丁香园AV

Dr. Brisson authored an article titled, 鈥淎t play in a Francophone minority school in Canada: Discourses on languages鈥� for the International Journal of Bilingual Education and Bilingualism and co-authored, with. Dr. Theresa Rogers (UBC), an article titled, 鈥淩eading Place: Bullying and Cultural Displacement in a Qu茅b茅cois Graphic Novel鈥� in Bookbird. Along with Principal Investigator Dr. Diane Dagenais, and PhD students Magali Forte and Gw茅na毛lle Andr茅-Bras, she began fieldwork in homes of bi/plurilingual children to explore multilingual and multimodal story production for their SSHRC-funded research project. She is also working on a research project on representations of plurilingual and immigrant characters in Qu茅b茅cois children鈥檚 literature. She was thrilled to present a selection of these books to teachers and student teachers at the annual conference of the Association provinciale des professeurs d'immersion et du programme francophone de Colombie-Britannique.

Dr. Cassidy presented a paper on educating children in human rights at the international Child鈥檚 World Conference in Aberystwyth, Wales in July. In September she was a featured speaker at the American Bar Association, Law-related Education Conference in Chicago, co-presenting with law professor Dr. Colette Langos from Australia on the topic of 鈥淔reedom of expression in the digital world.鈥� Later that month, she participated in a symposium with colleagues Drs. Beck and Bai at the inaugural Care Ethics Research Consortium Conference, held in Portland, Oregon. Dr. Cassidy鈥檚 talk was titled, 鈥淐yberbullying, female professors, and precarity: Can care ethics impact university culture?鈥�. Her co-edited book on Cyberbullying at University in International Contexts was published by Routledge in October and a paper discussing what parents can do to prevent cyberbullying and promote cyberkindness was published in November in a special issue of the journal Social Sciences.

Dr. Chorney has been working in two domains of research recently. One involves the carrying out of a SHHRC IDG (with Dr. Nathalie Sinclair) revolving around the iPad app TouchTimes. Dr. Chorney has been working with grade 2 and 3 teachers in developing multiplication tasks that will be used with students in the spring of 2019. This first phase explores the various conceptions teachers have of multiplication. The second strand of his research involves going into mathematics classes in the Vancouver School District to look at how high school teachers are using Desmos, an online graphing calculator. Dr. Chorney has also presented at two conferences. One completes a Teaching and Learning Development Grant that sought to indigenize the mathematics curriculum. The other took place at the Canadian Mathematics Society Winter Meeting here in Vancouver and addressed some of the research around Desmos.

In November, an article that Dr. Heng Hartse wrote with Melek Ortabasi of 丁香园AV鈥檚 World Literature program and Michael Lockett of Michigan State University, "鈥� was published in the journal Across the Disciplines: Interdisciplinary Perspectives on Language, Learning, and Academic Writing. He also published 鈥溾�� in TESOL鈥檚 Second Language Writing Interest Section newsletter. Both articles consider broader perspectives on writing by multilingual users of English that may be more inclusive, sociolinguistically realistic, and pedagogically sound. He was also the keynote speaker at the BC Council on 丁香园AVs and Transfers Joint Annual Meeting in November, where I delivered the talk 鈥溾�� which discussed innovative approaches to supporting EAL students at 丁香园AV鈥檚 CELLTR and other contexts in BC.

Dr. Hill received a community engagement grant to fund the q虛铆c虛蓹y虛 and q虛史a:n虛茮虛蓹n虛 Creek Restoration Project, enabling the Nature-based MEd cohort to work collaboratively with local First Nations groups and environmental organizations to create awareness about the dire state of our creeks, and work towards restoring ecosystems. She presented at the following conferences: Inquiry into Practice: Be/coming diffractive (Shifting Ground: Relocating Pedagogical Innovation from Schools to Communities, SSHRC connection grant, Toronto, Canada); Supporting educators in teaching, learning, and leading within place: A campus-community partnership (EECOM, Cranbrook); Interference and co-intentionality as a decolonizing and inclusive curricular practice (IAACS, Brisbane, Australia); and Providing teachers with empowering and authentic learning pathways: An example from a graduate program 鈥榥orth of the border鈥� (ICET, Lardeo, Texas.)

Dr. Judson gave two keynote presentations: the Manitoba Nature Summit, Winnipeg in September titled, 鈥�#getoutside: Resources For Cross-Curricular, Place-Based Learning In Your Schoolyard鈥�, and the Empowering Modern Learners Conference, PEEL School District, Brampton, Ontario in August titled, 鈥淎 Walking Curriculum: Evoking Wonder & Developing A Sense of Place (K-12)鈥�.

Dr. Kaufman published a chapter on Teaching and Learning in Medical Education: How Theory can Inform Practice in the third edition of a book published by Wiley and entitled Understanding Medical Education: Evidence, Theory, and Practice. This book is used worldwide by dozens of Masters degree programs in Medical Education. He published a paper with his students in the Ageing and Society journal entitled Digitising the Wisdom of our Elders: Connectedness through Digital Storytelling. Dr. Kaufman also presented a four-hour workshop at the HCI International conference in Las Vegas. He presented papers at this same conference as well as at the Future Technologies conference and Canadian Association for Gerontology conferences held this year in Vancouver. In the community, he gave five interviews on CBC radio that were broadcast to Vancouver, Victoria, Kamloops, and Kelowna.

Dr. Lin was invited to give plenary presentations at the following international conferences in the Asia Pacific: International Conference on Trans Disciplinary Teaching and Translanguaging, National Cheng Kung University, Tainan, Taiwan (Dec 9, 2018), 2nd International Conference on English Across the Curriculum, Hong Kong Polytechnic University, Hong Kong (Dec 4-5, 2018), and CLESOL Conference for Community Languages (CL) and English for Speakers of Other Languages (ESOL), Christ's College, Christchurch, New Zealand (Oct 5-7, 2018).

Dr. MacDowell is grateful to receive a Faculty Inquiry Grant for an innovative project: Creating augmented reality experiences with students to enrich curriculum and build community. Paula's team is making a large-scale augmented reality (AR) abacus. This interactive sculpture invites viewers to interact with place and space in both physical and virtual environments. At 丁香园AV DEMOfest 2018, she showcased her students鈥� brilliant work and presented how to integrate AR technologies with curriculum for meaningful learning. Dr. MacDowell also received an ISTLD grant to study Co-creating curriculum with students: An exploration in designing interactive, multi-touch course iBooks. Paula fostered a design-studio learning environment in four classes and challenged students to research, design, and publish a media-rich course iBook (available on iTunes). The primary goal of this research is to achieve a better understanding of how to build a classroom community focussed on inquiry.

Dr. Minami received the Insight Development Grant (2018-2020) from the Social Sciences and Humanities Research Council of Canada, to expand the reach of his community psychosocial reconciliation program to people in desperate need in the most remote areas of Rwanda. This community-nested services-research project is advancing to the next phase of field feasibility and acceptability testing. Dr. Minami is currently developing a psychosocial reconciliation measure to prepare for the national expansion plan to begin in summer, 2019. Dr. Minami also presented his research at the 5^thInternational Conference on Genocide, held at the California State University in Sacramento.

Together with a recent MA graduate, Elyssa Derban, Dr. O鈥橬eill published a paper in the Journal of Research on Technology in Education entitled "Technology Disruptions and Elementary Teachers' Problem Solving in an Urban Canadian District: A Case Study." Details are here: He also had two papers accepted for AERA in Toronto next April: 1) A solo-authored paper entitled "Doing no harm? How 100 years of 'progress' in medicine does and does not make it an exemplar for education" for Division B, Curriculum Studies, and 2) a collaborative paper with Natalia Lopes, Suzanne Reinhardt, Kanthi Jayasundera and John Nesbit entitled "Examining Undergraduates鈥� Choice of Course Modality: A Large Sample, Multi-Discipline Study" for the Online Teaching and Learning Special Interest Group.

Dr. O鈥橬eill gave two keynote addresses at Music China in Shanghai, and the International Expert Seminar on Mapping the Musical Lifecourse, Laval University, Quebec, on the topic of mapping young people鈥檚 music engagement and the affordance of spaces and learning ecologies. She gave an invited talk at the Sibelius Academy, University of the Arts, Finland. She also gave two papers at the 33rd World Conference of the International Society for Music Education, Baku, Azerbaijan and a paper with co-authors Dr. Valerie Peters and Dr. Zara Vaillancourt (Laval University) at the 20th International Seminar of the International Society for Music Education (ISME) Commission for Music in the Schools and Teacher Education (MISTEC), Prague, Czech Republic titled, 鈥淒igital media use and secondary music education鈥�.

Dr. Smythe鈥檚 collaboration with UBC literacy scholars resulted in a co-edited special issue published in August 2018 in Language and Literacy entitled Equity and Digital Literacies: Access, Ethics, and Engagements. The issue includes an article on ,  co-authored with Dionne Pelan and Sherry Breshears. Dr. Smythe鈥檚 article, Adult education in the control society, was published in Adult Education Quarterly, exploring the consequences of automation and machine learning for literacy theories and pedagogies. This has led to a collaboration with the Downtown Eastside Literacy Roundtable to host a forum on Digital Justice in early 2019, with funding from the . Dr. Smythe is a co-applicant in a 2018 鈥� 2021 UBC-丁香园AV partnership development grant (Dr. Heather O鈥橞rien, UBC, PI) to make research knowledge generated in Vancouver鈥檚 Downtown Eastside more accessible to that community and more aligned to its priorities. A Routledge book on new materiality and literacy and language pedagogy co-edited with Dr. Kelleen Toohey and Dr. Diane Dagenais will appear in early 2019.

Dr. Snowber has had two chapters come out recently connected to her research. One is entitled, Embodied perspectives on creativity published in the collection, Creativity Under Duress in Education? Resistive Theories, Practices, and Actions edited by C. Mullen (Springer, 2019). The other is Embodied inquiry in holistic education published in The international handbook in holistic education edited by J. Miller, M. Binder, S. Crowell, K. Nigh and B. Novak (Routledge, 2019). The interview and short documentary by Jennifer Chrumka of CBC, connected to her previous full-length performance, Perfect Imperfections: The Art of a Messy Life was played on North by Northwest with Sheryl Mackay.    Segment starts 1 hour and 44 seconds.

Dr. Toohey published the second edition of her 2000 book, Learning English at school: Identity, socio-material relations and classroom practice (2nd edition). In October 2018 she gave an invited address at the University of Edinburgh on EAL teacher education, and published an article in Applied Linguistics entitled "The onto-epistemologies of new materialism: Implications for language pedagogy and practice".  In March 2018, she gave a paper presentation at the American Association of Applied Linguistics conference in Chicago. This year Dr. Toohey was also invited to be an Adjunct Professor at the Department of Language and Literacy Education at UBC. 

Dr. Winne was recently awarded a subgrant of US$742,000 from the U.S. National Science Foundation. Collaborating with colleagues at George Mason University, Rutgers and Brigham Young University, the 5-year $4M research-practice partnership project is investigating ways to enhance computational thinking and self-regulated learning in high school biology, chemistry, earth science and physics classrooms. Phil鈥檚 main charge is to expand features of the nStudy software suite to create a computational thinking 鈥渨orkpad鈥� plus a parallel suite of online tools teachers can use to plan computational thinking lessons and projects. As students engage with computational thinking projects their teachers developed, the system will generate real-time learning analytics to support students鈥� self-regulated learning and teachers鈥� adaptations to teaching. In June, Dr. Winne will give a keynote address at the annual Learning Analytics Summer Institute. This year鈥檚 event, co-hosted by UBC and 丁香园AV, will be held on the UBC campus June 17-19. Details will soon be posted at .  On the publication ledger, the 7^th edition of Educational Psychology, co-authored with Anita Woolfolk and Nancy Perry, and 4 book chapters on self-regulated learning, learning analytics and contributions learning technologies can make to educational research will hit bookstore shelves in time for summer term.

Dr. Zazkis published a chapter titled, 鈥淐anada is better 鈥� An unexpected reaction to the order of operations in arithmetic鈥� in the recent (2018) book, Teaching and Learning Secondary School Mathematics鈥擟anadian Perspectives in an International Context. The chapter discusses the acronym BEDMAS used in Canada vs. PEMDAS, used in the USA, to help students memorize the conventional order of operations in arithmetic. While according to the mathematical convention multiplication (M) and division (D) have the same priority, many students erroneously interpret the acronym as an indication of a rigid order. However, performing division-out-of-order before multiplication (according to BEDMAS) yields to a correct result (try 2脳10梅5) while performing multiplication-out-of-order before division (according to PEMDAS) results in an error (try 10梅5 脳2). Conclusion: 鈥淐anada is better鈥�. While Dr. Zazkis totally agrees with the student鈥檚 claim, she find the reason for this declaration of national pride rather intriguing.