# bib

id: emerpers-42004
author: Arthur, Nancy
title: Foreword
date: 2017
pages: 2
extension: .pdf
mime: application/pdf
words: 502
sentence: 22
flesch: 37
cache: cache/emerpers-42004.pdf
txt: txt/emerpers-42004.txt
summary:
  This journal was conceptualized to support graduate students to participate in a culture of research through interdisciplinary collaboration. That idea prompted discussion between graduate students in the Werklund School of Education about the importance of knowledge mobilization and publishing in professional journals.


id: emerpers-58426
author: Groen, Janet; Roy, Sylvie
title: Introduction to Special Issue
date: 2019
pages: 2
extension: .pdf
mime: application/pdf
words: 549
sentence: 17
flesch: 22
cache: cache/emerpers-58426.pdf
txt: txt/emerpers-58426.txt
summary:
  A central component of this partnership involves a joint annual International Doctoral Research Seminar, where four to five doctoral students from each university (12-15 students in total) come together to spend a week at the hosting university to consider doctoral research across cultures, through the chosen theme of the seminar. This is an exciting and inspirational achievement that we hope will be the beginning Groen & Roy/ Emerging Perspectives (2019) iii-iv iv iv of Special Issues focused on collaborative writing that emerges from doctoral students located in universities around the world.


id: emerpers-30362
author: Seo, Donghyun
title: The Mathematics Education of Prospective Secondary Teachers Around the World
date: 2018
pages: 2
extension: .pdf
mime: application/pdf
words: 788
sentence: 36
flesch: 45
cache: cache/emerpers-30362.pdf
txt: txt/emerpers-30362.txt
summary:
  Lastly, the authors review studies on the impact of teacher education programs on knowledge and the actual process of development in the teacher education program. Teacher education programs and technology: Preparing teacher candidates for working with P-8 students.


id: emerpers-30368
author: Barrantes, Lena
date: 2017
pages: 2
extension: .pdf
mime: application/pdf
words: 971
sentence: 53
flesch: 48
cache: cache/emerpers-30368.pdf
txt: txt/emerpers-30368.txt
title:
  Review of the book Developing Self-Regulation of Learning and Teacher Skills among Teacher Candidates

summary:
  Developing self-regulation of learning and teacher skills among teacher candidates. Emerging Perspectives ep.journalhosting.ucalgary.ca Review of the book Developing Self-Regulation of Learning and Teacher Skills among Teacher Candidates by Héfer Bembenutty, Marie C. White and Miriam R. Vélez New York, /USA: SpringerBriefs in Education, 2015, 134 pages ISBN: 978-94-017-9949-2 (paperback) Reviewed by Lena Barrantes Elizondo* University of Calgary Barrantes Elizondo, L. (2017).


id: emerpers-30361
author: Lindstrom, Gabrielle
date: 2017
pages: 3
extension: .pdf
mime: application/pdf
words: 1086
sentence: 41
flesch: 26
cache: cache/emerpers-30361.pdf
txt: txt/emerpers-30361.txt
title:
  Review of the book Aboriginal Student Engagement and Achievement: Educational Practices and Cultural Sustainability

summary:
  Cherubini’s exploration of the ASP offers educators, administrators, parents, policymakers and other stakeholders an alternate vision of Aboriginal student engagement that is grounded in traditional Aboriginal cultural practices and integrated with mainstream academic supports, thus fostering positive cultural identity and nurturing the academic success of Aboriginal students. In chapter five, the concluding chapter, Cherubini offers a holistic vision of Aboriginal student engagement using the aspects of the Medicine Wheel as the framework for realizing this vision, and argues that educational relevance means creating opportunities for Aboriginal students to connect to their culture to create a “positive self-image that speaks to their everyday realities” (p. 119).


id: emerpers-43665
author: Pira, Rahim
title: Book Review for Issues in Materials Development
date: 2019
pages: 4
extension: .pdf
mime: application/pdf
words: 1735
sentence: 73
flesch: 38
cache: cache/emerpers-43665.pdf
txt: txt/emerpers-43665.txt
summary:
  This is followed by a discussion on developing materials for speaking skills in chapter eight by Ivor Timmis. Moreover, this book will also provide readers with sufficient knowledge and skills in developing materials that are predominantly learner-centered.


id: emerpers-42294
author: Williams, Emily Pauline
title: What Should I Do? What Would You Do?: A Counselling Psychologist’s Interpretation
date: 2017
pages: 5
extension: .pdf
mime: application/pdf
words: 2376
sentence: 139
flesch: 57
cache: cache/emerpers-42294.pdf
txt: txt/emerpers-42294.txt
summary:
  In the absence of mind reading, counselling psychologists must look and listen for both latent and tangible meanings being produced by the individuals they work with, attending to the bigger story in which clients are involved (Patterson, 1974). I provide a brief background on what interpretation is and how it is inherent throughout a counselling psychologist’s interactions with clients.


id: emerpers-68307
author: Wang, Qianyun; Walsh, Christine
title: Weaving Identities: Experiences of Bereavement Among Chinese Immigrants in Calgary
date: 2020
pages: 7
extension: .pdf
mime: application/pdf
words: 3296
sentence: 198
flesch: 56
cache: cache/emerpers-68307.pdf
txt: txt/emerpers-68307.txt
summary:
  To fill this gap, I adopted a phenomenological approach to explore the lived experiences of spousal bereavement among older Chinese immigrants living in Calgary. With 12 in-depth interviews with older Chinese immigrants, we shared long-lasting grief, and expressed it in private, with certain rituals.


id: emerpers-30363
author: Gray, Christina
title: Review of the book Impacts of Cyberbullying, Building Social and Emotional Resilience in Schools
date: 2017
pages: 3
extension: .pdf
mime: application/pdf
words: 1150
sentence: 54
flesch: 29
cache: cache/emerpers-30363.pdf
txt: txt/emerpers-30363.txt
summary:
  She discusses challenges with cyberbullying research as stemming from the absence of a commonly accepted definition of the construct. Chadwick integrates research findings with applied educational interventions and identifies challenges and gaps with existing cyberbullying research for future expansion.


id: emerpers-69742
author: Woodend, Jon; Syeda, Maisha M.
title: Conclusion
date: 2020
pages: 1
extension: .pdf
mime: application/pdf
words: 489
sentence: 15
flesch: 28
cache: cache/emerpers-69742.pdf
txt: txt/emerpers-69742.txt
summary:
  This commitment and success in conducting such rewarding research is astonishing given the challenges newcomer scholars can face in academia, as noted by Lena, the lead editor for the Special Issue, in her introduction. A high level take-away from this Special Issue echoes the message from Dr. Kawalilak in her forward to the Special Issue: In the wake of polarizing political and societal shifts that directly affect newcomer scholars, how can academia support them and their vital research?


id: emerpers-42200
author: Matthews, Nancy Helena
title: How Should the Educational Researcher Speak? Thoughts from a Beginning Researcher
date: 2019
pages: 4
extension: .pdf
mime: application/pdf
words: 1867
sentence: 100
flesch: 55
cache: cache/emerpers-42200.pdf
txt: txt/emerpers-42200.txt
summary:
  Keywords: Educational researcher, research delivery, research perspectives Matthews, N. H. (2019). Nevertheless, while challenging the audience to ponder certain ideals, we, as educational researchers, have to be somewhat straightforward in our delivery of research, understanding that using highly abstract and obscure language may be a tool that excludes.


id: emerpers-43285
author: McNeilly, Elizabeth
title: Disrupting cisnormativity: Decentering gender in families
date: 2019
pages: 7
extension: .pdf
mime: application/pdf
words: 3998
sentence: 192
flesch: 55
cache: cache/emerpers-43285.pdf
txt: txt/emerpers-43285.txt
summary:
  There is no predicting how people will react to gender transition—who will be for disrupting cisnormativity and who will be for enforcing it. In Canada and the US, some family members also are willing to accept gender transition so long as one transitions into a binary society, upholding cisnormative culture, but they are uncomfortable with gender non-binary statuses and homosexuality (Norwood, 2010).


id: emerpers-30356
author: St.Germain, David Michael
title: Challenges of Leading Expatriate Academics
date: 2017
pages: 10
extension: .pdf
mime: application/pdf
words: 4609
sentence: 239
flesch: 35
cache: cache/emerpers-30356.pdf
txt: txt/emerpers-30356.txt
summary:
  This approach seems most appropriate given the rapidly changing landscape of higher education leadership in the 21st century. Higher education leadership and management: From conflict to interdependence through strategic planning.


id: emerpers-30364
author: Mildenberger, Marion
title: Teaching Each Other - Book Review
date: 2019
pages: 3
extension: .pdf
mime: application/pdf
words: 1155
sentence: 46
flesch: 46
cache: cache/emerpers-30364.pdf
txt: txt/emerpers-30364.txt
summary:
  In fact, Indigenous culture is alive and well, and the teaching methods that respect these ways of teaching will make the learning more relevant to Indigenous learners. At the heart of these deficiencies is a lack of understanding of Indigenous culture, epistemology, and teaching practices on the part of the Euro-Canadian education leaders.


id: emerpers-43157
author: Beks, Tiffany
title: Working it Out: Physical Activity and Cognitive Abilities Among School-Aged Children
date: 2019
pages: 9
extension: .pdf
mime: application/pdf
words: 4217
sentence: 231
flesch: 46
cache: cache/emerpers-43157.pdf
txt: txt/emerpers-43157.txt
summary:
  The authors theorized that moderate levels of PA benefit cognitive performance, whereas low levels of PA may lack adequate stimulation to improve learning and high levels of PA may replace the time that would be devoted to learning activities thereby undermining cognitive performance (Esteban-Cornejo et al., 2015). Furthermore, PA plays an important role in the development of cognitive abilities needed for youth to participate fully in academic, social, and vocational spheres throughout life (Booth & Lees, 2006; Ellemberg & St- Louis-Deschênes, 2010; Vaynman & Gomez-Pinilla, 2006).


id: emerpers-43016
author: Chan Kent, Alysha
title: An Autoethnography of my Journey Through Autoethnography
date: 2020
pages: 10
extension: .pdf
mime: application/pdf
words: 5441
sentence: 272
flesch: 44
cache: cache/emerpers-43016.pdf
txt: txt/emerpers-43016.txt
summary:
  Future studies could extend beyond a one-person sample and examine how other researchers engaging in autoethnography experience the introduction of an artifact. Autoethnography is an approach to qualitative research that has been used to depict elusive and complex feelings or experiences which cannot be tapped into conventionally, allowing researchers to tell stories and share personal experiences so that others may better understand them (Muncey, 2010).


id: emerpers-58425
author: Ko, Gina; Woodend, Jon; Barrantes, Lena
title: Foreword
date: 2019
pages: 2
extension: .pdf
mime: application/pdf
words: 741
sentence: 31
flesch: 47
cache: cache/emerpers-58425.pdf
txt: txt/emerpers-58425.txt
summary:
  A Special Issue could then allow participants to only consolidate and continue their learning, as well as provide an opportunity to share the wealth of experience with students who were not able to take Foreword – Emerging Perspectives Special Issue (2019) In my journey as an international student, I have witnessed and lived cultural processes that provided me with unique opportunities to immerse myself into other cultures; immersions that could not be done otherwise.


id: emerpers-30353
author: Abawi, Zuhra; Brady, Janelle
title: Decolonizing Indigenous Educational Policies
date: 2017
pages: 11
extension: .pdf
mime: application/pdf
words: 5887
sentence: 256
flesch: 31
cache: cache/emerpers-30353.pdf
txt: txt/emerpers-30353.txt
summary:
  Decolonizing indigenous educational policies. Anti-colonialism disrupts liberal, multicultural, discursive practices, which claim to advocate for Indigenous education and success, yet operate to ensure that the white settler neo-liberal agenda remains hegemonic.


id: emerpers-69745
author: Kawalilak, Colleen
title: Special Issue: A Spotlight on Newcomer Graduate Students’ Research
date: 2020
pages: 1
extension: .pdf
mime: application/pdf
words: 491
sentence: 21
flesch: 40
cache: cache/emerpers-69745.pdf
txt: txt/emerpers-69745.txt
summary:
  As educators who are privileged to welcome and work with newcomer graduate students in our respective work and learning contexts, we need to remain humble to the learning potential that resides there and to the cogent role we take up when mentoring and supporting newcomers. As educators, we are called to be bold in our advocacy and support for diversity and for supporting the learning journeys of newcomer graduate students who participate in our academic communities.


id: emerpers-42922
author: Flanigan, Laura; Climie, Emma
title: Teachers’ Knowledge of ADHD: Review and Recommendations
date: 2018
pages: 13
extension: .pdf
mime: application/pdf
words: 6849
sentence: 297
flesch: 45
cache: cache/emerpers-42922.pdf
txt: txt/emerpers-42922.txt
summary:
  Previously published review articles of ADHD knowledge that may incorporate teachers were not included in the current review, although these articles were examined to ensure that no papers were missed. Given that some studies have indicated that years of teaching is not necessarily correlated with ADHD knowledge (e.g., Vereb & DiPerna, 2004), it may be useful to ensure that experienced teachers have access to information on the current understanding of ADHD.


id: emerpers-52942
author: Becker, Sandra Lynn; Yin, Melody Yue
title: A tale of two scholars: Developing transculturally through dialogue and writing
date: 2019
pages: 12
extension: .pdf
mime: application/pdf
words: 6480
sentence: 349
flesch: 53
cache: cache/emerpers-52942.pdf
txt: txt/emerpers-52942.txt
summary:
  In listening to Dr. Donald and in conversations with other doctoral students from around the world who attend the University of Calgary I have been thinking about our truths and how we attend to them…. Coming together has allowed us to think more critically about our research topics, while allowing us to explore ideas of self in transcultural ways.


id: emerpers-68138
author: Beks, Tiffany; Doucet, Daniele
title: The Role of Clinical Supervision in Supervisee Burnout: A Call to Action
date: 2020
pages: 15
extension: .pdf
mime: application/pdf
words: 7060
sentence: 285
flesch: 33
cache: cache/emerpers-68138.pdf
txt: txt/emerpers-68138.txt
summary:
  The Role of Clinical Supervision The potential implications of professional burnout on clinical practice provides compelling impetus to devise solutions to prevent and alleviate supervisee burnout. Decades of research have strongly suggested that the same qualities that make professional psychologists effective–such as empathy and compassion–also place them at risk for adverse psychological outcomes such as professional burnout (Lim, Kim, Kim, Yang, & Lee, 2010).


id: emerpers-68507
author: Kusari, Kaltrina
title: The ‘In-Betweenness’ of Emerging Newcomer Scholars
date: 2020
pages: 4
extension: .pdf
mime: application/pdf
words: 2036
sentence: 101
flesch: 55
cache: cache/emerpers-68507.pdf
txt: txt/emerpers-68507.txt
summary:
  As such, this research brief explores how the identity of emerging newcomer scholars is shaped by transnational research. The ‘in-betweenness’ of emerging newcomer scholars.


id: emerpers-41994
author: Gupta, Diali
title: Transition and Transgression : English Young Adult Fiction in Post-Apartheid South Africa
date: 2019
pages: 3
extension: .pdf
mime: application/pdf
words: 1252
sentence: 42
flesch: 41
cache: cache/emerpers-41994.pdf
txt: txt/emerpers-41994.txt
summary:
  In dealing with fantasy fiction, horror novels and speculative fiction, the author also points out new developments, trends, and the loosening of constraints previously imposed on South African literature by socio-political conditions. Emerging Perspectives, 3(3), 5-7. Transition and Transgression – English Young Adult Fiction in Post-Apartheid South Africa is an effort by Judith Inggs to counter the dearth of information on English literature for youth in South Africa.


id: emerpers-68397
author: Lei, Ling
date: 2020
pages: 6
extension: .pdf
mime: application/pdf
words: 2506
sentence: 130
flesch: 39
cache: cache/emerpers-68397.pdf
txt: txt/emerpers-68397.txt
title:
  Returning “Home”? Exploring the Re-integration Experiences of Internationally Educated Chinese Academic Returnees

summary:
  Findings All participants indicated that they experienced various problems in transitioning and adapting to a different academic evaluation system and academic culture when they returned to China after graduation. Case study research in practice.


id: emerpers-68238
author: Otoo, Benedict Kojo
title: Finding Employment: The Experiences of Ghanaian Male Immigrants in Canada
date: 2020
pages: 5
extension: .pdf
mime: application/pdf
words: 2142
sentence: 139
flesch: 55
cache: cache/emerpers-68238.pdf
txt: txt/emerpers-68238.txt
summary:
  Labor market experiences of Canadian immigrants with focus on foreign education and experience. In this study, I sought to understand the challenges Ghanaian male immigrants faced when looking for employment.


id: emerpers-58427
author: Ko, Gina; Woodend, Jon; Barrantes, Lena
title: Afterword
date: 2019
pages: 1
extension: .pdf
mime: application/pdf
words: 365
sentence: 15
flesch: 37
cache: cache/emerpers-58427.pdf
txt: txt/emerpers-58427.txt
summary:
  Beyond what these manuscripts tell us about transculturalism, the importance lies in the multiple ways in which they worked through dialogue and collaborative work. Through our collaborative work in putting these papers together, many questions arose concerning future cycles of the seminar and possible ways to further reinforce collaborative research.


id: emerpers-52951
author: Downes, Lynn; Kim, Marcia
title: Critical discourse analysis in transcultural spaces
date: 2019
pages: 12
extension: .pdf
mime: application/pdf
words: 7101
sentence: 454
flesch: 53
cache: cache/emerpers-52951.pdf
txt: txt/emerpers-52951.txt
summary:
  Fairclough’s CDA, therefore, encompasses language analysis and social theory using this more social-theoretical sense of discourse as well as a text and interaction linguistically oriented approach (Fairclough, 1992). Language analysis takes place in the text dimension.


id: emerpers-42139
author: Green, Amy Rose
title: Visual Expressive Arts Therapy with Children: Fostering Multicultural Competency
date: 2018
pages: 13
extension: .pdf
mime: application/pdf
words: 6648
sentence: 366
flesch: 48
cache: cache/emerpers-42139.pdf
txt: txt/emerpers-42139.txt
summary:
  Child art therapy: 25th anniversay edition. Given that childhood can be considered a culture that is unique from adulthood (Mullen, 2008), multicultural considerations are distinct in many ways when using expressive arts therapy with young people.


id: emerpers-68400
author: Haggerty, Harriet
date: 2020
pages: 6
extension: .pdf
mime: application/pdf
words: 2739
sentence: 168
flesch: 49
cache: cache/emerpers-68400.pdf
txt: txt/emerpers-68400.txt
title:
  Integration of Culture in the Teaching of French as a Foreign Language at the University Level in Uganda 

summary:
  Communicative language teaching in action: Putting principles to work. Developing the intercultural dimension in language teaching.


id: emerpers-69744
author: Barrantes, Lena
title: Introduction to the Issue
date: 2020
pages: 3
extension: .pdf
mime: application/pdf
words: 1466
sentence: 67
flesch: 36
cache: cache/emerpers-69744.pdf
txt: txt/emerpers-69744.txt
summary:
  The number of newcomer students in Canadian universities has increased significantly over the last two decades. With this in mind, newcomer students in postsecondary education in Canada come with a wide array of contributions.


id: emerpers-42130
author: Bryan, Venise; Blackman, Galicia
title: The Ethics of Self-Care in Higher Education
date: 2019
pages: 20
extension: .pdf
mime: application/pdf
words: 9683
sentence: 698
flesch: 41
cache: cache/emerpers-42130.pdf
txt: txt/emerpers-42130.txt
summary:
  Authentic leadership promotes communion with self and the resultant effect of attaining balance. AL emphasizes self-knowledge as essential to ethical leadership of self and others.


id: emerpers-61657
author: Didehvar, Mina; Wada, Kaori
title: The Relationship Between Identity Styles and Career Indecision Among Iranian Female Adolescents
date: 2020
pages: 7
extension: .pdf
mime: application/pdf
words: 2874
sentence: 175
flesch: 43
cache: cache/emerpers-61657.pdf
txt: txt/emerpers-61657.txt
summary:
  Emerging Perspectives ep.journalhosting.ucalgary.ca Corresponding author: mina.didehvar@ucalgary.ca The Relationship Between Identity Styles and Career Indecision Among Iranian Female Adolescents Mina Didehvar & Kaori Wada University of Calgary This study investigated the relationship between identity styles and career indecision among Iranian female adolescents. The relationship between identity styles and career indecision among Iranian female adolescents.


id: emerpers-30346
author: Smith-Demers, Amanda; McCrimmon, Adam W; Shaw, Katrina S
date: 2017
pages: 19
extension: .pdf
mime: application/pdf
words: 8383
sentence: 476
flesch: 48
cache: cache/emerpers-30346.pdf
txt: txt/emerpers-30346.txt
title:
  Vocational Training for Adolescents and Adults with Autism Spectrum Disorder: Effectiveness of the Practical Assessment Exploration System (PAES)

summary:
  Results indicated a statistically significant improvement in vocational skill and behaviour after completing PAES. We begin with an overview of vocational skills and their importance to developmental outcome in adulthood.


id: emerpers-30357
author: Cheng, Michèle P; Saqui, Sonja
title: On the Capacity to Change: Exploring the Malleability of Intelligence
date: 2017
pages: 9
extension: .pdf
mime: application/pdf
words: 4596
sentence: 245
flesch: 43
cache: cache/emerpers-30357.pdf
txt: txt/emerpers-30357.txt
summary:
  Evidence Against the Malleability of Intelligence The heritability of intelligence provides evidence supporting the stability of intelligence. Evidence to Support the Malleability of Intelligence In opposition to this research, environmental factors have also been studied and provide evidence to support the capacity of intelligence to change over time.


id: emerpers-42085
title: Reflections on Creating a Student-Run Journal: A Duo-ethnography
date: 2017
pages: 19
extension: .pdf
mime: application/pdf
words: 12181
sentence: 548
flesch: 53
cache: cache/emerpers-42085.pdf
txt: txt/emerpers-42085.txt
author:
  Syeda, Maisha M.; Woodend, Jon; Ko, Gina; Fowler, Teresa; Chondros, Konstantinos; Hilman, Brianna; Paris, Britney M.

summary:
  Such programs and shifts in graduate student experiences have moved graduate student learning and engagement beyond the supervisor-supervisee relationship and past coursework to include “multiple and overlapping notions of communities” (Boud & Lee, 2005, p. 503) where graduate students are afforded opportunities to extend their relationships beyond the confines of their supervisor’s office and the classroom setting. Emerging Perspectives ep.journalhosting.ucalgary.ca Reflections on Creating a Student-Run Journal: A Duo-ethnography Maisha M. Syeda, Jon Woodend, Gina Ko, Teresa Fowler, Konstantinos Chondros, Brianna Hilman, & Britney M. Paris Werklund School of Education, University of Calgary Literature regarding graduate student training suggests that graduate students struggle to become involved in academic publishing.


id: emerpers-52941
author: Ko, Gina; Jiao, Nan; Corser, Kristy
date: 2019
pages: 13
extension: .pdf
mime: application/pdf
words: 7227
sentence: 344
flesch: 51
cache: cache/emerpers-52941.pdf
txt: txt/emerpers-52941.txt
title:
  A transcultural journey: An ensemble of Canadian, Chinese, and Australian doctoral students’ experiences

summary:
  The objective of the research was for the students to connect internationally while contributing to academic literature on the transcultural experiences of doctoral students. Vulnerability of doctoral students also emerged as a key finding as well as discovering that language barriers posed some challenges.


id: emerpers-30359
author: Hassett, Scott
title: Empathy as Understanding
date: 2019
pages: 14
extension: .pdf
mime: application/pdf
words: 7865
sentence: 432
flesch: 58
cache: cache/emerpers-30359.pdf
txt: txt/emerpers-30359.txt
summary:
  These meetings also offered an opportunity for teachers to model listening and being respectful of student voice. I asked how empathy could be used as a tool within the classroom to help students and teachers alike, cultivate wisdom and compassion.


id: emerpers-72604
author: Bence Mathezer, MIchelle; Ramzy, Miriam
title: Pivoting from In-class to Online Early Literacy Instruction and Contributing Critical Insights
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 3128
sentence: 180
flesch: 49
cache: cache/emerpers-72604.pdf
txt: txt/emerpers-72604.txt
summary:
  Creating Online Engagement Video conferencing with students often does not provide the level of student engagement needed to sustain student attention, enthusiasm, or high levels of learning (Plowman et al., 2012). Students identify (with action or auditory signal) rhyming words as teacher reads Possible rhyming words: bear/hair, nose/toes, straight/great, do-zoo, feet-beat, speak- shriek, stop-pop, fright-bright, sleep-sheep Objective #2: Second read through students will focus on habitats and needs of animals 1.


id: emerpers-72546
author: Van Beers, Rae Ann
title: Pan(dem)ic at the (Middle School) Disco: Navigating Data Collection During Quarantine
date: 2021
pages: 4
extension: .pdf
mime: application/pdf
words: 2098
sentence: 108
flesch: 57
cache: cache/emerpers-72546.pdf
txt: txt/emerpers-72546.txt
summary:
  Keywords: Covid-19, graduate student, research plan, data collection, online platforms, middle school, fair trade, social justice education, duoethnography, qualitative research. He amplified my plea for research participants by stating in the group chat he set up for us: “This is a great opportunity to help Rae Ann out with her research and share your thoughts.”


id: emerpers-72469
author: Pethrick, Helen
title: Mirrored Resiliency: Exploring University Student Narratives of the COVID-19 Pandemic
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 2173
sentence: 122
flesch: 52
cache: cache/emerpers-72469.pdf
txt: txt/emerpers-72469.txt
summary:
  In this brief, I aimed to explore an unexpected line of inquiry: the stories of university student resiliency during the COVID-19 pandemic. The ripple effects of the pandemic have accelerated concerns about university student mental health and led to a need for greater psychological resiliency (Sahu, 2020).


id: emerpers-52758
author: Czuy, Kori; Hogarth, Melitta
title: Circling the square: Indigenizing the Dissertation
date: 2019
pages: 16
extension: .pdf
mime: application/pdf
words: 7559
sentence: 418
flesch: 56
cache: cache/emerpers-52758.pdf
txt: txt/emerpers-52758.txt
summary:
  Keywords: dissertation, Indigenous ways of knowing, Indigenizing the academy Czuy, K. & Hogarth, M. (2019). With this in mind, the use of metalogue as a methodological approach enables us to reposition Indigenous ways by bringing storytelling into the centre.


id: emerpers-43175
author: Adamson, Christopher
title: New Teacher Assessment Literacy: Determining and Narrowing the Gaps
date: 2020
pages: 17
extension: .pdf
mime: application/pdf
words: 7194
sentence: 383
flesch: 42
cache: cache/emerpers-43175.pdf
txt: txt/emerpers-43175.txt
summary:
  Although, “measuring teachers’ mastery of the principles drawn from the knowledge base can give an estimate of teacher assessment literacy, transfer to the practical realm is not guaranteed” (Xu & Brown, 2016, p. 153). Establishing a better understanding of what assessment literacy is and how it can be measured is crucial to improving teacher assessment literacy via tailored PD and subsequently, student learning.


id: emerpers-52949
author: McManus, Elizabeth McPherson
title: Reducing School Dropout Rates Through Early Identification of Students at Risk
date: 2020
pages: 12
extension: .pdf
mime: application/pdf
words: 6574
sentence: 311
flesch: 44
cache: cache/emerpers-52949.pdf
txt: txt/emerpers-52949.txt
summary:
  Keywords: School dropout, early identification, at risk, middle school McManus, E.M. (2020). One study published a decade ago found the tangible costs of school dropout to be high, and estimated that the cost savings in 2008, if graduation rates were to improve by just 1%, to be $7.7 billion (Hankivsky, 2008).


id: emerpers-43031
author: Kokotailo, Rae; Chan Kent, Alysha; Choy, Alexander
title: The Use of Text Messaging for Peer Support Among Counselling Psychology Graduate Students
date: 2018
pages: 7
extension: .pdf
mime: application/pdf
words: 2538
sentence: 149
flesch: 45
cache: cache/emerpers-43031.pdf
txt: txt/emerpers-43031.txt
summary:
  Keywords: Peer support; text messaging; counselling psychology; graduate students; focused ethnography Kokotailo, R. A., Chan Kent, A. S., & Choy, A. J. (2018). The use of text messaging for peer support among counselling psychology graduate students.


id: emerpers-80457
author: Nogueira, Bruna; Donadon, Daniela
date: 2024
pages: 12
extension: .pdf
mime: application/pdf
words: 3104
sentence: 149
flesch: 34
cache: cache/emerpers-80457.pdf
txt: txt/emerpers-80457.txt
title:
  Using Digital Technologies for School-Family Partnerships: A Case at a Brazilian Preschool During the Pandemic

summary:
  Keywords: Remote education, School-family partnership, Early childhood education, Preschool education, Digital technologies Nogueira, B., & Donadon, D. (2024). Many families disclosed that they learned new things with their children, and there was a growing recognition of the importance of experiential learning in early childhood education.


id: emerpers-30351
author: Bishop, Jenna
title: Assessing Students with Exceptional Learning Needs
date: 2019
pages: 8
extension: .pdf
mime: application/pdf
words: 3592
sentence: 150
flesch: 36
cache: cache/emerpers-30351.pdf
txt: txt/emerpers-30351.txt
summary:
  Leadership for teacher learning: Creating a culture where allteachers improve so that all students succeed. Additionally, Alberta Education (2010) reminded teachers that, “the goal is not to have an individualized assessment plan for each student, but to have a manageable class assessment plan that is flexible enough to accommodate a range of student needs” (p. 47).


id: emerpers-75888
author: Pethrick, Helen ; Hladik, Stephanie ; Manners, Arushi ; Chokshi, Apoorve; Gottlieb, Marcus
title: Introduction: Empowering Graduate Students in Publication Spaces
date: 2022
pages: 5
extension: .pdf
mime: application/pdf
words: 1921
sentence: 86
flesch: 40
cache: cache/emerpers-75888.pdf
txt: txt/emerpers-75888.txt
summary:
  As outlined in our experiences with EPIGREP and by other graduate student editorial teams (see Arsenault, 2021), graduate student journals are a space of developmental learning for graduate student authors and editors. Keywords: graduate students, academic publishing, graduate student journals, educational research, educational psychology Pethrick, H., Hladik, S., Manners, A., Chokshi, A., & Gottlieb, M. (2022).


id: emerpers-72565
author: Lee, Suzie Sukyoung ; Erman, Didem ; Chowdhury Turin, Tanvir
title: Adapting to the new normal: practices in virtual teaching and research
date: 2021
pages: 6
extension: .pdf
mime: application/pdf
words: 2056
sentence: 103
flesch: 47
cache: cache/emerpers-72565.pdf
txt: txt/emerpers-72565.txt
summary:
  The annotation tool, which was built-in to Zoom, was used to complement teaching because it helped students visually engage with the lecture material, provide their insights, and allowed interaction with other students. However, online learning may have reduced accessibility for students who do not have the suitable technology or environment.


id: emerpers-61671
author: Cowley, Summer Juliet
title: Socioeconomic Status, Bourdieu’s Capitals and Higher Education Attainment
date: 2020
pages: 16
extension: .pdf
mime: application/pdf
words: 7381
sentence: 404
flesch: 41
cache: cache/emerpers-61671.pdf
txt: txt/emerpers-61671.txt
summary:
  framing of “The universal family desire for betterment” (p. 414) through education as driving global growth in high participation higher education systems. Similarly, students in the academic stream in Ontario in grades 9 and 10 take university-level courses in the last grades of high school, while their peers in the applied stream Cowley - Emerging Perspectives (2020) 56 enroll in college-level courses, setting students from each stream along different academic pathways (Brown, 2010; Parekh, 2013).


id: emerpers-80472
author: Coombs, Emily; Manners, Arushi
title: Designing for Digital Futures
date: 2024
pages: 4
extension: .pdf
mime: application/pdf
words: 1144
sentence: 76
flesch: 30
cache: cache/emerpers-80472.pdf
txt: txt/emerpers-80472.txt
summary:
  It also emphasizes the importance of centring Indigenous knowledge systems and decolonizing digital education. They emphasize the importance of centring Indigenous knowledge systems and practices in digital education, presenting models that honour relational and place-based approaches to learning.


id: emerpers-68145
author: Dames, Shannon
date: 2020
pages: 20
extension: .pdf
mime: application/pdf
words: 10383
sentence: 556
flesch: 56
cache: cache/emerpers-68145.pdf
txt: txt/emerpers-68145.txt
title:
  Why Are You Thriving When I’m Barely Surviving? An Exploration of Developmental Factors that Enable Novice Nurses to Thrive

summary:
  Personal resiliency impacts the ability to navigate the stressors endemic in many novice nurse work environments. While there may be many practical reasons to assimilate to workplace norms, assimilation at the cost of one’s felt sense of congruence can disable their ability to thrive.


id: emerpers-80456
author: Fu, Rong; Koh, Kim
date: 2024
pages: 9
extension: .pdf
mime: application/pdf
words: 1903
sentence: 112
flesch: 34
cache: cache/emerpers-80456.pdf
txt: txt/emerpers-80456.txt
title:
  Unpacking Formative Assessment Literacy Among Teachers in Confucian Cultural Contexts: An Investigation in Online Learning Environments

summary:
  Fu & Koh, 2024 (d).docx Emerging Perspectives ep.journalhosting.ucalgary.ca Unpacking Formative Assessment Literacy Among Teachers in Confucian Cultural Contexts: An Investigation in Online Learning Environments Rong Fu*, Kim Koh University of Calgary This study critically examines the concept of formative assessment literacy within the realm of Confucian cultural contexts, particularly in light of the widespread adoption of virtual learning platforms and online schooling post-COVID-19. Keywords: Formative assessment literacy, Confucian, Cultural contexts, Teacher-student relationship, Online learning Fu, R., & Koh, k. (2024).


id: emerpers-68836
author: Zekri, Ibtissem
date: 2021
pages: 17
extension: .pdf
mime: application/pdf
words: 6946
sentence: 490
flesch: 51
cache: cache/emerpers-68836.pdf
txt: txt/emerpers-68836.txt
title:
  Social Media in the LINC Classroom: Instructors’ Perceptions, Barriers and Support Necessary for Effective Integration

summary:
  The study also examined the barriers that might hinder SM integration into LINC instruction and the support these instructors need for an effective use of SM. Advocates of SM integration in learning settings have argued that the education sector has to join the SM bandwagon given its potential.


id: emerpers-72563
author: Bello, Jhonattan; Luo, Cong; Cho, Suyeon; Liang, Siyin
date: 2021
pages: 6
extension: .pdf
mime: application/pdf
words: 2362
sentence: 134
flesch: 41
cache: cache/emerpers-72563.pdf
txt: txt/emerpers-72563.txt
title:
  Living through Covid-19 Pandemic as International Students in Canada: Collaborative Autoethnography of Struggles and Resilience

summary:
  Keywords: COVID-19, international student experience, resilience, graduate students, challenges in higher education, post-secondary education Bello, J., Cho, S., Liang, S., & Luo, C. (2021). By addressing several complex challenges that the international students faced, we hope to inform higher education stakeholders who seek to better accommodate the unique needs of international students.


id: emerpers-81775
author: Alba, Razieh
title: Belonging and Othering in Research and Education: Bringing Indigenous Voices into the Classroom
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 3818
sentence: 156
flesch: 34
cache: cache/emerpers-81775.pdf
txt: txt/emerpers-81775.txt
summary:
  Meaningful inclusion of Indigenous knowledges, voices, and perspectives requires direct collaboration with Indigenous knowledge holders, and to accomplish this and build direct connections to Indigenous community members, the non-Indigenous educator should seek to build authentic relationships based on mutual respect and commitment to maintain the relationships over the long-term (Kovach, 2021; Webb & Mashford-Pringle, 2022). The methods of bringing Indigenous knowledges into the classroom in respectful, reciprocal, and authentic ways requires careful attention and collaboration with Indigenous communities and knowledge holders.


id: emerpers-81822
author: Rodriguez, Nurgul; Cruz, Fabielle Rocha; Ferguson, Warren; Coombs, Emily
title: Belonging and Othering in Research and Education: A Foreword
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 1794
sentence: 93
flesch: 34
cache: cache/emerpers-81822.pdf
txt: txt/emerpers-81822.txt
summary:
  editorial.docx Emerging Perspectives ep.journalhosting.ucalgary.ca Belonging and Othering in Research and Education: A Foreword Nurgul Rodriguez del Ojo, Fabielle Rocha Cruz, Warren Ferguson, Emily Coombs* University of Calgary The 2024 edition of the Graduate Studies Faculty in Education Journal emerges from Tapestry 2024: Rodriguez/ Emerging Perspectives (2025) 5 Appendix A: Acknowledgements The success of Tapestry 2024: Belonging and Othering in Research and Education and this special edition of the Graduate Studies in Education Journal would not have been possible without the collective efforts, insights, and commitments of many individuals and organizations.


id: emerpers-68375
author: Smith, Cameron W
title: Essayons: French as a Second Language Teacher Experiences of Technology-Enhanced Practice
date: 2020
pages: 15
extension: .pdf
mime: application/pdf
words: 8033
sentence: 455
flesch: 50
cache: cache/emerpers-68375.pdf
txt: txt/emerpers-68375.txt
summary:
  There is still a need for research in the area of FSL teacher beliefs (Bayliss & Vignola, 2007; Lawrence, 2014). By considering how practicing FSL teachers experience the integration of technology in second language learning, this research contributes a current understanding of these realities.


id: emerpers-69764
title: Graduate Students’ Meaning-making of Teaching and Learning in an International Doctoral Forum
date: 2021
pages: 15
extension: .pdf
mime: application/pdf
words: 8371
sentence: 383
flesch: 43
cache: cache/emerpers-69764.pdf
txt: txt/emerpers-69764.txt
author:
  Rothschuh, Stefan; Dennis, Jody; Liu, Jingzhou (Jo); MacDonald, Jennifer; Roy, Sylvie; Simmons, Marlon

summary:
  In fact, doctoral students draw upon a multitude of diverse identities by taking on elements of a specific cultural group to determine how they fit with internal values and beliefs (Foot et al., 2014). We also planned to showcase how our perception of teaching and learning was shaped by our layered identities as educators, practitioners, doctoral students, and academics.


id: emerpers-80474
author: Olivieri, Patt
title: HomeWork-School: Deconstructing Assessment, Fairness and Future Learning in Ontario K-12 Spaces
date: 2024
pages: 10
extension: .pdf
mime: application/pdf
words: 2738
sentence: 142
flesch: 35
cache: cache/emerpers-80474.pdf
txt: txt/emerpers-80474.txt
summary:
  The current homework policy aligns with the purpose of assessment: to improve student learning (Ontario Ministry of Education, 2010). It helps to mitigate conditions outside of school that may impact a student's achievement level, whereby teachers can make better judgments of student learning.


id: emerpers-80492
author: Alba, Razieh
title: Land-Based Learning and Indigenous Perspectives in Educational Technology
date: 2024
pages: 9
extension: .pdf
mime: application/pdf
words: 2332
sentence: 100
flesch: 37
cache: cache/emerpers-80492.pdf
txt: txt/emerpers-80492.txt
summary:
  Given the historical patterns of claiming, erasing, and/or appropriating Indigenous lands, knowledges, and cultures, it is crucial that Indigenous ways of knowing, being, and thinking be centred within online education designs and curricula (Bujold et al., 2021). Indigenous education and decolonization.


id: emerpers-81774
author: Jakobsen, Joyce
date: 2025
pages: 11
extension: .pdf
mime: application/pdf
words: 2362
sentence: 162
flesch: 39
cache: cache/emerpers-81774.pdf
txt: txt/emerpers-81774.txt
title:
  How can Generative Artificial Intelligence (AI) be Effectively Incorporated into Middle School Art Students to Develop Creative Thinking and Enhance A Sense of Community?

summary:
  Methods The study adopts qualitative content analysis to evaluate curriculum content and explore how AI tools can mediate learning and scaffold student knowledge in the form of a more capable other (Vygotsky, 1978). The research targets art and language educators who utilize generative AI to help students express their thoughts through creative disposition, even if English is not their first language.


id: emerpers-73388
author: Campbell, Harrison; Grieman , Joshua
title: A Recipe for Literacy: Making Meaning Through Cake
date: 2022
pages: 11
extension: .pdf
mime: application/pdf
words: 4969
sentence: 269
flesch: 56
cache: cache/emerpers-73388.pdf
txt: txt/emerpers-73388.txt
summary:
  Lenters (2018) discusses the advent of the term literacy event as significant in that it provided a “here and now” (p. 153) approach to literacy instruction that also “provided a common unit of analysis, allowing for a Campbell & Grieman – Emerging Perspectives (2022) 24 comparison of literacy practices across a variety of contexts” (p. 154). A way in which to address such criticism is by moving from a literacy event to literacy-as-event which “promotes an expansive, reflective, and imaginative engagement with literacy practices that aligns with relational thinking” (p. 46).


id: emerpers-80450
author: Alarakyia-Jivani, Raisa; Carley, Cameron; Wright, Alysia-Christine
title: Blended and Online Learning Policy Development in Higher Education: Key Considerations
date: 2024
pages: 18
extension: .pdf
mime: application/pdf
words: 3926
sentence: 226
flesch: 30
cache: cache/emerpers-80450.pdf
txt: txt/emerpers-80450.txt
summary:
  Through conducting two environmental scans of BOL policies at the U15s in 2022, the authors identified important elements of BOL policies that could be useful in future institutional planning and decision-making related to modality. The authors isolated key themes that would benefit institutions in standardizing and offered comprehensive strategies and limitations to ensure consistent regulation of BOL policies.


id: emerpers-80449
author: Yu, Jacqueline
date: 2024
pages: 11
extension: .pdf
mime: application/pdf
words: 2358
sentence: 133
flesch: 37
cache: cache/emerpers-80449.pdf
txt: txt/emerpers-80449.txt
title:
  Let’s CHAT About Online Student Engagement: Cultural-Historical Activity Theory as a Theoretical Lens

summary:
  This article will explore Engeström’s (1987/2019) cultural-historical activity theory (CHAT) as a theoretical lens to understand online learning environments. The factors linked to course completion and student attrition have been an enduring concern for online learning environments, including *jacqueline.yu@ucalgary.ca Yu/ Emerging Perspectives (2024) 2 efforts to develop techniques to identify and support at-risk learners (Archambault et al., 2010; Bienkowski et al., 2012; Friedhoff et al., 2022; Robyler et al., 2008) Presumed to be supportive of school completion (Appleton et al., 2008), student engagement has been a prominent research focus for online learning environments (Henrie et al., 2015; Martin et al., 2021).


id: emerpers-80448
author: Fawcett, Brett
date: 2024
pages: 33
extension: .pdf
mime: application/pdf
words: 9314
sentence: 480
flesch: 46
cache: cache/emerpers-80448.pdf
txt: txt/emerpers-80448.txt
title:
  A Diet of Daily Bread, Food for Thought, and CoFI (Communities of Faithful Inquiry): Key Factors in LMS Decision-Making for Online Catholic Education 

summary:
  This takes the form of using technological aids to foster the spiritual lives of its students, ensure that a genuine community is being built, and find ways to equip online students to live out their faith outside of the digital realm. Just as many have taken to “visiting” religious pilgrimage sites through the Internet in the phenomenon known as “cyberpilgrimage,” in which cyberspace becomes sacred space (Hill-Smith, 2011), the university’s physicality can be presented to online students for their reflection and meditation.


id: emerpers-72530
author: Reaume, Chelsea; Alie, Madeleine; Thomassin, Kristel
date: 2021
pages: 7
extension: .pdf
mime: application/pdf
words: 2459
sentence: 119
flesch: 38
cache: cache/emerpers-72530.pdf
txt: txt/emerpers-72530.txt
title:
  Creative approaches to mixed-methods data collection in the context of COVID-19: Investigating families, emotions, and collective coping in a prospective sample

summary:
  At a twelve-month follow up, parents completed questionnaires examining their own emotion regulation (i.e., the ability to manage one’s emotional experiences) and psychopathological symptoms (e.g., anxiety, depressive symptoms), emotion socialization behaviours (i.e., responses to child expression of positive and negative emotions), and child emotion regulation and psychopathology. The role of parent emotion skills and socialization behaviours (i.e., parental reactions to child emotion expression; Eisenberg et al., 1998) on child functioning is particularly relevant in the context of the COVID-19 pandemic, which has placed unique challenges on the family system (e.g., caregiving burden and lack of social support, confinement-related stressors, financial instability; Prime et al., 2020).


id: emerpers-74133
author: Hladik, Stephanie; Gottlieb, Marcus; Barrantes, Lena ; Pethrick, Helen
title: Introduction: Graduate Students Navigating the COVID-19 Pandemic
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 1927
sentence: 86
flesch: 41
cache: cache/emerpers-74133.pdf
txt: txt/emerpers-74133.txt
summary:
  In addition to universal stressors like job security, childcare, and health worries, graduate students faced additional pandemic-related challenges related to our roles as student-researchers. It is thus unsurprising that the vast majority of graduate students have experienced a decline in their mental health (Chirikov et al., 2020; Toronto Science Policy Network, 2020) and a growing number are experiencing financial instability (Zahneis, 2020), exacerbating their already precarious situations.


id: emerpers-80495
author: Alba, Razieh
title: Decolonization and Indigenous Perspectives in Educational Technology
date: 2024
pages: 9
extension: .pdf
mime: application/pdf
words: 2349
sentence: 102
flesch: 37
cache: cache/emerpers-80495.pdf
txt: txt/emerpers-80495.txt
summary:
  Given the historical patterns of claiming, erasing, and/or appropriating Indigenous lands, knowledges, and cultures, it is crucial that Indigenous ways of knowing, being, and thinking be centred within online education designs and curricula (Bujold et al., 2021). Using online education and technology tools as a platform to support Western worldviews that do not “inherently value the natural world could further remove us from it, whereas using technology with [Indigenous perspectives]… encourages us to seek information relating to the land and our relationship to it” (Bujold et al., 2021 p. 58).


id: emerpers-81772
author: Poppendorf, Alexandria
date: 2025
pages: 11
extension: .pdf
mime: application/pdf
words: 4185
sentence: 251
flesch: 42
cache: cache/emerpers-81772.pdf
txt: txt/emerpers-81772.txt
title:
  Reshaping educational spaces: An emerging framework for place-making and belonging in higher education with practical considerations for the classroom

summary:
  My Ethical Struggles with this Legacy of Harm in Education As a white cis scholar, I acknowledge the privilege I hold within higher education places. It is through attending the lodge that I began to truly understand the depth of Wilson’s words and see resonance with my passion for posthuman philosophy.1 Using The Gift of Wilson’s Model to Create a Framework for Shaping Places in Higher Education Inspired by posthuman thought, Indigenous relational ethics, and my own lived experiences, I consider what principles should lie at the heart of higher education places which foster belonging despite their oppressive legacies.2 Below I outline my observations and practical strategies which can be implemented in our classrooms to attend these principled imperatives.


id: emerpers-80473
author: Chen, Danni; Delanoy, Nadia
date: 2024
pages: 13
extension: .pdf
mime: application/pdf
words: 2986
sentence: 140
flesch: 38
cache: cache/emerpers-80473.pdf
txt: txt/emerpers-80473.txt
title:
  Complexities Of Digital Learning for Higher Education: Reflections About Planning and Applying Digital Assessment and Feedback Design

summary:
  Impact of instructor intervention on the quality and frequency of student discussion posts in a blended classroom.  Challenges While online discussion boards as digital assessments in our hybrid learning design have affordances for student learning, they also present challenges.


id: emerpers-72495
author: Taylor, Lisa Marie
title: Supporting Student Wellness to Enable Resiliency During the COVID-19 Pandemic
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 2179
sentence: 108
flesch: 51
cache: cache/emerpers-72495.pdf
txt: txt/emerpers-72495.txt
summary:
  Moving forward, I will continue to prioritize my wellness by embracing the strategies identified here, and I encourage universities to explore how student wellness can be more comprehensively and proactively supported. Supporting student wellness to enable resiliency during the Covid-19 pandemic.


id: emerpers-68142
author: Slipp, Andria Lee
title: Linking Reading Comprehension and Executive Function: A Pathway to Improved Instruction
date: 2021
pages: 15
extension: .pdf
mime: application/pdf
words: 7237
sentence: 349
flesch: 36
cache: cache/emerpers-68142.pdf
txt: txt/emerpers-68142.txt
summary:
  Further compounding this concern and despite an understanding of the critical role of executive function in reading comprehension, models of reading comprehension have, for the most part, not explicitly incorporated executive functions (Butterfuss & Kendeou, 2018). Miyake and Friedman (2012) entered into the discussion on the interplay among executive functions, concluding that executive function involves both the correlation of a unified underlying ability, as well as the separability or individualization of executive functions.


id: emerpers-81821
author: McClurg, Caitlin
title: Insider-outsider adult learners: Culture and the meaning-making of belonging in graduate education​
date: 2025
pages: 7
extension: .pdf
mime: application/pdf
words: 1885
sentence: 107
flesch: 42
cache: cache/emerpers-81821.pdf
txt: txt/emerpers-81821.txt
summary:
  Sheingold et al. (2013) suggest that staff and faculty dedicate international strategies to facilitate connectedness, cooperation, mutual understanding, trust, and the networking necessary to building community in distance education graduate student. *csmcclur@ucalgary.ca http://ep.journalhosting.ucalgary.ca mailto:csmcclur@ucalgary.ca McClurg / Emerging Perspectives (2025) 2 Introduction This presentation explores graduate education through the lens of French sociologist Pierre Bourdieu’s notions of habitus and field, which lead to an examination of positionality, cultural norms, and belonging, as well as the scholarly habitus and scholarly capital of graduate students in higher education.


id: emerpers-74938
author: Sleilaty, Juliette
title: The Impact of a Regular Mindfulness Practice on Teachers: A Critical Review
date: 2022
pages: 17
extension: .pdf
mime: application/pdf
words: 7896
sentence: 374
flesch: 39
cache: cache/emerpers-74938.pdf
txt: txt/emerpers-74938.txt
summary:
  Cultivating teacher mindfulness: Effects of a randomized controlled trial on work, home, and sleep outcomes. The alchemy of teacher mindfulness: Voices from veteran language teachers in China.


id: emerpers-81891
author: Saha, Shuvo
date: 2025
pages: 21
extension: .pdf
mime: application/pdf
words: 5748
sentence: 371
flesch: 51
cache: cache/emerpers-81891.pdf
txt: txt/emerpers-81891.txt
title:
  Market-Capital beneath the Skin of “Fear Factories”: The Autobiography of an English-Speaker-of-Other-Languages Educator

summary:
  Since I did not have a ready answer, I found it meaningful to adopt a semi-guided explorative path to examine my own lived experiences by following previous researchers’ footsteps in educational fear research. The “silent explosion” of lifelong education into individualized lifelong learning that is devoid of any form of relationality (p. 45) eventually places the students in a lonesome and apprehension-provoking course of formal education.


id: emerpers-81820
author: Sheppard, Steven
title: Defining Inclusion: What It Is, What It Is Not, and Why It Matters
date: 2025
pages: 8
extension: .pdf
mime: application/pdf
words: 2470
sentence: 183
flesch: 34
cache: cache/emerpers-81820.pdf
txt: txt/emerpers-81820.txt
summary:
  This experience now grounds Sheppard / Emerging Perspectives (2025) 3 my approach to inclusive education. My introduction to inclusive education was unplanned.


id: emerpers-74847
author: Siegle, Christopher
date: 2022
pages: 16
extension: .pdf
mime: application/pdf
words: 7080
sentence: 405
flesch: 38
cache: cache/emerpers-74847.pdf
txt: txt/emerpers-74847.txt
title:
  Equitable Social-Emotional Learning and Mindfulness: Countering Systemic Oppression in Secondary Classrooms with Personal Practices and an Empowering Approach 

summary:
  Participants observed their approach to SEL serving students, making them “feel part of things rather than just drones that are being dictated to.” Proponents argue they advance equity, while critics contend that positivist perspectives instill dominant cultural values within both mindfulness practices and SEL frameworks.


id: emerpers-80455
author: Turner, Kristal; Adams, Jennifer
title: Online Learning as a Safe Space: The Experience of Racialized Students in Postsecondary Classrooms
date: 2024
pages: 9
extension: .pdf
mime: application/pdf
words: 2262
sentence: 129
flesch: 46
cache: cache/emerpers-80455.pdf
txt: txt/emerpers-80455.txt
summary:
  In this research brief, I will explore the topic of online learning environments for racialized students, noting mainly how safe racialized students report feeling in online learning spaces and to what degree they feel that they can show up as their authentic and whole selves (Jongman-Sereno & Leary, 2019; Sublett, 2020; Turner, 2022). In considering racialized student experience, it is important not to essentialize (or assume) that their experiences are all the same.


id: emerpers-80451
author: Gierus, Bogumila; Davis, Brent
title: The Hyperlinked Visual-Spatial Map as a Novel Way to Explore an Academic Discipline
date: 2024
pages: 14
extension: .pdf
mime: application/pdf
words: 3087
sentence: 169
flesch: 50
cache: cache/emerpers-80451.pdf
txt: txt/emerpers-80451.txt
summary:
  Much in contrast to the print limitations of even the best textbook, a visual-spatial, hyperlinked map invites the user into the ever-evolving realities of a discipline. For instance, in school, students are exposed to mind maps, thought maps, thinking maps, and other spatial ways of collecting and organizing ideas (Budd, 2004; Hyerle, 1996; Peer et al., 2021).


# url

id: emerpers-68238
domain: www.canada.ca
url:
  https://www.canada.ca/content/dam/ircc/migration/ircc/english/resources/research/2012migrant/documents/pdf/migrant2012-eng.pdf


id: emerpers-68397
domain: supchina.com
url:
  http://supchina.com/2017/05/09/tsinghua-loses-star-molecular-biologist-princeton-chinasociety-culture-news-may-9-2017


id: emerpers-68397
domain: supchina.com
url:
  http://supchina.com/2017/05/09/tsinghua-loses-star-molecular-biologist-princeton-china-society-culture-news-may-9-2017


id: emerpers-72469
domain: theconversation.com
url:
  https://theconversation.com/for-university-students-covid-19-stress-createsperfect-conditions-for-mental-health-crises-149127


id: emerpers-52941
domain: files.eric.ed.gov
url:
  http://www.acel.org.au/acel/acel_docs/publications/e-teaching/2016/ehttp://www.acel.org.au/acel/acel_docs/publications/e-teaching/2016/ehttps://files.eric.ed.gov/fulltext/ej891470.pdf


id: emerpers-52951
domain: winnipeg.ctvnews.ca
url:
  http://winnipeg.ctvnews.ca/memo-instructs-hospital-employees-to-only-speakenglish-while-on-the-job-1.1181210


id: emerpers-80457
domain: edisciplinas.usp.br
url:
  https://edisciplinas.usp.br/pluginfile.php/5019418/mod_resource/content/1/pedagogia%20da%20autonomia%20-%20livro%20completo.pdf


id: emerpers-80457
domain: edisciplinas.usp.br
url:
  https://edisciplinas.usp.br/pluginfile.php/3317710/mod_resource/content/2/a%20formacao%20social%20da%20mente.pdf


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url:
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url:
  https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontentknowledge


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url:
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url:
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url:
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url:
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# ent

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entity:
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entity:
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# pos

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lemma:
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lemma:
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lemma:
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lemma:
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lemma:
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lemma:
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lemma:
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lemma:
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lemma:
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lemma:
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lemma:
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