In this newsletter:

  • Donation for Sweat Lodge Change-Room
  • CER Workshop – Research Ethics
  • Research Opportunities
  • Celebrating Students’ Success with E-Portfolio Presentations
  • Conferences
  • Hurrahs

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Elder Noel Milliea has been teaching in the BEd program for many years. As a part of his teachings, two or three times a year, Noel holds sweat lodge ceremonies for our students. During the sweats, Noel’s family has graciously opened their home for students to change/prepare for the sweat. This past spring, from personal and community donations, a sweat lodge change-room was built near the sweat. In order to complete this change-room a bit more funding is needed. If you would like to offer a small donation toward the building fund, Jane Preston will be collecting money until 05-Feb-2016.

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Please join Dr. Tim Goddard in an examination of the elements of research ethics, including the labyrinthine considerations taken into account when working with youth and vulnerable populations.  This participatory workshop will help researches, particularly graduate students, develop a deeper understanding of research ethics, and enhance their sensitivities to ethical dilemmas.  The workshop will be held Friday, 29-Jan-2016, 3:30pm-5:00pm, in Memorial Hall 308.

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The Centre for Education Research is pleased to share the following research opportunities, which colleagues are encouraged to consider.

Research in Nunavut

ArcticNet has launched a directed Call for proposals to address Inuit education research priority areas.

The call for proposals focus on two research priority areas which are outlined below. The Call for proposal and application form are available on their website.

  1. The first priority area: Increasing our Understanding of Grade Transitions (i.e., Grades 7 to 8, Grade 10 to 11, 12) What research data and gaps exist regarding grade transitions and withdrawal in Inuit schools during transitions, including mechanisms for student monitoring? What academic structure, climate and culture within the school community contributes to early withdrawal from the K-12 system? What intervention practices have been tried in Inuit schools that have demonstrated success in reducing the number of students exiting school early at these transitions? Are there gender-specific factors contributing to early exit of Inuit students at these transitions?
  2. The second priority area: Measuring Success: An Examination of Existing Inuit-specific Indicators, Gaps and Recommended Measures to Close Gaps. What Inuit-specific education achievement indicators exist in the 4 Inuit regions? (e.g. writing, literacy, numeracy, % of students completing credits, graduation) and how do these indicators identify a % of vulnerable students requiring additional support? What comparative indicators should be collected across the 4 Inuit regions (i.e. reading, attendance, graduation rates, and gender difference) to contribute to understanding trends in educational achievement? Why has it become necessary to access upgrading programs for many Grade 12 graduates before they enter post-secondary education? What Inuit language, literacy and proficiency data is currently collected across the 4 Inuit regions (Roman and/or Syllabics)? What evidence is there of the impact of the integration of culture and Inuit language-based education (including language immersion) on student academic achievement?

Research in PEI

Please see the attached call for proposals from the Joint Education Research Group:

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We are celebrating our BEd students’ success with their e-portfolio presentations February 3rd through February 10th. The presentation of a learning/career e-portfolio is a requirement for each student in the Bachelor of Education program at UPEI.

You are invited to attend one or more sessions during which a small group of pre-service teachers will each present his/her e-portfolio to demonstrate individual growth in becoming a professional educator through the various aspects of the B. Ed  program.

Each pre-service teacher will present for approximately 15 minutes after which the audience will be invited to discuss or ask questions.

Please see below for scheduled times and locations.

English B ED program:

  • Feb 3rd     5:00-7:00    Memorial Hall 301 (ELC)
  • Feb 4th     5:45-7:45    AVC 286A N or AVC 286B N (2 groups)
  • Feb 5th     4:00-6:00     Memorial Hall or 308 Memorial Hall 215 (2 groups)
  • Feb 8th     4:00-6:00     Main 113 or Main 116 or ELC (3 groups)
  • Feb 9th     4:00-6:00     AVC 287N or AVC 286A N (2 groups)
  • Feb 10th     4:00-6:00     Main 116

French B Ed program:

  • Feb 4th     5:45-7:45     Kelley 211
  • Feb 10th     5:45-7:45     Kelley 210

Any instructor who wishes to attend the session that includes his/her students should contact the pre-service teacher directly for the time and date of that presentation.

We hope to see many of you in attendance.

For further information, contact Carolyn Francis  or Jill Ross by email or telephone 902-620-5155.

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4th Annual Canadian Symposium on Indigenous Teacher Education

The UNB Faculty of Educaiton and the Mi’kmaq-Wolastoquey Centre at the University of New Brunswick will be hosting the 4th Annual Canadian Symposium on Indigenous Teacher Education this April 6-8, 2016.  For more information on the conference please visit their website or the attached conference poster.

Internationalizing Higher Education: Past practices and future possibilities

The Centre for Research on International Education and the Faculty of Education at Simon Fraser University, Canada, invite you to participate in an international interdisciplinary conference focusing on internationalization of higher education.
For more information, please see the attached.

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Congratulation to Jane Preston for her latest peer-reviewed publication in the international journal, Diaspora Indigenous and Minority Education. The article is entitled “Education for Aboriginal Peoples in Canada: An Overview of Four Realms of Success.” The abstract can be found here.

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