Showing papers in "Canadian Journal of Education in 2001"
TL;DR: The authors used qualitative interviews to explore the expectations of the parents in seven Chinese families who had recently immigrated to Canada and found that these parents grounded their expectations for their children in Chinese tradition, their deeply rooted cultural heritage.
Abstract: In this study, I used qualitative interviews to explore the expectations of the parents in seven Chinese families who had recently immigrated to Canada. These parents grounded their expectations for their children in Chinese tradition, their deeply rooted cultural heritage. Their personal life experiences and acculturative attitudes also shaped their expectations. The parents’ understanding of Canadian society and their perception that visible minorities are disadvantaged prompted them to form a minority ideology and also to advise their children to pursue science-related careers. The expectations of these parents were situationally motivated in different ways to conform to the Canadian socio- cultural context A l’aide d’interviews qualitatives, l’auteure a etudie les attentes des sept familles chinoises recemment arrivees au Canada. Les attentes de ces parents s’enracinent dans la tradition chinoise. Leurs experiences personnelles et leurs attitudes acculturatives faconnent egalement leurs attentes. Leur comprehension de la societe canadienne et leur sentiment que les minorites visibles sont desavantagees les incitent a former une ideologie de la minorite et a conseiller a leurs enfants de viser une carriere dans les sciences. Les attentes de ces parents sont a divers egards motivees par une volonte de se conformer au contexte socioculturel canadien.
142 citations
TL;DR: This paper examined shortcomings of traditional programs and considered some characteristics of alternative approaches, including authorizing prospective teachers voices and experiences, school-university collaboration, and scaffolded induction into the profession.
Abstract: Traditional teacher education programs, frequently criticized for ineffectiveness, are changing at several Canadian universities. A range of literature on reform in teacher education suggests that coherence among program elements and collaborative environments are key features of successful reforms. Using a framework of critical analysis, we examined shortcomings of traditional programs and considered some characteristics of alternative approaches, including authorizing prospective teachers’ voices and experiences, school-university collaboration, and scaffolded induction into the profession. Without direct attention to coherence in program design and delivery and collaboration among stakeholders, reform efforts seem unlikely to succeed. L’etude analyse les lacunes des programmes traditionnels de formation a l’enseignement et se penche sur certaines caracteristiques des nouvelles approches, dont la prise en compte des opinions et experiences des enseignants en formation, la collaboration entre l’universite et l’ecole et l’encadrement des nouveaux enseignants durant leur periode de probation. La coherence entre la conception et la prestation des programmes et la collaboration entre les interesses sont essentiels pour le succes des efforts de reforme.
118 citations
TL;DR: The authors argued that the ideas upon which public education was founded in the last half of the nineteenth century were wrong and despite their continued dominance in educational thinking for a century and a half, these ideas are no more right today.
Abstract: The ideas upon which public education was founded in the last half of the nineteenth century were wrong. And despite their continued dominance in educational thinking for a century and a half, these ideas are no more right today. So argues one of the most original and highly regarded educational theorists of our time in "Getting It Wrong from the Beginning." Kieran Egan explains how we have come to take mistaken concepts about education for granted and why this dooms our attempts at educational reform.
116 citations
TL;DR: In this paper, the authors explore the struggles of 12 beginning teachers committed to social justice to define their roles when facilitating classroom discussions of social issues and discerned five distinct positions about the possibility and desirability of teacher neutrality.
Abstract: In this article we explore the struggles of 12 beginning teachers committed to social justice to define their roles when facilitating classroom discussions of social issues. We discerned five distinct positions about the possibility and desirability of teacher neutrality. To teach for social justice involves shifting out of neutral, both in terms of a teacher’s orientation to social inequalities and of pedagogy. Our preferred teacher role, inclusive and situated engagement , involves spotlighting the perspectives of subordinated groups and providing opportunities for young people to develop their deliberative capacities and to learn to act on their reasoned convictions. L’article porte sur douze enseignants debutants soucieux de justice sociale et cherchant a definir leurs roles dans les discussions en classe sur des questions sociales. Cinq positions distinctes au sujet de la possibilite et de l’opportunite de la neutralite de l’enseignant sont examinees. Un enseignement axe sur la justice sociale implique que l’enseignant sorte de la neutralite quant a son orientation vis-a-vis des inegalites sociales et de la pedagogie. Les auteures privilegient l’ engagement inclusif et situationnel , l’enseignant mettant en lumiere les points de vue des groupes marginalises et fournissant aux jeunes l’occasion de developper leur aptitude a deliberer et d’apprendre a agir a partir de convictions eclairees.
106 citations
TL;DR: The authors investigated the nature of communication between home and school in families who recently immigrated to Canada using an open-ended questionnaire in interviews of 21 Chinese immigrant families and 19 non-immigrant European-Canadian families.
Abstract: In this study, I investigated the nature of communication between home and school in families who recently immigrated to Canada I used an open-ended questionnaire in interviews of 21 Chinese immigrant families and 19 non-immigrant European-Canadian families The immigrant parents’ pattern of communication differed from that of non- immigrant parents: immigrant parents communicated less frequently, had more difficulty comprehending the communication, and were less satisfied with the communication The immigrant parents especially emphasized the academic progress of their children and were concerned with the quality of teaching L’etude porte sur la nature des communications entre la famille et l’ecole dans le cas de nouveaux immigrants chinois A l’aide de questions ouvertes, l’auteure a interviewe 21 familles d’immigrants chinoises et 19 familles de non-immigrants europo- canadiennes Le mode de communication des parents chinois differe de celui des parents non immigrants : les parents chinois communiquent moins frequemment, ont plus de difficulte a comprendre la communication et en tirent moins de satisfaction Ils mettent surtout l’accent sur les progres scolaires de leurs enfants et se preoccupent de la qualite de l’enseignement
102 citations
69 citations
TL;DR: This article explored effective strategies based on a social justice vision of schooling and child development, arguing for an integrated understanding of and approach to child and youth-related activities and initiatives across school, community, socio-structural, and public policy spheres.
Abstract: This article examines discourses and practices associated with designating some children and youth as being “at-risk” of academic and social failure in and out of school. To respond effectively to “at-risk” learners requires a refocusing of policy and research, an informed political and administrative will, effective use of sufficient resources, and systematic co- ordination of existing knowledge bases. We explore effective strategies based on a social justice vision of schooling and child development, arguing for an integrated understanding of and approach to child and youth-related activities and initiatives across school, community, socio-structural, and public policy spheres. L’article traite des discours et des pratiques associes au fait de designer certains enfants et jeunes comme des personnes « a risque » a l’ecole et dans la societe. Si l’on veut repondre aux besoins des apprenants « a risque », il faut une reorientation des politiques et des recherches, une volonte politique eclairee, des ressources suffisantes judicieusement utilisees et une coordination systematique des bases de connaissances existantes. Les auteurs explorent des strategies efficaces fondees sur une vision de l’education et du developpement de l’enfant axee sur la justice sociale. Ils pronent une approche integree des activites et des initiatives a l’ecole, dans la collectivite, dans les spheres sociostructurelles et en matiere de politiques publiques.
67 citations
TL;DR: In this paper, a large-scale study was conducted to examine the backgrounds and assumptions of co-operating teachers, and the results indicated that teachers have a high state of professional preparedness, a depth of experience not previously documented, an overwhelming desire for feedback, a strong call for selection criteria, and an unexpected gender difference in terms of numbers.
Abstract: In this large-scale study, I have profiled the backgrounds and assumptions of co-operating teachers. The results indicate that teachers have a high state of professional preparedness, a depth of experience not previously documented, an overwhelming desire for feedback, a strong call for selection criteria, and an unexpected gender difference in terms of numbers. The profile that emerged supports some common beliefs about co-operating teachers, refutes others, and extends an overall understanding of their involvement in teacher education. Most important, it signals a shift in the conception of their role within teacher education. L’article dresse le profil des antecedents et des postulats des enseignants associes. Les resultats indiquent que les enseignants sont tres bien prepares, possedent une vaste experience, desirent connaitre les reactions de leur entourage, s’interessent aux criteres de selection et presentent une difference inattendue entre les sexes quant aux nombres. Le profil qui a emerge permet de mieux saisir le role des enseignants dans la formation des maitres. Il signale surtout un changement dans la conception de leur travail : de superviseurs de stages, ils passent a celui de responsables de formation a l’enseignement.
59 citations
TL;DR: In this article, a study conducted in a Canadian on-line secondary school showed that students were generally satisfied with their first online learning experience, although they noted some serious deficiencies such as lack of training for the online class and ineffective use of key communication tools.
Abstract: The development of on-line schooling may significantly affect the lives of both students and teachers. This study, conducted in a Canadian on-line secondary school, showed that students were generally satisfied with their first on-line learning experience, although they noted some serious deficiencies such as lack of training for the on-line class and ineffective use of key communication tools. We noted a contradiction between students’ appreciation of the flexibility and autonomy afforded them in the on-line environment and their struggle to manage that autonomy effectively. Un type de restructuration scolaire qui pourrait avoir un impact important sur la vie des eleves et des enseignants est le developpement d’ecoles en ligne. L’etude, qui a porte sur une ecole secondaire canadienne en ligne, revele que les eleves etaient en regle generale satisfaits de leur experience d’apprentissage en ligne bien qu’ils fassent etat de graves lacunes, comme le manque de formation pour les cours en ligne et l’utilisation inefficace d’outils de communication cles. Les auteurs notent une contradiction entre le fait que les eleves aiment la latitude et l’autonomie que leur donne l’apprentissage en ligne et leur difficulte de gerer efficacement leur autonomie.
57 citations
TL;DR: The authors developed the thesis that curriculum studies work in Canada might be characterized in terms of some persistent and consistent theoretical commitments, ones that might have been prompted in part by the nation's history and by popular commentaries on national identity.
Abstract: In this article, we develop the thesis that curriculum studies work in Canada might be characterized in terms of some persistent and consistent theoretical commitments, ones that we suggest might have been prompted in part by the nation's history and by popular commentaries on national identity. We draw on ecological and postmodern discourses in efforts to conceptualize and to describe a relationship between Canadian culture(s) and the development of theories of curriculum within the Canadian context.
52 citations
TL;DR: In the 1870s, representatives of the Crown and First Nations negotiated Treaties 1 to 7 each included provision for education as discussed by the authors, focusing on the intent and expectations of education as a treaty right by the original signatories and the current divergent understandings.
Abstract: In the 1870s, representatives of the Crown and First Nations negotiated Treaties 1 to 7 Each included provision for education This study focuses on the intent and expectations of education as a treaty right by the original signatories and the current divergent understandings Today First Nations demand the fulfilment of their treaty right to education while Canada, despite constitutional authority and recent court decisions on treaties, administers educational services within the boundaries of its own legislation: the Indian Act Honouring treaty commitments offers hope for educational opportunities and equity within the context of First Nation governance, traditions, and cultural milieu L'article porte sur les droits des Premieres nations en matiere d'education, tels qu'ils ont ete reconnus par les traites 1 a 7 conclus dans les annees 1870 Les Premieres nations exigent les respect des dispositions des traites dans ce domaine Mais en d6pit des d6cisions r6centes des tribunaux, le Canada administre les services d'6ducation selon sa Loi sur les Indiens Le respect des obligations n6es d'un trait6 offre de l'espoir pour l'enseignement et l'6quite dans le contexte de la gouvemance, des traditions et du milieu culturel des Premieres nations From the time of early contact, representatives of First Nations and European sovereigns entered into peace and friendship treaties In 1752, Grand Chief Cope of the Mi'kmaq and His Excellency Peregrine Thomas Hopson, on behalf of the British Sovereign, agreed to articles of peace and friendship outlined in the Mi'kmaq Compact The Compact or Treaty stipulated "the said Indians shall have all favour, Friendship & Protection shewn them from this His Majesty's Government" and in exchange the Mi'kmaq agreed to protect his Majesty's subjects from harm and "use their utmost Endeavours to bring in the other Indians to Renew and Ratify this Peace" (as cited in Cummings & Mickenberg, 1970, p 307) Henderson, Benson, and Findlay (2000) stated the "Mi'kmaq Compact created boundaries for communities that respected their autonomous political and legal systems The compact constituted an integrated legal order based on mutual obligations recognizing sharing, autonomy, and freedom of association" (p 137) The early treaties and specifically the 1763 Royal Proclamation formed the basis of Britain's treating with First Nations1, and although the British
TL;DR: In this paper, the authors compare a range of career education polices and programs with three key principles for democratic learning: avoiding the ahistorical depiction of labour-market and working conditions, expanding current conceptions of lifelong learning, offering students alternative viewpoints on occupationally related issues, respecting moral reasoning in character development, and strengthening critical thinking strategies.
Abstract: Secondary-level career education, designed to prepare students for their occupational lives, generally adopts a human capital approach to learning. We critique this approach by comparing a range of career-education polices and programs with three key principles for democratic learning. We identify areas that would be enhanced by introducing these principles: avoiding the ahistorical depiction of labour-market and working conditions, expanding current conceptions of lifelong learning, offering students alternative viewpoints on occupationally related issues, respecting moral reasoning in character development, and strengthening critical thinking strategies. L’education au choix de carriere au secondaire adopte generalement une approche de l’apprentissage axee sur le capital humain. Les auteurs font la critique de cette approche en comparant un eventail de politiques et de programmes a l’aide de trois principes cles de l’apprentissage democratique. Ils identifient les aspects qui seraient ameliores par l’introduction de ces principes : la prise en compte du contexte historique dans la description du marche du travail et des conditions de travail, l’elargissement des conceptions actuelles de l’education permanente, la diversification des points de vue sur les questions reliees au choix d’une carriere, le respect du raisonnement moral dans le developpement du caractere et la consolidation des strategies en matiere de pensee critique.
TL;DR: In this paper, the challenge is the courage to be the dilemma of action and the psychology of inertia confronting the dilemmas beyond inertia, and the possibilities in process are the missing link the individual challenging the established rationality imperatives of modern education.
Abstract: Part 1 The challenge: the courage to be the dilemma of action and the psychology of inertia confronting the dilemmas - beyond inertia Part 2 Possibilities in process: the missing link the individual - the visionary challenging the established rationality imperatives of modern education Part 3 The open conspiracy: the open conspiracy - allies for health and action theatres and strategies - embracing the future education and the open conspiracy Conclusion Epilogue: eclectic notes on knowledge and action
TL;DR: This article examined the early literacy practices of a three-year-old Chinese girl in her family restaurant in an underprivileged community and found that her unique home literacy experiences, characterized by constructive, communal and oral practices, are different from both school practices and those of middle-class Chinese immigrant families.
Abstract: In this article, I examine the early literacy practices of a three-year-old Chinese girl in her family restaurant in an underprivileged community. Her literacy practices indicate that home contexts have a role in shaping emergent literacy. Her unique home literacy experiences, characterized by constructive, communal, and oral practices, are different from both school practices and those of middle-class Chinese immigrant families. Differences suggest a need for teachers to re-evaluate classroom practices to help minority children make the transition from their familiar world of home to the unfamiliar world of school. Une Chinoise de trois ans de milieu defavorise apprend a lire et a ecrire dans le restaurant familial. Cet apprentissage repose sur des pratiques constructives, collectives et orales differant des methodes utilisees a l’ecole comme de celles des familles d’immigrants chinois de classe moyenne. Ces differences donnent a penser que les enseignants devraient reevaluer les methodes d’apprentissage a l’ecole afin d’aider les enfants des minorites a faire la transition entre leur milieu familial et un monde qui ne leur est pas familier, a savoir l’ecole.
TL;DR: The authors describe the adjustment experiences of 23 Chinese-speaking, foreign-born high-school students in Vancouver, where they are members of the largest school cultural group and participants suggested their large numbers enabled them to reproduce their home community in Canada.
Abstract: In this article, I describe the adjustment experiences of 23 Chinese-speaking, foreign-born high-school students in Vancouver, where they are members of the largest school cultural group. During interviews, participants suggested their large numbers enabled them to reproduce their home community in Canada. Students chose behaviours that hindered their adjustment and adaptation. They did not form Canadian friendships, learn English easily, make cross-cultural adaptations, or excel in school. Students’ responses raise questions about the direction of Canadian education, the evolution of Canada’s pluralistic society, and the obligation of the education system to familiarize students with Canadian democratic life. L’etude porte sur les problemes d’adaptation de 23 eleves sinophones, nes a l’etranger et frequentant une ecole secondaire de Vancouver. Invoquant le fait qu’ils constituent le groupe culturel le plus important, ils se disent en droit de reproduire au Canada leur communaute d’origine et refusent de s’integrer, soit socialement, soit en apprenant l’anglais. Leurs reponses suscitent des questions au sujet de l’orientation de l’enseignement, de l’evolution du pluralisme et de l’obligation du systeme d’education de familiariser les eleves avec la vie democratique canadienne
TL;DR: The authors report on the teacher development that resulted when an elementary teacher explored multiple intelligences theory (MI theory) and used it as a guide to make decisions about curriculum planning and classroom practice.
Abstract: In this case study, I report on the teacher development that resulted when an elementary teacher explored multiple intelligences theory (MI theory) and used it as a guide to make decisions about her curriculum planning and classroom practice. Several data collection methods and sources were used — semi-structured interviews, participant observation, group action-research meetings, and journal writing. Through critical self-reflection, she became more adept at integrating many aspects of her professional knowledge — subject-matter knowledge, pedagogical-content knowledge, knowledge of her own strengths and weaknesses as a teacher, and knowledge of how students learn — thus enhancing her ability to teach science. L’auteure rapporte une etude de cas portant sur le perfectionnement professionnel. Une enseignante du primaire a etudie la theorie des intelligences multiples et s’en est servie pour planifier ses cours et choisir ses methodes pedagogiques. L’enseignante a reussi a mieux integrer ses competences professionnelles – connaissance de la matiere, du contenu pedagogique, de ses forces et de ses faiblesses comme enseignante et du mode d’apprentissage des eleves –, ce qui lui a permis d’ameliorer son aptitude a enseigner les sciences.
TL;DR: Viewing and Representing in the Middle Years as discussed by the authors was a two-year project to investigate visual literacy in the English language arts classrooms of three teachers, who tried a variety of approaches and were generally optimistic about the benefits of the increased inclusion of visual materials.
Abstract: “Viewing and Representing in the Middle Years” was a two-year project to investigate visual literacy in the English language arts classrooms of three teachers. These teachers tried a variety of approaches and were generally optimistic about the benefits of the increased inclusion of visual materials. They did, however, report a number of challenges in using viewing and representing approaches as part of their curriculum. Teachers’ previous experiences influenced their implementation of an expanded notion of literacy in English language arts, as did the influence of the university-based researcher conducting this investigation. L’article porte sur la visualisation et la representation dans les premieres annees du secondaire dans les cours d’arts langagiers en anglais. Trois enseignants ont essaye diverses approches. Bien qu’ils voyaient d’un bon œil le fait d’inclure davantage de materiel visuel, ils ont signale plusieurs difficultes reliees a l’utilisation d’approches de visualisation et de representation dans leurs programmes. Les experiences anterieures des enseignants, tout comme la presente recherche, ont exerce une influence sur leur facon d’implanter une notion elargie de litteratie dans les arts langagiers en anglais.
TL;DR: The authors studied first-year teachers who had developed professional portfolios in their pre-service program and found that participants valued the portfolio process, most continuing to maintain their professional portfolios and to use aspects of the process with their students.
Abstract: We studied first-year teachers who had developed professional portfolios in their pre- service program. Data came from two interviews with 11 graduates. Participants valued the portfolio process, most continuing to maintain their professional portfolios and to use aspects of the process with their students. Two frameworks, “The Portfolio Organizer” and “retell, relate, reflect,” supported portfolio use. Factors affecting continued portfolio implementation included first-year teaching pressures, the influence of other teachers, and external expectations. The first-year teachers experienced a positive change in attitude and acquired confidence as they refined their use of portfolios. L’etude porte sur l’utilisation des portfolios professionnels par des enseignants en formation des maitres. Les donnees proviennent de deux entrevues menees aupres de 11 etudiants diplomes. Les participants apprecient la methode du portfolio ; la plupart les tiennent a jour et en utilisent certains elements avec leurs eleves. Deux systemes, « The Portfolio Organizer » et « retell, relate, reflect », favorisent l’utilisation des porfolios. Parmi les facteurs ayant une incidence sur le recours aux portfolios, les auteures mentionnent les pressions inherentes a l’enseignement lors de la premiere annee, l’influence des autres enseignants et les attentes externes. Au cours de leur premiere annee, les enseignants deviennent plus surs d’eux-memes a mesure qu’ils raffinent leur utilisation des portfolios.
TL;DR: The authors explored the debate about common schooling in an increasingly diverse and less deferential Canada and described how one school board reacted when dissatisfied parents tried to establish a traditional school, consistent with its policy of inclusion.
Abstract: In this article I explore the debate about common schooling in an increasingly diverse and less deferential Canada. In a case study, I describe how one school board reacted when dissatisfied parents tried to establish a traditional school. The board rejected two such proposals, consistent with its policy of inclusion. The parents made it clear that there was no agreement about the meaning of inclusion and the nature of schooling in the district. This "politics of difference" poses questions about teachers' work, democratic decision-making, and school policy that are not addressed when school choice is treated as a market phenomenon.
TL;DR: This paper examined the student through the lens of his poetry and prose to show that his poetry clarifies his prose and revealed his belief that students are more fragile than his prose suggests and that they need guidance in their desire for freedom to learn.
Abstract: In this article, I have examined Dewey’s concept of the student through the lens of his poetry and prose to show that his poetry clarifies his prose. I have devoted special attention to a study of Dewey’s poetry to reveal his belief that students are more fragile than his prose suggests and that they need guidance in their desire for freedom to learn. His poetry also suggests that students need help to navigate society’s contradictory educational currents. Without such help, they will likely suffer damaging, permanent outcomes. L’article analyse, a travers les poemes et la prose de Dewey, son concept de l’eleve. Les poemes de Dewey presentent l’eleve comme etant plus fragile que ce que pouvait laisser supposer sa prose et comment il doit etre guide dans son desir de liberte dans l’apprentissage. La poesie de Dewey laisse entendre aussi que les eleves ont besoin d’aide pour trouver leur voie dans les courants educatifs contradictoires de la societe. Sans cette aide, ils risquent d’etre affectes de maniere permanente.
TL;DR: In this paper, the authors examined how 11- to 14-year-old students used technology to design and produce toys while most students created toys by hand, and explored the range of computer use, and male and female students' views of this integrated unit.
Abstract: In this inquiry, I have examined how 11- to 14-year-old students used technology to design and produce toys While most students created toys by hand, I explored the range of computer use, and male and female students’ views of this integrated unit In addressing three specific research questions, I found that a project-based unit allowed students to use technology in meaningful ways, that the wide variety of computer use disrupted typical gender-technology patterns, and that computer use allowed some shifts in traditional gender-technology relations L’etude porte sur les diverses utilisations de l’ordinateur et sur la maniere dont les garcons et les filles de 11 a 14 ans percoivent l’unite integree qu’est un jouet concu par ordinateur Les resultats suggerent qu’une unite axee sur un projet permet aux eleves de se servir de la technologie de maniere interessante, que la variete des utilisations de l’ordinateur modifie profondement les modeles typiques quant a la technologie et aux differences entre les sexes et que l’utilisation de l’ordinateur permet certains changements dans les rapports traditionnels entre la technologie et les sexes
TL;DR: The Ontario social studies curriculum, developed in the first half of the 20th century, was modelled on the techniques of the Christian pastorate as discussed by the authors, which incited both a commitment to care for those thought to need Christian instruction and a strong respect for the British Empire.
Abstract: The Ontario social studies curriculum, developed in the first half of the 20th century, was modelled on the techniques of the Christian pastorate. I use a Foucaultian methodology to argue that this curriculum developed within the students an attitude that formed their thinking as democratic citizens of a developing nation — that incited both a commitment to care for those thought to need Christian instruction and a strong respect for the British Empire. At the same time, this practice of care served a colonizing function. Le programme de sciences sociales en Ontario, qui a ete elabore au cours de la premiere moitie du XX e siecle, a eu pour modele les etudes pastorales chretiennes. Se servant de la methodologie foucaultienne, l’auteure soutient que ce programme a developpe chez les etudiants une attitude qui a forme leur pensee en tant que citoyens d’une nation democratique en developpement — ce qui les a amenes a se soucier du sort des personnes qui, a leurs yeux, avaient besoin d’une education chretienne et a eprouver un enorme respect pour l’empire britannique. Parallelement, cette pratique de la compassion a rempli une fonction de colonisation.
TL;DR: In this paper, the stability of within-school socioeconomic gaps in mathematics and science achievement was examined using Canadian data from the Third International Mathematics and Science Study, and the results showed that student characteristics had significant effects on student achievement.
Abstract: Using Canadian data from the Third International Mathematics and Science Study, I have examined the stability of within-school socio-economic gaps in mathematics and science achievement. Student characteristics had significant effects on student achievement. School characteristics were at most marginally related to school average achievement and had no effect on within-school socio-economic gaps. Within-school socio-economic gaps were highly correlated between mathematics and science, and this correlation was not affected by student and school characteristics. School average achievement was not correlated with within-school socio-economic gaps, and this relationship was not affected by student and school characteristics. L’auteur analyse la stabilite des ecarts socio-economiques a l’interieur des ecoles pour ce qui est des resultats en mathematiques et en sciences. Les resultats montrent, entre autres, que les caracteristiques des eleves affectent grandement leur rendement scolaire et qu’il existe une forte correlation entre les ecarts socio-economiques a l’interieur de l’ecole et le rendement scolaire en mathematiques et en sciences, cette correlation n’etant pas affectee par les caracteristiques des eleves et des ecoles. De plus, il n’y a pas de correlation entre le rendement moyen de l’etablissement et les ecarts socio-economiques a l’interieur de l’etablissement.
TL;DR: This paper explored the influence of three interventions on the literacy achievement of grade-1 students in 10 schools in high poverty environments: small class size, a focus on literacy, and teachers' continuing professional development.
Abstract: We explored the influence of three interventions on the literacy achievement of grade-1 students in 10 schools in high poverty environments: small class size, a focus on literacy, and teachers’ continuing professional development. Despite the short-term nature of the project, the students made noteworthy gains in reading and writing, as measured on test scores. In interviews, teachers, principals, students, and parents described not only the general advantages of small classes, but also the additional benefits accruing from an instructional focus on literacy and from teachers’ continuing professional development. La recherche porte sur l’influence de trois facteurs sur les resultats en alphabetisation d’eleves de premiere annee dans dix ecoles de quartiers defavorises : petite classe, accent sur l’alphabetisation et perfectionnement professionnel des enseignants. En depit de la courte duree du projet, les eleves ont fait des progres remarquables en lecture et en ecriture, comme en temoignent les notes obtenues. Au cours d’entrevues, les enseignants, les directeurs d’ecole, les eleves et les parents ont decrit non seulement les avantages lies aux petites classes, mais aussi les bienfaits derives de l’accent mis sur l’alphabetisation et de la formation professionnelle continue des enseignants.
TL;DR: This article examined the dimension of the identity construction process relating to identification with others and revealed aspects of the social structure that shape teachers' evolution in their personal, professional, particular and existential appropriation of a professional identity.
Abstract: L’objet de cet article est d’examiner la dimension du processus de construction identitaire qui concerne l’identification a autrui. L’analyse des recits de vie d’enseignantes d’experience permet de mettre en evidence des aspects de la structure sociale qui faconnent le devenir des enseignants dans leur appropriation professionnelle, personnelle, singuliere et existentielle de leur identite professionnelle. 1 This study examines the dimension of the identity construction process relating to identification with others. Our analysis of experienced teachers’ life stories reveals aspects of the social structure that shape teachers’ evolution in their personal, professional, particular and existential appropriation of a professional identity.
TL;DR: In this article, the authors present a framework for conceptualizing gender equity, designed around four equity components: Access, Inclusion, Climate, and Empowerment (AICE), which identifies some significant equity costs of market-driven education, including invisibility of systemic discrimination, cooption of gender equity initiatives to serve market objectives, failure to consider diversity and relations of power in educational practices, increased risks of sexual harassment and increased barriers to social change.
Abstract: We present a framework for conceptualizing gender equity, designed around four equity components: Access, Inclusion, Climate, and Empowerment (AICE). Our examination of these components in the current market schooling climate, with particular reference to the situation in Ontario, identifies some significant equity costs of market-driven education, including invisibility of systemic discrimination, co-option of gender equity initiatives to serve market objectives, failure to consider diversity and relations of power in educational practices, increased risks of sexual harassment, and increased barriers to social change. AICE equips educators with an analytical tool to conceptualize gender equity in a market-driven schooling climate. Les auteures proposent de conceptualiser le traitement equitable des sexes a l’aide d’un schema forme de quatre elements : acces, inclusion, climat et habilitation. L’analyse de ces elements dans le contexte scolaire actuel, en particulier en Ontario, devoile d’importants couts inherents a l’enseignement axe sur le marche, dont l’invisibililite de la discrimination systemique, l’assimilation aux objectifs du marche des initiatives en matiere d’equite entre les sexes, l’occultation de la diversite et des relations de pouvoir dans les pratiques pedagogiques, les risques accrus de harcelement sexuel et la multiplication des obstacles au changement social. Le schema donne aux enseignants un outil analytique leur permettant de conceptualiser le traitement equitable des sexes dans un contexte educatif axe sur le marche.
TL;DR: In this paper, a study of support for practicum students in the teacher education programs established in Quebec in the 1990s is presented, focusing on identifying and characterizing the mentor teachers supporting the students and illustrating the partnership in their everyday actions.
Abstract: La recherche porte sur l’accompagnement des stagiaires dans les programmes de formation a l’enseignement implantes dans les annees 1990 au Quebec. Elle vise a identifier et a caracteriser les formateurs accompagnant les stagiaires, a decrire leurs contributions et a illustrer le partenariat dans le quotidien de leur action. L’information a ete recueillie par la consultation de documents publics et de personnes-ressources pour 23 programmes. Les resultats revelent des modalites d’accompagnement qui semblent peu tenir compte du nouveau contexte des stages et de la responsabilite du milieu scolaire en matiere d’insertion professionnelle. 1 The study looks at support for practicum students in the teacher education programs established in Quebec in the 1990s. It aims to identify and characterize the mentor teachers supporting the practicum students, describe their contributions, and illustrate the partnership in their everyday actions. The information was gathered by consulting public records and resource people for 23 programs. The results show support procedures that do not seem to correspond well to the new context of the practicum nor to the school community’s responsibility for helping to integrate new teachers into the profession.
TL;DR: Hilda Neatby, the author of So Little for the Mind, finds an unlikely ally in Michel Foucault Both believe that progressive education, grounded in scientific pedagogy, is a means of domination rather than liberation.
Abstract: Hilda Neatby, the author of So Little for the Mind , which stirred up a national debate about education in the 1950s, finds an unlikely ally in Michel Foucault Both believe that progressive education, grounded in scientific pedagogy, is a means of domination rather than liberation Both trace its roots to the 18th-century Age of Reason, which, according to Foucault, gave birth to the “disciplinary society” and, in Neatby’s view, destabilized the balance between faith and reason Although they are philosophically far apart (Foucault, a Nietzschean; Neatby, a Christian), they have a startlingly similar appraisal of the progressive school Hilda Neatby, l’auteure de So Little for the Mind , qui a suscite un debat national au sujet de l’education dans les annees cinquante, trouve un allie inattendu en la personne de Michel Foucault Les deux croient que l’education progressive, fondee sur la pedagogie scientifique, est un moyen de domination plutot que de liberation Ils la font tous les deux remonter au Siecle des lumieres qui, selon Foucault, a donne naissance a la « societe disciplinaire » et, selon Neatby, a rompu l’equilibre entre la foi et la raison Bien que qu’ils soient de deux ecoles de pensee fort eloignees (Foucault, un nietzscheen, et Neatby, une chretienne), leur evaluation de l’education progressive est etrangement semblable
TL;DR: In this paper, a case study of a special-needs candidate in one pre-service program committed to equity is presented, where the authors analyze some of the particular stresses experienced by leaders in faculties of education who aim to exercise leadership in socially transformative ways.
Abstract: Open-ended admission policies to professional education programs, and particularly the admission of candidates with certain types of disabilities, have profound implications for teacher-education programs. Such policies and practices affect the entire educational community, including faculty members, university and faculty administrators, school partners, and pre-service teacher-education candidates. Through a case study of a specialneeds candidate in one pre-service program committed to equity, I analyze some of the particular stresses experienced by leaders in faculties of education who aim to exercise leadership in socially transformative ways. Les politiques d'admission aux programmes d'enseignement superieur professionnel, notamment en ce qui concerne les candidats ayant certaines deficiences, ont des implications profondes pour les programmes de formation a l'enseignement. De telles politiques et pratiques ont une incidence sur tout le milieu de l'enseignement: membres du corps professoral, administrateurs universitaires et de facultes d'education, ecoles partenaires et candidats a la formation a l'enseignement. Par le biais d'une etude de cas portant sur une personne ayant une deficience et un programme de formation a l'enseignement soucieux d'equite, l'auteure analyse certains des stress des decideurs qui, dans les facultes d6'ducation, cherchent a exercer un leadership en vue de transformer la societe. I am a feminist. As an administrator and professor in a pre-service teachereducation program, I have tried to live feminist principles through my teaching and administrative practices. In addition to all that is implied in the dictum that the "private is public," this has required the active nurturing of learners so that they could develop their own distinctive voice as teachers, and the diversification of teaching practices and strategies to integrate a wider spectrum of race, class, and ability into the curriculum and teaching force. Having helped to frame the equity policy for my institution's faculty of education, I remain a proponent of equitable measures in education at all levels. However, one case during my administrative term crystallized for me, as for many of my peers, some of the limits of equity policies in teacher education. The experiences of one