Alberta Advisory Committee for Educational Studies (AACES)

Grants Approved in 2020

ESL writing instruction in Alberta schools: Teacher preparedness and pedagogical challenges
BHOWMIK, Subrata, Senior Instructor: Werklund School of Education, University of Calgary

Writing is one of the most important literacy skills for students’ academic success, underlining the importance of effective ESL writing instruction at the K-12 level. However, there has not been any research on this topic in the context of Alberta schools, leaving a significant gap in our understanding about effective classroom practices for ESL writing instruction. The goal of this study is to fill this gap by investigating: (a) the factors that influence teacher preparedness about teaching ESL writing in K-12 contexts in Alberta; (b) challenges teachers encounter in teaching ESL writing; and (c) what can be done to help teachers overcome these challenges. Ultimately, the goal of this study is to help make ESL writing instruction more effective in the way of creating evidence-based recommendations for teachers in Alberta for effective ESL writing instruction. Based on the findings of the study, implications and recommendations for ESL writing instruction at Alberta schools will be provided.


Understanding Practicum Supervision: Utilizing the Supervision Dimensions as a Reflective Tool for Improved Feedback Practices
BURLEIGH, Dawn, Associate Professor, Faculty of Education, University of Lethbridge

As field experiences are an integral component of any teacher education program, efforts have been made to address the potentially limiting, normative influence of practical experiences by enhancing relationships between universities and schools. Involvement from university supervisors enhance this relationship while also preparing student teachers for success in a variety of educational contexts. This research will explore, through a case study approach, the experiences of university supervisors as they engaged in a process as learners about their teaching and supervision while utilizing a reflective tool called the supervision dimensions. Audio recorded debrief sessions between university supervisors and student teachers will be utilized to illicit reflective dialogue with the researcher about the use of the supervision dimensions. Co-constructed meaning, feedback, and reflections will generate a deeper understanding of the supervision process and use of the supervision dimensions with an aim of improving the experience of student teachers during practicum.