Werklund School of Education Research & Publications
Permanent URI for this collection
Browse
Recent Submissions
Item Open Access Proceedings of the 8th International Conference of STEM in Education (STEM 2024)(University of Calgary, 2024) Pratim Sengupta; Douglas Clark; Jennifer LockProceedings of the 8th International Conference of STEM in Education (STEM 2024)Item Open Access From Plagiarism to Postplagiarism: Navigating the GenAI Revolution in Higher Education(2025-01-29) Eaton, Sarah ElaineHigher education is undergoing a seismic shift with the advent of Generative AI (GenAI) technologies. In this session we explore the transformative impact of GenAI on teaching, learning, and assessment practices in a rapidly evolving academic environment. Join us as we explore challenges and opportunities presented by GenAI, examining how it reshapes our understanding of academic integrity, student agency, and authentic assessment. Dr. Sarah Elaine Eaton will discuss innovative strategies for integrating GenAI into educational practices while maintaining the core values of academic integrity, critical thinking, and original scholarship. This webinar is essential for educators, administrators, and policymakers who are grappling with the implications of AI in higher education and seeking proactive approaches to harness its potential. Learning Outcomes: By the end of this webinar, participants will be able to: 1. Understand the concept of post-plagiarism as an impact of GenAI on traditional concepts of plagiarism and academic misconduct in higher education. 2. Identify strategies to foster student agency and critical thinking skills in an AI-augmented learning environment. 3. Formulate approaches to uphold and promote academic integrity in the context of widespread GenAI use in higher education. Recommended citation: Eaton, S. E. (2025, January 29). From Plagiarism to Postplagiarism: Navigating the GenAI Revolution in Higher Education Centre for Artificial Intelligence Ethics, Literacy, and Integrity (CAIELI): Generative AI Workshops, University of Calgary, Calgary, Canada. https://hdl.handle.net/1880/120649Item Open Access A deep dive into Canadian college policy: Findings from a provincial academic integrity and contract cheating policy analysis(2019-04-17) Thacker, Emma; Eaton, Sarah Elaine; Stoesz, Brenda M.; Miron, Jennifer B.We share the findings from our study of contract cheating in institutional policies from Ontario post-secondary colleges. We studied 22 publicly funded colleges in the province of Ontario, Canada. This study is significant because it may serve to inform policy development of post-secondary institutions in other regions of Canada. Contract cheating itself is not new. The influence of technology and social media, however, are changing the landscape creating the need for higher educational institutions (HEIs) to respond to this phenomenon (Ellis, Zucker, & Randall, 2018). HEIs across the globe are beginning to respond to the phenomenon through amended academic integrity policies and procedures. Australia and Britain, for example, have published documents that address contract cheating, providing robust recommendations to support academic integrity (Tertiary Education Quality and Standards Agency [TEQSA], 2017; QAA, 2017). Among these is a recommendation to review policy language and process in the context of contract cheating. To date, a review on contract cheating in Canada has not been conducted. This research serves as the initial concentrated and focused assessment of Canadian policy in higher education organizations around contract cheating. In this session, we share the preliminary findings from our study. The framework and methodology from previous work on academic integrity policy analysis (Bretag et al., 2011; Grigg, 2010) served as an exemplar for this work. We began by identifying publicly-funded colleges in Ontario, collecting academic integrity policy documents, including the principles and approaches to the policies, analyzing them with a focus the topic of contract cheating. The analysis showed how publicly-funded colleges in Ontario characterize the concept of contract cheating. At the end of the session, participants will have a framework to undertake similar research and continue to contribute to a body of knowledge important to higher educational institutions around the world. In addition, participants will be able to characterize their own institutions’ approaches to academic integrity and specifically contract cheating in policy. The researchers aim to provide evidence to support Canadian policy makers to better address contract cheating across higher educational institutions. This session provides an opportunity to describe an evidenced informed framework for developing academic policy that targets the uniqueness of contract cheating. This is a sub-project of the Academic Integrity in Canda: National Policy Analysis project. Suggested citation: Thacker, E., Eaton, S. E., Stoesz, B. M., & Miron, J. B. (2019, April 17). A deep dive into Canadian college policy: Findings from a provincial academic integrity and contract cheating policy analysis Canadian Symposium on Academic Integrity, Calgary, Canada. https://hdl.handle.net/1880/120534Item Open Access Academic integrity: Global trends, Emerging threats, and updated approaches [Keynote presentation](2022-10-21) Eaton, Sarah ElaineIn this keynote address, Dr. Sarah Elaine Eaton presents key issues and global trends related academic integrity including updated understandings that extend beyond student conduct; the role that equity, diversity, inclusion, decolonization, and Indigenization play a role in academic integrity; new threats and cutting-edge topics such as the role artificial intelligence is playing in teaching, learning, and assessment. Finally, we’ll look at trends in the ways in which academic misconduct is being addressed and what the benefits and barriers are to these shifts. Cite as: Eaton, S. E. (2022, October 21). Academic integrity: Global trends, Emerging threats, and updated approaches [Keynote presentation] Australian Academic Integrity Network (AAIN): National Academic Integrity Forum 2022, Australia. https://hdl.handle.net/1880/120535Item Open Access A deep dive into Canadian college policy: Findings from a provincial academic integrity and contract cheating policy analysis(2019-03-08) Thacker, Emma; Miron, Jennifer B.; Eaton, Sarah Elaine; Stoesz, Brenda M.This research examines how Canadian colleges address contract cheating in their academic integrity policies. The study analysed policies from 24 publicly-funded Ontario colleges, focusing on the language used to define contract cheating and the principles guiding these policies. Researchers found significant variation in how contract cheating is handled, with many policies indirectly addressing the issue. The study highlights a need for clearer, more explicit definitions of contract cheating within these policies and suggests further research to improve policy effectiveness. The findings provide a basis for evidence-informed policy development and revision in Canadian post-secondary institutions. This is a sub-project of the Academic Integrity in Canda: National Policy Analysis project. Cite as: Thacker, E., Miron, J. B., Eaton, S. E., & Stoesz, B. M. (2019, March 8, March 8). A deep dive into Canadian college policy: Findings from a provincial academic integrity and contract cheating policy analysis International Center for Academic Integrity (ICAI) Annual Conference, New Orleans, LA.Item Open Access Comprehensive Academic Integrity: Academic Ethics in a Postplagiarism Age(2023-10-04) Eaton, Sarah ElaineAbstract If you think academic integrity is only about student conduct, you may be living in the past. In this opening keynote, Dr. Sarah Elaine Eaton, provides insights from the latest research around the world that shows how academic and research integrity include, and extend student conduct. She’ll bring insights from the Handbook of Academic Integrity (2nd ed.), which shows how our understandings of academic integrity in school provides a foundation for ethical decision making beyond the classroom. Dr. Eaton also talk about how artificial intelligence is challenging historical notions of plagiarism and sets the stage for important conversations that will happen throughout the conference. Keywords: postplagiarism, academic integrity, plagiarism, artificial intelligence, neurotechnology, brain computer interface (BCI), ethics, education, higher education, student conduct, futurism, future, history. 35 Figures; 36 References 2025 Addendum This keynote address marked the first time I presented on the concept of postplagiarism. It was also the first time I began speaking about the ethical impact of neurotechnology and brain computer interfaced (BCIs) in education. This talk is based on my 2023 editorial for the International Journal for Educational Integrity, published the same month. The slides, transcript, and notes are publicly available as an open access resource, under a Creative Commons By-Non-Commercial-No Derivatives license.Item Open Access Academic Integrity and Artificial Intelligence through the lens of Equity, Diversity and Inclusion(2023-08-22) Eaton, Sarah ElaineIn this presentation for MYFest 2023 Equity Unbound, Sarah Elaine Eaton explores the connections between academic integrity, artificial intelligence, and equity, diversity, inclusion, and accessibility (EDIA). Questions we will consider are: What are the connections between these? What do we need to be paying attention to in terms of teaching, learning, and assessment? How can we keep the focus on student learning? We may not arrive at firm answers, but we will think through some of these complexities in community with one another.Item Open Access Accreditation and Certification Fraud in IT: Prevention, Detection, and Mitigation(2025-01-02) Eaton, Sarah ElaineContract cheating websites are thriving, not only among students but also in the world of professional accreditation, particularly in IT. This fraud undermines trust in certification systems, posing risks for employers who may inadvertently hire unqualified candidates. Vigilance and thorough verification processes are essential to combat certification fraud effectively. Keywords: academic integrity, academic dishonesty, accreditation, buy exam questions, career, certification, certification exam, cheating, contract cheating, cybersecurity, education, fraud, IT exam, technology, degree fraud, fake degree, fake credential, fake diploma, credential fraud, IT, Information technologyItem Open Access The readability of books for immersion schools: Understanding the role of text complexity, context and literary aspects.(John Benjamins, 2024-12-06) Dressler, Roswita; Nuss, Bernd; Mueller, KatherineFew books are available to support reading instruction in minority language immersion programs. Since North American teachers provide children with a choice of books scaffolded in difficulty and suited to their interests, they must resort to creating or adapting their own minority language materials, networking, or spending hours online or in bookstores. A more systematic approach would be based on an interdisciplinary understanding of the concept of readability. We focus on German as a minority language in North America and examined research published in both German and English to develop a conceptual framework of readability as comprising text complexity, context, and literary aspects. Using this framework, we conceptualize a research program for investigating readability of books in minority languages. This research program would be language-specific, but adaptable to other minority languages, thereby serving as a call to action for researchers interested in the readability of books.Item Open Access Human Rights, Artificial Intelligence, and Academic Integrity(2024-12-10) Eaton, Sarah ElaineIn this presentation, Eaton highlights key points from her 2024 editorial for the International Journal for Educational Integrity, “Future-proofing integrity in the age of artificial intelligence and neurotechnology: prioritizing human rights, dignity, and equity”. Eaton argues for the prioritisation of human rights when developing and implementing misconduct policies. Existing approaches may be perpetuate inequities, particularly for individuals from marginalised groups. A human-rights-by-design approach, which centres human rights in policy development, revision, and implementation, ensuring that every individual is treated with dignity and respect. Recommendations for implementing a human-rights approach to misconduct investigations and case management are offered, covering areas such as procedural fairness, privacy, equity, and the right to education. Additional topics covered are the need to limit surveillance technologies, and the need to recognize that not all use of artificial intelligence tools automatically constitutes misconduct. In the age of artificial intelligence and neurotechnology, insisting on human rights and dignity when we investigate and address misconduct allegations is an ethical imperative that has never been more important.Item Open Access 101 Ways to Market Your Language Program: A Practical Guide for Language Schools and Programs (1st ed.)(2024-12-01) Eaton, Sarah ElaineThis is a re-release of the the original 2002 first edition of this book. The author and copyright holder has released this as an open access work under a CC BY-NC-ND 4.0 license. This book provides 101 ideas and strategies to empower overall marketing efforts: (1) "Put On Your Thinking Cap" (e.g., define the problem before marketing it, set reasonable goals, and create a niche); (2) "Secrets to Boost Your Marketing Power" (e.g., emphasize the benefits, check out the competition, and sell oneself in as many languages as possible); (3) "Marketing Materials: Tools and Tips to Do the Job Better" (e.g., make a brochure, get mentioned in other brochures, and make it easy to phone for information); (4) "Going Beyond the Basics to Increase Enrollment" (e.g, offer volume discounts and guarantees and give away tuition); (5) "Specialty Tips for Programs at Large Institutions" (e.g., make sure the Web site is easy to find, partner with other educational programs, and get the program mentioned in the calendar); (6) "The Power of People: A Human Touch to Increase Enrollment and Polish Your Image" (e.g., build loyalty with host families, establish win-win relationships, and follow exceptional service standards); (7) "Continue Marketing While Your Students are Enrolled" (e.g., meet students at the airport, partner with local businesses, and create happy memories); and (8) "How to Keep Marketing Once Your Program is Finished" (e.g., create an alumni network, review successes and failures, and plan ahead for next year).Item Open Access Assessing for Integrity in the Age of AI(2024-12-04) Eaton, Sarah ElaineIn this webinar, Dr. Sarah Elaine Eaton, explores the potential benefits and drawbacks of using AI in educational assessment. Although AI offers opportunities for efficiency and personalization, ethical considerations, including potential biases, privacy concerns and the risk of undermining academic integrity, need to be addressed. AI can enhance assessment practices by automating grading and feedback, enabling frequent assessments and providing personalized learning paths. However, AI algorithms can perpetuate biases, struggle to evaluate nuanced responses and raise privacy concerns about student data. Maintaining academic integrity in a technology-driven classroom is crucial, particularly avoiding unreliable and potentially biased AI-text detection tools. To ensure equity, diversity, inclusion, and accessibility in AI-powered assessments, it is important to incorporate accessibility and inclusion features for students with disabilities and use diverse and representative training data to minimize bias. This approach aligns with the principles of fairness and equity in AI assessment highlighted in the abstract, promoting a more inclusive learning environment. Ensuring fair and equitable AI-powered assessments requires diverse training data, regular audits for bias and transparency in assessment criteria. Strategies for ethical AI implementation include clear communication with students, data privacy protection, human oversight and ongoing system improvement. Keywords: artificial intelligence, GenAI, education, higher education, assessment, academic integrity, ethics, bias, equity, ed tech, disability, neurodiversity, inclusion, inclusive education How to cite this work: Eaton, S. E. (2024, December 4). Assessing for Integrity in the Age of AI [Online]. DOCEO AI. Calgary, Canada.Item Open Access The stories of retired male school teachers, now teaching education students at various universities(2024-11-26) Garry JonesThe purpose of this study was to listen to stories of male sessional instructors/ contract lecturers who teach pre-service teachers after leaving full time work with their former school boards. My previous research focused on the lived experiences of male elementary teachers, and the experiences of boys in school. Now I am teaching at the university, and I am thinking about how my colleagues and I experience instructing adults after working in schools. I set out to explore the influence of the workplace context on our identities.Item Open Access Academic Integrity Lessons: Practical Ideas for Teaching, Learning, and Assessment(University of Calgary, 2023-10-12) Eaton, Sarah Elaine; Kumar, RahulPurpose: The purpose of this Open Educational Resource (OER) is to offer comprehensive lesson plans that focus on instilling skills and values related to academic integrity. The intended audience for this work is educators at elementary, secondary, and higher education levels. Methods: Contributors were invited to contribute lesson plans with a positive orientation to academic integrity, focusing on building skills and competencies, rather than focusing on consequences for committing academic misconduct. To maintain consistency and clarity, every lesson plan adheres to a standardized format. This format helps identify whether the target audience is elementary and secondary, higher education, or a combination of multiple educational levels. All lesson plans underwent open peer review by the editors and some included additional review by contributors to this edited collection. Results: This OER contains twenty-four (24) open-access lesson plans contributed by authors across four countries: Canada, the UK, Finland, and Qatar. There are five lessons specific to elementary or secondary levels, 13 for use in higher education, and another five which can be used or adapted at elementary, secondary or higher education levels. Implications: This work is licensed under a Creative Commons Attribution-NonComercial-ShareAlike 4.0 International License. This work may not be sold or used commercially. This work is freely and publicly available, downloadable, printable, and shareable. The editors and contributors have volunteered their knowledge, expertise, and time to contribute to this work. Language: English Additional Materials: Each lesson plan incorporates its respective references for further clarity and for citation purposes.Item Open Access Gathering stories, gathering pedagogies: Animating Indigenous knowledges through story(University of Nebraska Press, 2021) Hanson, Aubrey Jean; King, Anna-Leah; Phipps, Heather; Spring, ErinIn lieu of an abstract, here is a brief excerpt of the content: This paper brings together four Indigenous and non-Indigenous teacher educators to consider the pedagogical possibilities of Indigenous children's literature in our work with pre-service teachers.1 In this paper, we take up an invitation to consider Indigenous literary arts in relation to pedagogies, land, sovereignty, and Indigenous ways of knowing. Specifically, we do this by sharing pedagogical examples of the ways in which various picturebooks and oral stories work within our classrooms. Over the past year, we have had opportunities to collaborate and co-write in two cities. While we come from different backgrounds, communities, and positionalities, we were brought together by our shared investment in the power of picturebooks as rich pedagogical resources to spark conversations about many of the themes and topics we seek to share with our students—such as land and place, intergenerational kinship networks, community relations, language revitalization, cultural identity, and Indigenous ways of knowing, being, and doing. Each of us strongly believes that Indigenous children's literature, including picturebooks, offer an opportunity to reiterate to pre-service teachers that "Indigenous literatures matter because Indigenous peoples matter" (Justice, Why Indigenous Literatures Matter 211). For many of our students, picturebooks are a first foray into Indigenous Education. Our students come to our classrooms with varying understandings and lived experiences of colonialism and Indigenous knowledges. Regardless of our students' prior experiences, they are required to weave Indigenous ways of knowing, being, and doing into their professional practices. For example, Alberta has a new Teaching Quality Standard that was implemented in the fall of 2019. Teachers are now evaluated on their ability to "develop and apply foundational knowledge about [End Page 63] First Nations, Métis, and Inuit" (6). As we share within this paper, we have found picturebooks and oral stories to be a safe entrypoint into this material; they offer insight into particular communities, places, cultures, and identities in an accessible and celebratory way. These texts also have a depth and complexity to them that facilitate conversations about the sometimes-difficult learning we engage in. To make this argument within this paper, we move through four examples of picturebooks and stories within our own teaching practices. Picturebooks open up important opportunities and questions in our teaching. The visual and verbal texts of picturebooks carry multiple meanings that can be read in different ways. Likewise, we have found there to be interesting conversations to be had about the differences between a text that exists on the page and an oral story: does putting a (live) story (spirit) into a book, impaling it on the page, cut off its life force? What happens when an oral culture, which is tied to lifeways and traditions, is recorded in print?2 Is it ethical to share information, such as spiritual customs, in picturebook form? Questions such as these guide our practice with pre-service teachers. We know from Lumbee scholar Bryan McKinley Jones Brayboy that "Oral stories remind us of our origins and serve as lessons for the younger members of our communities; they have a place in our communities and our lives" (439)—how meaningfully do these lessons transfer via the page? Many of our pre-service teachers are afraid of making mistakes, especially early in their journeys, but they need to learn to sit with this discomfort and to take pedagogical risks within the classroom. We believe that discomfort is when deep learning and epistemological and ontological shifts occur. Part of our role as educators is to point our students toward the wealth of resources and tools that are available to them, including Indigenous literatures, and to help them negotiate how to critically evaluate these sources for classroom purposes. While we always encourage our students to collaborate with colleagues, Indigenous community members, and knowledge-keepers, we are well aware that asking Indigenous people to carry the weight of teaching continues to rely on extractivist and exploitative ways of gaining knowledge. Indigenous picturebooks, such as the ones illustrated below, contain cultural knowledge that can help begin the conversation. Through texts, we can...Item Open Access “Through white man’s eyes”: Beatrice Culleton Mosionier’s In search of April Raintree and reading for decolonization(University of Nebraska Press, 2012) Hanson, Aubrey JeanIn lieu of an abstract, here is a brief excerpt of the content: In Search of April Raintree by Beatrice Culleton Mosionier (now Mosionier) is a text that continues, over twenty-five years after its initial publication, to call its readers to reflect on racism in Canada and beyond. It is precisely this call that must incite readers also to exercise a vigilant critical consciousness and to seek out spaces in the text that require—in Sherene Razack's words—"unmapping" ("When" 5). In her essay "Gendered Racial Violence and Spatialized Justice: The Murder of Pamela George," Razack challenges, or unmaps, the naturalization of violence in the social space of Aboriginal womanhood and the converse naturalization of the violent and colonial brutalization of Aboriginal women by white men. In this essay I employ aspects of Sherene Razack's formulations on race and space in a decolonizing reading of In Search of April Raintree, with a twofold purpose: first, to demonstrate and advocate for a decolonizing approach to reading and, second, to locate readers' social responsibility to read with a decolonizing approach within the context of relations of domination in North America. This essay is particularly concerned with the teaching of Aboriginal literatures and emphasizes that such teaching is an endeavor embedded within a broader social context.1 The dynamics of power and domination—rooted in North America's colonial history (and present)—that shape interactions between Aboriginal and non-Aboriginal peoples necessarily come into play when teaching Aboriginal texts. As such, this pedagogical endeavor is and must be tied to questions of social responsibility, as it is a political project [End Page 15] with material consequences for Aboriginal people (Episkenew 65; Womack 14). In my work, it is also fueled by personal responsibility; I am, as a Métis educator, working to envision anticolonial education and to employ literature as a tool for challenging Eurocentrism and racism.2 Teaching Aboriginal literatures in a socially responsible manner entails exercising critical reflexivity in reading. Further, it entails a decolonizing approach to Aboriginal literatures. In building my decolonizing approach to In Search of April Raintree, I have drawn upon the work of theorists and literary critics who advocate socially responsible and "Indigenizing" approaches to Aboriginal literatures, which entail their own, anticolonial ways of reading.3 I agree with Sharron Proulx and Aruna Srivastava that, without a critical approach, the potential exists to perpetuate or exacerbate systems of oppression targeting Aboriginal people, particularly in that Aboriginal literatures often examine such oppression (189). As I have stated, the basis for my own critical approach in this essay is Sherene Razack's 2002 collection Race, Space, and the Law: Unmapping a White Settler Society. In this book, Razack analyzes relations between race, space (both material and social), and the law in order to enable the "unmapping"—or denaturalization—of the dynamics that constitute "the racial structure of citizenship [in] contemporary Canada" (5). In her analysis of the rape and murder of Pamela George, an Aboriginal woman working as a prostitute in Regina, Saskatchewan, in 1995, Razack delineates and challenges the naturalization of violence in the social spaces of Aboriginal womanhood and prostitution. The violence enacted against Pamela George, she argues, must be seen within the broader context of Canada's "colonial project" with its intrinsic racializations and racialized hierarchies (126). (I echo this insistence below in my discussion of the violent brutalization of April in Mosionier's novel, which strikingly parallels that of Pamela George.) I wish to take up Razack's constructions, particularly as represented by the concepts of "degeneracy" and "civility," used to characterize racialized social and material spaces. Razack's contention is that when whiteness is characterized by civility and Aboriginality by degeneracy, Pamela George comes to be seen as "a rightful target of the gendered violence inflicted" by [End Page 16] her white killers (144). Consequently, the significance of the murder could be diminished within the legal justice process (126). Razack thus employs these concepts of race and space to challenge the legal articulation of "justice" shaped through the trial of George's murderers. My intent in this essay is to use these...Item Open Access Beyond Translation: Exploring Child Language Brokering in Alberta's Culturally Diverse Landscape(2024-09-26) Kassan, Anusha; Palova, Katerina; Silversides, Halley; Henry, Geneca; Pagtalunan, Amielle; Amery, Erica; Amer, Shekoufeh; Katoue, Walaa; Zak, Michelle“Beyond Translation” represents a seminal work that delves into the intricate world of child language brokering (CLB) within the rich tapestry of newcomer families in Alberta, Canada. With a distinct focus on addressing research gaps, this book showcases a comprehensive understanding of the practice where children act as language and cultural intermediaries for their parents during their settlement and integration into a new country. Through a blend of quantitative analysis and qualitative accounts in multiple languages (i.e., English, French, and Arabic), this research delves deep into the heart of CLB dynamics, offering a nuanced understanding of the challenges, opportunities, and underlying motivations shaping this phenomenon. As an outcome of this comprehensive mixed methods research and resulting workshops, best practices are outlined based on the findings. Central to the project’s significance is its approach to incorporating an ethnoculturally diverse sample of newcomers. This book successfully bridges an extant gap in scholarly literature rooted in the Alberta context. Notably, it diverges from the predominant trend of studies centered on ethnoculturally homogeneous youth samples in the United States, which often lack practical support tailored to address the multifaceted challenges confronted by this population. By contextualizing the research within Alberta’s culturally diverse fabric, the book provides valuable insights into the intricate complexities inherent in CLB. Moreover, by weaving both children’s and parents’ perspectives into the fabric of CLB research, the book adds a fresh dimension to the discourse on the topic, ensuring that key voices and experiences are heard and acknowledged. The insights presented in “Beyond Translation” go further than theory, and in this way, they have direct, practical application. For example, research findings are mobilized through programs that leverage the identified best practices to support newcomer families in their CLB journey. These practical supports reflect the book’s commitment to actionable change and enhancing the well-being of those involved in the CLB process. This book is a valuable resource for scholars, educators, practitioners, and policymakers seeking to comprehend, navigate, and improve the practice of CLB in Alberta’s culturally diverse landscape. “Beyond Translation” transcends language barriers, cultural divides, and generational complexities – offering a holistic vision for enhancing communication, empowerment, emotional wellness, and unity within newcomer families.Item Open Access Playful(l) Literacies in a First Grade Classroom(2024-03-27) Lenters, Kimberly; Mosher, RonnaThis video describes and animates a Canadian grade school teacher's approach to working with children's play in intentional and purposeful ways in her first grade classroom. The teacher was a part of the Playful(l) Literacies research project, funded by SSHRC and by the Canada Research Chairs program.Item Open Access Adapting Descriptive Psychological Phenomenology to Include Dyadic Interviews: Practical Considerations for Data Analysis(NSUWorks - The Qualitative Report, 2019-02-23) Tkachuk, Michelle; Russell-Mayhew, Shelly; Kassan, Anusha; Dimitropoulos, GinaDyadic interviews are an approach to qualitative data collection designed to understand the meaning pairs of individuals make from experiences. The greatest benefit of dyadic interviews, and perhaps a reason for their gaining momentum in the literature, is that they encourage participants to interact, resulting in detailed and complex descriptions of phenomena. However, dyadic interviews pose challenges to qualitative researchers. Researchers must figure out how to account for the presence of two interviewees, any differences in perspective, and interactions. Unfortunately, no known study demonstrates how the interactions of dyadic interviews can be analyzed in accordance with a methodological approach. Rather, researchers tend to observe pre-existing methods without direct mention of modification for conducting and analyzing dyadic interviews. Thus, the degree to which participant interactions are being analyzed in current studies remains unknown. In the following paper, we use Giorgi’s (2009) descriptive psychological phenomenology as an exemplar for how dyadic interviews may be applied to qualitative investigations. The theoretical fit of dyadic interviews with Giorgi’s approach, proposed modifications, and their limitations, are discussed.Item Open Access The Use of AI-Detection Tools in the Assessment of Student Work(2023-05-06) Eaton, Sarah ElaineIn this commentary I offer guidance on how to approach the use of plagiarism detection, with a focus on text generated by artificial intelligence. I include a discussion of the impact of false allegations on student mental well-being.