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Showing papers in "Canadian Journal of Education in 1999"


Journal ArticleDOI
TL;DR: Leithwood and Seashore Louis as mentioned in this paper discuss the importance of organizational learning in schools and their role in the creation of community in reform in the inner city of New Orleans.
Abstract: Chapter 1: Organizational Learning in Schools: An Introduction Kenneth Leithwood and Karen Seashore Louis Part I Chapter 2: Creating Community in Reform: Images of Organizational Learning in Inner-City Schools Karen Seashore Louis and Sharon D. Kruse Chapter 3: Informal Learning Communities and their Effects Miriam Ben-Peretz and Shifra Schonmann Chapter 4: Leadership and other Conditions which Foster Organizational Learning in Schools Kenneth Leithwood, Doris Jantzi, and Rosanne Steinbach Part II Chapter 5: Talking about Restructuring: Using Concept Maps Jean A. King, Jeffrey Allen, and Khahm Nguyen Chapter 6: Organizational Consequences of Participatory Evaluation: School District Case Study J. Bradley Cousins Chapter 7: Professional Development Schools as Contexts for Teacher Learning and Leadership Linda Darling-Hammond, Velma Cobb, and Marcella Bullmaster Chapter 8: Learning about Organizational Learning Coral Mitchell and Larry Sackney Part III Chapter 9: Team Learning Processes Kenneth Leithwood Chapter 10: Intellectual Roots of Organizational Learning J. Bradley Cousins Chapter 11: School Development and Organizational Learning: Toward an Integrative Theory Janna C. Voogt, Nijs A.J. Lagerweij, and Karen Seashore Louis OL_FM 16/10/2000 10:57 Page 5 Part IV Chapter 12: Organizational Learning and Current Reform Efforts: From Exploitation to Exploration Sam Stringfield Chapter 13: From Organizational Learning to Professional Learning Communities Karen Seashore Louis and Kenneth Leithwood Author Index Subject Index

191 citations


Journal ArticleDOI
TL;DR: The authors propose des bases epistemologiques and methodologiques ainsi que des indications instrumentales aux etudiants des trois cycles who doivent ou souhaitent realiser a recherche "pratique" en education.
Abstract: Cet ouvrage propose des bases epistemologiques et methodologiques ainsi que des indications instrumentales aux etudiants des trois cycles qui doivent ou souhaitent realiser une recherche "pratique" en education. Partant d'une reflexion sur ce que peut etre la recherche appliquee sur le terrain des acteurs, on aborde quelques grandes methodes : recherche evaluative, recherche-action et recherche de developpement. La partie instrumentale examine la collecte, l'analyse et la synthese d'informations contextualisees; elle montre aux acteurs comment analyser les discours de l'education afin de pouvoir etre critique et comment modeliser les resultats. On termine par des questions ethiques et deontologiques touchant les rapports de la pratique a la recherche pedagogique.

139 citations


Journal ArticleDOI
TL;DR: Pentimento as discussed by the authors is a collection of Patners for Reflection and Construction of Culture Points of Viewing (POCV) points of view, which are used in the Pentimento project.
Abstract: Contents: Preface. Introduction: Pentimento: Patners for Reflection and Construction of Culture Points of Viewing.

127 citations


Journal ArticleDOI
TL;DR: The authors present four challenges to Canadian curriculum theorists: to create curriculum languages and genres that name the sociopolitical, geophysical, and imagina-tive landscape in which Canadians live now, as well as the landscapes of the past and the future; to turn to Canadian scholars, indigenous languages, and traditions for that language and those genres; to seek new interpretive tools for understanding what it means to be Canadian and what Canadians might become in the 21st century; and, finally, creating curriculum theory that is written at home but works on behalf of everyone.
Abstract: Canada—as a place—is often absent from the topography of curriculum theorizing. Looking to Canadian literature that explores the themes of survival and alienation/ victimization within a varied and demanding physical, imaginary, and sociopolitical landscape, this article presents four challenges to Canadian curriculum theorists: to create curriculum languages and genres that name the sociopolitical, geophysical, and imagina- tive landscape in which Canadians live now, as well as the landscapes of the past and the future; to turn to Canadian scholars, indigenous languages, and traditions for that language and those genres; to seek new interpretive tools for understanding what it means to be Canadian and what Canadians might become in the 21st century; and, finally, to create curriculum theory that is written at home but works on behalf of everyone. Le Canada — en tant que lieu — est souvent absent de la topographie des theories sur les programmes scolaires. Analysant des documents canadiens qui explorent les themes de la survie et de l’alienation ou de la victimisation, l’auteure presente quatre defis aux theoriciens canadiens des programmes scolaires : creer des genres et des langages quitiennent compte du paysage sociopolitique, geophysique et imaginaire dans lequel vivent les Canadiens; trouver ce langage chez les chercheurs canadiens ainsi que dans les langues vernaculaires et les traditions; chercher de nouveaux outils d’interpretation pour com-prendre ce que signifie le fait d’etre Canadien et ce que les Canadiens pourraient devenire au XIX siecle; en somme, creer une theorie des programmes scolaires qui soient bien notres.

69 citations


Journal ArticleDOI
TL;DR: Gender equity initiatives in schools, curricula, and resources, especially reading materials, are intended to resolve equity problems that have withheld opportunity for female students as mentioned in this paper, however, recent literacy assessments in Canada and other parts of the world reveal differential patterns in males' and females' achievement in reading and writing.
Abstract: Gender equity initiatives in schools, curricula, and resources, especially reading materials, are intended to resolve equity problems that have withheld opportunity for female students. However, recent literacy assessments in Canada and other parts of the world reveal differential patterns in males' and females' achievement in reading and writing. Females outperform males in all areas of reading and writing at the elementary, middle, and secondary levels, and this literacy gap does not narrow or close with age. Males are disadvantaged in literacy by the time they complete high school. In this article we offer

68 citations


Journal ArticleDOI
TL;DR: The Changing Curriculum as discussed by the authors provides a valuable introduction to the curriculum theories of Ivor F Goodson as Kincheloe states, "this paradigm of curriculum study grasps the multi-dimensionality of the relationship between past and present curricular practice In this context, Goodson recognizes the ties between history, education and politics".
Abstract: The Changing Curriculum provides a valuable introduction to the curriculum theories of Ivor F Goodson As Kincheloe states, "this paradigm of curriculum study grasps the multi-dimensionality of the relationship between past and present curricular practice In this context, Goodson recognizes the ties between history, education and politics" The Changing Curriculum reviews the historical and social emergence of curriculum as a concept and curriculum theory as a practice The early chapters seek to situate work on curriculum in its full social and ideological context Later chapters provide examples of this kind of curriculum theory in looking at studies of school subjects and the relationship definitions of curriculum to forms of education, notably the study of American private schools

64 citations


Journal ArticleDOI
TL;DR: The authors argue that to prepare students for the global challenges of the new century, excellence in education should be defined as meeting the requirements of both paradigms and as including the study of all major global change, including economic and technological, as well as a study of world cultures, politics, ecology, and humanitarian issues.
Abstract: Canadian education has been responding to global change for many decades. Over the last 30 years, two global paradigms have dominated debates about education in Ontario and in Canada. The first paradigm, global economic competitiveness, maintains that knowl- edge has become the competitive advantage of industrial nations in the global economy and that utilitarian principles should guide our educational reforms. The second paradigm, global interdependence, holds that we should acknowledge our interdependent global needs and responsibilities and that this should guide our educational reforms. I argue that to prepare students for the global challenges of the new century, excellence in education should be defined as meeting the requirements of both paradigms and as including the study of all major global change — economic and technological — as well as the study of world cultures, politics, ecology, and humanitarian issues. Depuis les 30 dernieres annees, deux paradigmes dominent les debats sur l’education en Ontario et dans l’ensemble du Canada. Le premier paradigme, la mondialisation de la competitivite economique, maintient que la connaissance est devenue l’avantage concur- rentiel des pays industrialises dans l’economie mondiale et que des principes utilitaires devraient guider les reformes en education. Le second paradigme, l’interdependance a l’echelle mondiale, soutient que nous devrions reconnaitre l’interdependance de nos besoins et de nos responsabilites a l’echelle mondiale et que c’est ce principe qui devrait guider les reformes en education. L’auteur avance pour sa part que pour preparer les eleves aux defis mondiaux du nouveau siecle, l’excellence en education devrait etre definie en fonction des exigences des deux paradigmes, ce qui suppose l’etude des changements economiques et technologiques a l’echelle mondiale ainsi que l’etude des diverses cultures, de la politique, de l’ecologie et des questions humanitaires.

60 citations


Journal ArticleDOI
TL;DR: This paper explored the development of a critical pedagogy that interrogates commonly held assumptions about identity and culture in social, political, and historical perceptions of cultural difference, with the aim to position thinking in the borderland or on the fault line between cultures, a third space in which to live critically.
Abstract: In this article I explore the development of a critical pedagogy that interrogates commonly held assumptions about identity and culture in social, political, and historical perceptions of cultural difference. I attempt to deconstruct dichotomizing tendencies of thinking about differences, with the aim to position thinking in the borderland or on the fault line between cultures, a "third space" in which to live critically. I examine perspectives of critical consciousness, third-space positionings, and dialogic negotiations of differences through the lenses of feminist theory, narrative enquiry, and literary theory to suggest how these perspectives may lead to cross-cultural identifications or understandings in postsecondary classrooms. The responsibility for the tracing of the "other" within self is seen as central to teaching practice, in order to live, as T. Minh-ha Trinh (1989b) states: "fearlessly with and within difference(s)" (p. 84).

44 citations


Journal ArticleDOI
TL;DR: In this paper, the authors evaluated the socializing effects of cohort grouping on elementary teacher candidates and found that, independently of cohort membership, small class sizes and the colla- borative thematic approach produced a strong socializing effect.
Abstract: This study sought to evaluate the socializing effects of cohort grouping on elementary teacher candidates. The research took place in the context of a curriculum consisting of art, drama, music, physical education, and child psychology, with instruction emphasizing a collaborative, thematic approach to teacher education. The curriculum was unified around a central theme, the learner; methods and content were taught simultaneously. The results showed that independently of cohort membership, small class sizes and the colla- borative thematic approach produced a strong socializing effect. Belonging to a cohort, however, resulted in earlier socializing effects and evidence of emergent collective beliefs. Importantly, the curriculum was particularly effective at promoting pedagogical content knowing, helping many students to examine their beliefs about teaching. Cette etude cherchait a evaluer les effets de socialisation du regroupement par cohortes des candidats a l’enseignement au primaire. La recherche s’est deroulee dans le cadre d’un programme d’etudes comprenant des cours d’arts plastiques, de theâtre, de musique, d’education physique et de psychologie de l’enfant, l’accent etant mis sur la collaboration et une approche thematique de la formation a l’enseignement. Le programme adoptait, comme theme central, l’apprenant; les methodes et le contenu etaient enseignes simul- tanement. Les resultats ont demontre qu’independamment des membres de la cohorte, les classes plus petites et l’approche thematique faisant appel a la collaboration produisaient un plus grand effet de socialisation. Le fait d’appartenir a une cohorte, toutefois, accelerait les effets de socialisation et l’emergence de croyances collectives. Fait a souligner : le programme d’etudes reussissait particulierement bien a promouvoir la connaissance du contexte pedagogique, aidant ainsi un grand nombre d’etudiants a analyser leurs croyances au sujet de l’enseignement.

43 citations


Journal ArticleDOI
TL;DR: For example, Deslandes et al. as discussed by the authors analyzed the correlation of the risk of dropping out in high school with parent- ing style and parental involvement in schooling and found that the most significant dimensions are parental affective support, warmth, supervision, and communication with teachers.
Abstract: La presente etude vise a verifier les liens entre le risque d’abandon scolaire au secondaire, le style parental et la participation parentale au suivi scolaire L’echantillon se compose de 810 eleves de premiere secondaire (12–13 ans) Le risque d’abandon scolaire est mesure a l’aide du questionnaire Decisions (P Quirouette, 1988); le style parental et la participation parentale au suivi scolaire sont evalues au moyen des questionnaires de L Steinberg, S D Lamborn, S M Dornbusch et N Darling (1992) et J L Epstein, L J Connors et K C Salinas (1993), traduits et valides au Quebec par R Deslandes (1996) Les analyses de regressions multiples permettent d’identifier deux dimensions du style parental et deux dimensions de la participation parentale au suivi scolaire qui expliquent 23 % de la variance du risque d’abandon scolaire Les dimensions les plus significatives sont, en ordre d’importance, le soutien affectif parental, l’engagement et l’encadrement parental et la communication avec les enseignants This study analyzes the correlation of the risk of dropping out in high school with parent- ing style and parental involvement in schooling The study sample comprised 810 adoles- cents (12–13 years old) The risk of dropping out was assessed using the questionnaire Decisions (P Quirouette, 1988) Parenting style and parental involvement in schooling were evaluated using questionnaires developped by L Steinberg, S D Lamborn, S M Dornbusch, and N Darling (1992) and by J L Epstein, L J Connors, and KC Salinas (1993), translated and validated in Quebec by R Deslandes (1996) Multiple-regression analyses identified two dimensions of parenting style and two dimensions of parental involvement in schooling that together explained 23% of the variance in the risk of drop- ping out In order of importance, the most significant dimensions are parental affective support, warmth, supervision, and communication with teachers

42 citations



Journal ArticleDOI
Ardra L. Cole1
TL;DR: This article conducted a three-year study of pre-tenure professors of teacher education directly and indirectly involved in teacher education reform in Canada to gain a better understanding of the changes in which pretenure teacher education faculty are engaged and of personal and contextual influences that facilitate and constrain their efforts to do things differently.
Abstract: I conducted a three-year study of pre-tenure professors of teacher education directly and indirectly involved in the reform of teacher education in Canada to gain a better understanding of the changes in which pre-tenure teacher education faculty are engaged and of the personal and contextual influences that facilitate and constrain their efforts to do things differently. The research approach was broadly qualitative; more specifically, I conducted my research from a life-history perspective, which situates individuals' accounts of experience within a broader personal, historical, social, political, cultural, and/or institutional context. In this article I provide an overview of the types of reform characterizing teacher educators' work and explore some obstacles to this work, highlighting the intersection between individuals' commitments to reform and institutional realities that often militate against or obstruct these efforts. L'auteure presente une dtude de trois ans portant sur des professeurs en formation a l'enseignement, en voie d'acquerir leur permanence et participant directement et indirectement a la reforme de la formation a l'enseignement au Canada. L'6tude visait a mieux cemer la nature des changements mis en ceuvre par ces professeurs ainsi que les influences personnelles et contextuelles favorisant ou non les efforts en vue de faire les choses autrement. II s'agissait d'une 6tude qualitative, faisant appel a une approche biographique situant les comptes rendus des experiences des personnes dans un contexte personnel,

Journal ArticleDOI
TL;DR: In this article, a case study of an inner-city teacher education program documents the tensions at work on a social reconstructionist academic staff attempting to produce culturally relevant teacher education programs.
Abstract: This case study of an inner-city teacher education program documents the tensions at work on a social reconstructionist academic staff attempting to produce a culturally relevant teacher education program. Cultural relevance here includes three features: supporting academic achievement, maintaining cultural competence, and developing critical consciousness. All interests converge on the need to produce academically and technically competent teachers. Beyond this, the staff remain mindful of the dominant social and educational context within which they work and at the same time attempt to meet the longer-term interests of their students and culturally different inner-city communities. The possibilities for success have lessened in the political economy of the 1990s, but the study provides concrete instances of developing a culturally relevant teacher education program. Cette etude de cas portant sur un programme de formation a l’enseignement dans des ecoles de quartiers defavorises decrit les tensions au sein du personnel enseignant cher- chant a produire un programme de formation des maitres culturellement significatif. Trois elements definissent la pertinence culturelle d’un programme : il doit promouvoir la reussite scolaire, etre adapte a la culture et developper une pensee critique. Tous les intervenants s’accordent sur la necessite de produire des enseignants competents. Cela dit, le personnel doit garder a l’esprit le contexte educatif et social dominant dans lequel il travaille tout en essayant de tenir compte des interets a long terme des eleves et de diverses communautes culturelles implantees dans des quartiers defavorises. L’etude fournit des exemples concrets de la marche a suivre pour elaborer un programme de formation a l’enseignement culturellement significatif.

Journal ArticleDOI
TL;DR: Canadians' confidence in public education is declining as discussed by the authors, and this trend is confirmed by new evidence, both attitudinal and behavioural, confirming this trend, and several possible explanations for the trend, including demographic as well as institutional perspectives.
Abstract: Canadians’ confidence in public education is declining. We present new evidence, both attitudinal and behavioural, confirming this trend. More significantly, we investigate several possible explanations for the trend, including demographic as well as institutional perspectives. Our analysis finds little support for demographic shifts as an explanation, but we do find that confidence in all institutions, not just public education, is waning. We compare and contrast various interpretations of these findings, building especially on the themes of the knowledge society and the risk society. We interpret these findings as showing that Canadians see schooling as increasingly important. La confiance des canadiens dans l’enseignement public n’est plus ce qu’elle etait. Les au- teurs presentent de nouvelles donnees sur les comportements et les attitudes qui viennent le confirmer. En outre, ils se penchent surtout sur plusieurs explications possibles de cette tendance, y compris les facteurs demographiques et institutionnels. D’apres leur analyse, il n’est guere possible de retenir l’explication demographique, mais ils ont effectivement pu observer la perte de confiance dans toutes les institutions, et pas seulement dans l’enseignement public. Les auteurs comparent diverses facons d’interpreter ces constata- tions en insistant tout particulierement sur les themes de la societe de la connaissance et de la societe du risque. D’apres eux, les resultats observes demontrent que les canadiens considerent l’education comme etant de plus en plus importante.

Journal ArticleDOI
TL;DR: The notion of reflective teaching is almost everywhere in teacher education as discussed by the authors, and teachers in schools take on the role of cooperating teacher when they supervise student teachers, and their behaviour in this role greatly influences what the student teacher learns.
Abstract: How do cooperating teachers define the supervision of a student teacher? Is this definition coherent with the development of reflective teaching, "a widely used term in current discussion about the nature of professional training" (Calderhead, 1989, p. 43)? These questions oriented the qualitative research presented here. The notion of reflection and reflective teaching is almost everywhere in teacher education. Bengtsson (1995), in terms very close to those of Calderhead (1989), writes that "reflection has grown massively in Anglo-Saxon pedagogy and has become a key concept in discussion about teacher education and the teaching profession" (p. 23). Teacher education programs are, at the same time, devoting more and more time to practical experiences in schools. In these practical experiences, teachers in schools take on the role of cooperating teacher when they supervise student teachers. Their behaviour in this role greatly influences what the student teacher learns (Taylor, Borys, & Larocque, 1992), and it is oriented by the definition these teachers give to this role. It is therefore quite appropriate to enquire into the definition to find out whether a concern with reflective teaching is present. Often teachers say that they learned to teach through trial and error in their classroom and that experience is the only valid way to learn to teach (FeimanNemser, 1983; Lortie, 1975). One might then assume that this personal method of learning to teach by trial and error would predominate in their definition of the cooperating teacher's role. Field (1994) says that supervision of student teachers has been seen in many instances as socialization and enculturation in the school context. Cooperating teachers contribute to student teachers' development of survival skills and tricks of the trade. Field reccommends that cooperating teachers act more as mentors and demonstrate skills such as being able to help student teachers reflect on their teaching. In a more theoretical article, Housego and Grimmett (1983) identify two different conceptual frameworks used by supervisors of student teachers: a performance-based direct one and a more inductive developmental one. The performance-based approach emphasizes the cooperating teacher's provision of

Journal ArticleDOI
TL;DR: The authors argue that resistance to race-ing is both meaningfully engaged as a cultural possibility and rewritten as a linguistic practice, arguing that race is a natural boundary between groups and posing a variety of possible constructions that force us to accept race not as a category but as a practice.
Abstract: This collection takes on the problem of representing race in the context of a master language and culture. These essays discuss this problem in terms of the ongoing struggle to redefine the self as speaker, that is, to re-construe our understanding of history, sexuality, and speech itself in a continuing battle for self-definition. As a totality, these essays explode the notion of race as a natural boundary between groups and pose a variety of possible constructions that force us to accept race not as a category, but as a practice. Kostas and Linda Myrsiades have brought together scholars whose varied essays explore the issues of voice, history, and sexuality in such diverse venues as detective fiction, the Clarence Thomas hearings, the witches of Salem, the Harlem Renaissance, and the work of Toni Morrison, demonstrating that resistance to race-ing is both meaningfully engaged as a cultural possibility and rewritten as a linguistic practice.

Journal ArticleDOI
TL;DR: In this article, the authors report how proponents of somatic education transfer their learning to the context of everyday life and identify different types of transfer, such as efficiency, pleasure, increased expression and less pain.
Abstract: approaches like the Feldenkrais and Alexander techniques and Eutonia help individuals to develop greater awareness of their body in movement. Each method uses different movement sequences and different approaches to explore movement, but all aim to increase body awareness in order to allow individuals "to act with efficiency, pleasure, increased expression and less pain" (Regroupement pour l'6ducation somatique, 1997). To date, very little research has been done on the integration of somatic learning into everyday life. In this research note I report how proponents of somatic education transfer their learning to the context of everyday life. Various researchers (D'Hainaut, 1985; Mongrain & Besanqon, 1995; Royer, 1979) have identified different types of transfer. For example, D'Hainaut (1985) offers this definition:

Journal ArticleDOI
TL;DR: This paper described the social and cognitive activity when pupils engage in philosophical dialogue about mathematics in an elementary school and some pedagogical conditions necessary to foster the development of philosophical dialogue (PD) about mathematics.
Abstract: Following Matthew Lipman (Lipman, 1991; Lipman, Sharp, & Oscanyan, 1980), we introduced philosophical dialogue (PD) about mathematics in an elementary school to help pupils consider mathematical and meta-mathematical matters. This article describes the social and cognitive activity when pupils engage in PD and some pedagogical conditions necessary to foster the development of PD. Changes in pupils’ discussions from the begin- ning to the end of the test period showed that the dynamic evolved from monological exchanges to dialogical exchanges. Whereas early pupil responses could be characterized mainly as simple answers, later responses displayed more lower-order and even higher- order thinking skills. The data suggest that for PD about mathematics to develop, the teacher must be proficient in the role of mediator. A la suite de Matthew Lipman (Lipman, 1991; Lipman, Sharp et Oscanyan, 1980), les auteurs ont introduit le dialogue philosophique (DP) dans une ecole primaire afin d’aider les eleves a reflechir aux questions d’ordre mathematique et meta-mathematique. Cet article decrit l’activite sociale et cognitive a laquelle donne lieu le DP ainsi que certaines des conditions pedagogiques qui doivent etre reunies pour favoriser le developpement du DP. L’analyse des discussions des eleves du debut a la fin de la periode d’essai a revele une evolution de la dynamique, des echanges monologiques aux echanges dialogiques . Si en premier les eleves donnent de simples reponses, par la suite ils demontrent des capa- cites de raisonnement elementaires et meme de plus haut niveau. Ces donnees semblent indiquer que pour que le DP au sujet de la mathematique se developpe, l’enseignant doit devenir un mediateur efficace.

Journal ArticleDOI
TL;DR: This article explored how the discourse of child-centred pedagogy both shapes and limits how teachers talk about issues of social difference in their teaching practice, by examining the testimony of four experienced inner-city elementary teachers.
Abstract: In this article I explore how the discourse of child-centred pedagogy both shapes and limits how teachers talk about issues of social difference in their teaching practice. By examining the testimony of four experienced inner-city elementary teachers, I problema- tize two key tenets of child-centred pedagogy: the child as “unique individual” and the teacher as neutral change agent. I also explore these two subject positions in relation to Whiteness and White privilege. What does child-centred pedagogy hold in common with White privilege, in terms of how it constructs social identities? This article is framed by a concern for the ramifications of the legacy of child-centred pedagogy for current-day teacher education students, who are learning to teach in increasingly diverse contexts. Dans cet article, l’auteure explore comment le discours de la pedagogie centree sur l’enfant faconne et limite a la fois la maniere dont les enseignants abordent les questions de difference sociale dans leur enseignement. En examinant le temoignage de quatre enseignants d’experience travaillant dans des ecoles de quartiers defavorises, l’auteure se penche sur deux principes cles de la pedagogie centree sur l’enfant : l’enfant comme indi- vidu unique et l’enseignant comme agent neutre de changement. Elle explore la question de privilege liee a l’appartenance a la majorite de race blanche. Cet article tient compte de l’inquietude que suscitent les ramifications du legs de la pedagogie centree sur l’enfant sur les etudiants-maitres d’aujourd’hui qui sont appeles a enseigner dans des contextes de plus en plus diversifies.



Journal ArticleDOI
Lily L. Dyson1
TL;DR: In this article, a case study examined the development of a university-school district partnership designed to support a special education initiative with 156 students of middle socio-economic backgrounds in Grades 4 to 7 using critical-sampling, single-case, and docu- mentation methods.
Abstract: This case study examined the development of a university–school district partnership designed to support a special education initiative with 156 students of middle socio- economic backgrounds in Grades 4 to 7 using critical-sampling, single-case, and docu- mentation methods. It identified four essential elements of researcher–district administrator collaboration: a developmental process led by the partners’ mutual goals and a gradual building of support for the project, a communication protocol dominated by profession- alism and parity, a collaborative structure marked by complementary relationships and accountability between the partners, and outcomes benefitting all stakeholders (teachers, students, and researcher). The most important outcome was students’ increased under- standing of disabilities and empathy with persons with disabilities. The author proposes a conceptual framework for developing university-school partnerships and makes recom- mendations for future practice and research. Cette etude porte sur l’elaboration d’un partenariat entre l’universite et une circonscription scolaire en vue d’un projet d’education pour des enfants atteints de diverses deficiences. L’auteure identife certains elements essentiels d’une collaboration entre le chercheur et l’administrateur de la circonscription, soit : (a) un processus d’elaboration axe sur les objectifs mutuels des partenaires et l’etablissement progressif d’un appui au projet, (b) un protocole de communication accordant la priorite au professionnalisme et a la parite entre les partenaires, (c) une structure de collaboration caracterisee par des relations de com- plementarite et une responsabilisation de tous les partenaires et (d) des resultats dont tous les interesses puissent beneficier. L’auteure propose un cadre conceptuel pour l’elabora- tion de partenariats entre l’universite et l’ecole ainsi que des recommandations pour des experiences et recherches futures.

Journal ArticleDOI
TL;DR: In this article, the authors examined the relative effectiveness of three different forms of computer presentation: digital video presentations with text, audio-only presentations with texts, and static visual presentation with text and concluded that the comparative efficiency of the learning medium might often be more pertinent than the effectiveness of media implementation.
Abstract: Research on non-computerized media such as television, slides, animation, and film has developed an information-processing framework that can be adapted to research on computerized media. We examined the relative effectiveness of three different forms of computer presentation: digital video presentations with text, audio-only presentations with text, and static visual presentations with text. ANOVA results showed that although the achievement scores of participants in different treatment groups did not differ significantly, there was a significant difference in the time participants took to complete the presentations. From an information-processing perspective, these differences may be attributed to bisensory interference or bisensory facilitation. We concluded that when computer-mediated presentations are being designed, the comparative efficiency of the learning medium might often be more pertinent than the effectiveness of media implementation. Les auteurs ont analyse l'efficacite relative de trois formes de presentation informatisee: la presentation video numerique avec texte, la presentation exclusivement audio et la prdsentation visuelle statique avec texte. Les resultats de l'analyse de la variance revelent une nette difference dans le temps pris par les participants pour effectuer les presentations. Du point de vue du traitement de l'information, ces diff6rences peuvent s'expliquer par l'interference bisensorielle ou la facilitation bisensorielle. Les auteurs concluent que, dans les presentations assistees par ordinateur, l'efficience relative du media d'apprentissage peut souvent etre consid6ree plus importante que l'efficacite reelle de l'utilisation du media. As integrated computer-mediated instruction enters the mainstream of instructional development at all levels of education and training, the implications of the use of multi-media techniques have become essential to program design and development. Exploration of the relative effectiveness of various multi-media techniques and their impact on design efficiency, as well as on learning efficiency, has the potential to provide programmers and instructional designers with a theoretical and practical basis from which to select the appropriate medium for individual learning objectives. The effectiveness of different multimedia formats in facilitating learning is a major consideration within this framework. An additional concern, however, must be the efficiency of the pedagogical program. In other words, although a specific

Journal ArticleDOI
TL;DR: In this article, the authors present the results of an investigation of three factors that motivate reading at school: an individual silent reading period, reading aloud to students, and the presence of a classroom libary and reading centre.
Abstract: Cet article presente les resultats d’une enquete sur trois facteurs de motivation a lire a l’ecole : la periode de lecture personnelle, la lecture faite aux eleves et la presence d’une bibliotheque de classe et d’un coin-lecture. Les donnees furent recueillies aupres de 249 groupes-classe du primaire. Les resultats indiquent que, dans la majorite de ces classes, la periode de lecture personnelle et la lecture aux eleves ne sont pas des pratiques peda- gogiques quotidiennes. On observe, de plus, de la maternelle a la fin du primaire, un declin significatif du nombre et de la qualite des coins-lecture en classe. Ces donnees presentent un portrait different de celui obtenu prealablement par des questionnaires d’autoevaluation remplis par des enseignants. We present the results of an investigation of three factors that motivate reading at school: an individual silent reading period, reading aloud to students, and the presence of a classroom libary and reading centre. The data were gathered from 249 primary classes. The results show that in most of these classes, having an individual reading period and reading to students are not daily educational practices. Further, we observed a signifcant decline in both the number and the quality of classroom reading centres from kindergarten to the end of the primary grades. These data present a different picture than did question- naires that teachers filled out prior to the study.



Journal ArticleDOI
TL;DR: In this article, the authors suggest the concept of soundness as a criterion for the quality of assessment results in the classroom, taking into account the pertinence of the assessment task relative to the targeted skills, its appro- priateness for the educational activity, its transparency for the student, and the absence of disadvantageous circumstances.
Abstract: De nombreux chercheurs deplorent l’absence d’un modele de qualite des resultats d’eva- luation des apprentissages en salle de classe. Apres avoir precise pourquoi le modele psychometrique, avec ses criteres de validite et de fidelite, ne convient pas au domaine scolaire, les auteures proposent le concept de justesse comme critere de qualite des resultats d’evaluation en salle de classe. Ce dernier tient compte de la pertinence de la tâche d’evaluation par rapport aux habiletes visees, de sa coherence avec l’activite peda- gogique, de sa transparence pour l’eleve et de l’absence de desavantage circonstanciel. Many researchers deplore the lack of a good model for learning assessment in the class- room. After clarifying why the psychometric model, with its criteria of validity and reliability, is not appropriate for the school situation, we suggest the concept of soundness as a criterion for the quality of assessment results in the classroom. Soundness takes into account the pertinence of the assessment task relative to the targeted skills, its appro- priateness for the educational activity, its transparency for the student, and the absence of disadvantageous circumstances.

Journal ArticleDOI
TL;DR: The authors examined teacher education students' interactions around a course in Aborig-inal children's literature and found that expressing and ex-ploring ideas and feelings about issues like stereotyping helps them develop a supportive kinship, which promotes learning that transforms attitudes.
Abstract: This article examines teacher education students’ interactions around a course in Aborig- inal children’s literature. Observations of these students suggest that expressing and ex- ploring ideas and feelings about issues like stereotyping helps them develop a supportive kinship, which promotes learning that transforms attitudes. Some questions explored in this article are: (1) What is effective learning in a multicultural classroom? (2) How can teachers and students become learning partners in the multicultural classroom? (3) What is the difference between understanding culture and valuing people? This exploration may assist teachers to identify changes in students’ social, cognitive, and emotional develop- ment within the context of a growing community of learners from various cultures. Teachers may also find the students’ evaluation of the classroom atmosphere and dy- namics useful in gathering and preparing material for multicultural settings. Dans cet article, l’auteure analyse les interactions d’un groupe d’etudiants-maitres au sujet de la litterature pour enfants en milieu autochtone. Les remarques de ces etudiants donnent a penser que le fait d’exprimer et d’explorer des idees et des sentiments sur des questions comme les stereotypes les aident a tisser des liens qui favorisent l’apprentissage et transforment les attitudes. L’article aborde les questions suivantes : (1) Qu’entend-on par un apprentissage efficace dans une classe multiculturelle? (2) Comment les ensei- gnants et les eleves peuvent-ils creer des partenariats d’apprentissage dans une classe multiculturelle? (3) Quelle est la difference entre comprendre une culture et valoriser les personnes? Cette reflexion peut aider les enseignants a identifier les changements dans le developpement social, cognitif et emotif des eleves au sein d’une communaute grandis- sante d’apprenants de diverses cultures. Les enseignants peuvent egalement trouver l’evaluation de l’atmosphere et de la dynamique de la classe par les eleves utile pour la recherche et la preparation de materiel destine a des classes multiculturelles.

Journal ArticleDOI
TL;DR: The authors examined adolescents' perceptions, visiting practices, preferences, and interests in relation to various museum contexts and projects, using a questionnaire completed by 1,088 Francophone students in Secondary IV and V (Grades 10 and 11) in Montreal and its inner suburbs.
Abstract: Cette recherche a pour objet de recueillir les perceptions, les pratiques de visite, les preferences et les interets des adolescents par rapport a divers contextes et projets museaux. Un questionnaire a ete complete par 1 088 eleves francophones de 4 secondaire de Montreal et de ses proches banlieues. Plus de la moitie rapportent avoir frequente les musees durant les quatre ou cinq dernieres annees; plus du quart disent en avoir visite au cours de la derniere annee. Leurs interets et preferences vont a des projets appelant la participation active a des expositions en lien avec leur culture et a des ap- prentissages realisables en contexte de divertissement. We examined adolescents’ perceptions, visiting practices, preferences, and interests in relation to various museum contexts and projects, using a questionnaire completed by 1,088 Francophone students in Secondary IV and V (Grades 10 and 11) in Montreal and its inner suburbs. More than half reported having visited museums in the previous four or five years; more than a quarter said they had visited within the last year. Their interests and preferences were for projects calling for active participation in exhibits dealing with their culture and for learning that was also entertaining.