Documents found
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3601.More information
Writing is an important literacy skill that K-12 students must develop for academic success. For young ESL students, developing writing skills entails both learning English and developing writing as a literacy skill. The need for this dual skill development underlines the challenges of teaching K-12 ESL writing, as teachers must strike a balance between teaching writing as a tool for students’ English language development and literacy skill. This paper reports on findings related to pedagogical approaches and classroom techniques that are prevalent in K-12 ESL writing instruction. Our research is based on a systematic review of 49 studies published between 2010 and 2019. Using content analysis, three pedagogical approaches were identified: (a) approaches centered on teacher perspectives, (b) approaches centered on student perspectives, and (c) approaches centered on emerging research and theories of ESL writing instruction. As well, the analysis yielded four classroom techniques: (a) adopting SFL-oriented and genre-based activities, (b) utilizing ESL-bilingual student writers’ language learning traits, (c) incorporating digital technology, and (d) adapting instructional practices in response to student needs. Critically reflecting on these pedagogical approaches and classroom techniques, the paper discusses the advantages and challenges of implementing them in the classroom. The paper provides a taxonomy of instructional practices that K-12 ESL writing teachers may find useful.
Keywords: ESL writing, K-12 literacy, ESL, Writing literacy, Approches and techniques
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3602.More information
We examine whether the effects of research impact on faculty compensation and promotion to full professor differ for male and female associate and full professors in the Faculty of Medicine & Dentistry at the University of Alberta. We exclude faculty with MDs and DDSs and proxy for research impact using the faculty member’s h-index, where h represents the number of publications that have been cited at least h times. We find that while the compensation of male faculty members increases by 0.6% for every one-unit increase in the h-index, the compensation of female faculty is essentially uncorrelated with their h-indices. We likewise find that for female faculty to be promoted to full professor they have to have higher research impact proxies than their male peers. Our findings highlight the urgent need for more research on the gendered relationships between research impact and career rewards among faculty.
Keywords: productivité, gender pay gap, promotion, productivity, médecine universitaire, promotion, academic medicine, écart de rémunération entre les genres
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3603.More information
This article reports on a review of the literature on peer feedback regarding the conditions that optimize and those that reduce its contribution to student learning, whether the student is the sender or receiver of feedback. The conceptual frameworks adopted for this form of student participation and identified effects are presented. The conditions outlined are grouped under three components of the peer feedback activity: teacher intervention, peer interaction, and reflection in and on action within the classroom. They form the practical framework for peer feedback activity in a classroom context, including distance education courses. This practical framework thus suggests ways of doing things and elements to consider when engaging learners of different levels in this activity. In the end, this literature review provides a better understanding of the contributions of a successful peer feedback activity, both for the students who participate and for the teacher who accompanies them.
Keywords: peer learning, apprentissage par les pairs, peer feedback, rétroaction par les pairs, évaluation par les pairs, peer evaluation, notation par les pairs, peer feedback training, peer assessment
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3604.More information
When Russia invaded Ukraine in 2014, the Russian media ran what I propose to call a simulation of “non-invasion”—a spectacle aimed to distance Russia from the war. This essay explores activist art resistance against this simulation. Specifically, I discuss three art projects that were staged during the first, most violent year of the Russian-Ukrainian conflict: Mariia (Maria) Kulikovs'ka’s performance at “Manifesta 10” in St. Petersburg, Serhii Zakharov’s guerrilla installations on the streets of occupied Donetsk, and Izolyatsia’s #onvacation occupation of the Russian pavilion at the 56th Venice Biennale. These art projects, I argue, not only attacked the simulation from the outside as independent entities, but, by penetrating the simulation on site and online, they disrupted it from within. I offer three reasons to support this claim. First, these art projects superimposed images of the invasion over the physical sites where the “non-invasion” simulation dwelt and, in this way, not only made the war visible but also produced “a glitch in the matrix” effect—a conflict within the simulation visual regime that was inconsistent with its concealment function. Second, they “hailed” (in Louis Althusser’s terms) actants of the simulation as subjects of Putin’s regime, provoking suppressive reactions that proved Russia’s participation in the war—which the simulation, thus, failed to downplay. And third, with carefully orchestrated strategies of online outreach to the public, these art projects attached themselves to the media dimension of the simulation, making the simulation’s media proliferation work against itself.
Keywords: activist art, art resistance, simulation, “non-invasion”, media war, Russian-Ukrainian conflict
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3605.More information
I inquire into argument at the system level, exploring the controversy over whether climate scientists should fly. I document participants’ knowledge of a skeptical argument that because scientists fly, they cannot testify credibly about the climate emergency. I show how this argument has been managed by pro-climate action arguers, and how some climate scientists have developed parallel reasoning, articulating a sophisticated case why they will be more effective in the controversy if they fly less. Finally, I review some strategies arguers deploy to use the arguments of others against them. I argue that only by attending to argument-making at the system level can we understand how arguers come to know the resources for argument available in a controversy and to think strategically about how to use them. I call for more work on argument at the system level.
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3606.More information
How are video games discussed through time in the Belle Province? Do Quebecers share a common and specific video game culture? We try to answer those two questions in this paper through an analysis of Bibliothèque and Archives nationales du Québec (BAnQ) catalogue. We compiled and analyzed a variety of discourses created and presented by (and for) Quebecers between 1978 and 2018. As we talk about different trends animating discourses on video games, we also discuss the limitations of BAnQ’s catalogue and the state of video game preservation in Quebec. We focus on a few key items pinpointed during our research at the Collection nationale.
Keywords: Jeu vidéo, Histoire, Culture, Québec, Analyse de discours, Magazines, Industrie, Video game, Industry, History, Quebec, Discourse analysis
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3607.More information
In this paper, we consider the way that web documents seeking to persuade readers of certain science claims provide information about the sources of the arguments. Our quantitative analysis reveals that web documents in our sample include hundreds of examples in which the reader is provided information regarding the trustworthiness (or lack thereof) of sources. The web documents also contain a large number of examples in which the reader is provided with information about how many individuals hold a particular belief. We discuss ad hominem, ad verecundiam, and ad populum arguments, and the way that the examples found in our sample of documents are related to these argumentation schemes.
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3608.More information
Background: Social accountability in medical education is conceptualized as a responsibility to respond to the needs of local populations and demonstrate the impact of these activities. The objective of this study was to rigorously examine and compare social accountability theories, models, and frameworks to identify a theory-informed structure to understand and evaluate the impacts of medical education in Northern Ontario. Methods: Using a narrative review methodology, prominent social accountability theories, models, and frameworks were identified. The research team extracted important constructs and relationships from the selected frameworks. The Theory Comparison and Selection Tool was used to compare the frameworks for fit and relevance. Results: Eleven theories, models, and frameworks were identified for in-depth analysis and comparison. Two realist frameworks that considered community relationships in medical education and social accountability in health services received the highest scores. Frameworks focused on learning health systems, evaluating institutional social accountability, and implementing evidence-based practices also scored highly. Conclusion: We used a systematic theory selection process to describe and compare social accountability constructs and frameworks to inform the development of a social accountability impact framework for the Northern Ontario School of Medicine. The research team examined important constructs, relationships, and outcomes, to select a framework that fits the aims of a specific project. Additional engagement will help determine how to combine, adapt and implement framework components to use in a Northern Ontario framework.
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3609.More information
Language separation policies in two-way bilingual education (TWBE) reflect ideologies of double monolingualism (Heller, 1995) and ignore the sociolinguistic realities of bi/multilingual students (García & Lin, 2017). This case study investigates the design and implementation of collaborative multilingual identity text projects (Prasad, 2018) in a Spanish-English two-way immersion (TWI) school. Identity text pedagogies (Cummins & Early, 2011) that engage bilingual students in creating dual-language multimodal texts have been taken up across a wide variety of contexts. Few studies in the United States, however, have examined how TWI teachers can use multiliteracies pedagogy (New London Group, 1996) with a critical multilingual language awareness (CMLA) focus to move beyond the frame of Spanish-English through the creation of collaborative multilingual and multimodal class books. A thematic analysis of classroom data from our case study demonstrates that implementing critical multilingual multiliteracies projects fostered students’ CMLA while building positive bi/multilingual identities, leveraged students’ linguistic repertoires beyond the language of instruction, and encouraged linguistic risk-taking. This empirical study highlights the possibilities for adopting a collaborative, critical, and creative multilingual multiliteracies approach in TWI settings.
Keywords: Multilingualism, multiliteracies, critical multilingual language awareness, Two-Way Bilingual Education, translanguaging
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3610.More information
Australia's distinctive colonial administrative history has resulted in the generation and capture of large quantities of personal data about Indigenous Peoples in Australia, which is currently controlled and processed by government agencies and departments without coherent regulation. From an Indigenous standpoint, these data constitute stranded assets. Established legal frameworks for pursuing recovery of other classes of asset alienated by governments from Indigenous Peoples in Australia, including land, natural resources, and unpaid wages, have not yet been extended to the recovery of Indigenous data assets. This legacy scenario has created a disproportionate administrative burden for Indigenous organisations by sustaining their dependency on government for necessary data, while simultaneously suppressing the value of their own contemporary community-owned data assets. In this article, we outline leading international legal, economic, and scientific frameworks by which an equitable arrangement for the governance of Indigenous data might be restored to Indigenous Peoples in Australia.
Keywords: Indigenous data governance, Indigenous data sovereignty, Indigenous property rights, Indigenous Australia, data science, data policy, scientific data, personal data, data rights, intellectual property rights, Indigenous land rights, native title