Browsing by Author "Russell, Gale"

Now showing 1 - 10 of 10

Open Access
Beyond ‘nothing’: Teachers' conceptions of zero.
(Faculty of Graduate Studies and Research, University of Regina, 2006) Russell, Gale
Open Access
Beyond the Numbers: Gaining Perspective on the Mathematics Problem Towards The Successful Transition of Students into University Mathematics
(Faculty of Graduate Studies and Research, University of Regina, 2018-07) Braun, Vanessa Karina; Russell, Gale; Armstrong, Alayne; Bazzul, Jesse; Doolittle, Edward
The purpose of this study is to gain a deeper understanding of how the Mathematics Problem- the issue that students entering precalculus (and other bridging-style) mathematics in university are performing at an extremely poor level- is experienced and perceived by mathematicians. Additionally, this study looks at what effect these perceptions have on precalculus/bridging courses and how this information can be used to influence programming for incoming students in Western Canadian universities. Using hermeneutic phenomenology, this study found that participants view mathematics with a dual lens, which creates unique problems in mathematics lecture halls. Moreover, participants perceive that the dual nature of mathematics in combination with a lack of communication between high school teachers and university professors and lecturers has only contributed to the Mathematics Problem, resulting in a need to bridge the gap between mathematicians and high school mathematics educators. Finally, it is theorized that an asset-based approach to future precalculus/bridging strategies, as opposed to a deficit model, could create the opportunity for influential programming at Western Canadian universities, remedying the Mathematics Problem.
Open Access
Celebration Of Authorship Program 2016-2017
(University of Regina Library, 2017) Ackerman, Jennifer; Ackerman, Katrina; Anderson, Robert; Arnal, William; Aziz, Madina; Blake, Raymond; Blakley, Janelle; Coleman, Cory; Dai, Liming; DeSantis, Gloria; Diaz, Joshua; Doke Sawatzky, Katie; Engel, Brenna; Gane, David; Gidluck, Lynn; Gottselig, Jared; Grant, Trevor; Grimard, Celine; Jaffe, JoAnn; Johnson, Dale; Juschka, Darlene; Kikulwe, Daniel; Hillabold, Jean; Mah, Jeannie; Marroquin, Rebbeca; McDonald, Anne; Meehan SJ, John; Nzunguba, lbio; Pete, Shauneen; Pirbhai-Illich, Fatima; Powell, Marie; Russell, Gale; Shami, Jeanne; Solomon, Michaela; Stringer, Kyrsten; Taylor, Caitlin; Triggs, Valerie; Vetter, Mary
Open Access
Celebration Of Authorship Program 2021-2022
(University of Regina Library, 2022) Abbott, Sarah; Afolabi, Taiwo; Ashton, Emily; Bliss, Stacey; Bonner, William; Bradley, Crista; Brigham, Mark; Campbell, Ian; Campbell, Lori; Carter, Heather; Chadwick, Sydney; Chiefcalf, April; Clarke, Paul; Cliveti, Monica; Clune, Laurie; Demers, Jason; Donovan, Darcy; Eisler, Dale; Eaton, Emily; Elliott, Patricia; Enoch, Simon; French, Lindsey; Gacek, James; Gardiner, Christopher Campbell; Berard-Gardiner, Shannon; Gebhard, Amanda; Grahame, Ann; Han, Yu (Jade); Hanson, Cindy; Hart, Mel; Hu, Shuchen; Hurlbert, Margot; Isiaka, Abiodun; Jaffe, Joann; King, Alex; Koops, Sheena; Kossick, Don; Long, Timothy; Maeers, Esther; Mair, Leslea; Mathes, Carmen Faye; Munro, Emelia; Naytowhow, Joseph; Phillips, Kaetlyn; Polster, Claire; Quark, Amy; Ramsay, Christine; Ricketts, Kathryn; Rasmussen, Ken; Reul, Barbara; Rennie, Morina; Rolli (Charles Anderson); Ruddy, Evie Johnny; Russell, Gale; Sardarli, Arzu; Saul, Gerald; Sawatzky, Katie Doke; Sellers, Cora; Snider, Amy; Stadnichuk, Cheryl; Stevens, Andrew; Stratton, Florence; Swan, Ida; Tomesh, Trevor; Trussler, Michael; Vélez, Maria; Wilson, Ken
For the first time in three years, we are thrilled to be again gathering in person to celebrate the published scholarly and creative work of our University of Regina community. Archer Library is proud to unveil the 2021-22 University of Regina Celebration of Authorship Program booklet. This downloadable publication highlights University of Regina authors/creators of books, edited proceedings, sound recordings, musical scores and film or video recordings published over the last year in any format (print or electronic). We encourage you to take a moment to view the program booklet and extend your congratulations to all of the University of Regina students, faculty, staff, and alumni who are being celebrated this year.
Open Access
Engaging Chinese International Students in Indigenization Education at University of Regina,
(Faculty of Graduate Studies and Research, University of Regina, 2020-04) Zhu, Haoxuan; Ji, Xia; King, Anna-Leah; Russell, Gale; Bockarie, Abu
This qualitative case study research explored how Chinese international students (CIS) perceive and respond to Indigenization Education (IE) at the University of Regina, as well as uncovered ways and strategies to help CIS embrace, understand, and engage in IE. Three questions are addressed by this study. How do CIS perceive, understand, and relate to IE? What are the gaps and misconceptions that CIS’ have in regards to IE? What are the strategies and ways to challenge and broaden CIS’ perceptions and understanding so as to develop a more holistic view of Indigenous peoples, cultures, and their ways of knowing? This study adopted descriptive case study methodology within the qualitative research paradigm. Critical Race Theory (CRT) is used as the conceptual theoretical framework. The significance of the study is to help CIS conduct more extensive discussions on the ways of IE learning and the acceptance level of IE among international students. Document review, individual interviews and focus group discussion were adopted in the data collection process. Thematic analysis method was used to make sense of the data. This research uncovered some major misconceptions and problematic views held by some CIS toward Indigenous peoples and cultures. It helped us to see that many CIS have very little exposure to Indigenous context or people in their lives. Misconceptions, narrow views, and incorrect attitudes may contribute to them having little interest in engaging in Indigenization education. On the other hand, even though there are many students who are very interested in learning about Indigenous knowledge, they encountered many challenges in the process of learning. Although participants held 2 different levels of misunderstandings in different aspects, they all realized the importance of IE through critical thinking and reflective questions. Some strategies and ways to better engage CIS in Indigenization education are also identified by this research. Finally the discussion and conclusion section helps to solidify the findings and propose area for further research so as to bring about better Indigenization education for international students and contribute to developing intercultural understanding, acceptance, and relationships.
Open Access
Indigenizing Math
(University of Regina Library, 2015-09-04) Russell, Gale
Open Access
Noticing How To Improve as a Critical Mathematics Educator
(Faculty of Graduate Studies and Research, University of Regina, 2017-12) Sundeen, Jeremy Paul; Nolan, Kathleen; Spooner, Mark; Russell, Gale; Brantlinger, Andrew M.
This self-study attempts to better understand and improve my practice as a critical mathematics educator. The research study emerged from tensions between my current practices as a mathematics teacher and my beliefs about teaching and learning mathematics. I conduct this research through a self-study by integrating the discipline of noticing (Mason, 2011) through the Integrated Noticing Framework (Nolan, 2017), exploring two research questions: (1) As a high school mathematics teacher, what do I notice as I use inquiry to enact a curriculum infused with ideas from critical mathematics educational research? (2) How can I more effectively teach using inquiry methods informed by critical mathematics educational research? This self-study draws on the discipline of noticing as a theoretical construct to guide and inform data collection and analysis. In the research, I developed three research-based lessons, video recorded the lessons as I taught them, viewed and edited those video recordings into condensed (15 minute) videos and then viewed the videos during noticing sessions with critical friends. After viewing the videos during the noticing sessions, critical friends gave an account of, followed by an account for what was noticed. Through analysis of the data, I constructed three categories of themes. The first theme related to how the discipline of noticing through the Integrated Noticing Framework can provide mathematics teachers, teacher educators and researchers a unique and practical tool for professional development. The second theme related to what my critical friends and I noticed, where their interpretations allowed me to better understand events in my classroom. The third theme related to what critical friends noticed but I did not. This self-study has helped me better understand and improve my practices toward becoming a critical mathematics educator and creating situations for my students to critically reflect on the world they live in and to believe they can create change.
Open Access
Pre-Service Teachers’ Perceptions And Expectations of K-12 Schooling Locales in Saskatchewan
(Faculty of Graduate Studies and Research, University of Regina, 2020-08) Nikulak, Patrick Jordan; Russell, Gale; Spooner, Marc; Armstrong, Alayne; Cottrell, Michael
The expectations which teachers hold affect their everyday decisions and, ultimately, the classroom, their instruction, the school, and the communities in which they serve. While there has been research into teachers’ expectations of locales of schooling in other parts of the world, there has been little research into the expectations that undergraduate education students hold towards specific locales of schooling within Saskatchewan. I conducted an exploratory phenomenographical study by interviewing four undergraduate students in the Faculty of Education at the University of Regina to learn more about their expectations and perceptions of band, rural, and urban locales of schooling in Saskatchewan. Participants thought most about their expectations of how the locales would affect their personal lives, professional anxieties, professional opportunities, relationships within the context of teaching, and the resources they were expecting to be available. Their knowledge of these locales was either through direct first-hand experience or anecdotally through friends and colleagues, rarely through their university program. Locales not directly accessible to the participants, often band, were most often learned about indirectly, for example, through friends or family members with direct experience. The four participants, regardless of prior education or experience, preferred to teach in urban schools first, rural schools second, and band schools third.
Open Access
The Rhythm of My Heart
(Faculty of Graduate Studies and Research, University of Regina, 2021-10) Sandberg, Stacy Ann; O'Reilly, Kathleen; Weenie, Angelina; Russell, Gale; Bockarie, Abu
This study explored music education outside of a public-school context. The intent of the study was to gain an understanding of the learning experiences of two professional drummers. Using the method of narrative inquiry, specifically biography, the study looked at how their learning experiences shaped their (w)holistic development as musicians. The study attempts to identify specific aspects of the drummers learning experiences that could benefit all music students. The study looked at two drummers; one is a traditional Indigenous drummer who learned to drum within traditional Indigenous culture. The second drummer learned to play percussion in a western music education setting. The co- participants took very different paths through the learning process. However, the experiences that made an impact and stood out as meaningful to the co-participants’ development had several similarities. Through narrative inquiry, these similarities were investigated. This process helped to develop an understanding of how teaching music can be done with purpose and success inside and outside a classroom setting. Furthermore, the process of exploring drumming through a narrative lens demanded that I looked at my own experiences with music education. This introspective approach led to personal insights into my own teaching and learning practices.
Open Access
University of Regina Community Authors 2016-2017
(Univeristy of Regina Library, 2017) Russell, Gale; DeSantis, Gloria; Blake, Raymond; Gidluck, Lynn; Triggs, Valerie; Dai, Liming; Arnal, William; Juschka, Darlene; Johnson, Dale; Ackerman, Katrina; Anderson, Robert; Grant, Trevor; Arnal, William; Powell, Marie; Hillabold, Jean; Nzunguba, Ibio; Gane, David; Pirbhai-Illich, Fatima; Pete, Shauneen; McDonald, Anne; Vetter, Mary; Kikulwe, Daniel; John Meehan, SJ; Jaffe, JoAnn; Jeanne Shami; Mah, Jeannie; Ackerman, Jennifer; Aziz, Madina; Blakley, Janelle; Coleman, Cory; Diaz, Joshua; Doke Sawatzky, Katie; Engel, Brenna; Gottselig, Jared; Grimard, Celine; Marroquin, Rebbeca; Solomon, Michaela; Stringer, Kyrsten; Taylor, Caitlin