Fostering Global Awareness through an International Online Collaboration: A Case Study

by Sandra Duggleby and Jennifer Lock


Sandra Duggleby, PhD, is a sessional instructor and field experience supervisor in the Werklund School of Education at the University of Calgary. Her area of specialization is in curriculum and instruction. Dr. Duggleby has recently retired as a K-9 educator with teaching experience in Alberta and Saskatchewan.


Junior High Students' Perceptions of Mathematics Learning Experiences

by Jesse Diachuk


Jesse Diachuk is an Albertan educator who has spent his nine-year teaching career in the Edmonton Catholic School District, the latter eight at Monsignor Fee Otterson Elementary/Junior High School. He teaches predominately junior high mathematics and is in the process of completing his Masters of Education in Educational Studies at the University of Alberta, where his graduate research has been focused on student perceptions of mathematics. His interest in mathematics education led to his involvement in the NORCAN Project, an international partnership between Canada and Norway centred on promoting equitable mathematics learning experiences for all students.


Energy Knowledge and Misconceptions in Grade 8 students

By Peter Dang and Vanessa Tran 


How can concrete hands-on experience with energy technology improve student understanding and remove misconceptions and myths of real-world applications?


Exploring Our Experiences With Place-based Learning

by Naomi Radawiecnradawiec

 Vancouver Island University



Student Experiences with a Personalized Learning Environment: A Study Of High School Redesign

by Daniel New, Pamela Adams, Carmen Mombourquette


Daniel New, M.Ed
University of Lethbridge 


The Life Cycle of a Salmon: Robotics and 3D Printing in Grade Two

by Amber D. Hartwell


Amber Hartwell is teacher, specialized in Social Studies and Educational Technology. In13 years of teaching, she has been fortunate to work with students of all ages and grade levels. Currently, she is a teacher librarian for the Central Okanagan School District. Her role includes advancing the pedagogy and philosophy of the Learning Commons, while working with teachers to improve instructional design through innovative teaching and learning. Her role promotes co-teaching and co-planning to engage students in relevant and authentic learning opportunities.


A Primer for Doing Teacher Action Research: Teachers as Bricoleurs

by Jim Parsons

Professor Emeritus, Faculty of Education, University of Alberta



Reciprocating Interventions

by Renae Stevenson

Renae Stevenson is an active police officer in Abbotsford, BC, with more than 20 years of investigative experience and 15 years of coaching experience with youth in community sports. Prior to policing, she was a youth worker. She is trained as a mindfulness teacher from UC San Diego's School of Medicine (MBSR), holds a Bachelor’s Degree in Criminology from the University of Alberta, and completed a Master’s Degree in Leadership from Trinity Western University in 2018.