Faculty Publications (Education)
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Item It is complicated: Learning and teaching is not about “learning styles”(Frontiers for Young Minds, 2020) Lawrence, Breanna C.; Ntelioglou, Burcu Y.; Milford, ToddLearning styles is perhaps one of the most widespread and believed myths in education. The idea is based on the claim that all students can be classified according to their particular learning style, and that they learn best when teachers match instruction to the preferred style of the student. This popular theory has been proven false by many learning scientists. Learning styles theory reduces sophisticated and complex processes like teaching and learning into overly simple categories and labels students in ways that can limit their potential. Studies performed by scientists who study the brain and education have found that learning and teaching are much more complicated than simply matching teaching to a student’s learning style.Item Conversations in times of isolation: Exploring rural-dwelling older adults’ experiences of isolation and loneliness during the COVID-19 pandemic in Manitoba, Canada(International Journal of Environmental Research and Public Health, 2021) Herron, Rachel V.; Newall, Nancy E.G.; Lawrence, Breanna C.; Ramsey, Doug; Waddell, Candice M.; Dauphinais, JenniferOlder adults have been described as a vulnerable group in the current context of the COVID-19 pandemic. In Canada, where this study took place, older adults have been encouraged to self-isolate while the rest of the population has been cautioned against in-person contact with them. Prior to COVID-19, social isolation and loneliness among older adults was considered a serious public health concern. Using a series of semi-structured interviews with 26 community-dwelling older adults (65+) living in rural Manitoba, we explore older adults’ experiences of isolation and loneliness in the initial stages of the pandemic between the months of May and July 2020. Participants identified a loss of autonomy, loss of activities and social spaces (e.g., having coffee or eating out, volunteering, and going to church), and lack of meaningful connection at home as factors influencing their sense of isolation and loneliness. Although these loses initially influenced participants’ self-reported isolation and loneliness, the majority developed strategies to mitigate isolation and loneliness, such as drawing on past experiences of isolation, engaging in physically distanced visits, connecting remotely, and “keeping busy.” Our findings call attention to the role of different environments and resources in supporting older adults social and emotional wellbeing, particularly as they adapt to changes in social contact over time.Item Play-based learning: Evidence-based research to improve children’s learning experiences in the kindergarten classroom(Early Childhood Education Journal, 2020) Taylor, Meaghan E.; Boyer, WandaWith a heavy increase in academic expectations and standards to be learned in the early years, educators are facing the challenge of integrating important academic standards into developmentally appropriate learning experiences for children in kindergarten. To meet this challenge, there is a need to become familiar with the role of play in the classroom with an emphasis on developmentally appropriate practices such as play-based learning (PBL). PBL is child-centered and focuses on children’s academic, social, and emotional development, and their interests and abilities through engaging and developmentally appropriate learning experiences. This paper explores the definition of play-based learning (PBL), the theoretical frameworks and historical research that have shaped PBL, the different types of play, the social and academic benefits of PBL, and the ways in which educators can facilitate, support, assess, and employ technology to enhance PBL. The authors will conclude by reflecting on how teaching practices can be informed by evidence-based research to improve children’s learning experiences in the kindergarten classroom.Item Dah Dzāhge Nodesidē/We are speaking our language again: The implementation of a community-based Tāłtān Language Reclamation Framework(KULA, 2021) Thompson, Judy (Edōsdi)As a member of the Tahltan Nation, I carried out research that centred on community experiences of language reclamation. The investigation focused on how language reclamation is connected to health and healing, as well as what has been done and what still needs to be done to revitalize and reclaim the Tahltan language. Language reclamation is the start of a process in which our people heal from the impacts of colonization and assimilation by reclaiming our language, culture, and identity, thereby allowing our voices to become stronger and healthier. From what was learned from community co-researchers, scholars who have worked with our communities, Indigenous community language revitalization experts, and international language revitalization scholars, I developed a Tāłtān Language Reclamation Framework focusing on governance; language programming; documentation; training and professional development; and resiliency, healing, and well-being. This report will discuss the ways in which this framework has been implemented in community over the last decade, highlighting examples such as the formation of a language governing body, Dah Dẕāhge Nodeside (Tahltan Language Reclamation Council); the implementation of language nests; the development of a Tāłtān language school K–8 curriculum; the creation of learning materials based on old and new recordings of first language speakers (e.g., digital apps and videos, websites, alphabet book, grammar resources); post-secondary fluency/proficiency community programming; and documentation training. Finally, we continue to focus on the relationship between language reclamation, intergenerational trauma, and healing, resiliency, and well-being. This will be done through community-based immersive programming that focuses on the nurturing of relationships with first language speakers in order to create not only learning resources, but safe and supportive environments for all speakersーlearners, second language speakers, silent speakers, and first language speakers.Item Series shifts and mergers in the obstruent phonology of Tahltan (Northern Athabaskan)(Linguistic Discovery, 2021) Alderete, John; Blenkiron, Amber; Thompson, Judy (Edōsdi)A survey was conducted to investigate the development of the Proto-Athabaskan obstruent series, *ts/tš/tšr/k, into present day Tahltan. Results from seven native speakers and quantitative analysis of a larger corpus establish tθ/ts/ts/tš as the standard obstruent system, alongside three alternate systems that relate to independently motivated historical changes. These findings support the long-held view that differences in the obstruent reflexes do not reflect deep phonological differences among Northern Athabaskan languages, but instead represent areal influences and patterns of individual variation in a highly dynamic language network.Item Adolescent wilderness therapy: The relationship of client outcomes to reasons for referral, motivation for change, and clinical measures(Youth, 2024) Harper, Nevin J.; Dobud, Will W.; Magnuson, DougOutdoor behavioral healthcare is a specific model and industry utilizing wilderness therapy (WT), a residential treatment approach comprised of outdoor travel and living for youth experiencing mental health, substance use, and behavioral concerns. We present data from 6417 participants about reasons for referral, admission, and discharge scores from the Youth-Outcome Questionnaire (Y-OQ), youth interest and commitment to treatment, reliable change scores, and the relationship between these variables. One-third of youth entered WT with sub-clinical scores, varying levels of client motivation and voluntariness in relation to clinical outcomes, a diverse range of presenting problems without clear indication of specialized treatment planning, and differing responses to treatment by referral reason. Identifying those not responding to WT and those at risk of deterioration from the time of admission requires further investigation to improve client outcomes for this treatment modality. Recommendations include placing increased importance on accurate and thorough screening and assessment, utilizing baseline and routine outcome monitoring, reducing coercion, and considering specialized intervention.Item Erosion of stumble correction evoked with superficial peroneal nerve stimulation in older adults during walking(Journal of Functional Morphology and Kinesiology, 2024) Brodie, Ryan; Klimstra, Marc; Commandeur, Drew; Hundza, SandraIn healthy young adults, electrical stimulation of the superficial peroneal cutaneous nerve (SPn) innervating the dorsum of the foot has been shown to elicit functionally relevant reflexes during walking that are similar to those evoked by mechanical perturbation to the dorsum of the foot during walking and are referred to as stumble corrective (obstacle avoidance) responses. Though age-related differences in reflexes induced by mechanical perturbation have been studied, toe clearance has not been measured. Further, age-related differences in reflexes evoked by electrical stimulation of SPn have yet to be determined. Thus, the purpose of this study was to characterize age-related differences between healthy young adults and older adults with no history of falls in stumble correction responses evoked by electrical stimulation of the SPn at the ankle during walking. Toe clearance relative to the walking surface along with joint displacement and angular velocity at the ankle and knee and EMG of the tibialis anterior, medial gastrocnemius, biceps femoris and vastus lateralis were measured. The combined background and reflex toe clearance was reduced in the older adults compared with the young in mid-early swing (p = 0.011). These age-related differences likely increase fall risk in the older adult cohort. Further, age-related changes were seen in joint kinematics and EMG in older adults compared with the young such as decreased amplitude of the plantarflexion reflex in early swing in older adults (p < 0.05). These altered reflexes reflect the degradation of the stumble corrective response in older adults.Item A comparison of bioelectric and biomechanical EMG normalization techniques in healthy older and young adults during walking gait(Journal of Functional Morphology and Kinesiology, 2024) Commandeur, Drew; Klimstra, Marc; Brodie, Ryan; Hundza, SandraThis study compares biomechanical and bioelectric electromyography (EMG) normalization techniques across disparate age cohorts during walking to assess the impact of normalization methods on the functional interpretation of EMG data. The biomechanical method involved scaling EMG to a target absolute torque (EMGTS) from a joint-specific task and the chosen bioelectric methods were peak and mean normalization taken from the EMG signal during gait, referred to as dynamic mean and dynamic peak normalization (EMGMean and EMGPeak). The effects of normalization on EMG amplitude, activation pattern, and inter-subject variability were compared between disparate cohorts, including OLD (76.6 yrs N = 12) and YOUNG (26.6 yrs N = 12), in five lower-limb muscles. EMGPeak normalization resulted in differences between YOUNG and OLD cohorts in Biceps Femoris (BF) and Medial Gastrocnemius (MG) that were not observed with EMGMean or EMGTS normalization. EMGPeak and EMGMean normalization also demonstrated interactions between age and the phase of gait in BF that were not seen with EMGTS. Correlations showed that activation patterns across the gait cycle were similar between all methods for both age groups and the coefficient of variation comparisons found that EMGTS produced the greatest inter-subject variability. We have shown that the normalization technique can influence the interpretation of findings when comparing disparate populations, highlighting the need to carefully interpret functional differences in EMG between disparate cohorts.Item The determination of on-water rowing stroke kinematics using an undecimated wavelet transform of a rowing hull-mounted accelerometer signal(Sensors, 2024) Geneau, Daniel; Commandeur, Drew; Brodie, Ryan; Tsai, Ming-Chang; Jensen, Matt; Klimstra, MarcBoat acceleration profiles can provide valuable information for coaches and practitioners to make meaningful technical interventions and monitor the determinants of success in rowing. Previous studies have used simple feature detection methods to identify key phases within individual strokes, such as drive onset, drive time, drive offset and stroke time. However, based on skill level, technique or boat class, the hull acceleration profile can differ, making robust feature detection more challenging. The current study’s purpose is to employ the undecimated wavelet transform (UWT) technique to detect individual features in the stroke acceleration profile from a single rowing hull-mounted accelerometer. In this investigation, the temporal and kinematic values obtained using the AdMosTM sensor in conjunction with the UWT processing approach were strongly correlated with the comparative measures of the Peach™ instrumented oarlock system. The measures for stroke time displayed very strong agreeability between the systems for all boat classes, with ICC values of 0.993, 0.963 and 0.954 for the W8+, W4? and W1x boats, respectively. Similarly, the drive time was also very consistent, with strong to very strong agreeability, producing ICC values of 0.937, 0.901 and 0.881 for the W8+, W4™ and W1x boat classes. Further, a Bland–Altman analysis displayed little to no bias between the AdMosTM-derived and Peach™ measures, indicating that there were no systematic discrepancies between signals. This single-sensor solution could form the basis for a simple, cost-effective and accessible alternative to multi-sensor instrumented systems for the determination of sub-stroke kinematic phases.Item Perceptions matter! Active physical recreation participation of children with high and low actual and perceived physical competence(Environmental Research and Public Health, 2024) Field, Stephanie C.; Foley, John; Naylor, Patti-Jean; Temple, VivieneEmerging evidence suggests that the accuracy of a child’s perceived physical competence (PPC) impacts participation in physical activity. We examined differences in active physical recreation (APR) participation based on clusters of high and low motor competence and perceptions from grades 3–5. Participants were a longitudinal sample (n = 155; 85 girls) of grade three, four, and five children. Fundamental motor skills (FMSs) were assessed using the TGMD-2, perceptions were assessed using the Self-Perception Profile for Children, and APR was measured using the Children’s Assessment of Participation and Enjoyment. K-means cluster analysis was used to create four clusters per grade based on participants’ FMSs and PPC z-scores. Differences in FMSs, PPC, and APR with cluster group as a factor were examined using a series of factorial ANOVAs. In each grade, participants in the high–high cluster participated in significantly more APR than those in the low–low cluster (p = 0.002 in grades three and four; p < 0.001 in grade five). Among the less accurate clusters (e.g., low FMSs with high PPC) was a trend toward positive FMSs growth among the children with higher perceptions. Results show that combinations of FMSs and PPC influence patterns of engagement or disengagement in active physical recreation persistently across middle childhood.Item A systematic review of educator-led physical literacy and activity interventions(American Journal of Preventive Medicine, 2023-05-01) Buckler, E. Jean; Faulkner, Guy E.; Beauchamp, Mark R.; Rizzardo, Beth; DeSouza, Liz; Puterman, EliIntroduction Early childhood is a key time for the development of physical activity behaviors and physical literacy. A growing proportion of children spend a significant portion of their daytime in early childhood education and care settings where an early childhood educator cares for them. This systematic review (PROSPERO CRD42018087249) aimed to identify the differences between effective and noneffective educator-led interventions with a goal to improve physical literacy and/or physical activity in children aged 3–5 years in early childhood education and care settings. Methods Interventions were included if they aimed to improve at least 1 physical literacy component or physical activity time in children aged 2–6 years through educator training. MEDLINE, Embase, CINAHL, ERIC, Australian Education Index, and Sport Discus were searched in March 2018 and April 2021. Risk of bias was assessed through a modified Cochrane assessment tool. Results Data from 51 studies were analyzed in 2021 and 2022 and summarized narratively. Thirty-seven interventions aimed to promote physical activity, and 28 sought to promote physical literacy; 54% and 63% of these were effective, respectively. Interventions that were underpinned by theory, included ongoing support, or measured intervention fidelity were more effective, especially when all 3 were done. Discussion This review was limited by a high risk of bias and inconsistency in reporting results across interventions. Reporting physical activity by minutes per hour and reporting both sub and total scores in physical literacy assessments will allow for greater cross-comparison between trials. Future training of educators should be underpinned by theory and incorporate ongoing support and objective fidelity checks.Item NEȾOLṈEW: About our project(NEȾOLṈEW̱, 2018) McIvor, Onowa; Jacobs, PeterAn overview of our approach that engages with, and studies, the spheres in which these adult learners both learn contribute.Item Engaging, connecting, and mobilizing Indigenous language learning leaders, supporters, and researchers through an online sharing space: NILLA (NEȾOLṈEW Indigenous Language Learning Atlas) [Position Paper](NEȾOLṈEW, 2019-03) McIvor, OnowaThis paper reports the outcomes from two community engagement events with Indigenous partners and allies, on a) the development of NILLA, and b) more broadly our position on strengthening research by and with Indigenous people.Item Partnership knowledge sharing - Overview(NEȾOLṈEW, 2020-03) McIvor, Onowa; Jacobs, PeterItem Partnership knowledge sharing - Guide for partners(NEȾOLṈEW, 2022-03) McIvor, Onowa; Jacobs, PeterItem Indigenous scholarship: What really matters and to whom?(University of Ottawa Press, 2020) McIvor, Onowa; Rosborough, TrishItem Practicing allowable, safe research(NEȾOLṈEW̱, 2021) McIvor, Onowa; Jacobs, PeterItem NEȾOLṈEW̱ publication protocols: Authorship & ownership(NEȾOLṈEW̱, 2021-03) McIvor, Onowa; Jacobs, PeterThe NEȾOLṈEW̱ Publication Protocols on Authorship & Ownership, authored by Onowa McIvor & Peter Jacobs, presents essential guidelines for navigating authorship and ownership in Indigenous language research. This document emphasizes the significance of early discussions on author identification, contributions, and acknowledgments within research teams. It highlights the importance of defending research aspects, substantial contributions, and leadership roles in the publication process. Furthermore, the protocols advocate for considering alternative licensing tools, such as Creative Commons, to ensure the accessibility and sharing of research outputs beyond traditional academic journals. By exploring these protocols, researchers can enhance the ethical and professional standards in Indigenous language research, contributing to the broader goals of language revitalization and community engagement.Item Partnership knowledge sharing: Guide for collaborators & RAs(NEȾOLṈEW̱, 2020-03) McIvor, Onowa; Jacobs, PeterItem Innovation, reflection, and future directions: AN INTRODUCTION TO THE SPECIAL ISSUE ON INDIGENOUS LANGUAGE REVITALIZATION(WINHEC, 2021) Chew, Kari; McIvor, Onowa