Educational Studies
http://hdl.handle.net/10464/6823
2024-03-22T09:01:05ZPreserving Academic Integrity in Ontario High Schools: Emerging Challenges
http://hdl.handle.net/10464/18327
Preserving Academic Integrity in Ontario High Schools: Emerging Challenges
Sharma, Sunaina; Kumar, Rahul
The qualitative study explores the challenges and issues faced by secondary school teachers in Ontario due to the proliferation of Generative Artificial Intelligence (GenAI) in education. The study employed a semi-structured interview format with volunteered teachers, recorded and transcribed using AI technology, and analyzed using thematic analysis. The preliminary results suggest that teachers face significant challenges in adapting to the changing educational landscape, including the need for administrative support and the development of coping mechanisms. The discussion is focused on supporting secondary school teachers as we march towards postplagiarism.
2024-02-23T00:00:00ZScoping Review of Environmental and Sustainability Education in Teacher Education: Historical Context of Research and Preliminary Results
http://hdl.handle.net/10464/18222
Scoping Review of Environmental and Sustainability Education in Teacher Education: Historical Context of Research and Preliminary Results
Karrow, Douglas D; Docherty-Skippen, Susan Maureen; Blom, Rob
To identify the international trends in environmental and sustainability education in teacher education (ESE-TE) research, we (Doug and Susan) report research from a scoping literature review. Different from international literature reviews in ESE that have examined policy issues, sustainability pedagogies, and how ESE is embedded in TE curriculum, our study focuses on all aspects of ESE relevant to TE. We screened 2,142 research articles spanning over five decades and 81 countries. Of the 788 articles deemed eligible (i.e., English-language, peer-reviewed, pre-service/in-service teacher education that explicitly mentioned ESE-TE research), data from 637 studies have been included in this study. Our research analysis included quantifying the geographic, temporal, and methodological trends, and a qualitative exploration of the research problems/context themes. While 82% of the research articles we examined were empirical, the most prevalent problems investigated across all of the studies centred on the themes of TE commonplaces (34%), competencies and literacy (20%), and awareness (16%). While no definite conclusions may be drawn until the complete data set has been analysed (a forthcoming paper), preliminary findings suggest a disparity of ESE-TE research in Asia, South and Central America, and Africa. Preliminary results also suggest that more research in the context of TE praxis is needed.
The paper is a collection of data preserved from original research on a scoping review for ESE-TE. The original research in tables and figures have been preserved for a historical context. The original paper was presented at two conferences: World Environmental Education Congress (WEEC) and Environmental Education SIG of the American Educational Research Association (AERA) by the two leading authors (Douglas D Karrow and Susan Maureen Docherty-Skippen). The third Author (Rob Blom) summarised the document and added relevant details such as a preface and a preamble. Rob and Doug will be published in the International Journal of Sustainability in Higher Education (IJSHE) in the special issue Making an Impact – UN Sustainable Development Goals and university performance.
2024-01-09T00:00:00ZOpen Pedagogy
http://hdl.handle.net/10464/18129
Open Pedagogy
DeRosa, Robin; Jhangiani, Rajiv S.
Chapter in the book Scholarly Communication Librarianship and Open Knowledge
Editors: Maria Bonn, Joshua Bolick, and William Cross
Publisher: The Association of College Research Libraries
Year: 2023
2023-09-21T00:00:00ZBeyond plagiarism: ChatGPT and the future of AI
http://hdl.handle.net/10464/17859
Beyond plagiarism: ChatGPT and the future of AI
Eaton, Sarah Elaine; Kumar, Rahul; Mindzak, Michael; McDermott, Brenda
Networking Event by Graduate students at the CSSHE conference at York University, ON, Canada (May 30, 2023)
2023-05-31T00:00:00Z