Scholarship @ UWindsor

Scholarship @ UWindsor is the institutional repository of the University of Windsor (UWindsor), showcasing and preserving the UWindsor community’s scholarly outputs, as well as items from the Leddy Library’s Archives & Special Collections. Its mission is to disseminate and preserve knowledge created or housed at the University of Windsor.

Contact scholarship@uwindsor.ca for more information.

Communities in Scholarship @ UWindsor

Select a community to browse its collections.

Now showing 1 - 4 of 4

Conferences and Conference Proceedings 3168
Papers, presentations and abstracts of conferences held at the University of Windsor, in person and virtually.
Digitized Local Collections 1552
Digitized local items from the collections of the Leddy Library, University of Windsor, and community partners.
Faculties, Departments and Research Units 3404
Open Access Faculty publications, reports and working papers from academic departments at the University of Windsor.
Theses, Dissertations, and Major Papers 9579
Formal graduate original research from the University of Windsor's Masters and Doctoral programs.

Recent Submissions

Access status: Open Access ,
Introduction
(University of Ottawa Press, 2025) Sealy-Harrington, Joshua; Drake, Karen; Kirkup, Kyle; Levesque, Anne; McGill, Jena
Introduction to collection of essays that "seeks to reflect and ignite critical conversations about the centrality of public law and its institutions, broadly defined and deeply contested, to the (re)production of current inequities."
Access status: Open Access ,
Embarking on a West-East Reciprocal Learning Journey: A Narrative Inquiry into Generalist and Specialist Teaching Models
(University of Windsor, 2024) Chi, Chenkai; Xu, S.J.
This narrative inquiry, situated within Xu and Connelly’s (2013-2020) SSHRC Partnership Grant Project, has two purposes: (1) understanding the strengths of both the generalist teaching model in Canadian elementary schools and the specialist teaching model in Chinese elementary schools, with mathematics education as an example, and (2) investigating what can be reciprocally learned between these two models in terms of curriculum and pedagogies for teachers. This study has employed narrative inquiry as the research methodology under the conceptual frameworks of Schwab’s practical and reciprocal learning as collaborative partnership. The research fieldwork has focused on one Canadian generalist teacher and one Chinese primary school mathematics specialist teacher, with one Canadian principal and one Chinese principal as supplementary participants. The field texts (data) collection methods include artefact collection, participant observation and one-on-one interviews from 2016 to 2024. The study identifies the strengths of the Canadian generalist and Chinese specialist teaching models within their sociocultural and historical contexts and explores potential reciprocal learning opportunities. This study is aimed to offer insights for both generalist and specialist teachers to reflect on their teaching practices within their respective teaching models and potentially enhance their teaching practices based on their local contexts. Furthermore, it is expected to contribute to the academic discourse in teacher education in West-East contexts, an area not extensively explored. In addition, this study is anticipated to provide a new perspective in understanding teachers’ practices in Canada and China.
Access status: Open Access ,
Critical Thinking and the Unbearable Lightness of Karl Friston’s Active Inference Framework and the Complex Adaptive Systems Model of the Mind
(University of Windsor, 2026-01-06) Possin, Kevin
None.
Access status: Open Access ,
Development and Validation of the Closure and Resolution Scale (CRS)
(Taylor & Francis, 2024-11-19) Boucher, Chantal M.; Scoboria, Alan; Soucie, Kendall; Pascual-Leone, Antonio
This research comprises three studies centered on the development and validation of a self-report measure of psychological closure and resolution, the Closure and Resolution Scale (CRS). Study 1 used exploratory factor analysis (EFA) in two samples to probe the factor structure for closure using original (Study 1a N=284) and revised (Study 1b N=158) item pools. Study 2 (N=159) examined model fit using confirmatory factor analysis (CFA) and revealed a good-fitting simple structural solution. The CRS consists of 34 items assessing six facets of event resolution: (1) finality, (2) understanding, (3) felt distance, (4) emotional relief, (5) mental release, and (6) behavioural deactivation. Study 3 (N=182) examined convergent and discriminant validity for the CRS and provided evidence of construct validity. Participants resided in North America and primarily identified as White (68.7%-77.5%), male (44.3%-59.3%) or female (40.1%-55.7%), with post-secondary education (69.3%-71.7%). We offer a novel measure of psychological closure and resolution with preliminary evidence of good psychometric properties.
Access status: Open Access ,
Investigating the Attitudes, Perceptions, Emotional Responses, and Academic Motivations of Grade 6 English Language Learners (ELLs) in Relation to Ontario’s EQAO Standardized Test
Teresa Holden