Promoting Metacognition with Early Math Learners

by Meghann N. Fior, Jac J. W. Andrews, and Michelle A. Drefs

Werklund School of Education, University of Calgary



Considering Teacher-based Research: Using Appreciative Inquiry

by Jim Parsons


My father had a saying: “Wherever you go, there you are.” Seems simple really, and perhaps more than a bit ambiguous. For him, the core teaching was you should be wary of hanging around negative people, because soon you would be as negative as they were. I have learned to buy what he was selling, not just in life but in research. As a researcher, it is easy and probably a bit provocative to focus on tearing things down – on finding the worst and sharing that worst widely. Like gossip, we seem drawn to it and it sort of pulls us in. I know researchers who have built strong careers based on hammering on things. I know some of them personally, and they don't seem that happy. As my dad said: wherever you go.


Early Experiences in the Neurosequential Model in Education

By Shawna Walter


Shawna Walter has taught all grades, Kindergarten to Grade 12, over the past 24 years and worked for four different school boards as both a French as a second language teacher and homeroom teacher. She moved into administration three years ago and is currently a Vice Principal in Sturgeon School Division. She recently completed a Masters in Education in Educational Studies through the University of Alberta.


The Implementation of Universal Design for Learning

By Megan A. Senechal, Ed. D.


Megan A. Senechal is an educator with the Edmonton Public School Board and has recently completed her Doctor of Education from the University of Calgary.


Recommendations for Training Educational Assistants for Alberta's Classrooms


Abinet Cherinet, B.A., M.Ed., CHRP

Human Resources (HR) Organizational Analyst


Across the Great Divide - High School and University

By Peter Hill, Adjunct Professor, UBC