Student Success and Teacher Development in the North: An Examination of Student Persistence and Teacher Development, ...Vol. 48 No. 1 - Spring (2022)
Education in the Circumpolar NorthVol. 47 No. 1 - Spring (2021)
Teaching English as a Second Language (TESL) and Newcomer IntegrationVol. 46 No. 1-2 Fall (2018)
Teaching English as a Second Language (TESL) may not be a familiar term for many people in Newfoundland and Labrador, and TESL professionals in the province are a very small group. One can easily count the numbers of ESL teachers in the K-12 school system, the government sponsored Language Instruction for Newcomers to Canada (LINC) program, and the ESL Department at Memorial University. There are also a few ESL teachers in the community and a handful of graduate students who came from, and taught ESL in, different parts of the world and are still interested in the field. TESL professionals work with very diverse student populations and they need to feel connected and have their voices heard in a rather homogeneous province with a predominantly white English speaking population (Statistics Canada, 2016).
Emerging research pedagogies: The "Dear Data" projectVol. 45 No. 3-4 Winter (2018)
This special edition of the Morning Watch is the second collection of papers from the Faculty of Education doctoral students who are participating in ED 702 A/B Advanced Research Methodology in Education in 2017/18. ED 702 is a core course and is delivered over two semesters. This year we used Patricia Leavy’s (2017) book Research Design to anchor our discussions. Through this book we discussed quantitative, qualitative, arts-based, and community-based participatory research approaches. In this course, and other courses, students become familiar with the ins and outs of research methodologies as they search for the methodology, or even methodologies, they will focus on in their own research projects. In addition to the theoretical knowledge of research methodologies, we, the course facilitators, wanted to include further experiences in our pedagogy. For us, creativity was something we felt was important and often under-represented in research courses. We also wanted to link creativity to critical thinking in students’ minds. Practical research knowledge was also a priority. All of these are difficult to include in a seminar-based course. Creativity is a complex, multifacted concept and is often not linked to critical thinking, and practical research knowledge is challenging to impart in a theoretical course. How can students experience the day-to-day logistics of a research project including unexpected challenges without actually undertaking a research project?
Doctoral Education, Pedagogy, and AutoethnographyVol. 45 No. 1-2 Fall (2017)This special issue of the Morning Watch brings together papers written for a doctoral course in the Faculty of Education. As facilitators of ED 702A/B Advanced Research Methodology in Education, a core course in the Faculty of Education’s doctoral program, we welcome you to this Special Edition of the Morning Watch.
SPECIAL ISSUE: Authenticating our Students’ Work.Vol. 44 No. 1-2 Fall (2016)GUEST EDITOR: David Gill
Faculty of Education, Memorial University