Graduate Student Symposium, Selected Papers 2016

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    Front Matter
    (2016-02-22) Coombs, Andrew; MacCormack, Jeffrey; Soleas, Eleftherios; Klinger, A. Don
    The enclosed Selected Papers represent a selection of peer-reviewed papers presented at the 2015 Rosa Bruno-Jofré Symposium in Education (RBJSE) at Queen’s University, Faculty of Education. The RBJSE is a graduate symposium organized by, and for, graduate students with a mandate to provide a supportive context for graduate students to develop their presentation skills, and discuss their research with colleagues, faculty, and experts in their fields. In the spirit of the RBJSE, these Selected Papers provide new scholars opportunities to refine their symposium papers through a peer-review process. Academic writing does not develop in isolation; supportive feedback and practice are crucial to the development of academic writing skills. In the words of Dr. Nancy Hutchinson, a former editor of the Selected Papers publication and Professor Emerita at the Faculty of Education, all academic writers should strive to “strengthen the signal, reduce the noise.” As the editorial team of the Selected Papers, we worked closely with the authors to help them find and clarify their voices. We would like to offer special thanks to our reviewers. In light of the wide range of topics covered in the current publication, it may not be a surprise that we recruited reviewers from education, as well as fields such as sociology and gender studies, from universities from across the province. Cross-departmental and inter-university collaborations to create a publication such as this are only possible when people donate generously of their time and expertise. To our authors, thank you for letting us participate with you in this process. We wish you the best in your future scholarly endeavours. When you look back at the work you produced here, you should feel proud of what you have accomplished.
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    Looking through the crystal: Considering various perspectives on an immersion program in Honduras
    (2016-02-22) Bettney, Esther
    While immersion research is a well-established field, few studies have been conducted on immersion programs in Central America. This paper considers the perspectives of students, teachers, and the researcher on the teaching and learning of English in an immersion program in Honduras. Research in bilingual education has identified the importance of including the perspective of both students (Hamacher, 2007) and researchers (Schulz, 1996). Through the use of Richardson and St. Pierre’s (2008) model of crystallization, these perspectives were considered in order to further illuminate aspects of the teaching and learning of English at The Pines Bilingual School in Honduras. As part of a larger study, data were collected through written reflections, focus group and individual interviews, classroom observations, and a research log. An inductive analysis revealed two complementary themes: students’ language use inside of the classroom and students’ language use outside of the classroom. The perspectives on each theme were compared to relevant research in the field of immersion education and then key implications for practice were explored.
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    Global villages in the classroom: The need for inclusive strategies using global education and multicultural educational principles
    (2016-02-22) Phillips-­Jefford, Munjeera
    The purpose of this study was to examine whether English as a Second Language (ESL) instructors’ ethnocentrism could be reduced using multicultural education (MCE) principles. While ESL instructors were conscious of systemic barriers, media stereotypes, and bullying, more diversity training is required in order to improve teachers’ attitudes, responses, and instructional strategies regarding integration issues. It was also determined that MCE principles could be effectively employed to raise awareness of issues surrounding integration and assimilation in ESL classrooms. When immigration, human rights, and multicultural policies were critically examined, ESL instructors were able to improve their cross-­‐‑cultural skills in the classroom to be more inclusive towards diverse ethnic groups. Giving learners greater opportunities to express themselves resulted in the validation of immigrants’ knowledge and skills leading to a more meaningful learning experience for students and teachers.
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    Burnout and compassion fatigue: A review of conceptual and operational perspectives
    (2016-02-22) Ziaian-Ghafari, Newsha
    A significant number of studies have been conducted on teacher burnout, defined as a syndrome of depersonalization, reduced feelings of personal accomplishment, and emotional exhaustion due to prolonged exposure to workplace stress (Maslach, 2003; Maslach & Jackson, 1981). Although research on teacher burnout is extensive, few researchers have questioned whether the operationalized construct and measured symptoms of burnout are the most appropriate in understanding teacher’s negative social-emotional experiences. This review examines the ways in which burnout in teacher populations is often defined and measured, contrasting the consistencies and inconsistencies in the context of burnout research. In addition, compassion fatigue is introduced as a construct that may better our understanding of the negative social-emotional experiences of teachers.
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    Nurturing Assets through Collaborative Arts-Based Inquiry with Youth
    (2016-02-22) Rhoades, Rachel
    The aim of this article is to disrupt assumptions of youth capacity by offering a case study of collaborative arts-based practitioner research in program evaluation and development that puts youth ingenuity and aspiration at the forefront. The author served in multiple roles for the study as practitioner researcher, teaching artist working directly with youth participants, and education programs manager within the organization. The four major objectives of the Arts & Youth Leadership Development in Action project speak to a variety of constituents: social science researchers, administrators of not-for-profits that serve youth populations, program developers within such organizations and youth workers. The aim of the research was to facilitate youth in recognizing and applying their assets while imagining and enacting new arts education programming. The research served the education department by providing a conceptual framework – positive youth development – to inform pedagogy. Specifically, the project enabled youth to design a program wherein they could actualize their own definition of leadership. This connects to the objective of reframing the nebulous phrase “youth leadership” for scholars and practitioners from the viewpoint of youth themselves. This case study illustrates the unique manner in which the arts can facilitate youth in envisioning and embodying their aspirations.