Documents found
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4062.More information
This article examines how stereotypes operate in the social construction of Black Canadian male student-athletes and how those stereotypes frame these students’ lived experiences in relation to race, athletic ability, and academic performance. From qualitative interviews with twenty current and former Black Canadian student-athletes, we found that they largely resisted and challenged the stereotypes of being primarily athletes and less students. In various ways, they sought to demonstrate that they possessed the skills needed to be academically successful students with the ability to balance their athletic and academic responsibilities and commitments. This was evident in their having obtained the required grades to enter university, receiving athletic scholarships, maintaining playing eligibility, graduating from university, and going on to pursue graduate studies.
Keywords: étudiant-athlète, student-athlete, stereotypes, stéréotypes sexistes, male, race, athlétisme, race, éducation, education, noir, athletics, black
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4063.More information
This article shares findings from the first phase of program evaluation of Antle, a holistic language resource for teaching, learning and assessment. The program evaluation was guided by understandings that appreciate the interconnections of literacies and identities and is situated within a decolonizing framework that recognizes the transformation of Indigenous knowledges as essential. A quantitative and qualitative analysis was conducted. Analysis revealed the educators valued Antle but did not use the resource consistently. Recommendations include providing information to teachers about connections between literacies theories, curriculum outcomes, and program activities, and additional support for implementation. This article serves as an invitation to researchers and educators across Canada to rethink literacy assessment practices.
Keywords: oral language, assessment, Mi'kaw learners, Indigenous methodologies, program evaluation
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4064.More information
Art/Re-search (T)here is a SSHRC-funded project that creates new understandings of art, research and decolonized processes amongst theories of knowledge. The relational mail art of Art/Re-search (T)here unfolds through post theories of the (post)qualitative posthumanist philosophies and decolonized practices. These disruptive co-compositions happen by getting lost through thing-power, and through the decolonial project of re-turning to the dynamic whole. (T)here, co-conspirators collaborate through art to reimagine re-search. The project’s initial research questions change alongside co-conspirators in transit as binary knowledge is (un)learned and disrupted. As the mail art travels to entangled spaces, processes are risky, glitchy, (un)known, and trans-formed. In letting go of research questions, art/re-search creates trans-formations. The authors put a call to action for re-searchers to work together through art in ways that question the structure of academia and how we come to know/be. Through relational (un)learning and risk-taking, some-thing lost is getting (t)here.
Keywords: art, research, relationality, decolonization, getting lost
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4065.More information
Two years after the introduction of the new Teaching Quality Standard in Alberta, Indigenous and non-Indigenous researchers from eight teacher education programs came together to examine how teachers were weaving Indigenous knowledges into their classrooms. The fifth competency of the standard requires that all Alberta teachers possess a foundational knowledge of First Nations, Métis, and Inuit and apply that knowledge in the classroom. Two hundred and forty-seven teachers, both non-Indigenous and Indigenous, responded to a survey, and another 30 participated in follow-up interviews. Results point to challenges and successes that teachers have experienced, the people that support their work, and how the integration of Indigenous knowledges acts as a tool to combat racism against Indigenous Peoples. Although teachers reported increased efficacy in applying a foundational knowledge of Indigenous Peoples, a multicultural perspective prevented some from understanding the unique nature of racism against Indigenous Peoples.
Keywords: Indigenous knowledges, teaching quality standard, racism, classroom
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4066.More information
This qualitative study showcases the viewpoints of Chinese international students and university professionals about the services offered at a francophone university in Montreal regarding “welcoming” and “integration.” Semi-directed interviews were conducted among 22 participants, of which 14 were students and 8 university professionals. Using the concept of care, we conducted a thematic analysis. According to the analysis, students mention the lack of effective support, while university professionals discuss the support offered and its pitfalls. In terms of recommendations, we stress the importance of tackling current structural issues rather than putting the responsibility for the quality of the experience on students’ shoulders. We also emphasize that professionals who provide services directly to students must be given proper training and resources through universities to enable them to change the current paradigm and offer services that reflect the concept of student care.
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4067.More information
No records of systematic reviews focused on deep learning in open learning have been found, although there has been some focus on other areas of machine learning. Through a systematic review, this study aimed to determine the trends, applied computational techniques, and areas of educational use of deep learning in open learning. The PRISMA protocol was used, and the Web of Science Core Collection (2019–2023) was searched. VOSviewer was used for networking and clustering, and in-depth analysis was employed to answer the research questions. Among the main results, it is worth noting that the scientific literature has focused on the following areas: (a) predicting student dropout, (b) automatic grading of short answers, and (c) recommending MOOC courses. It was concluded that pedagogical challenges have included the effective personalization of content for different learning styles and the need to address possible inherent biases in the datasets (e.g., socio-demographics, traces, competencies, learning objectives) used for training. Regarding deep learning, we observed an increase in the use of pre-trained models, the development of more efficient architectures, and the growing use of interpretability techniques. Technological challenges related to the use of large datasets, intensive computation, interpretability, knowledge transfer, ethics and bias, security, and cost of implementation were also evident.
Keywords: open learning, deep learning, MOOC, systematic review
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4068.More information
Background: The transition from residency training into practice is associated with increasing risks of litigation, burnout, and stress. Yet, we know very little about how best to prepare graduates for the full scope of independent practice, beyond ensuring clinical competence. Thus, we explored the transition to independent practice (TTP) experiences of recent Obstetrics and Gynaecology graduates to understand potential gaps in their perceived readiness for practice.Methods: Using constructivist grounded theory, we conducted semi-structured interviews with 20 Obstetricians/Gynaecologists who graduated from nine Canadian residency programs within the last five years. Iterative data collection and analysis led to the development of key themes.Results: Five key themes encompassed different practice gaps experienced by participants throughout their transition. These practice gaps fit into five competency domains: providing clinical care, such as managing unfamiliar low-risk ambulatory presentations; navigating logistics, such as triaging referrals; managing administration, such as hiring or firing support staff; reclaiming personhood, such as boundary-setting between work and home; and bearing ultimate responsibility, such as navigating patient complaints. Mitigating factors were found to widen or narrow the extent to which new graduates experienced a practice gap. There was a shared sense among participants that some practice gaps were impossible to resolve during training.Conclusions: Existing practice gaps are multi-dimensional and perhaps not realistically addressed during residency. Instead, TTP mentorship and training opportunities must extend beyond residency to ensure that new graduates are equipped for the full breadth of independent practice.
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4069.More information
Context. To tackle the systemic injustices experienced by people in vulnerable situations, occupational therapists' agency, i.e. their power to act, is necessary. However, occupational therapists feel ill-equipped to exercise this power, and would like to develop their skills. The general aim of this research was therefore to document occupational therapists' perception of their skills before and after agency training.Methods. We used a mixed sequential explanatory design, comprising a quantitative component consisting of a pre- and post-training self-administered questionnaire and a descriptive qualitative component with group interviews.Results. A total of 103 occupational therapists completed the training between January 19 and October 19, 2019. Their sense of competence improved, especially for those with no prior training in agency. The skills perceived as having developed the most corresponded to the skills deemed a priority for development, namely effective communication, intentional collaboration, and observation and analysis. On the other hand, occupational therapists emphasized that they had not mastered the exercise of these skills in a real-life context.Conclusion. Although continuing education is one way of improving the skills needed to exercise agency, questions remain as to the optimal modalities for ensuring their full and lasting development.
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4070.More information
Our qualitative interpretative research, based on a collection of life stories (n = 60), aims to better understand the experiences relating to choosing a postsecondary program of youth from immigrant backgrounds, as well as the context leading to these choices, a posteriori. The typological analysis of these life stories reveals that family plays a determining role in these choices. In addition, compared to youth from other countries, youth from sub-Saharan Africa, the Caribbean, and Central and South America perceive facing more constraints (familial, economic, and academic) when choosing their programs. They also seem to have access to fewer resources and information regarding all possible orientation choices, as well as the mechanisms and workings of the system. In conclusion, the results allow for the suggestion of intervention strategies for school staff members in order to foster the postsecondary education orientation of these youth.