Showing papers in "Canadian Journal of Education in 2011"

Pre-service teachers’ knowledge and attitudes regarding school-based bullying

Abstract: Pre-service teachers responded to two questionnaires regarding school violence, the Teachers' Attitudes about Bullying, and Trainee Teachers' Bullying Attitudes. Results suggest that teachers across all academic divisions view bullying as a serious concern important to their role within the profession. There were considerable differences regarding what was defined as bullying, with a consequent variability related to the potential of intervening to end the violence. Covert forms of bullying including relational, cyber and homophobic were viewed as less serious compared to overt violence and less worthy of attention. The necessity of training regarding anti-violence strategies for preservice teachers is presented.

Student and Teacher Self-Efficacy and the Connection to Reading and Writing.

Abstract: Teacher self-efficacy (SLSEQ-TV), student self-efficacy (SLSEQ) and their relationship to student ability was examined. The participants (students, n= 122 ; teachers, n = 6) completed the Woodcock-Johnson Tests of Achievement - III and a series of questionnaires. The teachers' perceptions of the students' self-efficacy was significantly correlated with the students' abilities. However, SLSEQ was not correlated with their performance and the SLSEQ-TV was the same as the SLSEQ and there was no correlation between the two variables. Finally, the SLSEQ-TV was significantly correlated with their perception of the students' self-efficacy, but was not significantly correlated with SLSEQ and the students' abilities. Keywords: self-efficacy, reading, writing, elementary

The Way of the Warrior: Indigenous youth navigating the challenges of schooling

Abstract: This study examines the educational experiences of 39 First Nations youth, ages 16-20 years, from two, First Nations, on-reserve, communities in northern Ontario, who share their reflections and experiences of reserve and public schooling. We drew on the Indigenous metaphor of the “new warrior” to analyze how these youth experienced and responded to educational challenges. Their conversations describe how racism framed their schooling experiences and how they made use of their Indigenous sources of strength, which included family and community structures, to address the inequalities in their schooling.

High-Stakes Standardized Testing & Marginalized Youth: An Examination of the Impact on Those Who Fail.

Abstract: This study examines the impact of high-stakes, large-scale, standardized literacy testing on youth who have failed the Ontario Secondary School Literacy Test. Interviews with youth indicate that the unintended impact of high-stakes testing is more problematic than policy makers and educators may realize. In contrast to literacy policy's aims to help promote the "well-being" of all learners, and "equity" within the educational system; youth attest to feeling "shame" and show further marginalization due to this testing mechanism. These findings suggest that it is necessary to broaden the dialogue about the impact of high-stakes standardized literacy testing and its effects. Key Words: high-stakes standardized testing; literacy; equity; marginalized youth

Formative Assessment and the Contemporary Classroom: Synergies and Tensions between Research and Practice.

Abstract: Twenty teachers working in elementary and secondary schools were interviewed from 2 school districts in southern Ontario, Canada about their understanding and use of particular formative assessment strategies. Analysis of the interviews followed a constant comparison method and revealed a variety of emerging themes. Results suggested an imbalance in the use of formative assessment methods associated with improvements in student learning and achievement. Many teachers noted tensions in utilizing particular formative assessment strategies such as peer assessment and self-assessment. The discussion focuses on the implications for teacher education reform and in-service professional development so that greater synergy between formative assessment research and practice can be obtained in contemporary classrooms. Descriptors: Formative assessment; teacher knowledge; professional development.

"Through the Kaleidoscope": Intersections between Theoretical Perspectives and Classroom Implications in Critical Global Citizenship Education

Abstract: This paper presents a multi-voiced examination of educating for global citizenship from critical, interdisciplinary perspectives. The paper explores how insights from theoretical work on multiculturalism, race, religion, gender, language and literacy, and eco-justice can contribute to a critical global citizenship education practice. It reports the learning of a group of six Canadian PhD Candidates, who engaged in a year-long collaborative process to explore critical approaches to global citizenship education by focusing on key intersecting concerns, particularly critically understanding globalization. Drawing on theoretical considerations and discussions, the authors consider pedagogical implications for classroom teaching and learning.

Closing the Education Gap: A Case for Aboriginal Early Childhood Education in Canada, A Look at the Aboriginal Headstart Program

Abstract: This paper raises awareness concerning the education gap between Aboriginal youth and the non-Aboriginal youth population in Canada. It argues that the historical consequences of colonialism that resulted in diminished sense of self-worth, self-determination, and culture have placed Aboriginals at the low-end of the socio-economic strata. This continuing phenomenon has meant that Aboriginal youth perform far worse than nonAboriginals in terms of their ability to obtain higher education and employment. Given this, using welfare-state theory and Indigenous-based theory I argue that early-childhood education which is culturally sensitive to the needs of Aboriginal children and controlled by Aboriginal communities will help to remedy and close the education gap between Aboriginal and non-Aboriginal youth. The paper concludes with solutions to rectify the situation in Canada. Specifically, it discusses the current government initiative, Aboriginal Head Start (AHS), that has been making significant strides throughout the Aboriginal community.

Teacher education admission criteria as measure of preparedness for teaching

Abstract: This study investigated the relationship between commonly used admission criteria, found in a one-year, post Bachelor's degree, initial, teacher education program, and the preparedness of teacher candidates in mathematics for independent teaching. The admission criteria used in this study were grade point average (GPA) and a written profile. The profile was not significantly related with either the assessment of practice teaching or preparedness. However, entering GPAs predicted only between five and 12 per cent of variance in course instructors' judgements of teacher candidates' preparedness in three of five areas: Promote Student Learning, Critical Thinking, and Use of Technology. Ratings of preparedness by instructors, associate teachers, and the teacher candidates themselves suggested that teacher candidates were adequately to well-prepared in all areas. This finding is possibly due to the restriction of range of GPA and overall success for all teacher candidates. Further research is needed utilizing unique approaches to draw substantive conclusions that entering GPA or ratings of applicants responses to a written profile have predictive value for successful student teaching performance. Implications for initial teacher education program admissions are discussed.

The Toronto connection: Poverty, perceived ability, and access to education equity

Abstract: This study explores the educational opportunities available to secondary high school students in the Toronto District School Board (TDSB), using both public TDSB and Ontario Ministry of Education data. Family income, parental education, and student participation in special education (excluding Gifted) are key units of analysis, as are the types of programs that the TDSB provides. The research found that low income students, students whose parents lack university education, and students in special education have less access to socially valued educational programs. The research found a significant overrepresentation of low income students receiving special education services and in other programs that offer few options for post-secondary education. Work-oriented programs were found to be most prominently available in the lowest income neighbourhoods in Toronto. Key words: Neoliberalism, education, streaming, Toronto, disability, poverty, vocational

Culturally Relevant Pedagogy Redux: Canadian Teachers' Conceptions of their Work and its Challenges

Abstract: This study examined how teachers who practice culturally relevant pedagogy describe their work and its challenges. Data is from ten semi-structured interviews with teachers in Vancouver Canada. Analysis revealed four themes in relation to participants' practice to support culturally diverse students: 1) An inclusive classroom of meaningful student-teacher relationships, collaborative learning, and a respectful classroom climate; 2) Expanded conception of the curriculum that validates students' cultures, develop critical consciousness and agency; 3) A resource team including families and support workers; 4) Purposeful renewal of knowledge via research and professional development. In addition, participants described institutional barriers common to their practice.

Individual Stress Management Coursework in Canadian Teacher Preparation Programs.

Abstract: Teacher stress is a significant issue facing the teaching profession. The current paper explores individual stress management as a viable option to address stress in this profession. Specifically, Canadian teacher education programs are examined to identify the prevalence of pre-service teacher education courses focused on individual stress management. In light of the study findings, the author presents a curriculum framework for the development of a course focused on individual stress management for pre-service teachers as a means to facilitate increased availability of such coursework in Canadian teacher preparation programs. Potential areas of future research are also presented.

The Role of the Social Foundations of Education in Programs of Teacher Preparation in Canada

Abstract: This paper argues that the social foundations of education, and particularly the disciplines of history, philosophy and sociology of education, must continue to play an integral role in programs of teacher education. We report on the decline of the study of history of education within Faculties of Education in Canada as an example of the marginalization of the role of the social foundations in teacher education programs generally. In this context we furnish what we take to be some of the strongest reasons for the requirement for future teachers to engage with the social foundations—some of these arguments apply to all of the foundational areas, and some apply to specific foundational disciplines. Some of these arguments will be familiar, some new. We conclude that if a teacher education program in Canada is to be of a very high quality then it must include a strong social foundations component. Keywords: teacher education, sociology of education, history of education, philosophy of education, social foundations of education

Gender Digital Divide and Challenges in Undergraduate Computer Science Programs.

Abstract: Previous research revealed a reduced number of female students registered in computer science studies feeling isolated, having reduced confidence, and underperforming. This article explores differences between female and male students in undergraduate computer science programs in a mid-size university in Ontario. Based on Kelly's (2008) three levels of digital divide (resources, instruction, and culture specific knowledge), we explored gender specific challenges for each level. The research shows that, while the first level of digital divide is difficult to detect and the second layer is easily detectable, the third layer of digital divide is particularly pervasive and has a disconcerting outcome. Key words : digital divide; computer science education; higher education; gender equity.

Academic motivation in post-secondary students: Effects of career outcome expectations and type of aspiration

Abstract: Using a social cognitive theory framework, we examined the effects of career outcome expectations (COE) and aspiration to enter a science, technology or math (STM) career on post-secondary academic motivation. Data were collected online from a sample of 380 post-secondary students in Canada and the United States. Analysis of covariance revealed high COE and STM students to be more intrinsically and extrinsically motivated in terms of their academics. Overall, the results suggested that expanding students' expectations of a successful career outcome and promoting interest in STM occupations may benefit their academic motivation. Limitations and implications are discussed. Keywords: Post-secondary education; academic motivation; career development; occupational aspirations

A Social Justice Perspective on Strengths-Based Approaches: Exploring Educators' Perspectives and Practices.

Abstract: What does it mean to engage in strengths-based (SB) approaches from a social justice perspective? In this paper we explore the accounts of educators who work with youth experiencing social and educational barriers to describe what it might mean to engage in SB practices from a social justice perspective. Using data generated from interviews, we draw on educators’ perspectives and reported practices to inform our conceptual understanding of a SB social justice approach. We propose that a social justice perspective of SB educational work involves at least four interconnecting sets of practices: recognizing students-in-context, critically engaging strengths and positivity, nurturing democratic relations, and enacting creative and flexible pedagogies. We contend that these interrelated sets of practices are necessary for youth to engage more fully in schooling. Key words: Social justice; strengths, youth, students deemed to be ‘at risk’, educator perspectives

Exploring student experiences within the alternative high school context

Abstract: This paper describes a phenomenological study that explored the experiences of off-campus high school graduates. Twenty students participated in individual, tape-recorded interviews, during which they described their experiences, yielding written protocols that were thematically analyzed. Results from this study revealed five predominant themes that included the following: (a) ambiance (b) sense of belonging, (c) pedagogical skill, (d) program flexibility, (e) self-awareness. Findings and implications for educators, administrators, and future research are included.

Physical Education Teacher Education (PETE) in Canada

Abstract: The purpose of this study was to identify physical education (PE) teacher educators and examine physical education teacher education (PETE) programs presently offered at undergraduate degree-granting Canadian universities. The investigation was conceptualized by issues related to the dislodging of PETE from a central to a marginal role in higher education, contrasting discourses, and the education of children and youth in a post-modern society. In an effort to examine the worldview orientation, underpinning discourses, curricula, structure, and organization of Canada's programs, 36 PE teacher educators from 20 universities completed an online survey. Results enabled a profile of Canada's PE teacher educators and the PETE programs in which they work. Collectively, the findings suggest a need for critical consideration and/or revisiting of programs in light of changing societal and student needs for global, socially, and culturally responsive PETE. Key words: physical education teacher education (PETE), teacher education

Music Makes You Smarter: A New Paradigm for Music Education? Perceptions and Perspectives from Four Groups of Elementary Education Stakeholders.

Abstract: Through 14 years of teaching music in the Greater Toronto Area, the “music makes you smarter” notion has imbued many of the conversations I have had with multiple stakeholders in public education. Such conversations have suggested that the ancillary benefits of teaching music have now become the principal reason why we teach music -- what I refer to as a new paradigm shift in music education. This study attempts to validate my own experiences through a sample size of 100 participants and a multiple methods approach to inquiry. Specifically, this study explores the perceptions and perspectives of the “music makes you smarter” notion by four groups of stakeholders in elementary education, namely; music teachers, students, parents, and non-music teachers. With a few exceptions, both quantitative and qualitative data have generated perceptions and perspectives that validate the “music makes you smarter” notion, suggesting that my own experiences of a paradigm shift within music education in the GTA were indeed authentic and valid. This paper ends with a discussion on the ramifications of this new paradigm shift and ultimately argues that the music itself should be the focus of music education. Key words: Music Education, Paradigm Shift, Perceptions, Perspectives, & Mixed Methods

The Impact of a Course in Reflective Teaching on Student Teachers at a Local University College

Abstract: This paper reports on a study which examined the impact of a course in Reflective teaching in the third year of a Bachelor of Education degree programme at a local University College. A broader purpose for the study was to continue the process of giving credence to reflective teaching as integral to effective teaching and learning. Specifically, the analysis and discussion of the findings points out that the course aids in the development of student teachers’ reflective teaching and thinking. Findings show that it had positive effects on most students’ general knowledge of reflective teaching, helped to develop their self-knowledge and awareness, a questioning disposition and the application of reflection to their out-of-classroom life. The findings also pointed out that students were interested in applying what was learned about reflective teaching and thinking in the classroom. They also identified the need to develop certain a ffective and professional skills such as: the control and development of certain emotions, being consistent, prioritizing, and the development of English speaking skills

Healthy relationships and building developmental assets in middle school students

Abstract: This action research project was designed to have the majority of middle school students engage in healthy relationships with their peers and teachers as the data suggested the need for improved interactions with others. Students contributed to team building lessons; implemented school community service learning projects; participated in an advisory mentoring program on healthy relationships and conflict resolution; and wrote journal reflections. Analysis of the data indicated an increased rate of students demonstrating and acknowledging the need for positive attributes to build healthy relationships with their peers and teachers. Key words: Social responsibility, community service learning, adolescent development, school relationships

Learning through an Aboriginal language: The impact on students’ English and Aboriginal language skills

Abstract: Aboriginal communities across Canada are implementing Aboriginal language programs in their schools. In the present research, we explore the impact of learning through an Aboriginal language on students’ English and Aboriginal language skills by contrasting a Mi’kmaq language immersion program with a Mi’kmaq as a second language program. The results revealed that students in the immersion program not only had stronger Mi’kmaq language skills compared to students in the second language program, but students within both programs ultimately had the same level of English. Immersion programs can simultaneously revitalize a threatened language and prepare students for success in mainstream society.

Beyond Intellectual Insularity: Multicultural Literacy as a Measure of Respect

Abstract: We report on a survey of 942 grade 10 and 11 students from 10 urban and ‘rurban’ boards in 5 Canadian provinces that takes stock of multicultural education three decades on in the context of youth's multiple, multimedia spheres of learning. This survey is presented as an innovative research instrument measuring what young people know about the struggles as well as the intellectual, political and cultural legacies of racialized peoples globally and nationally and where they learned it (school, media, family, community ) . Bivariate analysis of demographic, knowledge and attitudinal questions suggests schools’ unique role in building a common knowledge base to combat Eurocentrism and cultural racism.

Examining the link between education related outcomes and student health risk behaviours among Canadian youth: data from the 2006 National Youth Smoking Survey

Abstract: This study examined whether student tobacco, alcohol, marijuana use and sedentary behaviour were associated with the educational outcomes of health-related absenteeism, truancy, and academic motivation in a nationally representative sample of Canadian youth. Descriptive analyses indicate a high proportion of students missed school due to health, and skipped class in the last month. Truancy increased with age, and male students are more likely to skip class, and be less academically motivated. Logistic regression models showed significant associations exist between substance use and all three educational outcomes. These findings support the need for coordinated action and funding in student health promotion. Keywords: Adolescent, Youth, Truancy, Absenteeism, Academic Motivation, Tobacco, Marijuana, Alcohol

Banal nationalism in ESL textbooks

Abstract: Despite repeating claims that Canadians are less nationalistic than members of other nations, English as a second language (ESL) textbooks often participate in banal repetitions of nation-ness and nationalism. This banal nationalism takes the form of the marking of nation through flags, maps, routine deixis, and nationalized symbols. This study examines markings of nation in 24 ESL textbooks used in government-funded language instruction in Canada. This nationalized imagery is both taught and repeated, making the imagined community ubiquitous. Language teachers should be aware of and reflect upon the everyday nationalism that is performed in ESL textbooks. Key words: banal nationalism, TESL, language instruction, identity Author’s Note Trevor Gulliver is an Assistant Professor at Bishop’s University. His research explores discursive constructions of Canada and Canadianness in ESL textbooks and study guides.

Effects of a Culturally Responsive Speech and Language Intervention for Students of Indigenous and Non-Indigenous Heritage.

Abstract: This study explored the effectiveness of a speech and language intervention that was designed to be culturally responsive and adapted to provide explicit language instruction. Participants included all 774 kindergarten students from a mid-sized rural school district in British Columbia. Seventy-seven students screened as at risk received the intervention, and the remaining students participated in the regular kindergarten curriculum. Results indicated statistically significant effects of the intervention on language and vocabulary skills. No differential effects were observed between students of Indigenous and non-Indigenous heritage. Results are discussed in terms of culturally responsive and explicit instruction for early language development. Key words: early intervention, language intervention, cultural responsiveness, Aboriginal education

The learning profiles of high school teacher-coaches

Abstract: Jarvis’ (2006) theory of human learning framed the analysis of qualitative interviews conducted with 31 high school teacher-coaches. Using composite narratives, we present three profiles as an innovative way to explain the social context within which the teacher- coaches have developed and also, to provide insight into the needs of teacher-coaches with varied biographies. Three learning profiles are presented: (1) The ‘Rookie’ had little or no experience coaching or playing sport prior to becoming a teacher; (2) The ‘Varsity Athlete’ learned to coach mainly by reflecting on his/her experiences during his/her athletic career; (3) The ‘Veteran’ gained coaching experience prior to becoming a teacher, often by being an assistant. Suggestions are made to maximise the learning of teacher-coaches. Keywords: Learning; Coach; Narrative; High School

Defining educational leadership in Canada’s Yukon Territory: “Hmmm, that’s a good question...”

Abstract: This article reports on a 2010 study of educational leadership in Canada's Yukon Territory. An aim of this research was to undertake a critical ethnographic study which examined educational leadership as construed and enacted by two male and two female non-Indigenous principals living and working in Indigenous Yukon contexts. Extensive interviews, observations, and document reviews were conducted. A goal of this study was to identify how school principals, individuals often referred to as 'educational leaders', define educational leadership despite the inability on the part of universities, the extant body of literature, or educational systems to articulate what this term even means (Allix & Gronn 2005). The study identifies that principals define educational leadership in managerial and administrative ways, referring to themselves as principals who have a 'function' and a 'job' as they juggle the continuous ambiguity they face while wearing the multiple 'hats' of teacher, principal, and community leader. The study points to the need to redefine what a principal is to be and to do as an educational actor in the Yukon context. Keywords: Educational leadership, principalship, Indigenous education, critical ethnography, Yukon