Education Faculty

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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
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
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
Emergent Technological Practices of Middle School Students with Mathematics Learning Disabilities. General Report
(2020-08) Armstrong, Alayne
Student use of personal electronic devices is growing as technology becomes more available in school and in everyday life. As well, the borders between traditional assistive technology and mainstream technology are becoming more blurred as mainstream technology increasingly adds accessibility features. This report outlines the results of a qualitative case study of the experiences reported by 14 middle years students with mathematics learning disabilities (MLD) in two urban centres in western Canada who use technology to support their learning.
Open Access
How Post-Secondary Students with Mathematics Learning Disabilities Use Their Personal Electronic Devices to Support Their Academic Studies
(2019) Armstrong, Alayne; Gutica, Mirela
Open Access
i-kiyohkātoyāhk (we visit): Adapting nēhiyawēwin/nīhithawīwin (Cree) language learning to the COVID19 reality
(SAGE Publications, 2020) McIvor, Onowa; Sterzuk, Andrea; Cook, William
i-kiyohkātoyāhk (we visit) is a phrase which describes our experience of trying to recreate an online version of our way of life, being together in the language. The following report is our view of the ways nēhiyawēwin/nīhithawīwin (Cree) language learning has adapted to the COVID-19 reality since March 2020. Our hope is that by sharing the experience most familiar to us, the one we are living as learners and speaker/teacher, that we offer a useful perspective and potential solutions or directions for others.
Open Access
Indigenous Language Revitalization and Applied Linguistics: Conceptualizing an Ethical Space of Engagement Between Academic Fields
(University of New Brunswick, 2022-04-07) Daniels, Belinda; Sterzuk, Andrea
This conceptual paper examines the relationship between two academic areas: applied linguistics and Indigenous language revitalization. While the two domains have shared interests, they tend to operate separately. This paper examines: 1) possible reasons for this separateness; 2) mutually beneficial reasons to be in closer conversation and 3) changes necessary for the creation of an ethical space of engagement (Ermine, 2007) between these academic areas. We write from distinct positions: Belinda, a nēhiyaw woman working in Indigenous language resurgence and Andrea, a white settler woman working in language issues related to settler-colonialism. Drawing from our joint and individual experiences, we explore how these research fields can complement each other as well as intersect to create richer interdisciplinary knowledge.
Open Access
“Nobody told me they didn’t speak English!”: Teacher language views and student linguistic repertoires in Hutterite colony schools in Canada
(Taylor and Francis Group, 2016) Sterzuk, Andrea; Nelson, Cindy
This paper presents a qualitative study of five monolingual teachers’ understandings of the linguistic repertoires of their multilingual students. These teachers deliver the Saskatchewan provincial curricula in English to Hutterite colony students who are users of three languages: (a) spoken Hutterisch as a home and community language; (b) written High German as a language for religious worship and (c) spoken and written English for school and for communication outside the colony. Findings from this study demonstrate that the teachers report having had limited or inaccurate understandings of their students' linguistic repertoires prior to beginning their teaching positions. Secondly, the teacher participants’ awareness of the students’ language resources was, and is, an ongoing process. Finally, the willingness and ability to cultivate hybrid language use of Hutterisch and English varies from teacher to teacher. The paper concludes with discussion of considerations for teacher education and in-service teachers working in Hutterite communities.
Open Access
A review of evidence based practices to support students with oppositional defiant disorder in classroom settings
(Sped sp. z o.o., 2022-08-23) Barker, Conor; deLugt, Jenn
The purpose of this systemic review of empirical research was to investigate available evidence-based interventions for use with students with opposition-al defiant disorder (ODD) in general classroom settings. ODD is a specific disorder characterised by angry/irritable mood, argumentative/defiant behavior, and vindictiveness. Often ODD is hidden in the extant literature, as it is categorized under the umbrella term emotional and behavioral disorders (EBD) along with sometimes non-related disorders (attention-disorders, mood dis-orders, anxious disorders). This review of 26 articles focused on interventions for students whose behaviours were characteristic of ODD in classroom set-tings. While much of the research regarding the treatment of ODD consists of clinical strategies (e.g., family therapy, exercise programs, and community supports), it is essential that teachers have strategies to support students with ODD in inclusive general education classroom settings. Three main types of interventions emerged from this review: functional behaviour analysis, group contingency, and self-monitoring strategies. A number of other non-categorical strategies are also presented and discussed. Percentages of nonoverlapping data (PND) were calculated to explore the effect of these interventions in improving adaptive behavior, and in decreasing disruptive behavior. The resulting review provides recommendations and strategies for how teachers can support students with ODD in their classrooms.A review of evidence based practices to support students with oppositional defiant disorder in classroom settings.
Open Access
Speculative Child Figures at the End of the (White) World
(Canadian Association for Young Children, 2022-06-16) Ashton, Emily
The child-future join is pervasive in childhood studies and popular culture. Instead of disavowing the relation, I consider what might be generated if we “stay with the trouble” of its cocomposition in the making of worlds. To do so, I turn to a zombie child named Melanie from The Girl with All the Gifts to grapple with how the end of the world might not be a cause for mourning, how fiery landscapes can allow for species regeneration, and how viruses might incite counternarratives of community amid contagion.
Open Access
‘The standard remains the same’: language standardisation, race and othering in higher education
(Taylor and Francis Group, 2014) Sterzuk, Andrea
As the result of global changes, government policy, and university initiatives, institutions of higher education in Canada have become increasingly linguistically and racially diverse. Traditionally—through policy, curriculum, instruction, and assessment—Canadian universities have promoted a subjective, monolithic, and racialized ‘Standard’ English. Efforts to limit linguistic heterogeneity in higher education, however, are increasingly at odds with the global flows and hyperdiversity of the world in which we live. Internationalization of Canadian campuses has implications for university policies and practices around English language variation. Drawing on a review of relevant literature, policy document analysis and semi-structured interviews with academic staff and international students, this paper explores the relationship between settler colonialism, race, and English language variation at a Canadian university.
Open Access
«Un-frenching» des Canadiennes françaises : histoires des Fransaskoises en situation linguistique minoritaire
(University of New Brunswick, 2017-06-05) Von Staden, Anna; Sterzuk, Andrea
Cette étude aborde le phénomène de la perte de la langue première chez cinq Fransaskoises. En examinant leur situation linguistique minoritaire, ainsi que leurs expériences particulières dans les domaines communautaires, scolaires et enfin familiaux, tout au long de leur vie, nous avons pu identifier certains éléments, selon les perceptions de nos participantes, qui ont contribué à cette perte de la langue française. L’étude suggère que les relations de pouvoir inéquitables entre les langues (Bourdieu, 1977, 1980, 1989 ; May, 2008 ; Norton, 2000) ont le plus influencé les perceptions, les attitudes et les actions linguistiques de ces femmes en ce qui concerne l’utilisation et la valeur de la langue française à travers le temps et l’espace.

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