Faculty of Education

Permanent URI for this communityhttps://hdl.handle.net/10294/5

The Faculty of Education at the University of Regina has a fine reputation for strong undergraduate teacher education programs, graduate programs and adult education. The Faculty has excellent longstanding relationships with educational agencies in the province and has been a leader in educational developments over the years.

Our motto,

"Inspiring and Transforming Education",

is reflected in the abstract logo of the emergence of a butterfly from a cocoon symbolic of the Faculty, which is always emerging, and in the process transforming what education means while being transformed by those new understandings.

Students and faculty journey together on this search to better understand education in order to bring meaningful change to their practice.

For more information about the Faculty, visit the web site at: www.uregina.ca/education

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Now showing 1 - 20 of 110

Open Access
A spectrum of possibilities: levels of improvisational behaviour in middle school mathematics.
(Taylor & Francis, 2021) Armstrong, Alayne
In this article, we consider the phenomenon of improvisation by small groups of middle years students while engaged in rich mathematical tasks in classroom settings. Working from the premise that improvisation comprises a spectrum of behaviour, we propose that there is a range of improvisational behaviours that may be observed as the students work together. We discuss four levels along the spectrum – interpretation, embellishment, variation, pure improvisation – and draw on vignettes from our research to illustrate each of their characteristics. We argue that improvisation is a valuable way to view students’ mathematical performance as it highlights how students draw on their own experiences and understandings when problem solving, and how students need to be given opportunities to “stay with” mathematical tasks.
Open Access
Aboriginal Knowledge and Perspectives : Identifying, Delivering, and Assessing Best Practices with Middle Years Students
(Saskatchewan Instructional Development and Research Unit, 2006-03) Cappello, Mike; Tupper, Jennifer; Saskatchewan Instructional Development and Research Unit
Open Access
Aboriginal Perspectives into the Teaching and Learning of Science Education: Beginning the Conversations in Southern Saskatchewan
(Saskatchewan Instructional Development and Research Unit, 2005) Sammel, Ali; Saskatchewan Instructional Development and Research Unit
Open Access
Agendas for future Training Transfer Research: Pakistan’s Perspective
(IISTE, 2019-04-30) Rahman, Asif Ali; Shiddike, Mohammad Omar
Research on training transfer has been mostly conducted in developed countries. This paper is unique because it attempts to research training transfer from a developing country’s perspective. This paper is about the origins, evolution, current state and trends in training transfer research and practice in Pakistani organizations. The paper begins with a discussion on education and training. It discusses the evolution of education and training in Pakistan and explains the four systems of education in Pakistan at the primary, high school, and college levels. Then, this paper explores the origins of training in Pakistan. While exploring the origins of training in Pakistan, this section gives a detailed account on the training and consulting industry of Pakistan. The paper concludes with suggestions for further research that would contribute in the fields of training transfer and human resource development.
Open Access
Artist as Teacher as Artist
(Faculty of Education, University of Regina, 2009) Nieviadomy, Jinny M.
Open Access
Beginner’s mind and the middle years mathematics student
(Taylor & Francis, 2019) Armstrong, Alayne
Being motivated and on task are not enough in themselves for students to engage in meaningful mathematical learning. The Zen concept of beginner’s mind describes how one’s level of awareness can open one’s mind to growth and possibilities. In this case study, two small groups of middle years students who engage in the same mathematical task, one group demonstrating the characteristics of beginner’s mind and the other demonstrating expert’s mind. While the group with expert’s mind focuses on learning how to follow the steps of one proposed solution, the group with beginner’s mind explores the task more fully, noticing mathematically salient details about the task that the other group overlooks completely and that help lead to a successful solution. My findings suggest that groups of students who demonstrate beginner’s mind are more likely to be absorbed in mathematical tasks, and open to sharing ideas and engaging in meaningful mathematical discussion
Open Access
Case Study Method in Human Resource Development: Reviewing the Research Literature
(Canadian Center of Science and Education, 2020-03-26) Shiddike, Mohammad Omar; Rahman, Asif Ali
This paper is written with a novice social science (management, education, public administration, public policy, and human resource development etc.) researcher in mind at the graduate or doctoral level. A case study research design has been made in this paper for a human resource development (HRD) project after extensively reviewing the research literature. This paper is useful for researchers who are looking for a case study research design plan based on a real-world example that can be adapted to their specific research. The paper is based on a research titled, “Faculty Engagement in Professional Development: A Bangladesh Case Study”. It explains a rationale for the use of case study method in an HRD project, followed by the research questions, the research methods and procedures. The paper also debates on sampling issues, data types, research instruments, data organization and cleaning, data analysis using and issues of validity and reliability. The paper concludes with a discussion on limitations and delimitations.
Open Access
A Case Study of Teacher Engagement in Partisan Politics and It’s Influences on Students Learning and Classroom Practices: Perspective on Bangladesh
(Sciedu Press, 2019-06-05) Shiddike, Mohammad Omar
The main purpose of this study is to uncover the various ways in which teacher engagement in partisan politics goes ahead to influence the delivery of the teacher in the classroom as well as the learning of the students in higher education institutions in Bangladesh. The sole approach to the study focuses on two higher education institutions in Bangladesh as the study focused on how teacher engagement in partisan politics goes ahead to affect the learning of the students as well as the professional output of the teachers. Through the framework provided by the literature review, the qualitative study went ahead to explore both individuals as well as collective opinions which went to show that indeed partisan politics did indeed affect the professional duties of the teachers leading to implications to the students as well.
Open Access
Clinical Counselling Fundamental Competencies in Practice : Catholic Family Service Regina Clinical Counselling Practicum Placement
(Faculty of Education, University of Regina, 2018-06) Landry-Dixon, Marissa Marie; Sasakamoose, JoLee
“How we walk with the broken speaks louder than how we sit with the great” ~Bill Bennot When I began to research agencies to complete the practicum portion of my Master of Education Degree, the motto of Catholic Family Services (CFS) Regina “Open Hearts. Open Minds. Open Doors. Open to Anyone.” resonated with me on various levels. Starting this degree program further opened my heart and mind to concepts and worldviews I had not previously understood, which led to the opening of doors, and new connections with people I would otherwise have likely not known. I believed CFS was a place I would continue to grow on both a personal and professional level; ‘open heart & open mind’. Due to the range of clientele provided services at CFS; individuals, youth, couples, family, and psycho-educational groups as required, I considered it fortunate to have my practicum proposal accepted with this non-profit agency. My caseload was constructed from the counselling intake waitlist, which included new clients, returning clients, and those who were Ministry of Social Services referrals through the CFS Rapid Intervention for Family Therapy (RIFT) and Resolving Adolescent-Parent Strife (RAPT) developed programs, and from the Newcomer Services. Common themes were ruptured relationships, anxiety, depression, youth cutting and addiction concerns, trauma (including intergenerational), parent-teen conflict/crisis, grief work, blended family issues (including parental alienation), and separation/divorce issues. Regardless of the presenting concerns, clients often felt overwhelmed. Anxiety or depression were common issues for clients. The emotional flooding repeatedly created barriers for these clients to see a way forward, impacting their health, personal, and work life. Also disconcerting was how many people suffer in silence, not accessing counselling or other resources for support. By 2030 the economic burden of depression is expected to exceed the cost of all other physical barriers according to the World Health Organization (Stockdale Windler, 2014). It is estimated 1 in 5 Canadians experience a mental health illness or substance abuse problem; translating into 220,000 Saskatchewan residents facing some degree of mental health/addiction challenges in any given year. Further statistics bear out that a staggering 43% of Canadians will encounter a mental health problem or illness in their lifetime (Stockdale Windler, 2014). The increase of mental illness and addictions will have a significant impact on the people of Saskatchewan and reinforces the value I place on a holistic approach to wellness cognizant of physical, emotional, mental, and spiritual health. Prior counselling experience, combined with knowledge attained through this degree program, in addition to continued self-directed learning pursued during the practicum, allowed me to work with clients toward effective and authentic self-care practices. As such the focus of this report will be to explore the practicum experience in relation to my learning objectives, the approaches I incorporated and modified, along with uncovering the common threads experienced by those seeking counselling services. To further facilitate growth as a clinical counsellor I kept a self-reflective journal throughout the process. Journaling allowed me to work through ethical concerns, shortcomings I encountered, as well as successes.
Open Access
A Comparative Assessment of Four Online Learning Programs
(Saskatchewan Instructional Development and Research Unit, 2005-03) Bale, David; Saskatchewan Instructional Development and Research Unit
This study examines and compares four on-line learning programs to assess their suitability and potential for meeting the learning needs of First Nations high schools and for upgrading students. The following question is addressed: What types of on-line learning show potential for meeting the unique needs of First Nations Alberta and Saskatchewan learners? A mixed method (both quantitative and qualitative) research approach was used. Particular attention was paid to the appropriateness of the programs for Aboriginal students, Alberta and Saskatchewan curricula congruence, the roles of teachers and facilitators, learner supports and resources, website design features, and potential learning barriers, as well as best practices. Data were gathered while visiting each of the four sites and by telephone interviews and discussions with administrators, staff, students and teachers. Data were also derived from an on-line student questionnaire. The websites of the four schools, and other related documents, were also analyzed. The results of the analysis of the information collected show that many excellent features are built into each program. Some features show potential for meeting First Nations student needs, while others raise issues about their acceptability, some because of inflexibility in their use and others because a purported need is, itself, an issue. Other program options that were not examined in this study may contain additional features that could have the potential of meeting First Nations needs.
Open Access
Connections in Theory, Experience, and Practice of Educational Psychology
(Faculty of Education, University of Regina, 2017-06) Dimen, Christine Blanche; Martin, Ron
This practicum took place at the Counselling Assessment Intervention and Research Services (CAIRS) office in the College of Education at the University of Saskatchewan from January 3, 2017 to March 8, 2017. The goals of this practicum were to develop, improve, and refine my skills in assessments and cross-battery work, to learn and practice at least three assessments that were unfamiliar to me, to apply what I learned through coursework to real-world assessment settings, to increase my competency and confidence with assessments and interview skills, to perform report writing and feedback procedures, and to reflect on my practice and learn from my Professional Associate. These goals were met by conducting four assessments with clients from various backgrounds (i.e. elementary, high school, and university students, and a client working in a professional career). The assessment tools used included: Wechsler Intelligence Scale for Children- Fifth Edition, Canadian Norms (WISC-V); Wechsler Adult Intelligence Scale-Fourth Edition, Canadian Norms (WAIS-IV); Woodcock-Johnson IV Tests of Cognitive Abilities (WJ-IV COG);Woodcock-Johnson IV Tests of Oral Language (WJ-IV OL); Comprehensive Test of Phonological Processing-2 (CTOPP-2); Woodcock Johnson Tests of Achievement-Fourth Edition (WJ-IV ACH); Feifer Assessment of Reading (FAR); Feifer Assessment of Math (FAM); Test of Word Reading Efficiency, Second Edition (TOWRE-2); Test of Orthographic Competence (TOC); Weiss Symptom Inventory (WSR); The Symptom Checklist-90-R (SCL-90-R); Behavior Assessment Scale for Children-3 (BASC-3); Beck Youth Inventories – Second Edition (BYI-II); Multidimensional Anxiety Scale for Children Second Edition (MASC-2); Children's Depression Inventory, Second Edition (CDI-2); Comprehensive Executive Function Inventory (CEFI); Brown Attention Deficit Disorder Scales (Brown ADD Scales); Barkely Deficits in Executive Functioning – Child, Long Form (BDEFS-CA); Barkley Adult ADHD Rating Scale–IV (BAARS-IV): Self-Report: Current Symptoms and Childhood Smptoms; Conners Continuous Performance Test – 3 (CPT-3); Conners Continuous Auditory Test of Attention (CATA); and the Adaptive Behavior Assessment System, third edition (ABAS-3). I gained a deeper understanding of the importance of using a cross-battery approach, and applying the Cattell-Horn-Carroll Theory (CHC-Theory) in psycho-educational assessments. Furthermore, I was able to work through challenges in, and understand best practices for interpreting data, report writing, and reporting results.
Open Access
Context-appropriate crosslinguistic pedagogy Considering the role of language status in immersion education
(John Benjamins Publishing, 2017) Ballinger, Susan; Lyster, Roy; Sterzuk, Andrea; Genesee, Fred
In the field of second language education, researchers increasingly call for crosslinguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instructional time allotted to French. In this position paper, we argue that researchers should proceed with caution in calling for increased majority language use in the minority language classroom. We use Canadian French immersion as a case in point to contend that until empirical evidence supports increased use of English in immersion, crosslinguistic approaches that maintain a separate space for the majority language may represent ideal pedagogical practices in these contexts.
Open Access
Counselling Young People Involved with the Criminal Justice System
(Faculty of Education, University of Regina, 2017-06) Dubray, Jason James; Snowshoe, Angela
Counselling Young People Involved with the Criminal Justice System is a report on my practicum placement for my M. Ed. Psych. Practicum Route 2 program at the University of Regina. I worked at Child and Youth Services for the Saskatoon Health Region from May 1st to June 16th, 2017. I specifically worked with Mr. Shamus James, M. Ed. Psych., on the Young Offender team. Mr. James is also part of the Youth Sexual Offender team. This paper addresses topics that I learned about during my practicum, reflections on how my course work was applied to this practicum, as well as my personal goals of improving my counselling skills as I prepare to continue my work as a guidance counsellor for the Saskatoon Public School Division.
Open Access
Developing a Deeper Understanding of Assessment: from Theory to Practice
(Faculty of Education, University of Regina, 2018-04) Attwater, Shae-Lynne Ann; Martin, Ron
This practicum report is written as a self-reflective summation of experiences based on my Master of Education (MEd) in Educational Psychology (EPSY) practicum with Educational Psychologist, Joan Helmsing, MEd. This practicum took place in Regina, Saskatchewan from May 2017 to August 2017. In this report, I will describe the learning goals that Mrs. Helmsing and I established. The main goal of this practicum was to gain practical and supervised experience in providing psychological services to clients with a focus on psycho-educational assessments. More specifically, I completed my practicum to increase my competence in conducting psycho-educational assessments, to acquire a deeper understanding of the Cattell-Horn-Carroll Theory, and to apply the theory, knowledge, and skills that I learned in my graduate coursework. Topics included in this report are: establishing and maintaining rapport throughout the process of psychoeducational assessment; behavioural observations; administration, scoring, and interpretation of the Woodcock Johnson IV assessment system, the Integrated Visual Auditory Continuous Performance Test, and various rating scales and forms; writing reports with recommendations; and delivering the findings of the assessment in post-conferences.
Open Access
Education News - Autumn 2017
(Faculty of Education, University of Regina, 2017-11) Faculty of Education, University of Regina
Decolonizing place: The Nanātawihowikamik Healing Lodge and Wellness Clinic...p8; Cutting-edge, arts-based research explores experience of autism through a play with music...p10; Reconceptualizing the role of high school counsellors...p13; Hey teachers—math got you puzzled? New program may be the key...p14; Book offers new theory for teaching and learning mathematics...p15; Play, art, and narrative (PAN): A three-way symbiosis...p16; What does my digital identity say about me?...p17; An ecological overview of a career in environmental education...p20;
Open Access
Education News - Autumn 2018
(Faculty of Education, University of Regina, 2018-11) Faculty of Education, University of Regina
From the Dean's Desk 3; Opening a Doorway to Culture Through Equine Assisted Learning 4; Award for Innovative Teaching Practices 7; Teaching STE(A)M Outside of the Box 8; One Student's Journey Toward Reconciliation 10; Spring 2018 Convocation Awards 12; Spring 2018 Graduate Gallery 13; Study Tour to Belgium 14; Le Bac Celebrates 35 Years 17; P.L.A.C.E. (Professional Learning as Community Experience) - Elementary Education 18; Funding Awards 19; New Faculty and Staff 20; New Appointments 22; Published 23; New Master's Programs 24;
Open Access
Education News - Autumn 2019
(Faculty of Education, University of Regina, 2019-11) Faculty of Education, University of Regina
From the Dean's desk 3; Summer Institutes 3; Education sector engaged in discussions on future priorities in education 4; Inaugural Alumni Gathering 2019 6; Q & A with recipient of Governor General’s Academic Gold Medal: Joanne Weber 8; Alumna recipient of Prime Minister’s Award for Teaching Excellence in STEM: Heather Faris 10; Alumni Award Recipient: Humanitarian and Community Service Award: Brianne Urzada 11; Awards 12; Research and Funding 13; New Northern Saskatchewan Indigenous Teacher Education Program formed to help meet northern teacher shortage 14; GDI celebrates 3rd cohort of Master of Education grads 15; Mother and daughter from Nunavut: Students together at the University of Regina 16; Indigenous research and indigenous pedagogy 18; Events 19; Looking back: Looking forward: Retirement story 20; New land-based course offered 21; New faculty and staff 22; New appointments 23; Published research 24;
Open Access
Education News - Autumn 2020
(Faculty of Education, University of Regina, 2020-12-11) Faculty of Education, University of Regina
Table of Contents: From the Dean's desk (page 3); Strategic advancement priorities (page 4); The circle of giving (page 6); Systemic racism in education (page 8); Kanawȇýihtâkosiwin (cared for): Increasing connectivity (page 9); Journey of becoming a (Trans-multi) culturally responsive educator (page 9); Living in colour: Blackness and racial justice and equity in the Education institution (page 10); Researching representational practices in musical theatre (page 11); Bac student project supports reconciliation efforts (page 12); ESS navigating pandemic and making connections (page 14); Cynthia Chambers Award recipient (page 16); Spring convocation prize recipients (page 18); Grad student recipient of the APEGS Saskatchewan Award (page 18); Funded research (page 19); Faculty successful defenses (page 21); Events (page 21); New appointments (page 22); Staff retirement and farewells (page 22); New faculty and staff (page 23); Published writing (page 24)
Open Access
Education News - Fall 2007
(Faculty of Education, University of Regina, 2007-11) Faculty of Education, University of Regina
Education News is the newsletter published by the Faculty of Education at the University of Regina. The newsletter showcases recent Faculty of Education research, projects, awards and achievements.
Open Access
Education News - Fall 2008
(Faculty of Education, University of Regina, 2008-12) Faculty of Education, University of Regina
Education News is the newsletter published by the Faculty of Education at the University of Regina. The newsletter showcases recent Faculty of Education research, projects, awards and achievements.

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