Education, Faculty of
The Faculty of Education's QSpace community strives to make faculty research more accessible to a wider audience, share student's work as a resource, and to develop research commonalities and conversations among faculty.
This community includes research outputs produced by faculty and students. Submitting works to QSpace may enable compliance with the Tri-Agency Open Access Policy on Publications.
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Rosa Bruno-Jofré Symposium in Education
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Exploring the Alignment of the Secondary School Certificate English Examination with Curriculum and Classroom Instruction: a Washback Study in Bangladesh
In the nearly three decades of research, washback research has explored a range of factors such as teachers, students, and social contexts in order to understand how testing influences teaching and learning globally. ... -
A Study of Immigrant International Medical Graduates’ Re-Licensing in Ontario: Their Experiences, Reflections, and Recommendations
This study is about the lived re-licensing experiences of immigrant international physicians in Ontario who are commonly referred to as International Medical Graduates (IMGs). The study had a two-fold purpose, the first ... -
A scoping review of research on play-based pedagogies in kindergarten education
(Wiley, 2017-05-08)Across a number of countries, play-based learning is the mandated pedagogy in early years’ curricula. However, a lack of consensus remains both in research and practice regarding the value and role of play in children's ... -
Elementary students as active agents in their learning: an empirical study of the connections between assessment practices and student metacognition
(Springer Nature, 2018-03-01)This study explored how elementary teachers leveraged and structured student-involved formative assessment to promote metacognition and self-regulation. Research has suggested a connection between formative assessment ... -
Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices
(Informa UK Limited, 2017-09-03)Kindergarten education is changing. Current reforms have increased accountability structures requiring teachers to integrate assessments throughout their instruction to support academic learning while retaining developmentally ... -
Does Theory Translate into Practice? An Observational Study of Current Mathematics Pedagogies in Play-Based Kindergarten
(Springer Nature, 2019-05-01)There is rising concern in research and practice to improve early years mathematics education as initial mathematical mastery sets the foundation for future academic success. In response to these concerns, this study used ... -
Context and Implications Document for: A scoping review of research on play-based pedagogies in kindergarten education
(Wiley, 2017-05-08)This guide accompanies the following article: Pyle, A., DeLuca, C., & Danniels, E. (2017) A scoping review of research on play-based pedagogies in kindergarten education. Review of Education, https://doi.org/10.1002/rev3.3097 -
Teacher assessment literacy: a review of international standards and measures
(Springer Science and Business Media LLC, 2016-08-01)Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers’ assessment literacy have been a primary focus over the past two decades. At present, there are a ... -
Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond
(Elsevier BV, 2018-03-01)Conceptualizing fairness in student assessment at classroom levels has been an area of focus in recent years given the growing emphasis on assessment-driven teaching and educational accountability across educational systems. ... -
Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy
(Informa UK Limited, 2016-10-01)Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have aimed to measure teacher ... -
Supporting evidence use in networked professional learning: the role of the middle leader
(Informa UK Limited, 2017-04-03)Background: In Canada, contemporary collaborative professional learning models for educators utilise multiple forms of evidence to inform practice. Commonly, two forms of evidence are prioritised: (a) research-based evidence ... -
Students’ critical incidents of fairness in classroom assessment: an empirical study
(Springer Science and Business Media LLC, 2019-05-14)Conceptualizing fairness through social psychology theory has recently been called for in classroom assessment (CA) literature. This study used two open-ended questionnaires to explore university students’ critical incidents ... -
Student perspectives on assessment for learning
(Informa UK Limited, 2018-01-02)Assessment for learning (AfL) has become a widespread approach across many educational systems. To date, AfL research has emphasized teachers’ knowledge, skills, and practices, with few studies examining students’ responses ... -
Systemic professional learning through collaborative inquiry: Examining teachers' perspectives
(Elsevier BV, 2017-10-01)Collaborative Inquiry (CI) engages teachers to jointly inquire into a shared problem of practice. The majority of CI research presents qualitative case studies of individual collaborative inquires; few studies directly ... -
Teachers’ approaches to classroom assessment: a large-scale survey
(Informa UK Limited, 2018-07-04)Classroom assessment has become a cornerstone of today’s standards-based system of education. However, recent policy developments, professional standards, and variable assessment education have led to significant variability ... -
Changing approaches to classroom assessment: An empirical study across teacher career stages
(Elsevier BV, 2018-04-01)Research indicates that there is considerable variability in teachers' approaches to assessment resulting in different learning cultures for students. The primary purpose of the study is to examine the relationship between ... -
Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory
(Informa UK Limited, 2019-03-25)Fairness has recently moved into the spotlight as a core foundation of classroom assessment (CA). However, despite its significance for high-quality CA, fairness definitions and theories have been limited in the literature. ... -
Passage Dependence of Multiple-Choice Items in Reading Comprehension Component of English Academic Test of Guangdong Province
With the deepening of the reform in examination and enrollment system in China, the English Academic Test plays an increasingly important role in selecting the secondary school graduates for institutions of higher vocational ... -
Reading Attitude as a Predictor of Reading Proficiency for Senior High School English Learners in China
As the concept of key competencies is highlighted as the emphasis and guideline: the pursuit of education should be combined with knowledge, skills, emotional attitude, cultural awareness, and morality, etc., students’ ... -
Syntactic Priming of Ditransitive and Dative Constructions within and across Languages in High School English Learners
Syntactic priming refers to the phenomenon in which people tend to produce a sentence structure that they have previously encountered. Syntactic priming research, taken as a useful tool for probing into bilingual syntactic ...
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