Browsing by Author "Delanoy, Nadia"

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    6 Chapter Six -- Optimum Learning Literature Synthesis: What is Quality Teaching?
    (2019-06-30) Brandon, Jim; Parsons, Dennis; Brown, Barbara; Friesen, Sharon; Thomas, Christy; Delanoy, Nadia
    This synthesis of the literature is designed to undergird our 4-university longitudinal mixed methods study Optimum Learning for All Students Implementing Alberta’s 2018 Professional Practice Standards. Our ambition is to gain insights into how and how well Alberta’s Teaching Quality Standard, Leadership Quality Standard, and Superintendent Leadership Quality Standard are being put into place, how the standards are impacting practice, and what changes occur over time in teaching and learning. Indeed, our longitudinal design is premised on “uncovering sustained changes and implementation success” (Derrington, 2019, p. 8). Given this, our goals in preparing this manuscript were to (a) synthesize scholarship on policy processes so that we can situate our inquiry into the standards in a process-oriented way; (b) provide a jurisdictional review of standards-based approaches to teaching and leadership and what we know to be effective with respect to this approach so that we can discern how Alberta’s standards and pathways to certification are positioned compared to others who have gone before us; and (c) synthesize scholarship that demonstrates the link between the professional practice standards and quality teaching and leadership so that we are anchored to evidence when interpreting the forthcoming empirical data. Considering the comprehensiveness of the professional practice standards, we covered the waterfront, so to speak. But though we plumbed many strands and sources of knowledge, we do not claim it to be exhaustive or necessarily complete.
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    A Collaborative Instructor and TA Approach to Online Teaching and Learning
    (2021-05-05) Delanoy, Nadia; Chen, Danni
    This vignette presents the reflections of Instructor Dr. Nadia Delanoy and Teaching Assistant (TA) Danni Chen on a semester-long collaborative approach to teaching and learning. We hope this reflection provides insight into the attitudes towards collaboration between instructor and TA. In the following, we outline our collaboration in the graduate course, EDER 619.89 Inclusive Education - A Shared Responsibility, the changes implemented with the class, and demonstrate how our collaboration contributed to continuous improvements to the student learning experience.
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    Cognitive Apprenticeship in Online Teaching and Learning with Education Students
    (2021-05-08) Delanoy, Nadia; Mosher, Ronna
    In this vignette we share our work surrounding cognitive apprenticeship as it applies to online graduate and bachelor level learning and the instructor's experiences. We also delve into the literature to underscore the affordances that applying cognitive apprenticeship can have in relationship to richer instructor pedagogy and the student experience. We assert that using cognitive apprenticeship in the design and implementation of graduate courses can help instructors more aptly engage and empower students and help cultivate a recursivity of learning through feedback, scaffolding, and instructional fading (i.e. direct to nuanced instruction). We invite you on our journey to learn more about cognitive apprenticeship as it is applied here at Werklund.
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    Flipped Learning Across Multiple Disciplines
    (2022-12-31) Delanoy, Nadia; El-Hacha, Jasmine; Miller, Monica; Brown, Barbara
    This study is an extension of the previous year's pilot in math classes and was designed as a research partnership project and a collaboration among researchers from the Werklund School of Education at the University of Calgary and practitioners from Almadina Language Charter Academy including learning coaches and teachers. The focus of the research was to engage and support students in science, math, and social studies classes in the elementary and junior high campuses in using flipped learning. Over these two years, the application of a flipped learning model has been timely given it has occurred during the COVID-19 pandemic and considered to be a good choice as a medium to support students at home as well as in the classroom.
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    Flipped Learning in Junior High Math Classes: Almadina Language Charter Academy Research Brief
    (2021-08) Webster, Mark; Delanoy, Nadia; Brown, Barbara
    This study was designed as a research partnership project and a collaboration among researchers from the Werklund School of Education at the University of Calgary and practitioners from Almadina Language Charter Academy, a school authority with a unique emphasis on meeting the needs of English language learners. The purpose of this study was to explore how a technology-enhanced pedagogy, such as a flipped classroom intervention, can support students in grade seven and nine mathematics. The flipped learning method offered an entry point for students to be introduced to mathematical concepts with an aim to increase disciplinary literacy prior to in-class work. The focus of the design-based study was to work in partnership with teachers and students in two junior high mathematics classes using flipped learning to help iteratively develop instruments for data collection, including a framework for teacher reflection and questionnaires for students, and a process for reviewing video analytics. Findings from this study demonstrated the participants were satisfied with the approach for improving mathematical understanding and problem-solving skills. Using a flipped learning approach was also timely during the COVID-19 pandemic and participants considered this a helpful medium for supporting students at home and students in the classroom. A future study could continue exploring the flipped learning approach by extending to other disciplinary areas and grades.
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    The influence of the IELTS Speaking test preparation on second language socialization of post-secondary international students in Canada
    (2021-04) Lei, Tian; Tweedie, Gregory; Tweedie, Gregory; Delanoy, Nadia; Dressler, Roswita
    The study explores international students’ experience of their IELTS Speaking test preparation and the second language socialization process in Canada and the relationship between them. This research employs a mixed method as the methodology, with quantitative data collection informing the collection and analysis of the qualitative portion. Quantitative data for this study was collected from 60 international students in Canada, and qualitative data collected from 5 Chinese international students at a large Canadian university in Western Canada. While acknowledging the many criticisms of the IELTS test, the findings of this research shed light on a surprising and, to the best of this researcher’s knowledge, previously undiscovered effect: the positive role preparation for the IELTS Speaking test may play in second language socialization.
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    An Investigation into the Transformation of Transnational Identities of Chinese Students with Study-Abroad Experiences
    (2021-09-23) He, Miao; Roy, Sylvie; Dressler, Roswita; Delanoy, Nadia
    In our globalized and diverse world, the number of international students in post-secondary institutions is increasing more than ever. While bringing their experiences and ideas to their new settings, these students also learn and change the way they see themselves and the people around them. My project is a case study that examines the transformation of Chinese students’ transnational identities against the backdrop of the internationalisation of higher education (Varghese, 2008). Based on a social constructivism paradigm, the study used a qualitative research approach in order to probe issues lying beneath the surface of behaviours (Cohen, Manion & Morrison, 2018) and investigate six individual cases in significant depth. The study includes two phases of data collection. During the first phase, the data was gathered from two rounds of semi-structured interviews: the first round focused on the participants’ experiences abroad; the second, on their home-visiting experiences. In the second phase, through a complementary data collection method, document review, I explored how the participants positioned their identities on social media by investigating their posts on WeChat, which was ubiquitous in Chinese students’ lives for its wide functional range. My findings were analysed on the racial factor and the six conceptual premises of transnationalism proposed by Vertovec (2009). The study will benefit both higher education staff and faculty members in understanding Chinese students’ transnational identities, while helping Chinese international students see themselves better through the lens of “transnationalism”.
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    Leadership Scholarship and Certification through Cognitive Apprenticeship
    (2020-11-15) Mosher, Ronna; Pamplin, Lori; Brown, Barbara; Delanoy, Nadia
    CHALLENGE: MEd graduate leadership programs must negotiate scholarly expectations with student eligibility requirements for provincial leadership certification. METHODOLOGY: The signature pedagogy of cognitive apprenticeship provided a lens for the analysis of course design artefacts and instructor interview data in a Werklund School of Education graduate leadership program. FINDINGS: Findings portray practices of recursion and reflection, reciprocal apprenticeship, and an intentional situating of self amidst collective (institutional, cohort, and public) capacities. Layers of scaffolding and modelling support students toward identified ends and positions of potentiality.
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    Pandemic Precipitousness: The Predictive Validity of The Duolingo English Test for Student Success
    (2023-06) Tabassum, Anika; Tweedie, Gregory; Kaya, Jean; Delanoy, Nadia
    Before the COVID-19 pandemic, the Duolingo English Test (DET) was not widely known, and few universities were accepting DET test scores as proof of English language proficiency (ELP) for student admission. Whereas IELTS, TOEFL, and PTE tests have been considered standardized tests based on empirical evidence against academic success in an English-speaking postsecondary environment, the predictive validity of the DET is less researched. Based on this novel situation, this present study compares the measures of ELP for academic achievement and investigates the predictive validity of the DET. This study uses the Assessment Use Argument (AUA) as its theoretical framework, and with a quantitative approach, analyses the correlation between DET scores and student academic performance utilizing Pearson’s correlation coefficient at a large Western Canadian research-intensive university. As with many other measures undertaken during the pandemic, the DET’s adoption occurred with little, if any, consultation with stakeholders most impacted by the decision. Nevertheless, an analysis of students who demonstrated ELP by using the DET for admission (n = 75) was shown to achieve higher Grade Point Averages (GPAs) than those students who demonstrated ELP by IELTS or TOEFL. The correlation between a higher GPA and admission via the DET was seen to be moderate, but statistically significant. The weak predictive ability of IELTS and TOEFL as indicators of student academic performance in this present research confirms the findings of most previous findings. While wider conclusions need to be drawn cautiously given the relatively smaller number of students admitted using DET (n = 75) compared with IELTS (n = 1161) and TOEFL (n = 212), the findings of this limited study may raise questions about the time, cost and inconvenience of more widely known international language tests, given their weak predictive ability of GPA, compared with the relative ease of the DET and its better predictive ability. Additional research is recommended on larger datasets of students demonstrating ELP via the DET, in order to further confirm the findings of this present study.
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    Quality Teaching: A Literature Review for Northern Gateway Public Schools
    (2018-04-30) Brown, Barbara; Thomas, Christy; Delanoy, Nadia; Brandon, Jim
    The purpose of this literature review is to synthesize the body of work that can inform quality teaching. In this literature review the authors draw on a combination of literature gathered by the Northern Gateway Public School District and their Steering Team as well as literature gathered by researchers. The literature review is organized according to four key dimensions of quality teaching: teacher as designer, teacher as engaged professional, teacher as expert in pedagogical knowledge and teacher as cultivator of quality learning environments. The dimensions are linked to Friesen’s (2009) principles of Teaching Effectiveness. Implications for teachers and school leaders are synthesized at the end of the literature review.
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    The role of authentic assessment tasks in problem-based learning
    (2018-05) Koh, Kim; Delanoy, Nadia; Thomas, Christy; Bene, Rose; Hone, Gabrielle; Chapman, Olive; Abidi, Ali; Diaz, Zulay
    A group of instructors will share their perspectives on using authentic assessment tasks to engage students in assessment for and as learning in a problem-based learning (PBL) oriented course. Discipline-specific dialogues on PBL and authentic assessment will take place at the end.
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    Using a student-centered online professional learning approach to support preservice teacher development in digital assessment practices
    (2022-07-19) Delanoy, Nadia; Walz, Jodie
    This vignette describes the collaboration between the Werklund School of Education (WSE) and an urban school district to offer a student-centered digital assessment professional learning series aimed at preservice teachers. Specifically, by prioritizing preservice teacher assessment development, the collaboration between an adjunct assistant professor and education consultant in educational technology resulted in a rich design of online professional learning. The core intentions were to support preservice teachers’ learning about assessment practices within the digital age, while connecting the learned theories to their practice. In this vignette, we will outline our considerations in the design focus of student centeredness related to the professional learning, how this work supported technology-enhanced practice in a highly interactive learning series, as well as some participant feedback collected at the end of the series.
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    What are Imaginative Capabilities and How Do They Develop? A Grounded Theoretical Approach to Understanding Imaginative Leadership.
    (2024-08-07) Syme, Paul David John; Martin, Brittany Harker; Gereluk, Dianne; Burns, Amy; Delanoy, Nadia; Burnard, Pamela
    This thesis presents findings from a grounded theoretical investigation of imaginative educational leaders and the knowledge embedded in their lived-experience and practice to inform new theory on imaginative capabilities and their development in leadership. Through a grounded theory approach, interviews with 15 leaders of social change and innovation were analyzed for emergent themes using open, axial, and selective coding. 686 initial codes were theoretically coded through constant comparison until data saturation was achieved. Selective coding was then used to conceptualize themes into core categories and their related capabilities. Two core categories emerged that each represent an holistic behavioural pattern comprised of three interrelated and inseparable behaviours: 1) Sense–Think–Act and 2) Ponder–Enact–Play. From these behavioural patterns, six imaginative capabilities were identified as core to imaginative leadership. While the sample size and method are limited in terms of generalizability, rich findings offer potential transferability to a variety of leadership contexts where imaginative capabilities are desired or required. Practical implications and recommendations for educational systems, leadership education, and future research are discussed. This is a novel investigation of imagination that provides insights on behaviour and capabilities not yet captured by contemporary educational leadership theories. Findings are original and distinct and identify a critical connection between cognitive and embodied experience, as well as unstructured time and space, as central to the formation of imaginative practice. Moreover, to my knowledge, this is the first study of its kind to investigate imagination outside the head, particularly in relation to a leader’s environment and lived experience.