This gallery displays a class of MEd student’s work that addresses the following scenario: You have under 6 minutes to advocate for your profession and/or students, and persuade a leader to consider your arguments for a specific intervention or issue. What would you do?
Location: Neville Scarfe Foyer
Date: July 24 – August 3, 2023
References
- Belsky, G. (2022, August 17). What is executive function? Understood. Retrieved January 31, 2023, from https://www.understood.org/en/articles/what-is-executive-function
- pending
- Amemiya, J., Mortenson, E., & Wang, M.-T. (2020). Minor infractions are not minor: School
infractions for minor misconduct may increase adolescents’ defiant behavior and
contribute to racial disparities in school discipline. American Psychologist, 75(1), 23–36.
https://doi.org/10.1037/amp0000475 - Bandura, A. (1978). Social Learning Theory of Aggression. Journal of Communication, 28(3),
12–29. https://doi.org/10.1111/j.1460-2466.1978.tb01621.x - Chia, K., Hsu, C., Lin, L., & Tseng, H. H. (2021). The Identification of Ideal Social Media
Influencers: Integrating the Social Capital, Social Exchange, and Social Learning
Theories. Journal of Electronic Commerce Research, 22(1), 4-21. - Cornell, D., Shukla, K., & Konold, T. R. (2016). Authoritative school climate and student
academic engagement, grades, and aspirations in middle and high schools. AERA Open,
2(2), 233285841663318. https://doi.org/10.1177/2332858416633184 - Global News. (2021, September 16). TikTok’s “devious lick” trend has BC school districts
dealing with theft, vandalism [Video]. YouTube.
https://www.youtube.com/watch?v=XCw32YEvPHY&ab_channel=GlobalNews - Magier, M., Patte, K. A., Battista, K., Cole, A. G., & Leatherdale, S. T. (2020). Are School
Substance Use Policy violation disciplinary consequences associated with student
engagement in cannabis? International Journal of Environmental Research and Public
Health, 17(15), 5549. https://doi.org/10.3390/ijerph17155549 - Magier, M. J., Leatherdale, S. T., Wade, T. J., & Patte, K. A. (2021). Disciplinary approaches for
cannabis use policy violations in Canadian Secondary Schools. International Journal of
Environmental Research and Public Health, 18(5), 2472. - Solakoglu, O., & Yuksek, D. A. (2019). Delinquency Among Turkish Adolescents: Testing
Akers’ Social Structure and Social Learning Theory. International Journal of Offender
Therapy and Comparative Criminology, 64(5), 539–563.
https://doi.org/10.1177/0306624x19897400
- Ahram, R., Fergus, E., & Noguera, P. (2011). Addressing Racial/Ethnic disproportionality in special education: Case studies of suburban school districts. Teachers College Record (1970), 113(10), 2233-2266. https://doi.org/10.1177/016146811111301004
- Artiles, A. J., Kozleski, E. B., Trent, S. C., Osher, D., & Ortiz, A. (2010). Justifying and explaining disproportionality, 1968–2008: A critique of underlying views of culture. Exceptional Children, 76(3), 279-299. https://doi.org/10.1177/001440291007600303
- Brown, R. S., & Parekh, G. (2010). Special education: Structural overview and student demographics. Toronto District School Board.
- Cavendish, W., Connor, D., Gonzalez, T., Jean-Pierre, P., & Card, K. (2020). Troubling "the problem" of racial overrepresentation in special education: A commentary and call to rethink research. Educational Review (Birmingham), 72(5), 567-582. https://doi.org/10.1080/00131911.2018.1550055
- Cooc, N., & Kiru, E. W. (2018). Disproportionality in special education: A synthesis of international research and trends. SAGE Publications. https://doi.org/10.1177/0022466918772300
- Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention issues. Exceptional Children, 74(3), 289-306. https://doi.org/10.1177/001440290807400302
- Gabel, S. L., Curcic, S., Powell, J. J. W., Khader, K., & Albee, L. (2009). Migration and ethnic group disproportionality in special education: An exploratory study. Disability & Society, 24(5), 625-639. https://doi.org/10.1080/09687590903011063
- McBride, S. R., McKee, W. T., British Columbia. Aboriginal Education Branch, British Columbia Government EBook Collection, British Columbia. Ministry of Education. Special Programs Branch, & McBride Management Ltd. (2001). Over-representation of aboriginal students with reported behaviour disorders: A report to the ministry of education - British Columbia, Aboriginal education branch and special programs branch. Ministry of Education, Aboriginal Education Branch.
- Butler, D. L., & Schnellert, L. (2015). Success for students with learning disabilities: What does self- regulation have to do with it? In T. Cleary (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 89–111). American Psychological Association. https://doi.org/10.1037/14641-005
- Dweck, C.S. (2006). Mindset: The new psychology of success. Random House.
Erickson, H.L., & Lanning, L. A. (2014). Transitioning to concept-based curriculum and instruction. Sage. - Garwood, J. D., & Ampuja, A. A. (2019). Inclusion of students with learning, emotional, and behavioral disabilities through strength-based approaches. Intervention in School and Clinic, 55(1), 46-51. https://doi.org/10.1177/1053451218767918
- McCoy, J. D., & Ketterlin-Geller, L. R. (2004). Rethinking instructional delivery for diverse student populations: serving all learnings with concept-based instruction. Intervention in School and Clinic, 40(2), 88-95.
- British Columbia Teachers’ Federation. (2009). Roles and responsibilities of teachers and teacher assistants/education assistants. https://3523.cupe.ca/files/2014/07/Roles-and-Responsibilities.pdf
- Bunch, G., & Valeo, A. (2004). Student attitudes toward peers with disabilities in inclusive and special education schools. Disability & Society, 19(1), 61-76. https://doi.org/10.1080/0968759032000155640
- Canadian Charter of Rights and Freedoms, Part 1 of the Constitution Act, 1982, being Schedule B to the Canada Act 1982 (UK), 1982, c 11.
- Farmer, T. W., Dawes, M., Hamm, J. V., Lee, D., Mehtaji, M., Hoffman, A. S., & Brooks, D. S. (2018). Classroom social dynamics management: Why the invisible hand of the teacher matters for special education. Remedial and Special Education, 39(3), 177-192. https://doi.org/10.1177/0741932517718359
- Giangreco, M. F., Edelman, S. W., Luiselli, T. E., & Macfarland, S. Z. C. (1997). Helping or hovering?
- Effects of instructional assistant proximity on students with disabilities. Exceptional Children,
64(1), 7-18. https://doi.org/10.1177/001440299706400101 - Inclusion BC. (2023) What is inclusive education? Advocacy resources. https://inclusionbc.org/our-resources/what-is-inclusive-education-2/
- Katz, J., Sokal, L., & Wu, A. (2021). Academic achievement of diverse K-12 students in inclusive
three-block model classrooms. International Journal of Inclusive Education, 25(12), 1391-1409.
https://doi.org/10.1080/13603116.2019.1613450 - Oh-Young, C., & Filler, J. (2015). A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities. Research in Developmental Disabilities, 47, 80-92. http://dx.doi.org/10.1016/j.ridd.2015.08.014
- Szumski, G., Smogorzewska, J., & Karwowski, M. (2017). Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis. Educational Research Review, 21, 33-54. https://doi.org/10.1016/j.edurev.2017.02.004
- UNESCO. (1994). The Salamanca Statement and framework for action on special needs education. https://unesdoc.unesco.org/ark:/48223/pf0000098427
- United Nations. (2006). Convention on the rights of persons with disabilities.
https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html - Wang, M. C., & Baker, E. T. (1985). Mainstreaming programs: Design features and effects. The Journal of Special Education, 19(4), 503-521. https://doi.org/10.1177/002246698501900412
- Cologon, K. (2022). Is inclusive education really for everyone? Family stories of children and young people labelled with ‘severe and multiple’ or ‘profound’ ‘disabilities’. Research Papers in Education, 37(3), 395-417.
- Hunt, P., Staub, D., Alwell, M., & Goetz, L. (1994). Achievement by all students within the context of cooperative learning groups. Journal of the association for persons with severe handicaps, 19(4), 290-301.
- Krammer, M., Gasteiger-Klicpera, B., Holzinger, A., & Wohlhart, D. (2021). Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates. International Journal of Inclusive Education, 25(7), 795-811.
- Oh-Young, C., & Filler, J. (2015). A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities. Research in developmental disabilities, 47, 80-92.
- Rojewski, J. W., Lee, I. H., & Gregg, N. (2015). Causal effects of inclusion on postsecondary education outcomes of individuals with high-incidence disabilities. Journal of Disability Policy Studies, 25(4), 210-219.
- Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and special education, 32(2), 114-130.
- Szumski, G., Smogorzewska, J., & Karwowski, M. (2017). Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis. Educational research review, 21, 33-54.
- Wenting’s poster: Supporting English Language Learners with Self-Regulated Learning strategies
Butler, D. L., Schnellert, L., & Perry, N. E. (2017). Developing self-regulating learners. Don Mills, ON: Pearson. - Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131. https://doi.org/10.1037/a0033546
- Pintrich, P.R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 249–284). Academic Press.
- Wang, C., & Bai, B. (2017). Validating the instruments to measure ESL/EFL learners’ self-Efficacy beliefs and self-regulated learning strategies. TESOL Quarterly, 51(4), 931–947.
- Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
- Aknin, L. B., Hamlin, J. K., & Dunn, E. W. (2012). Giving leads to happiness in young children. PLoS one, 7(6), e39211.
- Canada Helps, Environics Analytics, & Imagine Canada. (2021). (rep.). THE GIVING REPORT 2021 Faster Growth in Online Giving Crucial During Times of Crisis.
- McDonald, N. M., & Messinger, D. S. (2011). The development of empathy: How, when, and why. Moral behavior and free will: A neurobiological and philosophical approach, 333-359.
- Paulus, M. (2014). The early origins of human charity: Developmental changes in preschoolers’ sharing with poor and wealthy individuals. Frontiers in Psychology, 5, 344.