Finding Wisdom in Practice: The Genesis of the Salty Chip, A Canadian Multiliteracies Collaborative

Using a narrative approach of ‘scenario building’, this paper documents the author’s quest to find her own wisdom in her professional practice and considers that quest in light of recent theorizing in the area of New Literacies research. Through the telling of four critical incidents and a subsequent analysis drawing on theories of cultural studies, critical literacy, critical pedagogy and critical disabilities studies, the author explores the process that led to the development of the Salty Chip: A Canadian Multiliteracies Collaborative. The network challenges outdated institutional frameworks that privilege developmentalism and practices rooted in intellectual measurement and standardization, and considers how new forms of participation that include digital spaces mediate our evolving subjectivities and cultural practices

Co-Constructed by Design: Knowledge Processes in a Fluid “Cloud Curriculum”

Two concurrent trends converge in contemporary education: the first acknowledges educational activities as social and situated prompting us to imagine new roles for community in teaching and learning; the second attends to our abilities to differentiate and individualize activities, to be responsive to learner needs. Multiliteracies theorists contend that learning can be understood as a process of ‘weaving’ backward and forward across and between different pedagogical moves. Using ‘knowledge processes’ as a theoretical lens, we explore the pedagogical moves possible when we take an award winning curricular approach to teaching Shakespeare and work with it in the context of a dynamic ‘cloud’; a generative, flexible and participatory space where learners, educators and developers are integral to the process of ‘curriculum making’. We offer examples of the multiple opportunities for the pedagogies of ‘new teacher’ and ‘new learning’ to emerge when a space for invention is created

Orchestrating Expertise in Reading and Writing

With increased attention focused on the economic cache afforded through literacy and numeracy skills, governments around the world have turned their attention to developing the expertise of their teachers. Improving teachers\u27 levels of competency leads to improvement in student achievement. In this qualitative case study, we focus on the Educational Foundations Program, in Ontario, Canada, established in part to develop competencies in the area of literacy instruction by addressing teachers\u27 content knowledge. Serious questions about the ways in which the notion of ‘expertise’ is understood and developed arose as the programme was implemented. We examine notions of expertise and the experiences of teachers, administrators and curriculum leaders charged with orchestrating expertise in reading and writing in their respective districts

Interdisciplinary doctoral research supervision: A scoping review

This scoping literature review examines the topic of interdisciplinary doctoral research supervision. Interdisciplinary doctoral research programs are expanding in response to encouragement from funding agencies and enthusiasm from faculty and students. In an acknowledgement that the search for creative and innovative solutions to complex problems is best addressed through interdisciplinary collaborations, research-intensive universities are increasingly encouraging interdisciplinary projects and programs. The expansion of interdisciplinary research to the context of doctoral research may impact several core components of the doctorate: the enactment of the student–supervisor relationship, the process of forming and working with a supervisory committee, and the process and outcomes of doctoral research. In order to ensure that interdisciplinary doctoral supervision occurs in a positive and effective way, it is necessary to understand the distinct needs and challenges of interdisciplinary students and their supervisors, through scholarship about this phenomenon. Résumé Cet article retrace la recherche existante dans le domaine de l’interdisciplinarité ainsi que l’encadrement de recherches doctorales. Les programmes interdisciplinaires de recherches doctorales répondent à l’incitation des organismes de financement et à l’enthousiasme des professeurs et des étudiants et, de ce fait, deviennent de plus en plus nombreux. Les universités centrées sur la recherche encouragent la création de projets et de programmes interdisciplinaires, car elles sont convaincues que les solutions innovatrices et créatives aux problèmes complexes se réalisent par le truchement de collaborations interdisciplinaires. La demande croissante de recherche interdisciplinaire crée cependant un effet important sur plusieurs composantes centrales du doctorat : la mise en œuvre de la relation étudiantsuperviseur; le processus de formation et de travail du comité de supervision; et les processus et résultats de la recherche doctorale. Pour que l’encadrement doctoral interdisciplinaire se déroule de façon positive et efficace, il est donc nécessaire de comprendre clairement quels sont les différents besoins et défis des étudiants et de leurs superviseurs, en fonction du savoir déjà existant dans le domaine

The Ten-Year Road: Joys and Challenges on the Road to Tenure

This paper explores the pre-tenure experiences of five assistant professors employed in the faculty of education of a research-intensive university. Acting as co-researchers, the authors researched their experiences through a critical narrative approach. The analysis, informed by critically-oriented writing that extends Wenger\u27s Communities of Practice, takes as axiomatic the notion that globalized processes of economic restructuring are mediating work in the academy and examines its local manifestations. Discussions explore issues of power, equity, shifting identities, and the need for improved navigational resources. The authors found that the process of critically and collaboratively researching their pre-tenure experiences offered insight into sites of personal and professional agency and also served as the impetus to form the social semiotic spaces that encouraged a sense of community. The Dean, a tenured member, but also a newcomer, serves in the role of critical friend

Похибка розрахунку характеристик гармонійного сигналу

Встановлено основні джерела похибок програм визначення коефіцієнта гармонік для звичайної та подвійної точності розрахунку. Аналізуються похибки заокруглення, пов’язані із знаходженням тригонометричних функцій стандартними програмами, похибки розрахунку коефіцієнта гармонік гармонійного сигналу, на який накладено постійний складник, похибки розрахунку коефіцієнта гармонік від кількості дискретних відліків на періоді сигналу, похибки квантування по рівню, величина яких залежить від розрядності аналогово-цифрового перетворювача (АЦП). Шляхом моделювання визначено величину порогу чутливості по коефіцієнту гармонік.The basic sources of the errors of software for calculation of the harmonic factor for an ordinary and double accuracy of calculation are established. Errors in rounding, related to the calculation of trigonometric functions by standard programs, errors of calculation of the harmonic factor of a harmonic signal with an imposed permanent constituent, errors of calculation of the harmonic factor from the number of discrete counts on the signal period, errors of quantum by level the value which depends from the value ADC bits are analyzed. The threshold value of sensitivity by a harmonic factor was evaluated by modelling.Рассмотрены основные источники погрешностей программ расчета коэффициента гармоник с обычной и двойной точностью вычислений. Анализируются погрешности округления, связанные с вычислением тригонометрических функций стандартными программами, погрешности расчета коэффициента гармоник гармонического сигнала с постоянной составляющей, погрешности расчета коэффициента гармоник от количества дискретных отсчетов на периоде гармонического сигнала, погрешности квантования по уровню, величина которых зависит от разрядности аналого-цифрового преобразователя (АЦП). Путем моделирования определена величина порога чувствительности по коэффициенту гармоник

The quest for effective interdisciplinary graduate supervision: A critical narrative analysis

Interdisciplinarity is a pervasive trend in 21st-century knowledge building and innovation. It is predicated on the recognition that creative solutions to the world’s increasingly complex problems require the intersection of diverse expertise. Little scholarly attention has been directed towards how the new interdisciplinary (ID) model is in uencing the processes and outcomes of graduate research training. In a qualitative study informed by critical narra- tive analysis and conducted at one institution, we investigate the epistemo- logical, structural, and relational factors that shape ID doctoral research supervision, explore how di ering knowledge cultures and values are negoti- ated in supervisory practices, and consider how established structures and discourses in uence the processes and outcomes of these supervisory rela- tionships

Curriculum as Social Practice: The case of Fukushima

Despite the persistent threat from disasters to human health worldwide, meaningful lessons in preparedness are rarely integrated into the health professional curricula of those likely to be first responders. Although core competencies in disaster management have been identified, little is known about how to translate those competencies into multiple curricula across diverse groups who must function together in complex, emotionally charged conditions. In an unprecedented collective response, the International Atomic Energy Agency (IAEA) (Chhem & Abdel-Wahab, Vienna, Austria) worked with the first medical responders (Hasegawa & Kumagai) at Japan’s Fukushima Medical University (FMU) on a project led by educational scholars (Hibbert, Canada and Engle-Hills, South Africa) to address needed changes to curriculum that would authentically reflect the lessons learned. Taking a qualitative approach to study experiences of the first medical responders, this study highlights the role of context as a disruptor to the best laid curricular plans, and considers a collective response to plan for our futures

Shaping a mental health curriculum for Canada\u27s teacher education programs: Rationale and brief overview

It is a well-known and accepted statistic that one in five Canadian children will experience a significant mental health challenge prior to their 18th birthday; this is a conservative estimate given the many who suffer ‘under the radar’ with transient sadness, depression, and anxiety (Flett & Hewitt, 2013). And if we have yet to be sensitized to this critical period of childhood and adolescence, longitudinal studies indicate that 70% of adults who experience an emotional disorder report having their first onset episode prior to the age of 18 (Kessler et al., 2009)