practices for delivering STEM education by experts in the field. The contributing authors provide a differentiated discussion and recommendations for the learning experiences of gifted students in STEM education programs.

Summary from the publisher:

assertive practictioner.jpg How a staff team works together and how effective and cohesive they are impacts significantly on the children that they care for as well as having implications for the general early years practice and the success of the business of the setting. Drawing together theory and practice, this book provides comprehensive guidance on assertive communication and offers a range of clear, practical strategies that are easy to implement in the early years setting.

The Assertive Practitioner aims to distinguish between assertive, passive, aggressive and passive aggressive communication so that early years practitioners can gain confidence, become more self-aware, reflect on their own practice and develop their effective communication skills.


Divided into three parts: 'what is assertiveness', 'using it' and 'developing it', the authors consider the skills of good communication and assertiveness in the early years setting, offering practical guidance on:

- Recruitment, induction, ongoing staff training and supervision;

- Disciplinary processes including handling difficult conversations and refocusing a team after a critical incident;

- Staff relationships with parents and other professionals;

- Involving the team in problem solving and implementing change;

- Engaging with the community;

- How to get support for yourself as a manager.

Packed full of practical strategies and case studies, this timely new book will be invaluable support for all those wanting to enhance and improve professional practice and relationships in the early years setting.

We have print and electronic access to this book!


Summary from the publisher:

The Classic Leadership Resources Now In Its 5th Edition!


Reframing Organizations.jpg First published in 1984, Lee Bolman and Terrence Deal's bestselling text has become a classic in the field. Its four-frame model provides four different perspectives through which organizations can be understood.

The Structural Frame focuses on organization structure and provides insight into how managers and leaders within organizations can better organize and structure organizations, groups, and teams to get results.

The Human Resource Frame focuses on the people in organizations and provides insight into how to tailor organizations to satisfy human needs, improve human resource management, and build positive interpersonal and group dynamics.

The Political Frame focuses on the political dynamics in organizations and examines how managers and leaders in organizations can understand power and conflict, build coalitions, hone political skills, and deal with internal and external politics.

The Symbolic Frame focuses on meaning and culture in organizations, and provides insight into how leaders and managers can shape culture, stage organizational drama for internal and external audiences, and build spirit through ritual, ceremony, and story.

Bolman and Deal update their classic with coverage of pressing issues such as globalization, changing workforces, offshoring, and leadership across cultures.

Publisher's Summary:

Literacy Theories for the Digital Age insightfully brings together six essential approaches to literacy research and educational practice. The book provides powerful and accessible theories for readers, including Socio-cultural, Critical, Multimodal, Socio-spatial, Socio-material and Sensory Literacies. The brand new Sensory Literacies approach is an original and visionary contribution to the field, coupled with a provocative foreword from leading sensory anthropologist David Howes. This dynamic collection explores a legacy of literacy research while showing the relationships between each paradigm, highlighting their complementarity and distinctions. This highly relevant compendium will inspire researchers and teachers to explore new frontiers of thought and practice in times of diversity and technological change.

Publisher's summary:

Core concepts and novel applications of visual and media literacy take center stage in this comprehensive volume. Dedicated equally to contexts for framing visual knowledge, models for integrating media into class work, and proven strategies for promoting visual and media literacy from kindergarten through college, it offers a complete teaching framework suited to an increasingly digital world. Coverage clearly details the range of visual materials adaptable to the classroom and the relationships between media literacy and student engagement, critical thinking, problem solving, and creativity. Here are opportunities for learners not only to enhance their current use of media, but also to acquire skills that will serve them throughout their lives.

Among the topics covered: Reinforcing multiliteracies through design activities. Visual communication and culture: design education for a globalized world. Cameras in the classroom: photography's pedagogical potential. Multi-modal composition in teacher education: from consumers to producers. Teaching visual and media literacy skills through media production technology. Teaching visual literacy: pedagogy, design and implementation, tools and techniques.

Essentials of Teaching and Integrating Visual and Media Literacy paints the future of education in vivid perspective for practitioners and professionals across disciplines.

Summary of this thesis:

In light of contemporary trends and practices, namely the impact of globalization and the integration of new technologies being promoted in the field of applied linguistics (Byrd Clark, 2012; Kern, 2006; Malinowski & Kramsch, 2014), this exploratory qualitative case study explores professors in education and their perceptions of the impact and adaptation new technologies have on their pedagogy; namely the use of blogging as an educational activity. This research is based on a multiliteracies theoretical framework and analyzes the traditional or innovative pedagogical practice of today's graduate professors. This study seeks to make an important contribution to both the field of research and to practice with its emphasis on the integration of new technologies in graduate language and literacy education. Many graduate programs highlight the importance of originality, creativity and thoroughness (in other words, alternatives to traditional approaches) however there appear to be few multiliteracy options available in graduate courses. Through the implementation of a survey (N=5) and semi-structured interviews (N=2), perceptions of graduate professors of blogging as an educational activity were investigated. Participants revealed the innovative pedagogical practice of today's graduate professors. However, there are still various issues in practicality that need to be addressed.

Overview of the study:

This article examines regional differences in the math and reading skills of immigrant children aged 15 based on data from the Programme for International Student Assessment (PISA). It also examines regional differences in high-school and university completion rates among young immigrants who came to Canada before the age of 15 using National Household Survey (NHS) data.

Throughout the article, comparisons are made with the children of the Canadian-born (third- or higher-generation Canadians).

- In Canada, the average PISA math score of immigrant students aged 15 was similar to the score of third- or higher-generation students. The average PISA reading score of immigrant children was slightly lower than the score of third- or higher-generation children.

- In almost all regions, immigrant students had lower PISA reading scores than third- or higher-generation students. With respect to PISA math scores, immigrant students performed better than third- or higher-generation students in the Atlantic provinces and British Colombia, but performed less well in Quebec and in Manitoba and Saskatchewan.

- Young immigrants aged 20 to 24 were more likely to have a high school diploma than their third- or higher-generation counterparts (93% versus 87%). Young immigrants aged 25 to 29 were also more likely to have a university degree (40%, compared with 26% of third- or higher-generation individuals in this age group).

- Manitoba and Saskatchewan (29%) and Quebec (32%) had the lowest proportions of immigrants aged 25 to 29 with a university degree. In contrast, British Columbia (44%) and Ontario (41%) had the highest proportions.

- Regional differences in the source countries of immigrants explained, in part, why some regions had higher university completion rates than others.

eBook - Educating Educators with Social Media

Publisher's Summary:

Education Educators with social media.jpg Social media are increasingly popular platforms for collaboration and quick information sharing. This volume is a collection of reports on how these technologies are being used to educate educators with social media in creative and effective ways. Social networking technologies enable the integration of students and alumni in co-curricular activities in exciting and still evolving ways. The use of wikis, blogs, LinkedIn, Facebook, Twitter, text messaging, Flickr, Delicious, YouTube, Yahoo Pipes, Diigo, Second Life, Moodle, and other Web 2.0 technologies are shown in vivid examples and insightful critiques. The processes, design, delivery and evaluation of instruction using social media are examined in detail and include such topics as: the use of social media in developing countries for new approaches to teaching as support for individual and peer-based learning; new teaching orientations premised on social media such as focused distraction; enhancing in-class participation; how instructors are increasing the technical expertise that is needed by educators to develop their own 21st century curricula projects; and creating an ecosystem for life-long learning through social media.

Competing in the 21st Century Skills Race

This paper compares Canadian and Chinese achievements in three broad areas: general literacy and numeracy; the number of students enrolled in science, technology, engineering and mathematics (STEM) programs; and the development of skills that are considered particularly important for innovation, such as critical and creative thinking, collaboration and adaptability. It concludes by raising questions for discussion and some modest proposals to spur discussion toward a vision and plan for talent development that would help to secure Canada's place in the global knowledge economy.

Publisher's Summary:

Info Behavior of a New Generation.jpg Has the information behavior of children and youth changed significantly over the last two decades? The Information Behavior of a New Generation: Children and Teens in the 21st Century attempts to answer this question from a variety of viewpoints. Thirteen researchers from educational psychology, computer science, education, and information studies have contributed to eleven chapters on models of information behavior, the cognitive development of youth, information literacy, everyday information behavior, cyber-bullying, gaming in virtual environments, learning labs, social networks, intellectual disabilities, and current and future systems.

Whether they are referred to as digital natives, the Google-generation, or generation M, today's youth are active consumers and avid producers of digital information. Smart phones are the new generation's communication tools, social networks are their interaction venues, and virtual environments are their new playgrounds. This new digital communication era has prompted researchers from a variety of disciplines to contribute to this book on the information behavior of children and teens.

One of the many conclusions that may be drawn from the chapters in the book is that information behavior is a multifaceted phenomenon, evolving alongside the rapid developments in information and communication technologies. The new generation tends to multitask, managing many activities simultaneously, such as scanning for and skimming information, texting brief messages, and posting audio and visual information on social media. While children and teens are tech savvy, they lack certain information and media literacy skills essential in today's digital environment.

For researchers, the authors pose questions for further investigation in the hope that innovative services will be offered and novel systems will be developed to help the new generation. For teachers and information professionals, the authors provide a broad background to assist them with a more in-depth and thorough understanding and appreciation of children's and teens' information behavior.

The Librarian is reading...


Publisher's Summary:

Going Beyond Google Again.jpg The invisible web is growing - but users' knowledge and awareness of it isn't. This highly practical guide focuses on strategies and teaching tools for getting more out of the 'deep' or 'invisible' web, enabling students and users to tap into the wealth of material that isn't to be found on Google or other mainstream search engines.

This book builds upon the authors' previous well respected book, Going Beyond Google, which placed teaching the invisible web into information literacy programmes. Going Beyond Google Again expands on the teaching foundation laid in the first book and continues to document the invisible web's existence and evolution, and suggests ways of teaching students to use it.

Focusing on up-to-date materials and tools on the web and recent research into search habits, this book covers key topics including:

- the invisible web today
- studies of information seeking-behaviour
- teaching the invisible web: theory and practice
- how to make students better researchers
- teaching resources
- tools for mining the invisible web
- the future of the invisible web.

Information from the publisher:

Teaching and learning online.jpg Teaching and Learning Online, Volume 2, provides practical advice from academics, researchers, practitioners and designers who are currently engaged in defining, creating and delivering the increasingly important world of online learning. This powerful guide avoids trends in technology, instead focusing on the articulation and development of the learning theories that underpin the use of technology.

Topics covered include:

• Theory that informs practice - emerging models and understanding from academia;

• Research - new understandings of learning, collaborative sense-making, and learning preferences;

• The Practitioner view - real examples from around the world of ground-breaking developments in online learning that are transforming education, adult learning and corporate training;

• Guidance for designers and producers - pedagogical advice and skills for a range of people who may have had little exposure to the body of knowledge surrounding learning design;

• Looking to the future - what to expect in the next 5 to 10 years and how to prepare to take full advantage of the opportunities that an increasingly connected society will provide for learner-managed learning.

The second volume of this bestselling guide addresses key gaps in the available literature including the inequality of access to technologically enabled learning and cutting-edge design issues and pedagogies that will take us into the next decade of eLearning and future Web 3.0+ approaches.

Summary from the publisher:

What are the key channels to change in blended instructional practice as they relate to the use of a learning management system (LMS)? What role LMS users' profiles play in facilitating change in practice? Can we model users' quality of interaction (QoI) with LMS? How inclusiveness and affectiveness could lead to a personalized intelligent LMS (iLMS)? If these questions sound intrinsic to you and to your own experience and circumstance, then this book fits absolutely to you.

Towards an Intelligent Learning Management System Under Blended Learning.jpg Here, the term Blended - viewed as a fuzzy concept - is understood as a stepping-stone on the way to the future, to explain the multiple ways human beings think/act/feel of society in the 21st century and to embrace the opportunity of humans to re/co-construct new knowledge through the intermediation role of the technology. Initially, based on an online learning environment' theoretical framework, some current issues of the educational processes in the digital age of Web 2.0 are analyzed. Then, after exploring the main methodological procedures, characteristic examples of research case studies follow, including LMS users' trends and profiles and modeling of their QoI using fuzzy logic.

This book offers useful information that evokes initiatives towards rethinking of the value, efficiency, inclusiveness, affectiveness and personalization of the iLMS-based b-learning environment, both by the educators, the LMS designers and educational policy decision makers.

eBook - Reinventing Learning for the Always-On Generation

Summary from the publisher:

Reinventing Learning for the Always On Generation.jpg Cultivate effective 21st century classrooms. Teachers and administrators must respond to the digital bombardment students face to ensure their success in the 21st century world. Explore the differences in students' neurological processing from previous generations, investigate the nine critical attributes of digital learners, and discover practical strategies for making learning relevant, engaging, and fun through digital activities. Watch the author's video!

Information about this book from the publisher:

Assessment and Teaching of 21st Century Skills.jpg Rapid--and seemingly accelerating--changes in the economies of developed nations are having a proportional effect on the skill sets required of workers in many new jobs. Work environments are often technology-heavy, while problems are frequently ill-defined and tackled by multidisciplinary teams. This book contains insights based on research conducted as part of a major international project supported by Cisco, Intel and Microsoft. It faces these new working environments head-on, delineating new ways of thinking about '21st-century' skills and including operational definitions of those skills. The authors focus too on fresh approaches to educational assessment, and present methodological and technological solutions to the barriers that hinder ICT-based assessments of these skills, whether in large-scale surveys or classrooms. Equally committed to defining its terms and providing practical solutions, and including international perspectives and comparative evaluations of assessment methodology and policy, this volume tackles an issue at the top of most educationalists' agendas.

Media Rich Instruction.jpg E-learning has brought an enormous change to instruction, in terms of both rules and tools. Contemporary education requires diverse and creative uses of media technology to keep students engaged and to keep up with rapid developments in the ways they learn and teachers teach.

Media Rich Instruction addresses these requirements with up-to-date learning theory and practices that incorporate innovative platforms for information delivery into traditional areas such as learning skills and learner characteristics. Experts in media rich classroom experiences and online instruction delve into the latest findings on student cognitive processes and motivation to learn while offering multimedia classroom strategies geared to specific curriculum areas.

Advances such as personal learning environments, gamification, and the Massive Open Online Course are analyzed in the context of their potential for collaborative and transformative learning. And each chapter features key questions and application activities to make coverage especially practical across grade levels and learner populations. Among the topics included:

Building successful learning experiences online.
Language and literacy, reading and writing.
Mathematics teaching and learning with and through education technology.
Learning science through experiment and practice.
Social studies teaching for learner engagement.
The arts and Technology.
Connecting school to community.

At a time when many are pondering the future of academic standards and student capacity to learn, Media Rich Instruction is a unique source of concrete knowledge and useful ideas for current and future researchers and practitioners in media rich instructional strategies and practices.

Summary from the publisher:

Hybrid Language Teaching in Practice.jpg This book allows readers to explore the inner workings of a hybrid class from the perspectives of two instructors with different pedagogical orientations, from the students' perspectives, including learning outcomes and immediately practical teaching tools. The authors meet the challenge of how to preserve pedagogy and content while making good use of digital tools and online opportunities. Language teachers at the secondary and postsecondary level will enjoy the authors' first person narrative of the creation of a pedagogically-sound hybrid course, practical examples from their courses, as well as student learning outcomes and feedback on the various technological activities. During a year-long study of the authors' hybrid courses they used a mixed methods design to answers these questions: How does a hybrid course change our teaching? How does the hybrid course affect student learning experiences? What technology-based activities are most effective in our hybrid course?.

eBooks available through our library catalogue

Writing a Proposal for Your Dissertation: Guidelines and Examples

Summary:

This user-friendly guide helps students get started on--and complete--a successful doctoral dissertation proposal by accessibly explaining the process and breaking it down into manageable steps. Steven R. Terrell demonstrates how to write each chapter of the proposal, including the problem statement, purpose statement, and research questions and hypotheses; literature review; and detailed plan for data collection and analysis. Of special utility, end-of-chapter exercises serve as building blocks for developing a full draft of an original proposal. Numerous case study examples are drawn from across the social, behavioral, and health science disciplines. Appendices present an exemplary proposal written three ways to encompass quantitative, qualitative, and mixed-methods designs. Pedagogical Features: *"Let's Start Writing" exercises leading up to a complete proposal draft. *"Do You Understand?" checklists of key terms plus an end-of-book glossary. *End-of-chapter quizzes with answers. *Case study examples from education, psychology, health sciences, business, and information systems. *Sample proposal with three variants of the methods chapter: quantitative, qualitative, and mixed methods.


US Public Schools and the Politics of Queer Erasure

Summary:

Since the 1920s, US public schools have focused on erasing queer identity. From teacher purges to vicious bullying of queer youth, these actions have been the norm for nearly one hundred years - thanks to the interplay of law, policy, and politics. In light of the recent Supreme Court decision in Obergefell v. Hodges, Lugg uses this history to illuminate a possible way forward to make public schools places of tolerance and even liberation for both queer youth and queer adults.


The Age of STEM: Educational Policy and Practice Across the World in Science, Technology, Engineering and Mathematics

Summary:

Across the world STEM (learning and work in Science, Technology, Engineering and Mathematics) has taken central importance in education and the economy in a way that few other disciplines have. STEM competence has become seen as key to higher productivity, technological adaptation and research-based innovation. No area of educational provision has a greater current importance than the STEM disciplines yet there is a surprising dearth of comprehensive and world-wide information about STEM policy, participation, programs and practice. The Age of STEM is a state of the art survey of the global trends and major country initiatives in STEM. It gives an international overview of issues such as:STEM strategy and coordination curricula, teaching and assessment women in STEM indigenous students research training STEM in the graduate labour markets STEM breadth and STEM depth. The individual chapters give comparative international analysis as well as a global overview, particularly focusing on the growing number of policies and practices in mobilising and developing talent in the STEM fields. The book will be of particular interest to anyone involved in educational policy, those in education management and leaders in both schooling and tertiary education. It will have a wider resonance among practitioners in the STEM disciplines, particularly at university level, and for those interested in contemporary public policy.

More eBooks available through our library catalogue

International Handbook of Curriculum Research (Second Edition)

Summary:

Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide. Changes in the Second Edition: Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally. Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland. 39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America. This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.

Language as Discourse: Perspectives for Language Teaching

Summary:

In this book Michael McCarthy and Ronald Carter describe the discoursal properties of language and demonstrate what insights this approach can offer to the student and teacher of language. The authors examine the relationship between complete texts, both spoken and written, and the social and cultural contexts in which they function. They argue that the functions of language are often best understood in a discoursal environment and that exploring language in context compels us to revise commonly-held understandings about the forms and meanings of language. In so doing, the authors argue the need for language teachers, syllabus planners and curriculum organisers to give greater attention to language as discourse.


Routledge Handbook of Literacy Studies

Summary:

The Routledge Handbook of Literacy Studies offers a comprehensive view of the field of language and literacy studies. With forty-three chapters reflecting new research from leading scholars in the field, the handbook pushes at the boundaries of existing fields and combines with related fields and disciplines to develop a lens on contemporary scholarship and emergent fields of inquiry.


The Handbook is divided into eight sections: 1) The foundations of literacy studies
2) Space-focused approaches 3) Time-focused approaches 4) Multimodal approaches
5) Digital approaches 6) Hermeneutic approaches 7) Making meaning from the everyday
8) Co-constructing literacies with communities.

This is the first handbook of literacy studies to recognise new trends and evolving trajectories together with a focus on radical epistemologies of literacy. The Routledge Handbook of Literacy Studies is an essential reference for undergraduate and postgraduate students and those researching and working in the areas of applied linguistics and language and literacy.

eBook - Literacy Theories for the Digital Age

Summary from the publisher:

Literacy theories for the digital age.jpg Literacy Theories for the Digital Age insightfully brings together six essential approaches to literacy research and educational practice. The book provides powerful and accessible theories for readers, including Socio-cultural, Critical, Multimodal, Socio-spatial, Socio-material and Sensory Literacies. The brand new Sensory Literacies approach is an original and visionary contribution to the field, coupled with a provocative foreword from leading sensory anthropologist David Howes. This dynamic collection explores a legacy of literacy research while showing the relationships between each paradigm, highlighting their complementarity and distinctions. This highly relevant compendium will inspire researchers and teachers to explore new frontiers of thought and practice in times of diversity and technological change.

This book is available both in print and online through the library catalogue. Here is a summary of the second edition of this book from the publisher:

Qualitative research from start to finish EBOOK.jpg This book will help readers understand the practice of qualitative research--whether they want to do it, teach it, or just learn about it. All the major research phases are encompassed (startup, design, data collection, analysis, and composing), including newly emerging trends. Numerous easy-to-read vignettes show how other scholars have successfully implemented specific procedures. Equally distinctive, the book presents qualitative research as an adaptive craft. The array of choices among different procedures and methods enables readers to customize their own studies and to accommodate different worldviews and genres.

New to This Edition:

- Stronger discussion of different worldviews (e.g., constructivism, postpositivism, and pragmatism) and how they relate to different methodological choices.

- Clearer emphasis on doing a generalized qualitative study, while acknowledging 12 specialized genres (e.g., action-based research, arts-based research, autoethnography, grounded theory, phenomenology, and others).

- Expanded discussions of different kinds of qualitative study samples and of mixed methods.

- New ideas on how to avoid getting stalled when analyzing qualitative data.

- Consideration of an additional way of concluding a qualitative study: by taking action.

Pedagogical Features:

- Chapters start with an abstract and end with a suggested exercise.

- Key terms and concepts appear in boldface throughout the text and are listed in end-of-chapter recaps as well as in the book's glossary.

- Sections within each chapter start with a preview box: "What you should learn from this section."

- An appendix presents a semester- or yearlong field-based project.

strong>Summary of this book from the publisher:

These in-depth case studies provide novel insights in to the fast-changing language situation in multilingual China, and how it changes the meanings of language identity and language learning. This linguistic ethnographic study of language attitudes and identities in contemporary China in the era of multilingualism provides a comprehensive and critical review of the state of the art in the field of language-attitude research, and situates attitudes towards Chinese regional dialects in their social, historical as well as local contexts. The role of language policies and the links between the interactional phenomena and other contextual factors are investigated through the multi-level analysis of linguistic ethnographic data. This study captures the long-term language socialisation process and the moment-to-moment construction of language attitudes at a level of detail that is rarely seen. The narrative is presented in a highly readable style, without compromising the theoretical sophistication and sociolinguistic complexities.

Summary from the publisher:

Trauma Sensitive Schools.jpg Growing evidence supports the important relationship between trauma and academic failure. Along with the failure of "zero tolerance" policies to resolve issues of school safety and a new understanding of children's disruptive behavior, educators are changing the way they view children's academic and social problems. In response, the trauma-sensitive schools movement presents a new vision for promoting children's success. This book introduces this promising approach and provides K-5 education professionals with clear explanations of current research and dozens of practical, creative ideas to help them.

Integrating research on children's neurodevelopment and educational best practices, this important book will build the capacity of teachers and school administrators to successfully manage the behavior of children with symptoms of complex developmental trauma.

Embracing Social Media for Educational Linguistic Activities

This journal article appeared in a 2016 issue of the Nordic Journal of Digital Literacy (Volume 11, Issue Number 1).

Abstract from the publisher:

This case study explores the implications of utilising social media as part of specific linguistic activities of language learning that comprise the practice of mundane communication. As part of an international collaboration project, closed Facebook groups were formed in secondary school classes in Colombia, Finland, Sweden and Taiwan. The results imply that the interactions were framed as social connections before an audience. The students' authorship was characterised by both educational language customs and digital vernacular derived from online communication conventions.

Keywords:

Social Media
Linguistic Activities
Framing
Facebook


Electronic access to this book has been ordered. Here is information about it from the publisher:

Language, Society and Power is the essential introductory text to studying language in a variety of social contexts.

Language society and power.jpg This book examines the ways language functions, how it influences thought and how it varies according to age, ethnicity, class and gender. It considers whether representations of people and their language matter, explores how identity is constructed and performed, and considers the creative potential of language in the media, politics and everyday talk.

This fourth edition has been completely revised to include recent developments in theory and research and offers the following features:

- A range of new and engaging international examples drawn from everyday life - including material from social media and newspapers, cartoons, YouTube and television.

- Two new chapters which cover Linguistic Landscapes, including signs, graffiti and the internet; and Global Englishes, exploring variation in and attitudes to English around the world

- Updated and expanded student research projects and further reading sections for each chapter

- Brand new companion website that includes video and audio clips, links to articles and further reading for students and professors.


Language, Society and Power is a must-read for students of English language and linguistics, media, communication, cultural studies, sociology and psychology.

The Education Library supports the instructors and students at Western's Faculty of Education. Here is a list of some useful library services:

ASK: Chat with a Librarian - free online chat real-time chat help

Contact Information for your education Academic Librarian, Denise Horoky, and the Education Library team

Education Library RESEARCH GUIDE - starting point for assignments, papers, bibliographies, annotated bibliographies, additional readings and capstone projects.

Databases by Title - Western Libraries subscribes to over 700 databases and here is an alphabetical list of those databases

These are the databases we suggest you use to find the full text of journal articles:

CBCA Education (Canadian education information)
ERIC (access to the Grey Literature in education)
Education Research Complete
ProQuest Education Journals - START HERE!
Professional Development Collection (Education)

Digital Delivery of journal articles that are not available in any of our databases

Education Library's professional Facebook and Twitter pages provide additional information about our staff, services and collections.

The Education Library has three short introductory videos about using the databases to find full text journal articles

Citation Management Software (Zotero, Mendeley, EndNote etc) - quick overview to help you make a decision about which one is best for your needs

Western Libraries Videos and How-To's - short video introduction to a variety of library topics

All questions about COPYRIGHT can be directed to Copyright@Western

Online Students - you can have books couriered to you. Search the catalogue and send your request via email to Denise Horoky.

I will be showcasing our ebook collection in upcoming Blog posts. Stay tuned!


We are here to help you online or in-person! Contact us!

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Journal of Contextual Behavioral Science

Description of the journal:

Journal of Contextual Behavioral Science.gif The Journal of Contextual Behavioral Science is the official journal of the Association for Contextual Behavioral Science (ACBS).

Contextual Behavioral Science is a systematic and pragmatic approach to the understanding of behavior, the solution of human problems, and the promotion of human growth and development. Contextual Behavioral Science uses functional principles and theories to analyze and modify action embedded in its historical and situational context. The goal is to predict and influence behavior, with precision, scope, and depth, across all behavioral domains and all levels of analysis, so as to help create a behavioral science that is more adequate to the challenge of the human condition. Learn more about this journal!

This journal article appeared in the February 2016 (Online First) issue of The Analysis of Verbal Behavior.

Abstract:

Learning Skinner's (1957) verbal behavior taxonomy requires extensive study and practice. Thus, novel classroom exercises might serve this goal. The present manuscript describes a classroom exercise in which two students analyzed Lady Gaga's song Applause in terms of its metaphorical arrangements. Through the exercise, students identified various verbal operants and their subtypes, including those seldom researched by the behavioral community (see Sautter and LeBlanc 2006, The Analysis of Verbal Behavior, 22, 35-48), which helped them conclude that Lady Gaga's Applause is comprised of two themes: the artist taking control, and the artist-as-art.

Keywords:

Instruction - Lady Gaga
Metaphor - Music
Musicology - Verbal behavior

Journal - The Analysis of Verbal Behavior

Description of this journal:

analysis of verbal behavior journal.jpg The Analysis of Verbal Behavior is an official publication of the Association for Behavior Analysis International and is primarily for the original publication of experimental or theoretical papers relevant to a behavioral analysis of verbal behavior. Manuscripts are typically relevant to at least one of the following topics: Skinner's verbal operants, multiple control, private events, rule-governed behavior, epistemology, scientific verbal behavior, language acquisition, language assessment and training, second languages, pedagogy, the verbal behavior of nonhumans, verbal behavior research methodology, and the history of verbal behavior analysis

Journal - The Behavior Analyst

Description of this journal:

Behavior Analyst jounral cover.jpg Published twice annually, The Behavior Analyst journal presents articles on theoretical, experimental, and applied topics in behavior analysis as well as literary reviews, re-interpretations of published data, and articles on behaviorism as a philosophy. The journal is an official publication of the Association for Behavior Analysis International.

This article appeared in the February 2016 issue of the Journal of Autism and Developmental Disorders (Volume 46. Issue Number 2).

Abstract:

Applied behavior analysis (ABA) is a science and, therefore, involves progressive approaches and outcomes. In this commentary we argue that the spirit and the method of science should be maintained in order to avoid reductionist procedures, stifled innovation, and rote, unresponsive protocols that become increasingly removed from meaningful progress for individuals diagnosed with autism spectrum disorder (ASD). We describe this approach as progressive. In a progressive approach to ABA, the therapist employs a structured yet flexible process, which is contingent upon and responsive to child progress. We will describe progressive ABA, contrast it to reductionist ABA, and provide rationales for both the substance and intent of ABA as a progressive scientific method for improving conditions of social relevance for individuals with ASD.

Keywords:

Applied behavior analysis
Behavioral intervention
Discrete trial teaching
Functional analysis

Journal - Behavior Analysis in Practice

Information about this journal:

Behavior Analysis in Practice official jouranl of Association of Behavior Analysis International.jpg This transnational journal provides science-based, best-practice information relevant to service delivery in behavior analysis. The range of contents includes empirical reports describing the application and evaluation of behavior-analytic procedures and programs; discussion papers on professional and practice issues; technical articles on methods, data analysis, or instrumentation in the practice of behavior analysis; tutorials on terms, procedures, and theories relevant to best practices in behavior analysis; and critical reviews of books and products that are aimed at practitioners or consumers of behavior analysis.

Behavior Analysis in Practice is an official journal of the Association for Behavior Analysis International.

Western Libraries Acquisitions Budget and Serials Review Update

"On April 21 the Board of Governors approved the University's operating budget. The budget includes a favourable response to Western Libraries' fall planning submission, which incorporated a request for increased support of the acquisitions budget to mitigate the negative impact of a weak Canadian dollar and the high annual publishers' increases to subscription prices." Read more.

The Education Library has prepared an Education RESEARCH GUIDE to help you make decisions about which of many databases and other resources will be useful to you. We also offer personalized consultation onsite or online (via email or phone) to answer any of your "getting started" questions about our amazing library resources. Contact your Academic Librarian Denise Horoky!

This journal article was published in the October 2014 issue of Computers in Human Behavior (Volume 39)

Abstract

A field experiment examined whether increasing opportunities for face-to-face interaction while eliminating the use of screen-based media and communication tools improved nonverbal emotion-cue recognition in preteens. Fifty-one preteens spent five days at an overnight nature camp where television, computers and mobile phones were not allowed; this group was compared with school-based matched controls (n = 54) that retained usual media practices. Both groups took pre- and post-tests that required participants to infer emotional states from photographs of facial expressions and videotaped scenes with verbal cues removed. Change scores for the two groups were compared using gender, ethnicity, media use, and age as covariates. After five days interacting face-to-face without the use of any screen-based media, preteens' recognition of nonverbal emotion cues improved significantly more than that of the control group for both facial expressions and videotaped scenes. Implications are that the short-term effects of increased opportunities for social interaction, combined with time away from screen-based media and digital communication tools, improves a preteen's understanding of nonverbal emotional cues.

Keywords

Social media; Nonverbal communication; Emotion; Adolescent; Social interaction; Development

The Librarian is reading...


Summary from the publisher:


Collaboration among scholars has always been recognized as a fundamental feature of scientific discovery. The ever-increasing diversity among disciplines and complexity of research problems makes it even more compelling to collaborate in order to keep up with the fast pace of innovation and advance knowledge. Along with the rapidly developing Internet communication technologies and the increasing popularity of the social web, we have observed many important developments of scholarly collaboration on the academic social web. In this book, we review the rapid transformation of scholarly collaboration on various academic social web platforms and examine how these platforms have facilitated academics throughout their research lifecycle.from forming ideas, collecting data, and authoring articles to disseminating findings. We refer to the term "academic social web platforms" in this book as a category of Web 2.0 tools or online platforms (such as CiteULike, Mendeley, Academia.edu, and ResearchGate) that enable and facilitate scholarly information exchange and participation. We will also examine scholarly collaboration behaviors including sharing academic resources, exchanging opinions, following each other's research, keeping up with current research trends, and, most importantly, building up their professional networks. Inspired by the model developed by Olson et al. [2000] on factors for successful scientific collaboration, our examination of the status of scholarly collaboration on the academic social web has four emphases: technology readiness, coupling work, building common ground, and collaboration readiness. Finally, we talk about the insights and challenges of all these online scholarly collaboration activities imposed on the research communities who are engaging in supporting online scholarly collaboration. This book aims to help researchers and practitioners understand the development of scholarly collaboration on the academic social web, and to build up an active community of scholars who are interested in this topic.

Indigenous Strategic Plan (ISP) - Your feedback is appreciated!

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Western has just released its first ever multi-year draft Indigenous Strategic Plan (ISP), with feedback due by May 20.

Learn more (video)!

First Nations Control of Education: One Community's Experience

This article appears in a 2013 issue of Canadian Journal of Native Education (Volume 36, Issue Number 1).

Abstract:

The voices of First Nations communities, families, and people are acknowledged and recognized in this research, along with the current tensions created by subtle and overtly imposed processes of colonization. This research uses ethnographic techniques to describe a First Nations community's experience in controlling its education, and identifies challenges related to the effects of colonization and the impacts that community control has had on its education system. First Nations control of education is central: education systems modelled on Eurocentric paradigms have generally proven to be unproductive in First Nations communities and have undermined Indigenous ways of knowing. Efforts toward self-determination and reorganization within First Nations education in a community that the research was based on have led to a range of successes and failures, but as this study ultimately illustrates, community control of First Nations educational systems is paramount if the processes of external domination are to be eliminated.

The journal article appeared in the June 2013 issue of Critical Studies in Education (Volume 54, Issue Number 2).

Abstract:

This article raises the recurrent question whether non-indigenous researchers should attempt to research with/in Indigenous communities. If research is indeed a metaphor of colonization, then we have two choices: we have to learn to conduct research in ways that meet the needs of Indigenous communities and are non-exploitative, culturally appropriate and inclusive, or we need to relinquish our roles as researchers within Indigenous contexts and make way for Indigenous researchers. Both of these alternatives are complex. Hence in this article I trace my learning journey; a journey that has culminated in the realization that it is not my place to conduct research within Indigenous contexts, but that I can use 'what I know' -- rather than imagining that I know about Indigenous epistemologies or Indigenous experiences under colonialism -- to work as an ally with Indigenous researchers. Coming as I do, from a position of relative power, I can also contribute in some small way to the project of decolonizing methodologies by speaking 'to my own mob'.

This article appeared in the December 2013 issue of Asia Pacific Journal of Education (Volume 33, Issue Number 4).

Abstract:

Kaupapa Maori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a "conscientization" or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I provide an overview of the current state of Aboriginal education in Canada, citing examples of Canadian instructors who envisage similar self-empowering pedagogy. In addition, I highlight a Canadian case study to demonstrate the process of critical consciousness underway at a First Nations school in Aklavik, NWT, where teachers are employing Kaupapa Maori theory and culture-based curriculum for positive outcomes. This focus serves as a critical lens to educators, policy makers, and other stakeholders who might want to draw more from the transformative power of the Maori framework as counter strategy to Eurocentric curricula and colonial paradigms.

This book is available in Western's Law Library. If you wish to have it sent to the Education Library for pickup, simply use the REQUEST ITEM option along the top of the catalogue record. Follow the instructions on the screen and choose EDUCATION LIBRARY as your pickup location. It will be sent to the Education Library and you can pick it up at our main floor service desk.

Summary of the book from the publisher:

Discovering Indigenous Lands The Doctrine of Discovery in the English Colonies.jpg This book presents new material and shines fresh light on the under-explored historical and legal evidence about the use of the doctrine of discovery in Australia, Canada, New Zealand, and the United States. North America, New Zealand, and Australia were colonised by England under an international legal principle that is known today as the doctrine of discovery. When Europeans set out to explore and exploit new lands in the fifteenth through to the twentieth centuries, they justified their sovereign and property claims over these territories and the Indigenous peoples with the discovery doctrine. This legal principle was justified by religious and ethnocentric ideas of European and Christian superiority over the other cultures, religions, and races of the world. The doctrine provided that newly-arrived Europeans automatically acquired property rights in the lands of Indigenous peoples and gained political and commercial rights over the inhabitants. The English colonial governments and colonists in North America, New Zealand, and Australia all utilised this doctrine, and still use it today to assert legal rights to Indigenous lands and to assert control over Indigenous peoples. Written by Indigenous legal academics - an American Indian from the Eastern Shawnee Tribe, a New Zealand Maori (Ngati Rawkawa and Ngati Ranginui), an Aboriginal Australian (Eualayai/Gammilaroi), and a Cree (Neheyiwak) in the country now known as Canada - Discovering Indigenous Lands provides a unique insight into the insidious historical and contemporary application of the doctrine of discovery.

This journal article appears in the Fall 2014 issue of Women's Studies Quarterly (Volume 42, Issue Number 3/4).

Abstract:

Queer organizing against Israel's deployment of gay rights discourses to mask the occupation of Palestine-referred to as "pinkwashing" within academic and activist circles-has raised pertinent questions about the relations between settler colonialism, sexuality, gender, race, and (gay) imperialism. Such campaigns have directed attention to the realities of occupation in Palestine/Israel while simultaneously obscuring the historical and present-day colonial processes that enable transnational political intervention on Turtle Island -- or what is commonly known as Canada and the US. In this article, the authors have ask how critics of Israeli pinkwashing -- known as pinkwatchers -- varyingly challenge, engage, negotiate, perform, or reproduce settler colonialism on Indigenous lands. Describing how queer groups naturalize notions of belonging and Canadian identity, as well as how queer critiques of pinkwashing fail to address settler colonialism in Canada, they seek to underscore the way Indigenous struggles for sovereignty are invisibilized in activists' attempts to address issues of free speech, homonationalism, and occupation in Palestine/Israel.

Exploring how technology can bring young and old together

It is well understood that technology can have positive impacts on both children and the elderly.

Kids can use it to learn new skills in interactive and exciting ways. Seniors can use it to stay connected, and reduce feelings of isolation and loneliness. But can it help these two separate groups connect in a meaningful way? Western Education professor Rachel Heydon is about to find out.

Heydon, a professor of curriculum studies, is currently in the first year of a five-year research project to develop curriculum for intergenerational learning programs that leverages the use of digital tools.

Assessing Scholarly Resources Guide

Researchers ~ You've been invited by email to send in your manuscript to a new open access journal. The name of the journal looks familiar and you see that an ISSN is provided. There is a link to the journal website and a list of all the places that the journal is indexed, including Ulrichs, Ebsco and Proquest. The logo looks familiar. The article processing charge is nominal and the review process promises a quick turnaround. If it sounds too good to be true, it probably is! Find out more!

NEW! Research Metrics Guide

Western Libraries has developed a new website called Research Metrics. It provides an introduction to the various metrics and tools used to evaluate and assess research productivity. This guide provides an introduction to the metrics used in the evaluation and assessment of research productivity and the tools used to collect these data. Please note that not all metrics work for all disciplines. The website is under Faculty Support / Scholarly Publishing on Western Libraries' public website

We've included author-level metrics, article-level metrics, journal-level metrics and altmetrics. We've embedded a number of tutorials (e.g. videos, screenshots, etc.) to enhance our users' self-learning. We only included tools that we subscribe to or have some freely-available services; since Western Libraries do not subscribe to any tools that offer institutional-level metrics, we have not included them.

Trial Access - Archives of Human Sexuality and Identity

archives of human sexuality and identity database for trial ending may 2016.png Western Libraries has set up trial access to the database, Archives of Human Sexuality and Identity.

We are considering the purchase of this database. Would it be of interest to your research? Take a look.

The trial ends on May 10, 2016. If you have feedback about this database please contact the Faculty of Education's Academic Librarian, Denise Horoky.

Information Pages for Library Acquisitions and Serials Review

Western Libraries has completed work on a series of webpages intended to provide faculty and students with additional insight into the challenges facing the Libraries with respect to managing the acquisitions budget and our processes for reviewing serials and cost reduction. The site also includes links to news items and support material produced by CRKN, CARL, and other schools. It is found in the Library Acquisitions box on the library website; located furthest to the right under "Explore the Libraries".

Library Acquisitions.jpg

Intersession Hours of Opening

Tulips and snow in spring 2916.jpg Even if the weather is not co-operating we will be springing into Spring/Intersession Hours of Opening for the Education Library in May.

May 1, 2016 - June 10, 2016 we are open Monday to Friday 9:00 am to 4:00 pm (with no weekend hours) EXCEPT FOR TUESDAYs WHEN WE ARE OPEN 9:00 AM TO 6:00 PM.

June 11 - Sept 6 we are open Monday to Friday 9:00 am to 4:00 pm with NO weekend hours.

And, as you know, you have 24/7 access to our online resources, ebooks, databases and journal articles online!

ON ORDER - Literacies (2nd Edition)


Summary from the publisher:

Literacies '.jpg

With the rise of new technologies and media, the way we communicate is rapidly changing. Literacies provides a comprehensive introduction to literacy pedagogy within today's new media environment. It focuses not only on reading and writing, but also on other modes of communication, including oral, visual, audio, gestural and spatial. This focus is designed to supplement, not replace, the enduringly important role of alphabetical literacy. Using real-world examples and illustrations, Literacies features the experiences of both teachers and students. It maps a range of methods that teachers can use to help their students develop their capacities to read, write and communicate. It also explores the wide range of literacies and the diversity of socio-cultural settings in today's workplace, public and community settings. With an emphasis on the 'how-to' practicalities of designing literacy learning experiences and assessing learner outcomes, this book is a contemporary and in-depth resource for literacy students.

ON ORDER ~ Teacher Learning and Leadership

Information from the publisher:

Teacher Learning and Leadership asserts that teachers should be put at the center of creating, developing, organizing, implementing, and sharing their own ideas for school change rather than being passive recipients of knowledge from the outside. It argues that there is tremendous potential for the good of students and the professionalization of teaching, when teachers work collaboratively to develop their own and their colleagues' professional knowledge and practices and are supported by school and system leaders, unions and government.

The book draws on the groundbreaking work of the Teacher Learning and Leadership Program in Ontario and uses an in-depth case study to illustrate its points. It demonstrates how professional development built around collaboration, teacher leadership, curriculum development, technology and pedagogy can be organized in a way that redistributes control and responsibility to teachers, thereby instilling a genuine sense of pride and accomplishment in their work.

This book is a sincere outreach from the authors who advocate for the professional development of, by and for teachers as individuals and, importantly, as a collective profession. The authors argue that projects like the TLLP (a joint initiative between the Ontario Ministry of Education and the Ontario Teachers' Federation) can radically, and positively, transform teachers' knowledge, skills and practices. The book provides an important model for school change led by teachers, rather than experts, in partnership with school and system leaders and is a fascinating read for all those concerned with teaching, teacher development and educational change.

This journal article appears in a current (2016) issue of Studies in Higher Education (Volume 41, Issue Number 1).

Abstract:

Within debates about student professionalism and how to develop it in higher education (HE), increasing focus has turned to students' uses of social media. While social media skills are promoted by some HE educators, most emphasis is still given to perceived hazards and abuses of social media in practice. These are typically framed as a matter of professional ethics; some have argued for new codes of 'e-professionalism'. This article problematizes the dynamics being conflated in these debates, drawing from three theoretical sources: current debates about professionalism; critical digital media studies that provide nuanced analyses of social media engagements; and sociomaterial concepts that reconfigure the issues to suggest new possibilities. The argument is theory-based and exploratory, not empirical. The aim is to pose new directions for research and teaching that open, not foreclose, new issues and enactments of professionalism.

The Research on Teaching Symposium 2016

Friday, April 29, 2016

2:00 pm - 4:00 pm

Teaching Support Centre, Room 121, The D.B. Weldon Library


The Research on Teaching Symposium showcases research on teaching projects being done here at Western.

It also provides the opportunity for faculty members, librarians and archivists, and graduate students who wish to learn more about research on teaching or who have considered doing such scholarship to meet and interact with colleagues who have completed research on teaching projects.

Top 10 Research Questions Related to Physical Literacy

This journal article appears in the January 2016 issue of the Research Quarterly for Exercise and Sport (Volume 87, Issue Number 1).

Abstract:

The term physical literacy is relatively new, and its definition, conceptual underpinning, how it is measured, how to change it, and its relationship with holistic health and wellness across the life span are a few of many foundational issues that lack consensus. At present, there are more questions than answers. The purpose of this article is to highlight 10 important research questions related to physical literacy with the hope of fueling future research activity and debate. Input was sought from international experts and practitioners on priorities and research gaps related to physical literacy. This list was supplemented by personal experience and research priorities identified in published manuscripts. From these various sources, the top 10 research questions related to physical literacy were compiled. Research related to physical literacy is in its infancy, and many important, even fundamental research questions and priorities remain unanswered. Research needs are summarized within 4 themes: monitoring physical literacy, understanding the physical literacy journey, enhancing physical literacy, and the benefits of physical literacy. Specific research questions relate to identifying measurable aspects of physical literacy and how they change across cultures and throughout the life span, as well as understanding the individual and environmental factors that describe the physical literacy journey and are effective targets for interventions. Physical literacy is increasingly recognized as the foundation for a healthy active lifestyle; however, robust research demonstrating its constitution, its relationship with health-related outcomes, and intervention strategies for its improvement remains to be completed.

Education Library on Facebook and Twitter

In addition to this Blog, the Education Library maintains active, professional and academic Facebook and Twitter pages.

Please join us online!

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Evolution of "school library" to "library learning commons"

Leading Learning.jpg Leading Learning: Standards of Practice for School Library Learning Commons in Canada, 2014 presents a model for the development and implementation of the school library as a library learning commons. It provides educators with a common set of standards of practice for moving forward. CLA President Marie DeYoung stated that the organization considers this publication as a "definitive learning support that is critical for all Canadian schools."

Leading Learning addresses the impact on education of new technologies. The explosion of digital information calls for new working spaces, new networks, and new approaches to supporting learning. Leading Learning is focused on the concept of the new school library learning commons which responds to the needs of 21st century learners. School libraries are measured by the transformative changes in knowledge and learning they encourage and support. In the document, learning commons are positioned as centres of teaching expertise which is achieved through a combination of resources, technologies, collaborative strategies, and physical and virtual learning spaces that support all learners as they evolve.

This publication offers a vision and provides practical approaches for all those engaged in creating successful 21st century school libraries in Canada. Its framework presents five standards supported by a set of themes and growth stages that lead to the transformation from traditional library facility to vibrant library learning commons. The standards represent guideposts along a journey of continuous growth. Because Canadian schools are at different points on this journey, this publication includes a range of markers of progress, sets of implementation strategies, and rich examples of innovation and success. Leading Learning also contains key resources to provide educators, individual schools, and school districts with helpful direction and support. (this information is from the CLA website)

Contact Us! We are here to help you online or in person!

We are here to help you! Contact us!

Education Library Staff PHOTO 2015 2016.jpg

Ask: Chat with A Librarian

Chat, a free online service for all Western students, is available during the following times:

Monday to Friday: 10:00 am - 5:00 pm
Saturday & Sunday: Closed


Closed on May 23, July 1, and August 1


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Assessing laptop use in higher education: The Laptop Use Scale

This article appears in the April 2016 issue of the Journal of Computing in Higher Education (Volume 28, Issue Number 1).

Abstract

The laptop computer is considered one of the most used and important technological devices in higher education, yet limited systematic research has been conducted to develop a measure of laptop use in college and university. The purpose of the following study was to develop a research-based, theoretically grounded scale to assess student use of laptops inside and outside higher education classrooms. The Laptop Use Scale addressed four key areas: in-class academic use, in-class non-academic use, outside of class academic use, and outside of class non-academic use. Tested on 156 higher education students using laptops computers, the Laptop Use Scale showed acceptable internal reliability and good validity (face, content, construct, and convergent validity). It is argued that this scale can help assess and calibrate pedagogical strategies used to integrate laptops into higher education classrooms. Suggestions for future research on assessing student use of laptops are offered including a focus on multi-tasking behavior.

This article appears in the April 2016 issue of Community Mental Health Journal (Volume 52, Issue Number 3).

Abstract

This study evaluated eighteen Canadian anti-stigma programs targeting high-school students. The purpose was to identify critical domains and develop a program model of contact-based interventions. Three steps were implemented. The first step involved collecting program information through twenty in-depth interviews with stakeholders and field observations of seven programs. The second step involved constructing critical ingredients into domains for conceptual clarity and component modeling. The third step involved validating the program model by stakeholders review and initial fidelity testing with program outcomes. A program model with an overarching theme "engaging contact reduces stigma" and three underlying constructs (speakers, message, and interaction) were developed. Within each construct three specific domains were identified to explain the concepts. Connection, engagement, and empowerment are critical domains of anti-stigma programs for the youth population. Findings from this study have built on the scientific knowledge about the change theory underpinning youth contact-based intervention.

This journal article appears in the April 2016 issue of Teaching and Teacher Education (Volume 55).

Abstract

Early childhood educators (ECEs) are increasingly expected to work collaboratively. In order to best prepare pre-service ECEs for their work with families, faculty members need to understand the prior experience and beliefs students bring to their professional training. This cross sectional study examined the biographical experience and previous postsecondary education of 215 beginning and 217 soon to graduate ECE diploma students. We found that prior experience and education were related to students' ratings of parental knowledge and to their assessments of the importance and feasibility and their level of preparation to engage in family involvement activities.

This journal article appears in the April-May 2016 issue of Research in Developmental Disabilities (Volume 51-52)

Abstract

Background

As accommodation itself is an equity issue in varied contexts in and beyond education (e.g., the provision of assistive technology, extended time, or read-aloud), it is critical to examine the equitability of accommodation policies and practices by examining their effects on student performance.

Aims

This study sought to assess the effectiveness of thirty-one bundled accommodations for students with learning disabilities, emotional or behavioral disorders, or multiple exceptionalities writing a provincial literacy test in Ontario, Canada.

This journal article appears in the April 2016 issue of Journal of Abnormal Child Psychology (Volume 44, Issue Number 3).


Abstract

Non-suicidal self-injury (NSSI) is a self-destructive behavior of common prevalence in adolescence and young adulthood. Engagement in NSSI has been consistently linked in the literature with perceptions of one's parent-child relationships as negative or invalidating. However, the potential for multiple combinations of such relational characteristics to be associated with varying cognitive and behavioral manifestations of NSSI remains uninvestigated. In the current study, a person-centered approach to studying perceived parent-child relationship quality and NSSI was adopted; functions and behavioral severity of NSSI were then compared across the different relational profiles created. A latent profile analysis in a sample of 264 self-injuring university students (205 females; mage = 19.37 years, sd = 1.50) revealed four distinct profiles, two characterized by negative parent-child perceptions and two by positive parent-child perceptions. The perceived relational dimensions of these profiles were unique compared to a parallel group of 264 non-self-injurers (207 females; mage = 19.27 years, sd = 1.33). Participants reporting negative parent-child relationships endorsed more severe NSSI, and engaged in NSSI to regulate aggressive emotions. In contrast, individuals reporting positive parent-child relationships engaged in less extreme manifestations of NSSI overall, suggesting lower psychological deficits. Findings suggest that, although not all self-injurers perceive their relationships with parents negatively, variation in the perception of relational quality is implicated in behavioral and cognitive variation in NSSI engagement.

Teacher peer support in social network sites

This journal article appears in the May 2016 issue of Teaching and Teacher Education (Volume 56).

Abstract:

This paper describes the types of support that teachers are accessing through the Social Network Site (SNS) 'Facebook'. It describes six ways in which teachers support one another within online groups. It presents evidence from a study of a large, open group of teachers online over a twelve week period, repeated with multiple groups a year later over a one week period. The findings suggest that large open groups in SNSs can be a useful source of pragmatic advice for teachers but that these groups are rarely a place for reflection on or feedback about teaching practice.

This journal article appears in the January 2016 issue of Discourse: Studies in the Cultural Politics of Education (Volume 37, Issue Number 1):

Abstract:

In this paper, I approach learning as a process of rethinking the world that happens via the surprising experience of "enchantment." This process becomes possible by dwelling, that is, by forming meaningful multisensory engagements with one's surroundings. I present my arguments by discussing photo-walks that students conducted in Helsinki as part of a geography-learning project. During the photo-walks, learning happened with the spaces of hanging out. In contrast to common understandings of learning, this learning with the city is non-instrumental: it is making the familiar unfamiliar by paying attention to the particular in everyday spaces. Methods such as photography are understood as creative encounters that can help in re-cognizing the world and fostering one's ethical sensitivity.

This journal article is published in the April/May/June 2016 issue of Reading Research Quarterly (Volume 51, Issue Number 2)

Abstract:

Research on multicultural learning has focused on formal and local settings, such as schools, but young people are interacting with, and therefore learning from, informal settings and nonlocal contexts, including online platforms. That is, multicultural education is no longer limited to formal institutions, local contexts, or the printed word. Young people consume new media texts produced by geographically distant places but also compose their own multimodal texts around these media. Transcultural digital literacies refer to this phenomenon as using new technological affordances to learn, imagine, and create knowledge that traverses national boundaries and conventional cultural borders. To illustrate transcultural digital literacy practices, this study analyzes youths' engagements with digitally mediated texts to construct cross-border connections and self-representations. An online discussion forum about Korean dramas serves as an empirical case. Literacy practices within the forum revealed how its participants rendered it a dynamic space for multicultural learning. Participants engaged in dialogic readings of Korean culture, in addition to other cultures. Moreover, their online multimodal literacy practices allowed them to disrupt a notion of identity as constituted monolithically according to singular categories of difference, such as race, ethnicity, or nationality. Examining these informal, nonlocal, and digitally mediated literacy practices has implications for understanding a dynamic literacy landscape and multicultural and global learning.

Tulips and snow in spring 2916.jpg Even if the weather is not co-operating we will be springing into Spring/Intersession Hours of Opening for the Education Library in May.

May 1, 2016 - June 10, 2016 we are open Monday to Friday 9:00 am to 4:00 pm EXCEPT FOR TUESDAYs WHEN WE ARE OPEN 9:00 AM TO 6:00 PM with no weekend hours.

June 11 - Sept 6 we are open Monday to Friday 9:00 am to 4:00 pm with NO weekend hours.

And, as you know, you have 24/7 access to our online resources, ebooks, databases and journal articles online!

This article appears in the June 2016 issue of Journal of Religion and Health (Volume 55, Issue Number 3):

Abstract:

We examined the relationship between religious involvement and psychological distress and explored the mediating effects of social support and purpose in life in university students in western, mid-western, and eastern China. Cross-sectional survey of a representative sample of 1812 university students was conducted. The Purpose in Life scale, Duke Social Support Index, and Religious Commitment Inventory-10 were administered, along with Kessler's Psychological Distress Scale. Structural equation modeling was used to test two models of the mediation hypothesis, examining direct, indirect, and total effects. Model 1 (with direction of effect hypothesized from religiosity to psychological distress) indicated that religious involvement had a direct effect on increasing psychological distress (β = 0.23, p < .01) with minor mediated effects. However, Model 2 (with direction of effect hypothesized from psychological distress to religiosity) indicated strong indirect protective effects of religiosity on psychological distress through purpose in life and social support (β = −.40, p < .01). The findings are consistent with the hypothesis that psychological distress increases religious involvement, which then increases purpose in life and social support that then lead to lower psychological distress.

The Librarian is reading...

Complicity and Redemption: Beyond the Insider/Outsider Research Dichotomy published in Social Justice (Volume 42, Issue Number 2, 2016):

Abstract:

Since the 1970's, feminist researchers in criminology and other disciplines have engaged with ideas about voice, representation. inclusion ,and authorized knowers in order to challenge male-biased positivism in the social sciences and to develop alternative "ways of knowing." This article, a collaboration between an academic/practitioner and a formerly incarcerated woman, aims to disrupt conventional ways of conducting and writing about research. Our focus is on explicating the process we engaged in while researching student experiences of university classes taught in a prison setting comprised of both incarcerated and non-incarcerated students, and how our work together tries to unsettle the subjectivities of the "academic knower" and the "criminal ized woman." Results from the study have been reported elsewhere, but our focus in this paper is methodological: specifically, on the process of analyzing interview data and reflecting upon the meaning of our collaborative work.

Virtuous reality: moral theory and research into cyber-bullying

This journal article is published in the December 2015 issue of Ethics and Information Technology (Volume 17, Issue Number 4):

Abstract:

This article draws on a study investigating how 11-14 year olds growing up in England understand cyber-bullying as a moral concern. Three prominent moral theories: deontology, utilitarianism and virtue ethics, informed the development of a semi-structured interview schedule which enabled young people, in their own words, to describe their experiences of online and offline bullying. Sixty 11-14 year olds from six schools across England were involved with the research. Themes emerging from the interviews included anonymity; the absence of rules, monitoring and guidance and, the challenges associated with determining the consequences of online actions. The findings demonstrate the advantages of adopting a character-based moral theory to compliment rules and/or consequence based moral theories as the basis for future research into cyber-bullying. The findings evoke some wider implications for future research into cyber-bullying that might equally be applied to investigations into other Internet related moral concerns.

This journal article (First Online 31 March 2016) will appear in the December 2016 issue of International Journal of STEM Education (Volume 3, Issue Number 7):

Abstract:

This study is about teachers' collective activity during the development and initial year of a science, technology, engineering, and mathematics (STEM)-focused school in the USA. The target school of this study was inclusive, as it sought admission of students from varying backgrounds and levels of ability. Drawing from narrative inquiry and case study methodologies, we examine the collective work of the teachers in the target school from 6 months prior to school start-up through the end of the first year. We focus on visioning, collaboration, and curriculum development in our analysis of the teachers' collective work.

This journal article (First online 01 February 2016) will be published in the December 2016 issue of Empirical Research in Vocational Education and Training (Volume 8, Issue Number 2):

Abstract:

The paper investigates the perceptions of young women during their vocational education and training (VET) in traditionally male-dominated STEM fields--science, technology, engineering, and mathematics--by analyzing mechanisms and actions addressing the female gender in gender-atypical career fields and reveals strategies young women apply when adjusting to the male-dominated educational and professional fields.

This journal article is published in Early Childhood Research Quarterly (Volume 34, 2016):

Abstract:

Picture book reading is a well-documented mechanism for enhancing the language and vocabulary of preschool-aged children. However, the robust line of research supporting it contains few studies that give attention to books and the degree to which they offer rare words (i.e., lexical reservoirs). This exploratory text analysis had three purposes (a) to examine the lexical reservoirs of books; (b) to compare the lexical pitch of books to other language samples; and (c) to create clustered lists of highly recommended, high-vocabulary books. Text samples were extracted from over 100 books found in 3-year-old rooms in a range of early childhood instructional settings. On average text samples from books possessed at least three words in their lexical reservoirs and only 19% of samples did not contain reservoirs. A modified replication of the Hayes and Ahrens (1988) lexical pitch study revealed that the pitch of language samples from books found in 3-year-old rooms was quite similar to that of adults' speech. Lastly, a cluster analysis showed that while a sizeable group of books were both recommended and contained text samples with lexically rich words, many were neither recommended nor lexically rich. Although there are many purposes for book reading and many excellent books, the materials found available for vocabulary learning can be enhanced. Implications for practice are shared.

Investigating engagement in a blended learning course

This journal article is published in Cogent Education (Volume 3, Issue Number 1, 2016):

Abstract:

Proponents of a blended course paint an ideal picture of participants leisurely learning and reflecting on how they can apply their new knowledge. The reality is of course much more complex, especially in the lives of working adults. This study sought to understand the complexity better through analysing the experience of 123 participants enrolled in the 9-h in-service blended course. In particular, it investigated participants' engagement by examining their experience as they interacted with elements of the blended environment. The mixed methods approach was employed with quantitative data from the course analytics and responses from the 34 participants who returned the evaluation questionnaire at the end of the course. This was complemented with one-to-one interviews with 10 participants. The findings suggest that designers of blended professional development courses should bear in mind the characteristics of both the learner and the online platform to achieve greater cognitive, behavioural and social engagement.

This journal article is published in Cogent Education (Volume 3, Issue Number 1, 2016):

Abstract:

Educators by definition are now required to utilize a variety of student data to shape the decisions they make and design the lessons they teach. As accountability standards become more stringent and as teachers face increasingly diverse student populations within their classrooms, they often struggle to adequately meet the needs of all learners. Using student data, rationales for instructional decisions become grounded in best practices. Unfortunately, some administrators and teachers lack the confidence and/or training needed to successfully engage with and interpret data results. This may be especially true for early career educators and those just entering the field. Indeed, for novice teachers to be successful in the current accountability culture, they must possess, understand, and effectively utilize data literacy skills, something quite difficult to accomplish without adequate training. The research in this article explored how pre-service educators determined what worked in a data literacy intervention and the potential impact this had on their instructional decision-making process. Implications for instructor professional development are offered for consideration.

Western Libraries Videos & How-Tos

Short videos and guides that answer frequently asked questions about library research, collections, services and more!

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Written by Carolyn Caffrey Gardner, Information Literacy and Educational Technology Librarian, University of Southern California and Gabriel J. Gardner, Reference & Instructional Librarian, California State University, Long Beach for publication in College & Research Libraries (C&RL)

Abstract:

Crowdsourced research sharing takes place across social media platforms including Twitter hashtags such as #icanhazpdf, Reddit Scholar, and Facebook. This study surveys users of these peer-to-peer exchanges on demographic information, frequency of use, and their motivations in both providing and obtaining scholarly information on these platforms. Respondents also provided their perspectives on the database terms of service and/or copyright violations in these exchanges. Findings indicate that the motivations of this community are utilitarian or ideological in nature, similar to other peer-to-peer file sharing online. Implications for library services including instruction, outreach, and interlibrary loan are discussed.

Western University along with Fanshawe College will co-host the 2016 Society for Teaching and Learning in Higher Education (STLHE) conference. Mark your calendars for the 2016 conference in London, Ontario from June 21st - 24th, 2016.

The theme for the June 2016 conference is Empowering Learners, Effecting Change. STLHE 2016 will explore the ways in which we contribute to the development of students who are motivated, confident, and prepared to effect positive change in personal, professional, educational, and civic realms.

As we move closer to the event, additional programming details will be provided on the official conference website STLHE2016SAPES.CA


Follow the discussion in the lead up to the conference on Twitter using the hashtag: #STLHE16

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The Research on Teaching Symposium 2016

Friday, April 29, 2016

2:00 pm - 4:00 pm

Teaching Support Centre, Room 121, The D.B. Weldon Library


The Research on Teaching Symposium showcases research on teaching projects being done here at Western.

It also provides the opportunity for faculty members, librarians and archivists, and graduate students who wish to learn more about research on teaching or who have considered doing such scholarship to meet and interact with colleagues who have completed research on teaching projects.

We are very pleased to have Rosa Chiquinquira Cendros Araujo and George Gadanidis (Faculty of Education), Dan Belliveau (School of Health Studies), Sonya Van Nuland (Department of Anatomy and Cell Biology), and Tara White (Medical Sciences) and her co-investigators discuss their research on teaching projects. We hope that you will join us!

Canadian Journal for the Scholarship of Teaching & Learning

We are delighted to announce the publication of Volume 6 Issue 3 of The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) / La revue canadienne sur l'avancement des connaissances en enseignement et en apprentissage (RCACEA), the official, trans-disciplinary, peer-reviewed, electronic publication of the Society for Teaching and Learning in Higher Education (STLHE). It is an open access online journal.

CJSoTL/RCACEA seeks to advance the scholarship of teaching and learning in Canadian post-secondary institutions. It therefore provides an avenue for a wide range of educators, including faculty members, administrators, academic librarians, educational developers, learning resource specialists, and graduate students, to discuss ways of enhancing student learning experiences through systematic inquiry into teaching and learning in all disciplines.

They invite submissions, in either English or French, from anyone, including international colleagues, interested in discussing teaching and learning issues that are relevant to different types of institutions in the Canadian context.

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For the month of April 2016, Walter Zimmerman, retired librarian in Western Libraries, will be exhibiting his photographs in The Spencer Gallery in The D. B. Weldon Library. Walter will be in the Gallery between 3 and 5 o'clock on Tuesday April the 5th to discuss his work and meet his friends and colleagues.

Breaking News:

Walter will also be onsite on Sunday April 10 from 10:00am to NOON.

I have seen the exhibit. All the photos are amazing!

Summary from the publisher:

Revisiting.jpg This volume recognises how many researchers across the social sciences, and in comparative and international education in particular, see themselves as insiders or outsiders or, more pertinently, shifting combinations of both, in the research process. The book revisits and problematises these concepts in an era where the global mobility of researchers and ideas has increased dramatically, and when advances in comparative, qualitative research methodologies seek to be more inclusive, collaborative, participatory, reflexive and nuanced.

Collectively, the chapters argue that, in the context of such change, it has become more difficult to categorise and label groups and individuals as being 'inside' or 'outside' systems, professional communities, or research environments. In doing so, it is recognised that individual and group identities can be multiple, flexible and changing such that the boundary between the inside and the outside is permeable, less stable and less easy to draw.

The book draws upon an exciting collection of original research carried out in a diversity of educational systems from British, European, Latin American, Indian Ocean, South Asian, African and Chinese contexts and cultures. This develops a deep and innovative reconsideration of key issues that must be faced by all researchers involved in the planning and conduct of in-depth field research. This is a challenging and stimulating methodological contribution, designed to advance critical and reflective thinking while providing practical and accessible guidance, insights and support for new and experienced researchers within and beyond the field of comparative and international education.

The Librarian is reading...

Going Viral written by Karine Nahon,and Jeff Hemsley

Summary from the publisher:

Going  viral.jpg We live in a world where a tweet can be instantly retweeted and read by millions around the world in minutes, where a video forwarded to friends can destroy a political career in hours, and where an unknown man or woman can become an international celebrity overnight. Virality: individuals create it, governments fear it, companies would die for it. So what is virality and how does it work? Why does one particular video get millions of views while hundreds of thousands of others get only a handful? In Going Viral, Nahon and Hemsley uncover the factors that make things go viral online. They analyze the characteristics of networks that shape virality, including the crucial role of gatekeepers who control the flow of information and connect networks to one another. They also explore the role of human attention, showing how phenomena like word of mouth, bandwagon effects, homophily and interest networks help to explain the patterns of individual behavior that make viral events. Drawing on a wide range of examples, from the Joseph Kony video to the tweet that spread the news that Osama Bin Laden was dead, from the video of Homer Simpson voting in the US elections to the photo of a police officer pepper-spraying students at the University of California Davis, this path-breaking account of viral events will be essential reading for students, scholars, politicians, policymakers, executives, artists, musicians and anyone who wants to understand how our world today is being shaped by the flow of information online.

eCampus Ontario Showcase Video (January 2016)

If you have a few minutes, watch this just-released 3-minute video, and spot members of Western's Student@Scholar module development team participating in the January 2016 eCampus Ontario Showcase event!

From June 21 through 24, Western and Fanshawe College are co-hosting the annual conference of the Society for Teaching and Learning in Higher Education (STLHE). The theme of the 2016 conference is "Empowering Learners, Effecting Change."

This international conference offers a wide range of research papers, interactive workshops, Pecha Kucha talks and posters on innovative approaches to teaching and learning, pedagogical theory/research and student support initiatives. It is also the 30th anniversary of the 3M National Teaching Awards, so classroom best practices of 3M award winners will be highlighted. It's going to be an exciting and dynamic conference, with more than 300 presenters and 650 delegates from across Canada and abroad.

Summary from the publisher:

This uniquely in-depth book offers a blow-by-blow account of the sometimes problematic dynamics of conducting collaborative fieldwork in ethnography. Tracing the interplay between co-researchers at various points of contact in both professional and personal relations, the analysis draws out the asymmetries which can develop among team members nominally working towards the same ends. It details the often complex dialogues that evolve in an attempt to navigate conflicting interests, such as team members' resistances to particular methodological 'recipes' or research protocols. The authors show that such debates can create an open forum to negotiate new practices. A key element of this publication is that it goes beyond an analysis of more traditional power relations in research teams comprising members at different academic pay grades. As well as drawing attention to gender-related dynamics in research collaborations, the authors use themselves as an exemplar to demonstrate how differences in age, experience, knowledge, professional skills, and background can be exploited to generate positive outcomes constituting much more than the apparent sum of their parts. In doing so, the authors reveal the delightful, surprising, and yet challenging aspects of research collaboration that are often absent from the qualitative literature.

Summary from the publisher:

This book presents thoughtful reflections and in-depth, critical analyses of the new challenges and opportunities instructors face in teaching race during what has been called the post-racial era. It examines the racial dimensions of the current political, economic, and cultural climate. The book features renowned scholars and experienced teachers from a range of disciplines and offers successful strategies for teaching important concepts through case studies and active learning exercises.It provides innovative strategies, novel lesson plans and classroom activities for college and university professors who seek effective methods and materials for teaching about race and racism to today's students. A valuable handbook for educators, this book should be required reading for all graduate students and college instructors.

eBook - Ethnographic Worldviews: Transformations and Social Justice

Summary from the publisher:

This book discusses ethnography from the three points of view of Emerging Methodologies, Practice and Advocacy, and Social Justice and Transformation, with an over arching emphasis on researchers' and participants' worldviews. While these three thematic threads cut across each other, the actual chapters will be located so that the reader understands many of the current issues and concerns-with specific exemplars from around the globe-for ethnographers. 'Ethnographic Worldviews: Transformations and Social Justice' will have its "finger on the pulse" of contemporary ethnography. Chapters demonstrate up-to-the-moment awareness of ethnographic methods, concerns, and subject matters within contemporary ethnographic writing. Authors are deeply engaged in both their subject matter and their method. Unlike other ethnographic books which often suggest "giving voice to others", this book will actually give voice to a wide variety of perspectives, from the points of view of researchers.

Summary from the publisher:

Cultural diversity is a global challenge for mental health services. The changing demography of communities requires rethinking approaches to cultural competence for health professionals and institutions. Cultural consultation is a way to improve the quality of mental health care by providing a nuanced understanding of the predicaments that prompt diverse clients to seek help, and the social contexts of their mental health problems, to guide clinical assessment and intervention. Cultural Consultation explores the practice of cultural consultation as a strategy to improve the quality of mental health care for diverse populations. The contributors, who have worked together at an innovative clinical service, frame best practices in psychiatry clinical psychology, and social work in relation to empathy, human rights, and culturally responsive and ethically sound care. A detailed model of the process of cultural consultation, from initial intake, through assessment, to recommendations and referrals, provides guidelines for clinical practice. Expert contributors examine specialized settings (medical, psychiatric emergency, inpatient, social/legal services), populations (remote, indigenous, child and youth), and contextual issues in the care of people with a wide range of mental health problems. Numerous case examples, charts, and tools add depth for readers interested in developing similar services or enhancing existing practice. Among the key areas covered: Working with interpreters and culture brokers. Family systems in cultural consultation. Gender, power, and ethnicity in cultural consultation. Consultation and mediation with racialized and marginalized communities. Collaborative care and primary care consultation. Cultural consultation with refugees. A unique guide to challenges and opportunities in contemporary practice, Cultural Consultation will be immediately useful for health care professionals, clinical psychologists, and cultural consultants and provide a versatile knowledge source for years to come.

Summary from the publisher:

Activism on the Web examines the everyday tensions that political activists face as they come to terms with the increasingly commercialized nature of web technologies and sheds light on an important, yet under-investigated, dimension of the relationship between contemporary forms of social protest and internet technologies. Drawing on anthropological and ethnographic research amongst three very different political groups in the UK, Italy and Spain, the book argues that activists'everyday internet uses are largely defined by processes of negotiation with digital capitalism. These processes of negotiation are giving rise to a series of collective experiences, which are defined by the tension between activists'democratic needs on one side and the cultural processes reinforced by digital capitalism on the other. In looking at the encounter between activist cultures and digital capitalism, the book focuses in particular on the tension created by self-centered communication processes and networked-individualism, by corporate surveillance and data-mining, and by fast-capitalism and the temporality of immediacy. Activism on the Web suggests that if we want to understand how new technologies are affecting political participation and democratic processes, we should not focus on disruption and novelty, but we should instead explore the complex dialectics between digital discourses and digital practices; between the technical and the social; between the political economy of the web and its lived critique.

Contact Us! We are here to help you!

We are here to help you! Contact us!

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The top 20 students from our six heats will present in the final competition on Thursday, March 24, 2016 in the Davenport Theatre, Talbot College at 10:00 a.m. A lunch reception for all 3MT participants and guests will follow in the atrium of the International and Graduate Affairs Building. The first-place winner from Western's final will attend the 3MT Ontario 2016 final.

3MT (Three Minute Thesis) is a research communication competition where graduate students have 3 minutes or less to present their research and its impact to a panel of non-specialist judges and peers. The exercise develops academic, presentation, and research communication skills and supports the development of research students' capacity to effectively explain their research in language appropriate to an intelligent but non-specialist audience.

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Graduate Students - Lots of APA Help online!

The rules of APA Style®, detailed in the Publication Manual of the American Psychological Association, offer sound guidance for writing with simplicity, power, and concision. APA Style has been adapted by many disciplines and is used by writers around the world. Accurately using APA Style is a mandatory part of graduate work here at the Faculty of Education in both our online and onsite environments.

On the APA Style® website, you will find tutorials, FAQs, Blog, free Ask An APA Expert service and other resources to help you improve your writing, master APA Style, and learn the conventions of scholarly publishing.

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Summary from the publisher:

This book critically engages with contemporary notions of 'at risk' youth. It explores the complexity of urban, working-class young people's relationships with education and schooling and discusses strategies for addressing these issues

Researchers - New Feature on Scholars Portal Journals: Email Alerts

Today, Scholars Portal Journals launches a new feature: email alerts.

Western University Students, Staff and Faculty will find Scholars Portal Journals on the Western Libraries DATABASES BY TITLE listed under S

Instructions for Setting Up Email Alerts: Scholars Portal Journals loaded its 44 millionth full-text article in February. With hundreds of thousands of new articles being added every month, email alerts provide a convenient way for users to stay up-to-date on the latest research in their fields.

Once a user has performed a search in Scholars Portal Journals (at Western University you will find it listed on Western Libraries' DATABASES BY TITLE list under S) they will be able to enter their email address to create an alert. The user will then receive an email once a week with newly loaded articles meeting the search criteria, as well as options to pause or delete the alert altogether. Users can set up as many email alerts as they need.

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Visit Scholars Portal Journals for more information about this new feature or contact Denise Horoky your Education Academic Librarian at the Education Library.

Summary from the publisher:

Mapping Time, Space and the Body: Indigenous Knowledge and Mathematical Thinking in Brazil brings people, land and numbers together in the fight for justice. On this extraordinary voyage through ancestral territories in central and southern Brazil, the Xavante, Suyá, Kayabi, and other local nations use mapping as a tool to protect their human rights to lands and resources they have traditionally owned and acquired. Mathematics activities inside the classroom and in everyday life help explain how Indigenous Peoples understand the cosmos and protect the living beings that helped create it. The book is a welcome contribution to a growing literature on the mathematical and scientific thinking of Indigenous Peoples around the globe. It makes mathematics alive and culturally relevant for students of all national backgrounds worldwide.

eBook - Margaret Mead: Contributions to Contemporary Education

Summary from the publisher:

This book makes a case for Margaret Mead's contributions to education discourses, which in retrospect appear visionary and profoundly democratic, non judgemental and transdisciplinary, and for their relevance for education today at primary, secondary and tertiary levels. Mead combined her substantial skills and knowledge as a linguist, anthropologist and psychologist to draw attention to the primary role of culture and society in identity formation, privileging against sterner perspectives, the idea that the conditions that support the emergence of balanced personalities, able to contribute to society and to progress themselves as individuals, starts with observation of self before that of others. This observation of and reflection on self was for her a necessary demonstration of transparency while close observation of others was 'an act of love', much as the artist contemplates his/her subject, that dissolved negative differences of culture, belief and status.

Summary from the publisher:

This handbook focuses on the often neglected dimension of interpretation in educational research. It argues that all educational research is in some sense 'interpretive', and that understanding this issue belies some usual dualisms of thought and practice, such as the sharp dichotomy between 'qualitative' and 'quantitative' research. Interpretation extends from the very framing of the research task, through the sources which constitute the data, the process of their recording, representation and analysis, to the way in which the research is finally or provisionally presented. The thesis of the handbook is that interpretation cuts across the fields (both philosophically, organizationally and methodologically). By covering a comprehensive range of research approaches and methodologies, the handbook gives (early career) researchers what they need to know in order to decide what particular methods can offer for various educational research contexts/fields. An extensive overview includes concrete examples of different kinds of research (not limited for example to 'teaching' and 'learning' examples as present in the Anglo-Saxon tradition, but including as well what in the German Continental tradition is labelled 'pädagogisch', examples from child rearing and other contexts of non-formal education) with full description and explanation of why these were chosen in particular circumstances and reflection on the wisdom or otherwise of the choice - combined in each case with consideration of the role of interpretation in the process. The handbook includes examples of a large number of methods traditionally classified as qualitative, interpretive and quantitative used across the area of the study of education. Examples are drawn from across the globe, thus exemplifying the different 'opportunities and constraints' that educational research has to confront in different societies.

eBook - Urban Youth and Photovoice: Visual Ethnography in Action

Summary from the publisher:

The past decade brought forth a wave of excitement and promise for researchers and practitioners interested in community practice as an approach based on social justice principles and an embrace of community participatory actions. But, effective community practice is predicated on the availability and use of assessment methods that not only capture and report on conditions, but also simultaneously set the stage for social change efforts. This research, therefore, serves the dual purpose of generating knowledge and also being an integral part of social intervention. Research done in this way, however, requires new tools. Photovoice is one such tool - a form of visual ethnography that invites participants to represent their community or point of view through photographs, accompanied by narratives, to be shared with each other and with a broader community.

Urban Youth and Photovoice focuses on the use of this method within urban settings and among adolescents and young adults - a group that is almost naturally drawn to the use of photography (especially digital and particularly in today's era of texting, facebook, and instagram) to showcase photovoice as an important qualitative research method for social workers and others in the social sciences, and providing readers with detailed theoretical and practical account of how to plan, implement, and evaluate the results of a photovoice project focused on urban youth.

Summary of the book from the publisher:

This book deals with the black box of social science methodology: participant observation. From the perspective of anthropology, it explores the difference between an ethnographer as participant observer and any other participant. It discusses and gives insight into what participant observers do before they write their texts. It explains how they learn to engage with other people's cultural ecologies and develop relational expertise. Showing that anthropology is a craft of cultural learning processes, the book introduces the engaged participant observer as an expert ethnographer capable of aligning engagements with others. It argues that culture as representation is replaced by culture as a frictioned learning process through which collective and social cultures emerge. To advance understanding of the ethnographer's learning process, the book introduces a new methodological vocabulary of cultural learning processes that is based on a diffracted reading of ethnography, anthropological theory, post-phenomenology, feminist materialism and cultural-historical activity theory.

Summary of this book from the publisher:

These in-depth case studies provide novel insights in to the fast-changing language situation in multilingual China, and how it changes the meanings of language identity and language learning. This linguistic ethnographic study of language attitudes and identities in contemporary China in the era of multilingualism provides a comprehensive and critical review of the state of the art in the field of language-attitude research, and situates attitudes towards Chinese regional dialects in their social, historical as well as local contexts. The role of language policies and the links between the interactional phenomena and other contextual factors are investigated through the multi-level analysis of linguistic ethnographic data. This study captures the long-term language socialisation process and the moment-to-moment construction of language attitudes at a level of detail that is rarely seen. The narrative is presented in a highly readable style, without compromising the theoretical sophistication and sociolinguistic complexities.

Easter Long Weekend 2016

The Education Library is CLOSED


Friday March 25


Saturday March 26


Sunday March 27


We are OPEN with regular hours on Monday March 28, 2016

The Librarian is reading...

Summary from the publisher:

The incredible shift in the provision of library services resulting from innovations such as online resources, mobile technologies, tablet computers, and MOOCs and hybrid courses makes it more challenging than ever for academic librarians to connect students with the information they need. Enter the Personal Librarian, a flexible concept that focuses on customizing information literacy by establishing a one-on-one relationship between librarian and student from enrollment through graduation. In this book the editors, with decades of library instruction and academic library experience between them, and their contributors. Define personal librarianship and trace how it has developed within the broader context of the work that librarians do. Demonstrate its radical potential to impact student learning, retention, and graduation rates. Discuss how the concept relates to embedded librarianship and academic library liaisons, and the role of faculty and staffIllustrate how personalization can be supported by academic support centers, IT services, Student Affairs, and other college and university departmentsUse case studies from a variety of institutions to show how to develop and implement a Personal Librarian program. By prioritizing relationships over merely providing access to information resources, the Personal Librarian can improve services while ensuring that students have what they need to learn and grow. This book shows how to make it happen.

Summary:

The purpose of this study was to identify the strengths and the needs of newcomer youth within their home environments. Youth between the ages of 15 and 18 years old who immigrated within the previous two years and were living in a medium-sized Canadian city were interviewed. Group interviews were conducted with participants at a local community centre. Analysis of the data was completed using concept mapping (Trochim, 1989) which included multidimensional scaling and cluster analysis. Results indicated that newcomer youth felt secure and experienced positive familial connections; however, challenges included the need for greater warmth and support from their families as well as openness to change.

Summary:

The purpose of this study was to explore and identify key themes related to a child's experience of anger. The existing literature on children's emotional experiences stems from adult perceptions and interpretations; this study was envisioned to investigate the experience of anger among children using their own words. Participants were male and female students, aged 8-9 and in a general grade three classroom within a community school. Through the use of semi-structured interview focus groups conducted over a span of 10 weeks, participants were invited to disclose their understandings of anger and how they experienced it. Results were analyzed via a content analysis procedure that resulted in five themes. These themes consisted of Understanding Anger, Origins of Anger, Consequences of Anger, Regulation and Resolution of Anger, and finally Relations with Others. Results and implications of the findings were discussed.

Summary:

The purpose of the study was to identify the emotional and spiritual challenges faced by Aboriginal foster parents. Interviews were conducted with a total of 83 Aboriginal foster parents in a central Canadian province. The interviews were conducted over the phone and participants were asked two questions: "What are the emotional challenges that would cause you to consider quitting fostering?" and "What are the spiritual challenges that would cause you to consider quitting fostering?" Responses to the questions were sorted by participants and analyzed using multidimensional scaling and cluster analysis. Seven concepts emerged in response to the first question including: 1) Defending Integrity, 2) Loss of Hope, 3) Unresolved Conflict, 4) Abuse, 5) Fear for Safety, 6) Burnout, and 7) Resentment. Three concepts emerged on response to the second question including: 1) Meaninglessness, 2) Being Alone, and 3) Religious Restrictions. The concepts were compared to and contrasted with the fostering literature.

Summary:

Background: Depression among perpetrators of domestic homicide and domestic homicide-suicide is present in upwards of 75% of cases. Between 2003 and 2011, the Domestic Violence Death Review Committee (DVDRC) classified 56% of perpetrators with depression in all the cases in Ontario. Methods: Secondary data analysis of 133 cases taken from the DVDRC database was conducted to determine whether differences exist between depressed and nondepressed perpetrators. Results: Cases with depressed perpetrators had significantly more risk factors present than in cases with non-depressed perpetrators. Depressed perpetrators and perpetrators who committed homicide-suicide were significantly older than non-depressed perpetrators and perpetrators of homicide. Key characteristics of depressed perpetrators include threats and attempts of suicide, perpetrator witnessed violence as a child, prior history of hostage-taking and obsessive behaviour. Conclusions: This information is essential to educate mental health professionals because they are more likely to have an opportunity to intervene in light of the presenting depression.

Summary written by the author:

This thesis advocates for the inclusion of liberal education in discussions of college and university missions and mandates in North America. It is conceived with the purpose of influencing policy thinking and generating the theory and ideas required for sound education policy decision making. Research into liberal education is a special and atypical kind of inquiry and requires innovative theoretical approaches. Liberal education is foremost a philosophical problem and requires philosophical approaches; the method used is, therefore, conceptual in nature and drawn from analytical philosophy. My research approaches liberal education conceptually in three ways: historically, philosophically, and politically. Historically, all explanations of liberal education remain partial, debatable, and fragmentary. Philosophically, liberal education brings into focus fundamental questions and problems with a universal significance. Liberal education is perhaps best characterized as an ongoing argument, discussion, and debate. Politically, liberal education is relevant to many of the challenges facing North American society. Liberal education is civic in nature, aimed at producing responsible citizens able to contribute to democracy and the continuation of democratic institutions. The contribution to knowledge made by this research is the development of liberal education towards idealism and universality. Universality provides the meta-principle needed to ground the inclusion of liberal education in the missions and mandates of North American colleges and universities. The synthesis of the three conceptual approaches (i.e., historical, philosophical, and political) produces a new justification for liberal education, one based in objectivity and rationality as universal values. My argument is that the values of objectivity and rationality are the best explanation of the universalist understanding of liberal education and its processes and goals.

Summary:

The migration of libraries to the digital realm has created new opportunities for information sharing; however, the abundance of available literature has made locating relevant research studies on specific learning disabilities a difficult task, one that existing search strategies have not adequately addressed. Moreover, definitions of specific learning disabilities have evolved and the nature of this field is interdisciplinary, creating a confusion of possible search terms for the topic. The present investigation used the Pearl Harvesting Information Retrieval Framework to create a comprehensive search strategy for locating research on learning disabilities. The analysis produced four groups of harvested search terms for the subtopics of general learning disabilities, reading disabilities, math disabilities, and nonverbal learning disabilities. The wide range of diverse search terms retrieved a significantly greater number of relevant citations than other search strategies.

Summary:

The purpose of this study was to identify characteristics of a conjoint therapy program for Intimate Partner Violence with Aboriginal couples. Participation in telephone interviews by professionals in a Canadian province included two questions: "How would you address content with Aboriginal men in couple counselling who use abusive behaviour toward their intimate partner?" and "How would you address activities with Aboriginal men in couple counselling who use abusive behaviour toward their intimate partner?" The results were analyzed using a structured conceptualization procedure called Concept Mapping. Six concepts emerged in response to the first question including: 1) Cultural, 2) Western, 3) Traditional Ways, 4) What a Healthy Relationship Is (and Is Not), 5) Men's Self Responsibility and 6) Accountability to Family and Community. Three concepts emerged in response to the second question including: 1) Working with Community, 2) Teaching and Learning and 3) Traditional Ways. The results were compared and contrasted with the literature.

Summary:

Childhood sexual abuse is a significant predictor of both problematic substance use and emotion regulation difficulties. In individuals who have experienced previous sexual abuse, later substance use has proven to be problematic in regards to having an increased risk of developing a substance use disorder and, additionally, increased the risk of revictimization. The present study examined a clinical sample of adolescents focusing on the associations between childhood abuse, adolescent substance use, and comparing group means on scales of emotion regulation (anxiety, depression, and disruptive behaviours). Abuse type was also examined for relational strength to substance use, specifically sexual abuse which may include other forms of abuse and other types and without sexual abuse present again control groups. Participants who had experienced any form of abuse were more likely to engage in substance use as well as score higher in emotion dysregulation compared to non-abused counterparts. Participants, who experienced at least one form of abuse excluding sexual abuse, received elevated scores on emotion regulation difficulties but were less likely to engage in substance use; whereas participants reporting sexual abuse were significantly more likely to engage in substance use but received lower scores of emotion dysregulation. Substance use occurred significantly more in females than males; substance use indicated lower scores of emotion dysregulation except in depression; and more than half of participants reporting substance use also reported experiencing at least one form of abuse. Future research should continue to further explore risk factors and mediators for substance use engagement in order to help minimize risk to youth.

Summary:

The purpose of this study was to identify challenges and strengths of caregivers to a child with Fetal Alcohol Spectrum Disorder (FASD). Thirty-two caregivers raising a child with FASD participated in phone interviews that included the questions: "What challenges do you face in making your household function well?" and "What strengths do you have to make your household function well?" Responses to the questions were sorted by participants and the data was analyzed using multi-dimensional scaling and cluster analysis. In response to the question about challenges, seven concepts emerged: 1) Extra Responsibility on Caregivers, 2) Difficulty Keeping Daily Routine, 3) Lacking Professional and Personal Support, 4) Feeling Stigmatized and Isolated, 5) Managing Child's Self Regulation Problems, 6) Working with Child's Diminished Executive Functioning and 7) Addressing Child's Antisocial Behaviour. Four concepts emerged from the question about strengths, including: 1) Change Parenting Strategy for Different Children, 2) Use Non-Verbal, Sensory and Physical Strategies, 3) Stay Patient and Understanding and 4) Locate and Maintain External Supports. The concepts were compared and contrasted with the available literature.

Summary:

Sexual violence is an ongoing problem in Canada that affects youth, and has become complicated due to the increased use of social media and the Internet. As a result, new violence prevention programs focus on bystanders' potential to intervene and has been shown to promote prosocial attitudes toward sexual violence (e.g. Banyard, Moynihan, and Plante, 2007; Katz, Heisterkamp, & Fleming, 2011). The present study examine current attitudes of adolescents in wrongfulness and willingness to intervene in scenarios of sexual violence that occur in either online or offline contexts. The study replicated and modified an existing evidence-supported American questionnaire that uses written bystander scenarios depicting potential sexual violence. Participants were 154 high school students from southwestern Ontario. Significant gender differences, as well as indications for anonymous online victims were found. Implications for future bystander intervention and violence prevention strategies are explored further.

Summary by the author:

The research for this study began with certain poststructural and postmodern readings and philosophical inflections that suggested, in various ways, that subjectivities are fluid, multiple, and complex. I arrived at the idea that one way of capturing the complexities of subjectivities is documenting becoming; this insight, in turn, led me to investigate the literature on academics who experience problems with representing, and on models of writing in higher education. However, the literature does not locate either the problem of representing or its resolution in the practices of academics struggling to write about the world in and through their subjectivities. In addition, the academic literacies model of writing in higher education does not take into consideration the crisis of representation, in the sense of how one writes. I employed a case study methodology. I also undertook document analysis of several disruptive poststructural autoethnographic (DPA) texts. The analysis indicated that writings that detail becoming capture the space of mind in the Deleuzian sense of affect, which is aligned with the body's answer to particular received data beyond one's control. These received data lead to the formation of mental assemblages in the Deleuzian sense of percept. The result is ongoing, unpredictable transformation within the person in the Deleuzian sense of concept. Using DPA texts with these Deleuzian concepts helped me open up new ways of seeing. Academics who write these texts go through a type of catastrophe and confront chaos to become artists in the Deleuzian sense, leaving traces in their writing by using different genres, layers, truths, and points of view.

eBook - Flip the System: Changing Education from the Ground Up

Summary from the publisher:

Education is threatened on a global scale by forces of neoliberalism, through high stakes accountability, privatization and a destructive language of learning. In all respects, a GERM (Global Education Reform Movement) has erupted from international benchmark rankings such as PISA, TIMMS and PIRL, causing inequity, narrowing of the curriculum and teacher deprofessionalization on a truly global scale.

FLIP THE SYSTEM.jpg In Flip the System, teachers from around the world and other educational experts such as Andy Hargreaves, Ann Lieberman, Stephen Ball, Gert Biesta, Tom Bennett and many more, make the case to move away from this uneducational economic approach, to instead embrace a more humane, more democratic approach to education. This approach is called 'flipping the system', a move that places teachers exactly where they need to be - at the steering wheel of educational systems worldwide.

This book will appeal to teachers and other education professionals around the world.

March Break 2016 Hours of Opening

During Western's March Break (MARCH 14 - 18, 2016) we do not have evening hours:

Monday to Friday 8:30 am to 4:30 pm
Saturday NOON to 5:00 pm
Sunday CLOSED

Summary from the publisher:

Literacy theories for the digital age.jpg Literacy Theories for the Digital Age insightfully brings together six essential approaches to literacy research and educational practice. The book provides powerful and accessible theories for readers, including Socio-cultural, Critical, Multimodal, Socio-spatial, Socio-material and Sensory Literacies. The brand new Sensory Literacies approach is an original and visionary contribution to the field, coupled with a provocative foreword from leading sensory anthropologist David Howes. This dynamic collection explores a legacy of literacy research while showing the relationships between each paradigm, highlighting their complementarity and distinctions. This highly relevant compendium will inspire researchers and teachers to explore new frontiers of thought and practice in times of diversity and technological change.

Summary from the publisher:

This book brings together the work of eleven leading international scholars to map the contribution of teaching Sisters, who provided schooling to hundreds of thousands of children, globally, from 1800 to 1950.

The volume represents research that draws on several theoretical approaches and methodologies. It engages with feminist discourses, social history, oral history, visual culture, post-colonial studies and the concept of transnationalism, to provide new insights into the work of Sisters in education.

Making a unique contribution to the field, chapters offer an interrogation of historical sources as well as fresh interpretations of findings, challenging assumptions. Compelling narratives from the USA, Canada, New Zealand, Africa, Australia, South East Asia, France, the UK, Italy and Ireland contribute to what is a most important exploration of the contribution of the women religious by mapping and contextualizing their work. Education, Identity and Women Religious, 1800-1950 will appeal to academics, researchers and postgraduate students in the fields of social history, women's history, the history of education, Catholic education, gender studies and international education.

Summary from the publisher:

Visual note-taking for educators.png We've come a long way from teachers admonishing students to put away their drawings and take traditional long-form notes. Let's be honest: note-taking is boring and it isn't always the most effective way to retain information.

Visual Note-Taking for Educators is a guide for teachers about getting your students drawing and sketching to learn visually. Whether in elementary school or high school, neuroscience has shown that visual learning is a very effective way to retain information.

The techniques in this book will help you work with your students in novel ways to retain information. Visual note-taking can be used with diverse learners; all ages; and those who have no drawing experience. Teachers are provided with a library of images and concepts to steal, tweak, and use in any way in their classrooms. The book is liberally illustrated with student examples from elementary and high school students alike.

New Book - Class Work: Vocational Schools and China's Urban Youth

Summary from the publisher:

Class Work.jpg Images of Chinese teens with their heads buried in books for hours on end, preparing for high-stakes exams, dominate understandings of Chinese youth in both China and the West. But what about young people who are not on the path to academic success? What happens to youth who fail the state's high-stakes exams? What many--even in China--don't realize is that up to half of the nation's youth are flunked out of the academic education system after 9th grade.

Class Work explores the consequences for youth who have failed these exams, through an examination of two urban vocational schools in Nanjing, China. Through a close look at the students' backgrounds, experiences, the schools they attend, and their trajectories into the workforce, T.E. Woronov explores the value systems in contemporary China that stigmatize youth in urban vocational schools as "failures," and the political and economic structures that funnel them into working-class futures. She argues that these marginalized students and schools provide a privileged window into the ongoing, complex intersections between the socialist and capitalist modes of production in China today and the rapid transformation of China's cities into post-industrial, service-based economies. This book advances the notion that urban vocational schools are not merely "holding tanks" for academic failures; instead they are incipient sites for the formation of a new working class.

Summary from the publisher:

hope and healing in urban education.jpg Hope and Healing in Urban Education proposes a new movement of healing justice to repair the damage done by the erosion of hope resulting from structural violence in urban communities. Drawing on ethnographic case studies from around the country, this book chronicles how teacher activists employ healing strategies in stressed schools and community organizations, and work to reverse negative impacts on academic achievement and civic engagement, supporting their students to become powerful civic actors. The book argues that healing a community is a form of political action, and emphasizes the need to place healing and hope at the center of our educational and political strategies. At once a bold, revealing, and nuanced look at troubled urban communities as well as the teacher activists and community members working to reverse the damage done by generations of oppression, Hope and Healing in Urban Education examines how social change can be enacted from within to restore a sense of hope to besieged communities and counteract the effects of poverty, violence, and hopelessness.

Professional development just got more effective.

Using quality feedback to guide professional learning.png To really help teachers grow and have a more positive impact on their students, transform your feedback! With this guide to quality feedback, you'll get your message across clearly and successfully, and promote professional growth as never before--with lasting results.

Whether you work with novices, struggling teachers, or good teachers with potential for greatness, this book will help you give feedback that's both heard and understood. Features include

- Research-based coverage aligned with the Learning Forward Standards for Professional Learning
- Structures for responding to teacher-created assessments, live observations, and videotaped lessons
- Advice that fits seamlessly into existing initiatives and support systems
- Tools, artifacts, vignettes, and examples of quality feedback in practice

The benefits of quality feedback are powerful, including high levels of accountability, bridges to new learning, and continuous improvement. Put it to work with your team and see the results for yourself.

Fresh ideas to help you meet the challenges of innovative leadership!

Breaking out of isolation.png As a school leader, you're required to know more, anticipate change, and prepare young minds for the future. Through powerful vignettes and strategies, you'll discover how innovation-minded school leaders connect to avoid isolation, lower stress, find support, and share ideas. Grow your professional practice and learn to:

- Jumpstart and sustain your Professional Learning Network
- Strategically and meaningfully connect with colleagues and staff
- Overcome isolation for lasting impact

Includes tips on Twitter, Google Hangouts, Pinterest and more. Get real-world solutions with this easy-to-follow roadmap to transformational change!

The Corwin Connected Educators series is your key to unlocking the greatest resource available to all educators: other educators. Being a Connected Educator is more than a set of actions: it's a belief in the potential of technology to fuel lifelong learning. To explore the other books in this series, visit the Corwin Connected Educators website!

Canadian Conference on Positive Psychology: Exhilarate 2016

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Plan to attend the Canadian Positive Psychology Association (CPPA) 3rd Canadian Conference on Positive Psychology: Exhilarate 2016 LEARN IT, LIVE IT from June 15 - 17, 2016.


Bridge Restrictions Alter Bus Routes - March 10, 2016 Update

Western University Transportation Update: March 10, 2016


Following a recent engineering inspection and load evaluation of the University Drive bridge, larger-scale, articulated (60-foot) London Transit Commission (LTC) buses cannot currently cross the bridge. LTC 6 Richmond, 6A Richmond, and 13 Wellington routes are the only ones that cross the University Drive bridge, so only those routes are impacted.

This issue does not affect any other buses from routes that come onto campus or normal vehicular traffic. Repairs on the bridge began the week of March 7 and we anticipate work will be completed within three weeks, pending a positive load test outcome.

As of Friday, March 11, 2016 the LTC is providing enhanced detour routes for the 6 Richmond, 6A Richmond and 13 Wellington which provide passengers more options to reach their campus destinations. LEARN MORE!

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New Book - 30 Essential Skills for the Qualitative Researcher

Summary of this book from the publisher:


Thirty 30 essential skills for the qualitative researcher by John W. Creswell.png 30 Essential Skills for the Qualitative Researcher fills a gap in introductory literature on qualitative inquiry by providing practical "how-to" information for beginning researchers in the social, behavioral, and health sciences. Author John W. Creswell draws on years of teaching, writing, and conducting his own projects to offer effective techniques and procedures with many applied examples from research design, qualitative inquiry, and mixed methods. Creswell defines what a skill is, and acknowledges that while there may be more than 30 that an individual will use and perfect, the skills presented in this book are crucial for a new qualitative researcher starting a qualitative project.

To find out more about John Creswell and his work, please visit: sagepub.com/johncreswell and johnwcreswell.com

New Book - A Critical Action Research Reader

Summary of this book from the publisher:

critical action research reader.jpg

Since its inception, action research has been the subject of confusion and controversy. Can something be research if it doesn't «prove» anything? Can something be action research if it's a project run by an expert who does not consider participants co-researchers? Questions multiply when the general term is limited to critical action research. What makes critical action research different from action research generally?

Can the action research project of a classroom teacher intended to raise standardized test scores properly be considered critical? Is there a role for advocacy in any enterprise calling itself research? If critical action research is distinct from traditional empirical research, then what formats make sense for sharing results?

This highly diverse collection of previously unpublished and published works offers a sampling of opinions on key theoretical and methodological questions, complemented by a wide range of critical action research reports illustrating what various theories look like in practice. The book provides a sketch of the topography of critical action research terrain and illuminates some diverse paths through it.

New Book - Optimize Your School: It's All About the Strategy

Lead the change that you want to see in your school!


Summary about this book from the publisher:

Optimize your school.jpg Is your school or district heading in the right direction? In this essential guide for leaders, Lee Jenkins shows how to unite and energize your team as never before, while helping your students to love learning and crave achievement.

A trusted advisor to numerous districts, Jenkins knows how to successfully transform school culture - for the long-term. Beginning with an introduction from scholar Michael Fullan, each chapter presents compelling insights and strategies for leaders, addressing how to

- Evolve your leadership style to guide, empower and serve

- Apply the principles of continuous strategic improvement as an antidote to win/lose approaches to school accountability

- Develop a healthy, positive culture of achievement by deeply engaging your students in their own progress and success

Turn to this resource and prepare to lead positive change, from the classroom to the staff room and beyond.

racing to class.jpg In this incisive and practical book, H. Richard Milner provides educators with a crucial understanding of how to teach students of color who live in poverty. Milner looks carefully at the circumstances of these students' lives and describes how those circumstances profoundly affect their experiences within schools and classrooms. In a series of detailed chapters, Milner proposes effective practices at the district and school levels, and in individual classrooms for school leaders and teachers who are committed to creating the best educational opportunities for these students. Building on established literature, new research, and a number of revelatory case studies, Milner casts essential light on the experiences of students and their families living in poverty, while pointing to educational strategies that are shaped with these students' unique circumstances in mind. Milner's astute and nuanced account will fundamentally change how school leaders and teachers think about race and poverty and how they can best serve these students in their schools and classrooms.

Education Library on Facebook and Twitter

In addition to this Blog, the Education Library maintains active, professional and academic Facebook and Twitter pages.

Please join us online!

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APA Help Online

The rules of APA Style®, detailed in the Publication Manual of the American Psychological Association, offer sound guidance for writing with simplicity, power, and concision. APA Style has been adapted by many disciplines and is used by writers around the world. Accurately using APA Style is a mandatory part of graduate work here at the Faculty of Education in both our online and onsite environments.

On the APA Style® website, you will find tutorials, FAQs, Blog, free Ask An APA Expert service and other resources to help you improve your writing, master APA Style, and learn the conventions of scholarly publishing.

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March Break 2016 Hours of Opening

During Western's March Break (MARCH 14 - 18, 2016) we do not have evening hours:

Monday to Friday 8:30 am to 4:30 pm
Saturday NOON to 5:00 pm
Sunday CLOSED

In Case You Missed It - News Release from September 14, 2015:

Experience Ontario Will Help Students Transition from Secondary Education


The Ontario Government is helping more students make the transition between secondary and postsecondary education and training with Experience Ontario, a new pilot program designed to help young people identify and work towards their future goals.

Premier Kathleen Wynne made the announcement at Central Toronto Academy. Experience Ontario is a two-year, $20-million pilot program that will give approximately 600 students across the province valuable work experience, career coaching and mentorship in its first year. The program will encourage graduating high school students to choose the appropriate postsecondary educational path for them, and will help them succeed once they enrol.

Each Experience Ontario participant will have access to a career coach to guide them throughout the nine-month program. Participants will attend a three-day career exploration conference, visit a postsecondary education institution or training facility, have their college or university application fee paid for and take part in up to three paid work placements in sectors related to their interests.

Helping more students succeed is part of the government's plan to build Ontario up by investing in people's talents and skills, making the largest investment in public infrastructure in Ontario's history, creating a dynamic, innovative environment where business thrives, and building a secure retirement savings plan. FIND OUT MORE!

Ontario's New Education Portal

eCampusOntario.ca is the primary face of the Ontario Online Learning Consortium (OOLC), a not-for-profit corporation whose membership is composed of all publicly-funded colleges and universities in Ontario. The OOLC is governed by a Board of Directors with leadership from two Board Chairs. Operations are headed by two Executive Directors. Funding for OOLC and the eCampusOntario initiative comes from the Government of Ontario.

A Focus on Learners

eCampusOntario.ca was created as a portal for learners to find online and mostly online courses--through browsing, searching by keyword, or filtering by institution and delivery format. Course details include links to information about scheduling, tuition and fees, instructors, and information about how to get registered and to seek credit transfer. Previously identified course equivalencies are also listed where available. In addition, students can search based on a specific course they need credit for to find available online options at other institutions.

eCampus Ontario will continue to grow: colleges and universities are adding new online and mostly online courses and programs, and the Government of Ontario has provided special funding to support further development in order to improve opportunities for learners.

Students who may be new to online learning, or perhaps new to post-secondary education, may be interested in browsing the eCampus Ontario suite of Student Supports. These supports have been selected by a committee of representatives from colleges and universities to aid learners in basic study skills, writing, and math. Users will also find a selection of administrative resources, including links to information about financial support and studying in Canada as an international student. Learn more!

Jason Winders writes for the Western News:

Seven winners representing four different faculties have been awarded Western's top honour for its highest calling. This year's winners join a company of teachers nearly a quarter century in the making.

Established in 1980-81, the University Awards for Excellence in Teaching were named in 1987 in honour of Edward Gustav Pleva, Western's first Geography teacher in 1938 and head of the department from 1948-68.

Established in 1989-90, the Award for Excellence in Teaching by Part-Time Faculty was renamed in 2003 in honour of Angela Mary Armitt, BA'36, MA'67, LLD'87, a champion of life-long learning, and Western's first dean of the faculty of Part-Time and Continuing Education.

Established in 1996-97, the Award for Excellence in Teaching was established to celebrate outstanding contributions in the area of classroom, laboratory or clinical instruction. The award was later named after Physiology professor and Educational Development Office c-ordinator Marilyn Robinson.

And new this year, the Award for Innovations in Technology-Enhanced Teaching honours those who significantly improved the experience and outcomes of their students through the intentional incorporation of technology into their teaching.

Continuing - and, in one case, starting - these traditions today, we present the 2015-16 Awards for Excellence in Teaching.

We offer print and ebook access to Michael Fullan's Freedom to Change: Four Strategies To Put Your Inner Drive Into Overdrive

Summary from the Publisher:

Freedome to Change Michael Fullan ebook and print access.jpg Break free to make real change for yourself and others

Have you ever felt like your progress was being blocked, not just by your own circumstances, but by the presence and actions of others? Freedom to Change releases you from the trap of constantly telling yourself that you'd be more successful at teaching, leading, or contributing to an organization if only others didn't stand in your way. In his engaging, irreverent style, bestselling author Michael Fullan explores the two kinds of freedom in our daily lives: freedom from obstacles versus freedom to take initiative and act. Gaining freedom from barriers has no value in itself until it is partnered with an equally determined sense of what you truly want. What change would you like to bring about for yourself or those around you?

Given that human nature and productivity are fundamentally social, Fullan prescribes four dynamically interrelated actions we can take:

1. Consciously seeking a balance between our own autonomy and cooperation with others
2. Improving the feedback exchange--giving more valuable responses, as well as eliciting, hearing, and accepting feedback more effectively
3. Building accountability to others into the fabric of our working lives
4. Finding ways to influence others with the changes we've made and want to spread

Illustrated and enriched with examples from education, business, and nonprofit sectors, Freedom to Change offers recommendations for both individuals and organizations seeking to enhance connectedness and independence.

Coherence  the right drivers in action.png Coherence: The Right Drivers in Action for Schools, Districts, and Systems by Michael Fullan and Joanne Quinn

In this short, pithy video that is just over 3 minutes, Fullan explains the Coherence Framework featured in his new book 'Coherence' (with Joanne Quinn, Corwin, 2016). To get whole system change right we need to focus on all four components in Fullan's framework.

The top 20 students from our six heats will present in the final competition on Thursday, March 24, 2016 in the Davenport Theatre, Talbot College at 10:00 a.m. A lunch reception for all 3MT participants and guests will follow in the atrium of the International and Graduate Affairs Building. The first-place winner from Western's final will attend the 3MT Ontario 2016 final.

3MT (Three Minute Thesis) is a research communication competition where graduate students have 3 minutes or less to present their research and its impact to a panel of non-specialist judges and peers. The exercise develops academic, presentation, and research communication skills and supports the development of research students' capacity to effectively explain their research in language appropriate to an intelligent but non-specialist audience.

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On Order

The Stone Collection by Kateri Akiwenzie-Damm is ON ORDER for the Education Library.

Stone Collection by Kateri Akwenzie Damm.jpg

In these 14 unique stories, Kateri Akiwenzie-Damm takes on complex and dangerous emotions, exploring the gamut of modern Anishinaabe experience. Through unforgettable characters, these stories--about love and lust, suicide and survival, illness and wholeness--illuminate the strange workings of the human heart.

Recommended Reading

Residential Schools: The Devastating Impact on Canada's Indigenous Peoples and the Truth and Reconciliation Commission's Findings and Calls for Action

Summary of the book from the publisher:

Residential Schools The Devasting Impact.jpg Canada's residential school system for aboriginal young people is now recognized as a grievous historic wrong committed against First Nations, Metis, and Inuit peoples. This book documents this subject in a format that will give all young people access to this painful part of Canadian history.

In 1857, the Gradual Civilization Act was passed by the Legislature of the Province of Canada with the aim of assimilating First Nations people. In 1879, Prime Minister Sir John A. Macdonald commissioned the "Report on Industrial Schools for Indians and Half-Breeds." This report led to native residential schools across Canada. First Nations and Inuit children aged seven to fifteen years old were taken from their families, sometimes by force, and sent to residential schools where they were made to abandon their culture. They were dressed in uniforms, their hair was cut, they were forbidden to speak their native language, and they were often subjected to physical and psychological abuse. The schools were run by the churches and funded by the federal government.

About 150,000 aboriginal children went to 130 residential schools across Canada.

The last federally funded residential school closed in 1996 in Saskatchewan. The horrors that many children endured at residential schools did not go away. It took decades for people to speak out, but with the support of the Assembly of First Nations and Inuit organizations, former residential school students took the federal government and the churches to court. Their cases led to the Indian Residential Schools Settlement Agreement, the largest class-action settlement in Canadian history. In 2008, Prime Minister Harper formally apologized to former native residential school students for the atrocities they suffered and the role the government played in setting up the school system. The agreement included the Truth and Reconciliation Commission, which has since worked to document this experience and toward reconciliation.

Through historical photographs, documents, and first-person narratives from First Nations, Inuit, and Metis people who survived residential schools, this book offers an account of the injustice of this period in Canadian history. It documents how this official racism was confronted and finally acknowledged.

Contact Us

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Education Library Staff PHOTO 2015 2016.jpg

Following a recent engineering inspection and load evaluation of the University Drive bridge, it was recommended that larger-scale, articulated (60-foot) London Transit Commission buses not run over the bridge in its current state until further assessment can be completed. This means that LTC 6 Richmond, 6A Richmond and 13 Wellington routes that currently run over the bridge, will now stop at the Richmond Street gates. Stay up to date!

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Videos and How-To's

Western Libraries presents a series of how-to videos and help pages to help you get started with your research! Learn the best tips and tricks from our librarians!

ASK: Chat with a Librarian (free service and easy to use)!

Our ASK: Chat with a Librarian service is open through the week and also has weekend hours. It is a free service and it is very easy to use.


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March Break 2016 Hours of Opening

The Education Library does not have evening hours during March Break. Our shortened hours of opening are as follows:

Monday Friday 8:30 am to 4:30 pm
Saturday Noon - 5:00 pm
Sunday CLOSED

This book is available both in print and online through the library catalogue. Here is a summary of the second edition of this book from the publisher:

Qualitative research from start to finish EBOOK.jpg This book will help readers understand the practice of qualitative research--whether they want to do it, teach it, or just learn about it. All the major research phases are encompassed (startup, design, data collection, analysis, and composing), including newly emerging trends. Numerous easy-to-read vignettes show how other scholars have successfully implemented specific procedures. Equally distinctive, the book presents qualitative research as an adaptive craft. The array of choices among different procedures and methods enables readers to customize their own studies and to accommodate different worldviews and genres.

New to This Edition:

- Stronger discussion of different worldviews (e.g., constructivism, postpositivism, and pragmatism) and how they relate to different methodological choices.

- Clearer emphasis on doing a generalized qualitative study, while acknowledging 12 specialized genres (e.g., action-based research, arts-based research, autoethnography, grounded theory, phenomenology, and others).

- Expanded discussions of different kinds of qualitative study samples and of mixed methods.

- New ideas on how to avoid getting stalled when analyzing qualitative data.

- Consideration of an additional way of concluding a qualitative study: by taking action.

Pedagogical Features:

- Chapters start with an abstract and end with a suggested exercise.

- Key terms and concepts appear in boldface throughout the text and are listed in end-of-chapter recaps as well as in the book's glossary.

- Sections within each chapter start with a preview box: "What you should learn from this section."

- An appendix presents a semester- or yearlong field-based project.

This book is available online through the library catalogue. Here is a summary of the book from the publisher:

Writing a proposal for your dissertation ebook.jpg This user-friendly guide helps students get started on--and complete--a successful doctoral dissertation proposal by accessibly explaining the process and breaking it down into manageable steps. Steven R. Terrell demonstrates how to write each chapter of the proposal, including the problem statement, purpose statement, and research questions and hypotheses; literature review; and detailed plan for data collection and analysis. Of special utility, end-of-chapter exercises serve as building blocks for developing a full draft of an original proposal. Numerous case study examples are drawn from across the social, behavioral, and health science disciplines. Appendices present an exemplary proposal written three ways to encompass quantitative, qualitative, and mixed-methods designs.

Pedagogical Features:

- "Let's Start Writing" exercises leading up to a complete proposal draft.

- "Do You Understand?" checklists of key terms plus an end-of-book glossary.

- End-of-chapter quizzes with answers.

- Case study examples from education, psychology, health sciences, business, and information systems.

- Sample proposal with three variants of the methods chapter: quantitative, qualitative, and mixed methods.

Transit through Western University Campus - Update March 2016

Western's campus community is advised that due to weight restrictions on Western's University Drive bridge, Richmond and Wellington London Transit Commission (LTC) bus routes will not be coming onto campus beginning on Monday, March 7 for the foreseeable future.

Following a recent engineering inspection of the University Drive bridge, it was recommended that larger-scale, articulated buses not cross the bridge until further assessment can be completed.

Due to capacity demands, the LTC operates articulated buses on 6 Richmond, 6A Richmond and 13 Wellington routes and starting Monday, these buses will now stop at the University's Richmond Gates and not enter campus. This change does not impact other bus routes that come onto campus.

Western is working with the LTC to try and resolve these issues.


LTC London Transit BUS image.jpg

We have online access to this book through the library catalogue. Here is some information about the book from the publisher:

promoting global competence.jpg Promoting Global Competence and Social Justice in Teacher Education reconceptualizes the purpose of education to include the attainment of global or cosmopolitan perspectives. This goal has important implications for how we not only educate today's students, but also how we prepare teachers to teach in a diverse and complex world in which habits of perspective, inquiry, imagination, empathy, communication, commitment, humility, integrity, and judgment increasingly resonate in importance. This book advocates for preparing teacher candidates to acquire a nuanced, global perspective of their subject areas and be prepared to handle the demands of educating students for our changing global context. To this end, Promoting Global Competence and Social Justice in Teacher Education encourages the development of pedagogical strategies that will enable students to consider multiple perspectives and cultivate respect for diverse peoples and cultures

We have online access to this book through the library catalogue. Here is information about the book from the publisher:

deconstructing privelege.jpg Although scholarly examinations of privilege have increased in recent decades, an emphasis on privilege studies pedagogy remains lacking within institutions. This edited collection explores best practices for effective teaching and learning about various forms of systemic group privilege such as that based on race, gender, sexuality, religion, and class. Formatted in three easy-to-follow sections, Deconstructing Privilege charts the history of privilege studies and provides intersectional approaches to the topic.

Drawing on a wealth of research and real-life accounts, this book gives educators both the theoretical foundations they need to address issues of privilege in the classroom and practical ways to forge new paths for critical dialogues in educational settings. Combining interdisciplinary contributions from leading experts in the field-- such as Tim Wise and Abby Ferber-- with pedagogical strategies and tips for teaching about privilege, Deconstructing Privilege is an essential book for any educator who wants to address what privilege really means in the classroom.

We now have electronic access to this book through the library catalogue. Here is a summary of this book from the publisher:

Changing landscape of school leadership.jpg The primary focus of the book is to emphasize the major changes in the leadership responsibilities of the school principal and to underscore the necessity for them to gain new knowledge and skills in order to direct their leadership toward meeting the new changes in school-community goals and objectives.

M. Scott Norton emphasizes the fact that contemporary issues and problems must be viewed as symptoms of change. The symptoms represent administrative tasks that must be attacked by implementing the primary reason that the school principal is hired, that of leading on-going change.

The leader's responsibility focuses on school purposes as set forth in a viable school mission statement. The school's mission statement, that all too often is set forth as a public relations perspective, must instead set forth answers to questions such as, "What is our purpose?" "Why does our school exist?" "What is our reason for being here?" "How do we meet the on-going changes that face us educationally?"

The leadership of the school principal "attacks" the symptoms of change by collaborating with the school's faculty to set forth a mission to which all members can commit. Collaboration infers a unification of members' commitments toward the primary purposes of the school.

Collaboration and opportunities to confer on an on-going basis are established. Although the school principal's hands are often tied by such factors as lack of resources, underfunded/unfunded mandates, inability to hire and retain highly qualified personnel and constantly changing program requirements related to student testing and teacher performance evaluation, this book places emphasis on the principal's need to become a visionary change agent in order to "attack" the ever changing symptoms of educational change

Faculty Seminar Series Talk - Wednesday February 24, 2016

We're talking about more than texts: Researching meaning, networks and politics in education policy


Wednesday February 24, 2016

1:30 - 2:30 pm
Room 1010, Western's Faculty of Education

Dr. Melody Viczko, Assistant Professor, Critical Policy Studies

Mary Anne Krahn, EdD Candidate

Rachelle Martin, MA Student

Jenna Lorusso, PhD Candidate

Clara I. Tascón, PhD Candidate

Description:

How do we know the influences of policy in educational organizations?


In this session, we will highlight different approaches and aspects of policy research that offer dynamic understandings of what policies do and why they matter. Each panelist will talk about the ways in which she engages in policy research to open a broader understanding of not only what policies say in text, but also what they mean to people, how they organize our institutions and how they bring together divergent actors, interests and ideas.


Our panel involves a brief introduction to one aspect of policy research from each panelist so that we can initiate a conversation about why researching education policy matters and how our approaches to these studies offer exciting opportunities for thinking about practice and governance in organizations.


All are welcome. Bring your lunch if you don't have a chance to eat it before, and we will supply coffee and cookies.

Lunch & Learn: Blended Learning Strategies - Friday, February 19, 2016

Lunch & Learn: Blended Learning Strategies
Friday February 19, 2016
12:00 - 1:30 pm
Room 1139 (Community Room) at Western's Faculty of Education

Presented by: Rosa Cendros, Lisa Floyd and George Gadanidis

Come for some cool tools and strategies for blending your face-to-face and online teaching.
Bring your own strategies to share.

Citizen-Girls: Using Participatory Methodologies with Youth Workshop

Citizen-Girls: Using Participatory Methodologies with Youth
Dr. Leigh-Anne Ingram, UWO & Miranda Hersco, Student, UOIT
Wednesday February 17, 2016
2:00 to 3:00 pm
Western's Faculty of Education Room 1010


Youth are seldom able to direct the researcher's gaze or control the camera's lens. How can participatory visual research methodologies help us understand what young people are learning about their roles as citizens and civic agents?

This short workshop will draw on a project in the Greater Toronto Area (GTA) that used a qualitative approach, combining interviews and photovoice, to explore messaging about their roles as girl-citizen-students in Canada. Photovoice is a PAR methodology where participants are given cameras to document their lives and then write and discuss their images, revealing their own natural priorities and values (Mitchell & Allnutt, 2008; Cole & Knowles 2008; Prosser & Burke 2008; Wang & Baker 2006). This inquiry process drew on feminist political theories, Freireian approaches to community development, critical pedagogy and participatory media, allowing the research participants to explore messaging from families, schools and society about self, gender, citizenship and schooling. This workshop will be co-facilitated by some of the youth who were participant-researchers in the larger Citizen-Girl study and will explore the benefits and limitations of using a collaborative, critical and visually-informed approach to scholarly inquiry that engages youth and attempts to revise power relations in traditional, positivist research.


Please join us for this workshop and light refreshments.

We now have electronic access to this book through the library catalogue. Here is a summary of the book from the publisher:

Literacy theories for the digital age.jpg Literacy Theories for the Digital Age insightfully brings together six essential approaches to literacy research and educational practice. The book provides powerful and accessible theories for readers, including Socio-cultural, Critical, Multimodal, Socio-spatial, Socio-material and Sensory Literacies. The brand new Sensory Literacies approach is an original and visionary contribution to the field, coupled with a provocative foreword from leading sensory anthropologist David Howes. This dynamic collection explores a legacy of literacy research while showing the relationships between each paradigm, highlighting their complementarity and distinctions. This highly relevant compendium will inspire researchers and teachers to explore new frontiers of thought and practice in times of diversity and technological change.

Enjoy the Family Day Long Weekend!

FAMILY DAY 2016.jpg


The Education Library will be CLOSED on Saturday February 13, Sunday February 14, and Monday February 15 in celebration of Family Day.


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