Saturday, July 5th, 20148:30 - 4:30

The University of New Brunswick, Faculty of Education, Fredericton, NB

The 3rd Atlantic Education Graduate Student Conference~

La troisième conférence des études supérieures de l'Atlantique dans l'éducation

~Tôgô Sisteoei ogtjit taan teliag Espiginaamasoltitjig ogtjit

ginaamasoti ag otjit taanteliag ola Maoiômi

Building Communities of Graduate Research in Education~

Établissons des communautés de recherche d’étudiants et d’étudiantes aux études supérieures en éducation

~Gisaatasig ogtotanmoal ogtjit taan oenig etli espiginaamasoltitjig

ogtjit ginaamasoti

The Third

Atlantic Education

Graduate Student

Conference:

Building Communities of Graduate Research in Education

Saturday, July 5th

, 2014

The University of New Brunswick

Faculty of Education, Fredericton, NB

Marshall D’Avray Hall, UNBF Campus

8:30 am – 4:30 pm

The aim of this conference is to promote the

sharing of research among graduate students

in the field of education. It offers graduate

researchers the opportunity to present and

discuss varying perspectives on pressing

issues, both emerging and ongoing, related to

education at all levels, research methods and

methodologies, and challenges facing

graduate students today.

The program features presentations from 20

graduate student researchers from across

Atlantic Canada.

For information and conference schedule

please visit our website:

aegsc.educ.unb.ca

La troisième conference

des etudes supérieures de

l’Atlantique dans

l’education:

Établissons des communautés de recherche d’étudiants et d’étudiantes aux études

supérieures en éducation

Le samedi, 5 juillet, 2014

La faculté de l’éducation de l’Université

du Noveau-Brunswick, Fredericton, NB

Marshall D’Avray Hall, UNBF Campus

08h30 – 16h30

Cette conférence a pour but d’offrir aux

chercheurs des etudes supérieures l’occasion

de presenter et de discuter les questions en

education qui sont émergents ou en cours. Il

vise également à favoriser les connexions et le

dialogue entre les noveaux chercheurs et de

fournir une plate-forme pour aborder les

questions importantes relatives à: l’éducation

à tous les niveaux, les methods de recherche,

et les defis des étudiants diplomés

d’aujourd’hui.

Le programme comprend des présentations

de 20 étudiants du Canada atlantique.

Pour plus d’information:

aegsc.educ.unb.ca

The 3rd

Atlantic Education Graduate Student Conference Schedule

Saturday, July 5th

, 2014 Marshall d’Avray Hall

8:30-9:15

Registration is Free, at the Information Desk Main Lobby, Marshall d’Avray Hall

9:15-10:00

Welcome & Keynote Address DH 261

Welcome

Dr. Ann Sherman, Dean, Faculty of Education; Katherine Ireland & Shannon Fenelon, AEGSC Co-Chairs

Imelda Perley, Elder in Residence Mi’kmaq-Maliseet Institute, UNB, Faculty of Education

Keynote Address

Dr. Lyle Hamm, UNB, Faculty of Education

“What, Steamer got a PHD?!” Stories of fishing, hockey and lessons learned

chasing bigfoot from the perspectives of an academic greenhorn.

10:15-11:30 Concurrent Session One DH 123- Research Methods

Chair: Dr. Sherry Rose

1. Katherine Elizabeth Ireland, UNB, Action research for historical thinking with elementary social studies teachers.

2. Sarah King, UNB, Triangles or Crystals? A post-positivist approach to case study research.

3. Mary MacPhee, UPEI, Advantages for students conducting a pilot project.

DH 261- Ethical Considerations in Education

Chair: Dr. David Wagner

1. Valerie Campbell, UPEI, Conducting ethical research in the digital age.

2. Samuel LeBlanc, UNB. Pushing the limits of learning and ethics through cognition-enhancing drugs.

DH 235- Issues in Counselling

Chair: Kathleen Pye

1. Jennie Howatt, UNB, Tackling student relationship and career concerns: Implications for university counselling.

2. Chelsea Arsenault, UNB. Promoting the career development of youth in care: Information for counsellors and educators.

11:45-1:00 Concurrent Session Two

DH 123- Technology and Education

Chair: Matthew Rogers

1. Shannon Fenelon, UNB, Taking Facebook offline: Overcoming barriers to access to help students learn through social

media.

2. Limiaa Almutairi, UNB, The English language teachers’ use of information and communication technology in Saudi

Arabia.

3. Bonnie Stewart, UPEI, What counts as academic influence online?

11:45-1:00 Concurrent Session Two Continued… DH 261- International Education

Chair: Dr. Alan Sears

1. Karma Phuntsho, UNB, Teaching of History in Bhutan infusing Gross National Happiness.

2. Sherrie-Lynn Dogurga, UNB, Inclusive leadership: Embracing diversity in schools.

3. Cheng Li, MUN, Outmigration and English learning of rural youth in China’s globalization.

DH 235- Issues in Higher Education

Chair: Dr. Amanda Benjamin

1. Mary MacKeracher, UNB, Factors that support the professional development of new community college instructors, and

how this professional development shapes their workplace competencies.

2. Dave Decker, UNB, Planning for diversity on small university campuses.

1:00-1:45 Lunch served in Room 225

1:45-3:00 Concurrent Session Three DH 123- Emerging Issues in Education

Chair: David Blake

1. Hugh Leonard, UNB, Democratic dissent at the University of Saskatchewan and its undemocratic reaction.

2. Fawaz Alquarni, MUN, Collaborative strategic reading to enhance learners’ reading comprehension in English as a foreign

language through Intel program in the Kingdom of Saudi Arabia.

3. Nadeem Saqlan, MUN, CDLI: A case analysis.

DH 235- Aboriginal Education

Chair: Andrea Trenholm

1. Jenica Atwin, UNB, First Nations education legislation: A cure for idling.

2. Katharine Bartlett, UNB, Inuktut and English in Nunavut: Considerations for language survival.

3:15-4:15 Closing Panel DH 261- UNB Faculty of Education “in an hour”

Dr. Paula Kristmanson

Dr. Alan Sears

Matthew Rogers

Dr. Amanda Benjamin

Andrea Trenholm

Dr. Sherry Rose

Joy Seely

Julie Glaspy

4:15-4:30 Closing Address DH 261

Sarah King, President, UNB Graduate Education Society.

Join us for a BBQ @ UNB Grad House starting at 4:30.

Keynote Address - Dr. Lyle Hamm Assistant Professor, University of New Brunswick, Faculty of Education

“What, Steamer got a PhD?!” Stories of fishing, hockey and lessons learned chasing bigfoot from the perspectives of an academic greenhorn.

Panelists: UNB Faculty of Education “in an hour”

Dr. Paula Kristmanson is an Associate Professor with the Second Language Research Institute of Canada and has held

various positions since 1994. She now plays a key role at L2RIC in terms of on-going research and teaching projects. Her academic interests currently focus on classroom-based action research in both English second language and French

second language contexts. Currently, along with Joseph Dicks, she is the co-editor of the Canadian Journal of Applied

Linguistics. In addition, she has been involved in academic work related to teacher education and was a member of the

B.Ed. program steering committee. She completed her Master's in 1994 and her Doctorate in 2006 with theses set in the context of adult second language learning and intensive language programs respectively. Paula is involved in many

second language associations and is currently the President of TESL NB and a member of the board of TESL Canada. She has

also been involved in the administration of international projects at the Institute, such as the Canada-Europe teacher

exchange project and the Estonian Language Training project.

Dr. Lyle Hamm recently completed his first year teaching and researching in the Faculty of Education at UNB. He has

served as a journalist, editor, teacher and school administrator for 25 years in Alberta, Saskatchewan and Manitoba. His research interests include demographic

change and leadership in diverse schools, school culture and instructional leadership, social justice leadership, anti-racist

and anti-oppressive education.

Dr. Alan Sears is a Professor of Social Studies Education in the Faculty of Education at UNB. He has been a social

studies teacher for more than 30 years working at all levels from primary to graduate school. In the Faculty of

Education at UNB Alan teaches undergraduate courses in teaching methods, social studies education, and

international education and graduate courses in research methods and educational policy. He also regularly

supervises PhD and MEd students. Alan’s research and writing have been in the fields of social studies, citizenship

education, and history education. Alan is editor of the journal Citizenship Teaching and Learning.

Matt Rogers is PhD Candidate, an instructor, a former teacher, and a New Brunswick filmmaker. Matt teaches

courses in the UNB Faculty of Education (Foundations and Critical Media Studies) and the Faculty of Arts (Media Arts and Cultures and Film Studies). Since coming to UNB Matt

has been awarded the William S. Lewis Fellowship and a SSHRC Doctoral Fellowship to conduct his research

exploring the limits, possibilities, and complexities of engaging in critical filmmaking pedagogies with youth in

school contexts. Matt's research involves the coordination and analysis of a participatory documentary film program (What’s up Doc?) in New Brunswick schools. Matt has long

been involved in the New Brunswick film community, having recently produced two films for Canadian and

International Film Festivals. Matt is also the co-editor of writer/director Dr. Robert Gray's short film "Zack & Luc." Matt’s current film work involves directing a documentary film about a public art project in Northern New Brunswick and directing the short drama film, “A List,” which explores

themes of identity, privilege, and misplaced envy. To complete these projects Matt, and his collaborators, have

been awarded grants from the Shaw Trust through UNB and the Short Film Venture Program through the NB

Filmmakers’ Co-operative and the NB Department of Tourism, Heritage and Culture.

Dr. Amanda Benjamin is an Associate Professor of Adult Education in the Faculty of Education at

UNB. Amanda's publications and research interests include critical examinations of career education,

employability skills, how adolescents form aspirations, transitions to adulthood, and conceptions of what it means to be an adult. Amanda teaches a variety of

courses from an undergraduate course on Introduction to Adult Education to graduate level courses on Adult

Learning and Methods and Strategies for Facilitation Adult Learning. Amanda is currently working on a variety of research projects, a SSHRC

Partnership Development Grant titled, Pathways to the future: Understanding the aspirations of First Nations

youth, a project that is working to reimagine transitions to adulthood or young people that explores the liminal

spaces of transitioning to adulthood, and an interdisciplinary research project on the experiences of

retirement for Baby Boomer women.

Andrea Trenholm is a doctoral candidate in the Faculty of Education at UNB. She has also been affiliated with the Mi’kmaq Maliseet Institute since May 2009, working in

various capacities: research assistant, Bridging Year Instructor, and Speaker Series Coordinator, to name a few.

Andrea also works as the lab coordinator in the Career Expectations and Transitions lab in the Faculty of Education, under Dr. José Domene. Currently she is teaching ED 3043:

First Nations Education in the 11-month Bachelor of Education program. Her primary research interests include:

Aboriginal Education, the experiences of First Nations students in provincial schools, stories of school across the

lifespan, the legacy of colonialism in education, decolonizing schools, holistic education and health promoting schools. She

can be reached at andrea.trenholm@unb.ca.

Joy Seely, UNB Bachelor of Education Student, will be presenting with colleague Julie Glaspy.

Dr. Sherry Rose is an Assistant Professor at UNB. She teaches in the areas of critical literacies, early literacies, assessment, curriculum and play. As a

researcher, writer, and educator, Sherry is passionate about learning with children and educators. In addition

to teaching and learning, Sherry enjoys cooking, gardening, knitting, rug hooking, hiking and reading.

Julie Glaspy is a future graduate of the Bachelor of Education Program at the University of New Brunswick. She completed her

Bachelor of Arts Degree in 2013 with a double major in History and Psychology. Her area of interest and current research encompasses

enhancing quality relationships between parents, students, and teachers through narrative documentation. Julie and her colleague Joy Seeley from UNB are currently co-constructing a handbook for

teachers revealing the method teachers can follow in order to document the process of students learning that involves written communication and photos. Julie is passionate about narrative documentation and how this type of documentation of a child’s

learning increases communication with parents and strengthens the bond between them and the school.

Presenters & Abstracts (Alphabetical Listing)

Almutairi, Limiaa - The English language teachers’ use of information and communication technology in Saudi Arabia. A limited number of research studies have been conducted about the importance of critical thinking, assessment and reflection on the use of information and communication technologies (ICT) in English language education in Saudi Arabia. My study is critically examining the views of English language teachers in Saudi Arabian public schools, regarding the integration and effectiveness of ICT in their instruction and assessment practices, as well as the extent to which they reflect on their use of technology in education. I am currently interviewing Saudi English language teachers, using open-ended questions, and will analyze the data and develop a theory based on Grounded Theory premises. My oral presentation will include a summary of my literature review, along with the initial responses from participants in my research, which include pros and cons of using ICT specifically for learning language. Alqarni, Fawaz - Collaborative strategic reading to enhance learners' reading comprehension in English as a foreign language through Intel program in the Kingdom of Saudi Arabia. Teaching reading to students in English as a Foreign Language (EFL) is not a simple task. Teachers use various strategies to enhance students' reading skill. These strategies are applied at pre-reading, during reading and post-reading stages. One common strategy is Collaborative Strategic Reading (CSR). CSR has been in practice since 1980. The theoretical foundation of CSR based on Vygotsky’s theory of social constructivism. The main four stages in CSR are preview, click and clunk, get the gist and wrap up. All the four stages have been described in detail. Through CSR, EFL learners learn various skills such as brainstorming, predicting, monitoring understanding, and finding the main idea. The findings of the previous studies support the idea of the effectiveness of CSR. Of course, teachers can play important role in the successful implementation of CSR. The Intel program introduced recently to the Kingdom of Saudi Arabia (KSA). It is a project with the goal of integrating technology in teaching and learning. It has recently been introduced to general education to all school levels in the KSA. The researcher is going to explain how can teachers implement CSR through Intel program successfully and effectively. Keywords: Intel program, Collaborative, Strategies, Reading, Adolescents, Comprehension.

Arsenault, Chelsea - Promoting the career development of youth in care: Information for counsellors and educators. The transition to adulthood encompasses a number of major life changes and decisions that significantly influence an individual’s career development. Youth living in residential child care settings face a number of distinct challenges as they leave care and transition into adult life, which often impede their career development. The poor educational and occupational outcomes that are all too common in this population also lead to low socioeconomic attainment, increased family stress, and decreased well-being. In this presentation, I will describe the results of a systemic review of the literature on the experiences of these youth as they embark on their career development, and the (lack of) supports for this population in general, and New Brunswick in particular. The analysis reveals numerous barriers which youth in care face throughout this life stage, but also potential strategies for how we can better promote career development among this disadvantaged population. I will also provide recommendations for counsellors, educators, and other service professionals working with youth in care. Atwin, Jenica - First Nations education legislation: A cure for idling? This research explores proposed First Nations Education Legislation, its intentions, beginnings and possible ends in order to better understand the rising conflict and enduring disappointments in the system serving First Nations students. A critical studies look into the preamble, rationale, and background to the original 2013 First Nations Education Act (FNEA), as well as public response and resistance to the proposition and the release of subsequent amendments reveal a longstanding miscommunication amongst the invested parties. The FNEA will be summarized, with key elements highlighted for discussion including the specific changes put forth in the 2014 First Nations Control of First Nations Education Act. The political and public debate surrounding federal legislation for First Nations education will be deconstructed and recommendations will be offered for moving forward. Bartlett, Katharine - Inuktut and English in Nunavut: Considerations for language survival. In less than a decade, Inuit were forced to transition “from scattered hunting camps to settlements steeped in organizational logic and [the] material realities of high modernism” (Tester & Irniq, 2008, p. 57). Inuit culture is still in the process of reinventing its identity to embrace this new reality, and nowhere is this evolution more apparent than in the domain of language. Although the degree of vitality and the factors necessary for the continued survival of a language will be different depending upon the context, Lewis and Simons (2009) have identified five areas that must be considered. A review of the literature combined with the personal experiences of more than a decade of living in Nunavut will inform an evaluation of Inuktut and English use within Nunavut with regards to identity function, official usage, intergenerational transmission, literacy, and generational proficiency.

References: Lewis, M. P., & Simons, G. F. (2009). Assessing endangerment: Expanding Fishman’s GIDS.

Draft. Revue Roumaine de Linguistique, 1-30. Retrieved from http://www-01.sil.org/~simonsg/preprint/EGIDS.pdf

Tester, F. J., & Irniq, P. (2008). Inuit Qaujimajatuqangit: Social history, politics and the practice of

resistance. Arctic, 61(4), 48-61. Campbell, Valerie - Conducting Ethical Research in Digital Spaces. Many young Canadians live a significant portion of their lives online. Thus, researchers have begun exploring these online lives and spaces. This type of research poses new ethical challenges. How can we comply with TCPS2 Ethical Guidelines, in particular those around confidentiality and anonymity, when collecting and writing about data gathered from an online space? This paper first provides a review of the literature on online research ethics. It then presents some of the specific ethical challenges of internet research in context of a SSHRC-funded project titled “Digital Media and Young Lives: International and Cultural Comparisons”. I draw on data collected to date to outline the ethical issues encountered and highlight the gaps in current ethics policies and research. Decker, Dave - Planning for Diversity on Small University Campuses. This session will enter the discourse of inclusiveness as it relates to how North American post- secondary campuses work to accommodate international students. Based on the term paper submitted to partially fulfill the requirements of Education 6109, this session aims to provide campuses with a multi-faceted approach to diversity which will enable staff, students, the curriculum, and community with the opportunity to develop their intercultural awareness, sensitivity, and openness. As the point of departure this paper will examine the current campus setting and the degree which administration embrace a diversity on campus. Once these questions have been addressed, a framework will be provided for administrators in working to incorporate inclusiveness, an ethic of caring, and multiculturalism in the campus setting. The topic is timely as international student recruitment efforts have seemingly unstoppable momentum. However since pedagogy, policy, and procedures of campuses in Canada and the United States have not seen the same attention (financial, time, human resources) as recruitment and marketing, international students will soon find campuses that are going through as much culture shock as they are experiencing. Keywords: Diversity plan, Inclusiveness, International students, Multiculturalism, Recruitment.

Dogurga, Sherrie-Lynn - Inclusive Leadership: Embracing Diversity in Schools. Local N.B. school populations reflect increasing Canadian diversity in terms of ethnicity, language, religion and origin. The 2011 National Household Survey by Statistics Canada shows that 20.6 percent of the population of Canada is foreign born. Walker and Dimmock (2005) suggest that “internationalism as an educational phenomenon is both desirable and largely inescapable.” This paper addresses some of the issues raised by increasing diversity, particularly a need for inclusive leadership in N.B. schools. What is inclusive leadership (Ryan, 2006)? How do researchers, educators and public school communities support new immigrant students who are from a wide range of backgrounds? What kinds of educative practices might be helpful in initiating and sustaining inclusion in N.B. schools? The author frames this work in progress with learnings from her own teaching overseas, local schools and research from rural Alberta communities experiencing rapid demographic changes (Hamm, 2009). Fenelon, Shannon - Taking Facebook offline: Overcoming barriers to access to help students learn through social media. This presentation reflects the literature review that I am conducting for my current thesis research, which involves using social media to enhance students’ learning in classrooms with limited access to technology. The first section documents the skills and attributes necessary for students to be successful 21st century learners, including information, communication, thinking, problem-solving, interpersonal and self-directional skills (Burke, 2007). The second section analyzes how current research promotes using information and communication technologies to develop 21st century skills, referencing studies that have tested their applicability in Language Arts classrooms (Pellegrino & Mahaffey, 2012; Plester et al, 2009). The final section explores various factors that prevent equal access to technology-supported learning for all students, including insufficient resources, lack of professional development and district policies banning social media usage (Domine, 2009). The presentation concludes with a proposed study to address these barriers and provide equal access to technology-enhanced instruction for all students. References: Burke, K. (2007). Teaching language arts in a ‘flat’ world. In G. K. Beers, R. E. Probst, & L. Rief

(Eds.), Adolescent literacy: Turning promise into practice. Portsmouth, NH: Heinemann. Domine, V. E. (2009). Rethinking technology in schools. New York, NY: Peter Lang Publishing Ltd. Pellegrino, D. A., & Mahaffey, M. P. (2012). Repowering reading and writing: Energizing content

area curriculum with online social media. In K. K. Seo, D. A. Pellegrino, & C. Engelhard (Eds.), Designing Problem-Driven Instruction with Online Social Media (p. 41-63). Charlotte, Information Age Publishing, Inc.

Plester, B., Wood, C., & Joshi, P. (2009). Exploring the relationship between children's

knowledge of text message abbreviations and school literacy outcomes. British Journal Of Developmental Psychology, 27(1), 145-161.

Howatt, Jennie - Tackling student relationship and career concerns: Implications for university counselling. This poster presentation will provide a systematic literature review of the existing research in the area of working with student romantic relationship issues in career counselling, while also discussing implications for practice. Traditionally, career counselling has been an advice-giving, trait-based approach that has been separated from personal counselling in university counselling centres. However, research suggests that students are not making career decisions in isolation. The consideration of a romantic partner is increasingly playing an integral role in individual career planning. Therefore, it is critical for counselling in universities to move away from viewing career concerns and relationship issues as two different entities, and forward toward a holistic and integrated approach. In particular, the role of narrative therapy in working with relationship and career issues will be explored. Ireland, Katherine - Action research for historical thinking with elementary social studies teachers. In this paper I outline the practitioner research methodology I will employ in my dissertation research. The purpose of the study is to determine what elementary school teachers in New Brunswick and Ontario think about history teaching in the elementary grades, how prepared they feel to do this, and what professional development support and resources they would require in order to adopt a historical thinking approach in their classrooms. I draw the term historical thinking from the work of the Historical Thinking Project, specifically their “Big Six” Historical Thinking Concepts. I discuss practitioner research in education and the connections between this methodology and the view of teacher communities of inquiry in the history education literature. I draw on Nichol and Dean’s (1997) professional development work with primary history teachers in particular to inform the purpose and structure of the study. References: Nichol, J., & Dean, J. (1997). History 7-11: developing primary teaching skills. London; New York:

Routledge. King, Sarah - Triangles or Crystals?: A post-positivist approach to case study research. In the literature on case study research, positivist language abounds. This paper examines a proposed case study, constructed through the frameworks of social constructionism, appreciative inquiry, and qualitative analysis. Through an examination of my own experiences as a graduate student researcher, developing a proposal for my eventual PhD dissertation, I discuss the possibility for post-positivist frameworks to contribute to the creation of a more robust understanding of case study research. I argue that terms like bias, generalizability, and triangulation are reflective of positivist approaches to research and seek to supplant them with terms like researcher positionality (Alcoff, 1977), transferability (Eisner, 1991) and crystallization (Ellingson, 2009; Richardson, 1994; Richardson, 1997).

LeBlanc, Samuel - Pushing the limits of learning and ethics through cognition-enhancing drugs. The increasing use of Adderall, Ritalin, and Provigil that augments academic performance forces education scholars to rethink the boundaries of intellectual achievement. With the empirical data of McCabe, Knight, Teter, and Wechsler (2005) and Maher (2008), I argue from a philosophical perspective that the propagation of cognition-enhancing drugs is best dealt with a virtue epistemic approach. This entails educating students to be aware of the virtuous or vicious reasons behind cognition- enhancing drug use. The argument first builds upon the nature of virtue epistemology, which favours nurturing intellectual virtues like rigour, perseverance, and thoroughness, to appeal to the counterbalancing virtue of good health. The second argument calls attention to the inevitable presence of these drugs, which requires education stakeholders to be vigilant about health and accordingly position themselves. Finally, going beyond the stimulants that are coffee and energy drinks, next generation pharmaceuticals may be the new and controversial avenue towards academic achievement. Leonard, Hugh - Democratic dissent at the University of Saskatchewan and its undemocratic reaction. Recently, a dean at the University of Saskatchewan publicly criticized its market-based initiative, “TransformUS” (Buckingham, 2014). According to multiple reports, the university subsequently fired him and banned him from campus via security escort, mirroring the fate of many dissenting administrators and educators in the history of market-based school reform (Ravitch, 2010). Although the university has rehired him as a professor in response to public pressure, it continues to affirm the following principle: “When universities make choices, deans must fall in line” (Samarasekera, 2014). With reference to John Dewey’s theory of democracy, which grounds social progress in knowledge and its free pursuit, I argue that coercive choices between intellectual conformity and punishment are undemocratic. Methodologically, I compare the respective concepts of choice that undergird the dean’s dissent and the university’s reaction to it. The university’s reaction to-date, I conclude, is inherently coercive and, therefore, inconsistent with democracy as Dewey conceptualized it. References: Buckingham, R. (2014). The silence of the deans. Retrieved from http://www.cbc.ca/news/canada/saskatoon/prof-robert-buckingham-fired-after- criticizing-saskatchewan-university-plan-1.2642637 Ravitch, D. (2010). The Death and life of the great American school system: How testing and choice

are undermining education. New York: Basic Books. Samarasekera, I. (2014, May 28). When universities make choices, deans must fall in line.

The Globe and Mail. Retrieved from http://www.theglobeandmail.com

Li, Cheng - Outmigration and English learning of rural youth in China’s globalization. A national survey indicates that as many as 390 million people have learned English in contemporary China. Such an enthusiasm for learning English was initially triggered by a change of educational policy in 2001. However, it remains less explored why the popularity of English has been immensely intensified in recent years. This presentation will offer a theoretical rationale for my doctoral research which will address rural youth’s conceptualization of English learning in the process of their outmigration. Relevant literatures will be reviewed on the internal rural-urban migration, English as social capital, and identities of rural youth, in order to search evidence for the relationship between outmigration and English learning in the context of China’s globalization. Also I will discuss the significance of the ownership of English for specific learners in China as opposed to influences of linguistic imperialism and cultural hegemony on them. MacKeracher, Mary - Factors that support the professional development of new community college instructors, and how this professional development shapes their workplace competencies. New community college instructors experience significant professional change and growth as they go from credentialed professional experts to content instructors. A review of the literature regarding these employment transitions explores both institute-run professional development programs (formal, structured, strategic mentoring), and personal workplace learning opportunities (informal, peer-to-peer), followed by discussion on how such supports shape workplace competencies. Investigation into these types of career transitions will provide a general framework for understanding the needs of new community college instructors during their employment transitions, and help adult educators, policy makers, scholars, and adult learners in career change to understand better the transitions adults experience as they move from one source of employment to another. Inquiry in this area contributes to my own dissertation research. MacPhee, Mary - Advantages for students conducting a pilot project. This paper addresses the many advantages for this graduate student of having conducted a pilot project early in the PhD program experience. I demonstrate how learning by doing was a beneficial experience, permitting me to develop skills by following my mixed-methods design, which included focus group interviews, questionnaire, and individual in-depth interviews. I also share the results of the study in which I investigated parents’ (a) beliefs; (b) degree of involvement; (c) positive and negative experiences; and (d) needs relevant to anglo-dominant parents whose children attend a francophone school. Reviewing the many advantages of conducting a pilot project will be useful for graduate students and supervisors, and results from this study are useful for educators and policy-makers in schools across Canada, where an increasing number of diverse parents do not speak the dominant language of the schools.

Phuntsho, Karma - Teaching of history in Bhutan infusing Gross National Happiness. History Education in Bhutan is intended to foster knowledge and understanding of Bhutan’s historical evolution resulting in students’ appreciation for the inherited traditions and culture of the country. Research demonstrates that students in Bhutan have little interest in learning history compared to other subjects. The infusion of Gross National Happiness (GNH) in the education system is designed to make the system more congruent with traditional aspects of Bhutanese culture and foster greater interest in subjects like history. This preliminary study was designed in order to find out how history teachers in the middle secondary schools of Bhutan teach GNH-infused history. An open-ended questionnaire was administered to 19 teachers and four key informants (senior policy leaders). The study revealed significant differences between teachers’ and key informants’ understandings of GNH and its infusion in the curriculum. Teacher perceptions indicate student interest in history might be marginally better but is still comparatively very low. Saqlain, Nadeem - CDLI: A case analysis. Rural communities have many severe issues such as out migration and decline in resource-based industries. Decrease in population has a heavy impact on rural schools. As a result, the small rural schools confront decrease in enrolment. Besides, there are some other challenges such as geographical isolation, racial segregation, limited resources, difficulty in recruitment and retention of qualified teachers, and difficulty in offering a comprehensive curriculum (Hannum, Irvin, Banks and Farmer, 2009). Center for Distance Learning and Innovation (CDLI) was established in 2000/01 in Newfoundland and Labrador by the Department of Education. The main purpose of CDLI is to offer high school courses in rural communities of NL through online distance education. I will examine CDLI because it is an individual case of interest and it is in bounded system. I have intrinsic interest to better understand the case. Therefore, in this case we will concentrate on what can be learned from the case "CDLI". This study will maximize our understanding of the case. Stewart, Bonnie – What counts as academic influence online?

In higher education today, the intersection of digital technologies and changing work conditions affects the roles of scholars within the broader public sphere (Siemens, 2008). Some scholars navigate these shifting roles and opportunities by building visibility and scholarly networks via online platforms (Veletsianos, 2013). Grounded in a material-semiotic approach to the situated knowledges (Haraway, 1988) of networked scholars, this paper outlines findings from an ethnographic study of the literacies and logics scholars employ in making sense of peers’ online engagement and influence. The paper suggests that social media participation constitutes a new indicator of academic influence, creating reputations that extend beyond social media to the academy, the media, and funding bodies, if in uneven ways. How identity positions count as influential, credible, and valuable within networked participatory scholarship, and how scholars “read” each other’s signals in networked publics are the key research questions explored.

The 2014 AEGSC Organizing Committee would like to extend our warmest thanks to the following individuals and

organizations:

For more information about the Atlantic Education Graduate Student Conference please visit:

http://aegsc.educ.unb.ca

Dr. Ann Sherman

Catherine Foster

Tim Daley

Dr. Lyle Hamm

Dr. José Domene

Carolyn King

Teena MacDougall

Wendy Jones

Imelda Perley

Carol Ann Hatheway

Matthew Rogers

Hélène Devarennes

Ashley Frawley

Katharine Bartlett

Sarah King

Dale McIsaac

Nadeem Saqlain

Fawaz Alqarni

Josée LeBouthilier

Sherrie-Lynn Dogurga

Soudeh Oladi Ghadikolaei

Samuel LeBlanc

Katherine Ireland

Eleni Karavidou

Shannon Fenelon

Carolyn Wagner

Lauren Hamm

Richie MacFarlane

Lisa MacKenzie

Karma Dema

Kendra Haines

Andrea Trenholm

Dr. Alan Sears

Dr. David Wagner

Dr. Amanda Benjamin

Dr. Sherry Rose

David Blake

Kathleen Pye

Dr. Paula Kristmanson

Julie Glaspy

Joy Seely

Robert Grey

Trish Murray Zelmer

Angela Trail

Jon Dewar

Krista Harris

The UNB Faculty of Education

The UNB Graduate Education Society

UNB Windsor Castle Bar

Invitation to AEGSC Barbecue

The Atlantic Education Graduate Student Conference Organizing Committee

is pleased to invite you to a

barbecue at the Windsor Castle Bar

following the

Atlantic Education Graduate Student Conference.

The event starts at 5:00pm, doors will be open at 4:30.

Windsor Castle Bar is located in Alden Nowlan House at

676 Windsor Street.

Please see the attached map and walking directions.

Please be advised that there is limited parking at this location. There are two

university parking lots located on Windsor Street just minutes from Alden Nowlan

House.

*************************************************************

Invitation à Barbecue AEGSC

La comité d’organization de la troisième conference des etudes supérieures de

l’Atlantique dans l’éducation est heureuse de vous inviter

à une barbecue au Windsor Castle Bar

après la conference des etudes supérieures de l”Atlantique dans l’éducation.

L’événement débute à 17h.

Windsor Castle Bar se trouve dans Alden Nowlan House à 676 rue Windsor.

S’il vous plait consulter la carte ci-jointe pour les directions à pieds.

S’il vois plait prendre note que le stationnement y est limité à cet endroit. Il y a deux

parkings universitaires situés sur la rue Windsor à quelques minutes de Alden

Nowlan House.

Original Art: Marcus KingstonGraphic Design: Amanda Morrison