Browsing by Author "Keil, Trudy Lynn"

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Open Access
An Action Research Study: EAL and Content Teachers Collaborating to Support All Students at a Secondary School
(Faculty of Graduate Studies and Research, University of Regina, 2015-04) Keil, Trudy Lynn; Sterzuk, Andrea; Wessel, Warren; Salm, Twyla; Madigan Peercy, Megan
As the number of English as an Additional Language (EAL) students increases in Saskatchewan schools, there is a need for language and content teachers to work collaboratively. This study describes the implementation of an action research project involving the researcher as an EAL teacher collaborating with three content teachers and another EAL teacher serving as a “critical friend” (Costa and Kallick, 1993). Teachers used the Sheltered Instruction Observation Protocol (Echevarria, Vogt, & Short, 2008) for structuring specialized instruction. Data included pre- and post-interviews, lesson plans and reflective journals. Grounded theory informed the theoretical framework and the data analysis. In order to reflect upon the progress of collaborative efforts, the Five Levels of Collaboration developed by Davison (2006) were used. Findings show that teachers developed professionally and were able to better support EAL students. One of the primary recommendations includes the necessity of administration to timetable common preparation times or teaching times. Establishing such supportive structures allows for collaborative partnerships to exist which provide teachers with greater opportunities to develop professionally for the purpose of better supporting EAL students. Keywords: collaboration, content, EAL, SIOP
Open Access
Alliances, assemblages, and affect: Teacher activism within and beyond the union in Saskatchewan
(Faculty of Graduate Studies and Research, University of Regina, 2025-03) Keil, Trudy Lynn; Osmond-Johnson, Pamela; Sterzuk, Andrea; Massing, Christine; Sorensen, Michele; Winton, Sue
In recent decades, Canadian governments have increasingly drawn upon global neoliberal policies to regulate the work of teachers and their professional organizations (Bascia, 2015; Smaller, 1998). Neoliberalism has radically altered educational policies with respect to curriculum, teaching pedagogy, and teachers’ professionalism (Apple, 2006; Ball, 2003), impeding teachers’ ability to deliver democratic education (Darder, 2019). Viewing teacher activism broadly, this research explored Saskatchewan teacher activists’ resistance to marketdriven educational reforms through their engagement with both the power of grassroots social movements and the institutional authority of their union. Guided by Harding et al.’s (2018) poststructural framework of alliances, assemblages, and affects, this dissertation utilized Bartlett and Vavrus's (2017) comparative case study approach to explore teachers’ activism across place, space, and time. Sources included semi-structured interviews with ten known teacher activists and two focus groups with the same participants. Informed by Saldaña (2021), data was analyzed using eclectic coding then interweaved to generate poetry-like narratives representing teachers’ individual and collective voices. Findings showed that teachers strategically navigated activism amidst conflicting personal, professional, and political demands. Both cognitive and affective motivations served as the impetus for participation and activists’ involvements shifted dependent upon factors such as work-life balance and perceived risks. Though teachers viewed grassroots activism as more responsive and hopeful, they also valued the collective strength of the union and recognized its role in their political development. This dissertation distinguishes itself by exploring multifaceted teacher activism through poststructuralism thereby moving beyond mere critique and emphasizing how teachers resist neoliberalism through intentional acts. Keywords: teacher activism, teacher unions, social movements, poststructuralism