Showing papers in "Canadian Journal of Education in 2014"

Educational Research in Educational Practice: Predictors of Use

Abstract: This study investigates the predictors of school practitioners’ (N = 2,425) use of educational research. The suggested model explained significantly but modestly the infrequent use of educational research by practitioners. Of the four factors in the study, “opinions about research” had the most explanatory power. The results are discussed in connection with existing knowledge about school practitioners’ use of educational research and implications for further research and practice.

Youth participatory action research and school improvement: The missing voices of black youth in Montreal

Abstract: The article discusses the implementation and results of a youth participatory action research (YPAR) project carried out with black high school students in 2009 and 2010 in Montreal, QC. The aim of the project was to involve black youth in studying the factors that either enhance or impede their success in school and thereby have them identify solutions that would be effective in reducing the high dropout rate of black students in Montreal. The participating students were 15 to 18 years of age, attended four high schools located across the city, and thus represented the cultural and linguistic diversity of Montreal’s black community. The results demonstrate that YPAR can lead to a deeper and fuller understanding of the factors that shape students’ experiences and performance in school than research that ignores the voices of young people. The study shows that black youth believe academic achievement is influenced by multiple and inter-related factors, including family, peers, school, and neighbourhood. The youth contend that high schools must do more to support black students by setting high expectations for success, maintaining positive teacher–student relations, integrating multicultural curricula such as courses on black history, promoting more innovative pedagogies in the classroom, expanding the range of extra-curricular activities, and working more closely with black community organizations. Resume Cet article presente les resultats d’un projet de recherche participative qui s’est tenu en 2009–2010 avec un groupe de jeunes eleves noirs frequentant des ecoles secondaires de Montreal (Quebec). L’objectif du projet etait d’impliquer des jeunes noirs dans un processus d’etude des facteurs pouvant encourager ou inhiber leur succes scolaire, et ainsi d’identifier avec eux des mesures pouvant reduire les taux de decrochage scolaire des etudiants noirs a Montreal. Les eleves recrutes pour ce projet etaient âges de 15 a 18 ans et frequentaient quatre ecoles secondaires situees dans differents quartiers de l’ile de Montreal, et ainsi representaient bien la diversite culturelle et linguistique des communautes noires de Montreal. Les resultats demontrent que les recherches participatives impliquant des eleves peuvent mener a une comprehension plus riche et plus profonde des facteurs qui influencent les experiences et les performances scolaires des eleves que les etudes qui ne prennent pas en consideration leurs considerations. Les resultats de notre etude demontrent que les jeunes noirs y ayant participe expliquent que la reussite scolaire est influencee par des facteurs multiples et interrelies, incluant la famille, les pairs, l’ecole, et la communaute environnante. Ces jeunes croient que les ecoles devraient offrir plus de soutien aux etudiants noirs afin qu’ils et elles reussissent, avec des mesures telles un meilleur climat a l’ecole, des interrelations positives entre les etudiants et les enseignants, l’implantation d’un curriculum interculturel incluant des cours sur l’histoire des noirs, des approches pedagogiques variees et novatrices, un plus grand choix d’activites parascolaires, et des partenariats avec des organismes de la communaute noire.

Discovering, Recovering, and Covering-up Canada: Tracing Historical Citizenship Discourses in K–12 and Adult Immigrant Citizenship Education

Abstract: In Canada, cultural diversity has always been a contested cornerstone of citizenship and of citizenship education. In the last decade, a number of provinces, including Alberta and Ontario, have published citizenship and character education documents and social studies curricula in which ideas of cultural diversity are central and shape dominant understandings of nationhood. Meanwhile, the federal government produced its own citizenship education text: a study handbook for adult immigrants taking the citizenship test. Recognizing an interesting opportunity to compare how citizenship and diversity are presented to youth and to adult immigrants, we offer a critical analysis of the extent to which current discourses reflect, revise, or reassert those that were prominent in the past. We find that within educational curricula, liberal social justice discourses are taking a background to those that promote social cohesion and a narrow vision of Canadian identity and history and that de-emphasize progressive ideals of engaging with difference and committing to social action policies. At the provincial K–12 level, a neoliberal understanding of individual development and economic rationales is dominant, while at the federal level, there is also a shift toward neoconservatism that recovers the imperial roots of Canadian citizenship ideals while covering up the strong history of equity, diversity, and civic action.

Toward a Geography of Rural Education in Canada.

Abstract: The field of rural education has not been significantly developed in Canada and the marginal status of the rural itself has contributed to this peripheral status. The emergence of geography and spatial thinking generally in social theory and in educational thought represents an opportunity to re-evaluate the importance of space and place in educational theory and policy discourse. Rather than a space formal education leaves behind, or as the location of impoverishment, isolation, and deficit, I argue that rural communities occupy an important place on the Canadian educational landscape. Given the economic, political, and cultural challenges they face, I suggest rural schools may produce higher quality educational outcomes than are generally attributed to them.

Involving Parents in a Summer Book Reading Program to Promote Reading Comprehension, Fluency, and Vocabulary in Grade 3 and Grade 5 Children.

Abstract: In this research, parents and children participated in a comprehensive book reading intervention designed to improve children’s literacy. Over eight weeks during the summer, children in the intervention condition were encouraged to read one book weekly and parents were trained to foster reading comprehension. Forty-eight Grades 3 and 5 children were selected for their lower performance on expressive vocabulary and reading comprehension. Participating children were randomly assigned to the intervention or control condition. As predicted, children in the intervention condition made significantly greater gains than children in the control condition in reading comprehension, reading fluency, and receptive vocabulary.

School Principals' Emotional Coping Process

Abstract: The present study examines the emotional coping of school principals in Quebec. Emotional coping was measured by stimulated recall; six principals were filmed during a working day and presented a week later with their video showing stressful encounters. The results show that school principals experience anger because of reproaches from staff members and experience anxiety when they anticipate situations which are likely to worsen. Emotional inhibition is the most frequently used coping strategy. Overall, these findings point to the need to emphasize the role of emotional competence in the study of school principals’ stress.

Adolescent Literacy in the Academic Disciplines: General Principles and Practical Strategies

Abstract: Adolescent Literacy in the Academic Disciplines: General Principles and Practical Strategies edited by Tamara L. Jetton and Cynthia Shanahan New York, NY: Guildford Press, 2012, 274 pages ISBN: ISBN: 978-1-4625-0283-7 (hardcover), 978-1-4625-0280-6 (paperback) In Adolescent Literacy in the Academic Disciplines, editors Tamara L. Jetton and Cynthia Shanahan provide an overview of principles and strategies for guiding student reading comprehension in high school subject areas. The introduction and framing of the book is well researched, convincingly written, and densely packed with practical information. Chapter 1, "Learning from Text: Adolescent Literacy from the Past Decade" by Tamara L. Jetton and Richard Lee, describes the performance of American high school students on literacy tests and suggests that teachers need to spend more than the current 3% of classroom time on explicit reading comprehension strategies (Ness, 2007, 2009, as cited in Jetton & Shanahan, 2012, pp. 1-2). Chapters 2, 3, and 4 describe common reading challenges in the disciplines, habits of text comprehension used by disciplinary experts, and how to apply these ideas to lesson planning. Chapters 5 through 9, written by a variety of American-based scholars, are dedicated to describing the literacy strategies needed for specific high school subject areas. Chapter 1 includes a review of studies on comprehension strategies and instructional frameworks, outlining the context of each study and the key findings. For instance, concept-oriented reading instruction (CORI) is described as a framework that involves students in "activating prior knowledge, generating questions, searching for information, organizing new knowledge and monitoring their comprehension" (Guthrie, 2004, as cited in Jetton & Shanahan, 2012, p.10). Jetton and Lee explain that essential components that make the framework successful are student involvement in their own goal setting, reading relevant material, and engaging in discussion. They cite two studies that support CORI as effective for increasing student reading comprehension. In addition, "Appendix 1.1" elaborates on further comprehension strategies and each of their associated objectives and instructions (pp. 24-33). Providing such a thorough overview of these strategies works to raise awareness of the broad range of options available and encourages readers to think about potential applications, depending on objectives and context. Jetton and Lee explain that more research is needed on which comprehension strategies work best for specific disciplines, thereby setting up the thesis for the book. The chapters that focus on language arts, math, science, history, and the arts are helpful in their level of detail and the use of classroom examples to illustrate different teaching and learning strategies in action. At their best, these chapters are well organized, relate to the thesis, clearly define assumptions and theories, and offer relevant teaching strategies. For instance, in the chapter "Learning with Texts in History: Protocols for Reading and Practical Strategies," Bruce VanSledright anchors his argument in a description of the unique challenges and opportunities afforded by historical texts. He explains that they are hypertextual (draw from other texts), intertextual (require reading between different versions of the same events), and partially multimodal (span a variety of forms and media from pottery to film). …

Young People Have a Lot to Say ... with Trust, Time, and Tools: The Voices of Inuit Youth in Nunavik.

Abstract: Young people’s voices are frequently overlooked in discussions about education development and policy. This article draws on an ongoing participatory action research project (2011–2014) in Nunavik on student resilience and school perseverance. It examines ethical issues that have arisen during the research process, and highlights the strengths and limitations of tools and technology used to engage students and make their voices heard. Resume Les voix des jeunes sont souvent negligees dans les debats sur le developpement et les politiques de l’education. Cet article s’inspire d’une recherche-action participative, planifiee sur trois ans (2011-2014) sur la resilience et la perseverance scolaire des eleves Inuit au Nunavik. Ce document examine plus specifiquement les considerations ethiques d’un travail de recherche avec les jeunes Inuit. Il explique egalement les forces et les limites des outils qui ont ete developpes, et de la technologie qui a ete utilisee pour faire participer les jeunes et faire entendre leur voix.

Youth Voice and Positive Identity-Building Practices: The Case of ScienceGirls.

Abstract: Through two stories of youth voice, learning, and identity development in an afterschool science program for girls only, we show the ways in which such programs can be understood as important identity-building practices. We describe key dimensions of a sociocultural approach to youth voice, learning, and identity, situated also in the context of the literature on afterschool programs. We then explore the manner in which youth voice and identity were marked by time and space. We conclude with a discussion of youth voice and ethics in collaborative research projects with youth. Resume Grâce a deux etudes de cas, nous montrons de quelle maniere un programme parascolaire des filles peut soutenir des pratiques de construction identitaire. Tout d’abord, nous decrivons quelques dimensions clefs de la voix des jeunes, de l’apprentissage et des pratiques de construction identitaire selon une approche socioculturelle, ancree dans la litterature sur les programmes parascolaires. Nous explorons ensuite la place de la voix des jeunes et le travail identitaire, ainsi que la maniere dont il est marque par le temps et l’espace. Nous concluons avec une discussion sur la voix des jeunes et des questions ethiques soulevees par de tels projets de recherche collaboratif.

LGBTQ Awareness and Allies: Building Capacity in a Bachelor of Education Program.

Abstract: This research describes the impact of an integrated training program (Positive Space I and Positive Space II) on pre-service teachers’ understandings of and abilities to create safe spaces for lesbian, gay, bi-sexual, transgendered, two-spirited, queering and/or questioning (LGBTQ) youth and allies in schools. Our Bachelor of Education program incorporates these workshops as part of sociology of education and inclusion classes that are mandatory courses for all pre-service teachers. Our findings suggest that for the pre-service teachers we teach, the Positive Space program is needed if they are to be allies and to interrupt heteronormativity.

L'expérience de transition professionnelle des enseignants de migration récente au Québec

Abstract: Cet article presente les resultats d’une recherche qualitative qui vise a decrire et a comprendre l’experience de transition professionnelle des enseignants de migration recente au Quebec. L’analyse phenomenologique des donnees recueillies au moyen d’entrevues semi-dirigees aupres de 13 enseignants de migration recente oeuvrant a Montreal et a Sherbrooke montre que ces enseignants font face a des defi s d’adaptation au nouvel environnement socioculturel et a des diffi cultes d’integrer la profession enseignante au Quebec. Lorsqu’ils trouvent du travail, aucune mesure formelle d’accueil ou d’accompagnement n’est mise en place pour faciliter leur integration. Cependant, la maitrise du francais, diverses strategies d’adaptation et le soutien de l’equipe-ecole constituent des facteurs favorables a leur transition professionnelle.

"Science Isn't Just What We Learn in School": Interaction Rituals That Value Youth Voice in Out-of- School-Time Science.

Abstract: In this article, I explore what happens when digital media activities designed to stimulate science conversations are introduced to an out-of-school-time (OST) space usually reserved for talks about girls’ issues. The goals of this study were to provide a space that values youth voice and creates positive emotional energy around science-related subjects. In this article, I identify episodes of interaction rituals that provoke positive emotional energy toward science among a group of adolescent girls in a community centre in a low-income urban neighbourhood. Results highlight moments when youth mobilize their funds of knowledge and demonstrate emotionally positive charged engagement with science. I then conclude with an exploration of the limitations of shifting ideas about what counts as “real science” and the implications for science teaching both in and out of the classroom. Resume Cet article explore ce qui s’est passe lorsque des activites mediatiques digitales, destinees a stimuler les conversations a propos des sciences, ont ete integrees a un programme parascolaire habituellement reserve aux conversations entre adolescentes. Les objectifs de cette etude etaient de fournir un espace valorisant les voix des jeunes et creant une charge affective positive envers les sujets scientifiques. Cet article identifie les episodes d’interaction ayant provoque une charge affective positive envers les sciences chez un groupe d’adolescentes, dans un centre communautaire situe dans un quartier urbain defavorise. Nous identifions les moments d’engagement positif avec la science grâce a la mobilisation de «fonds de connaissance» et par leurs «repertoires de pratique». Cependant, nous identifions egalement les limites des tentatives de changer ce qui est percu comme «la vraie science» ou comment les jeunes se considerent en relation avec la science, tant dans la classe qu’a l’exterieur de celle-ci.

In the Face of Anti-LGBQ Behaviour: Saskatchewan High School Students' Perceptions of School Climate and Consequential Impact.

Abstract: In Canada, there is a dearth of research on school climate for lesbian, gay, bisexual, and questioning (LGBQ) students. Using social networking, sixty students from high-schools in Saskatchewan participated in a climate survey. Results indicated that anti-LGBQ speech is widespread, as were other forms of harassment. The more victimization that was reported by students known, or perceived to be, LGBQ, the more deleterious were the consequences for their academic performance, social lives, participation in sports and extra-curricular activities, and overall enjoyment of school. Limitations associated with the study and directions for future research are detailed.

Indispensable Insight: Children's Perspectives on Factors and Mechanisms That Promote Educational Resilience.

Abstract: In order to foster educational resilience in children who face adversity, adults need a clear grasp of which factors are most relevant and motivating for these children. This study asked 50 children (ages eight to 12) who face serious life difficulties to share their perspectives on which factors support academic performance and how those factors operate in their lives. Participants identified eight factors (intelligence, feelings, behaviours, home environment, family assistance, school support, community connections, organized programs) that improve academic performance and described three mechanisms (facilitating work, increasing understanding, preventing negative behaviour) by which the factors function. Implications for practice and further research are discussed. Resume Afin d’encourager la resilience chez les enfants faisant face a des contextes d’adversite, les adultes doivent clairement saisir quels facteurs sont les plus pertinents et motivants pour ces enfants. Nous avons demande a cinquante enfants entre huit et douze ans faisant face a des serieuses difficultes de nous indiquer quels facteurs soutenaient la performance academique, et comment ces facteurs se deployaient dans leur vie. Les participants ont identifie huit facteurs (intelligence, sentiments, comportements, environnement familial, soutien familial, soutien scolaire, contacts dans la communaute, programmes structures) qui amelioraient leurs performances academiques, et ont decrit trois mecanismes (faciliter le travail, augmenter la comprehension, prevenir les comportements negatifs) par lesquels les facteurs entraient en action. Nous abordons ensuite les implications de ces donnees pour la pratique et la recherche.

Improving the Utility of Large-Scale Assessments in Canada

Abstract: Principals and teachers do not use large-scale assessment results because the lack of distinct and reliable subtests prevents identifying strengths and weaknesses of students and instruction, the results arrive too late to be used, and principals and teachers need assistance to use the results to improve instruction so as to improve student learning. Therefore, it is recommended that the first assessment activity should be to clearly establish that the domain to be assessed is multidimensional. Given this, the assessment schedule should be changed so that a given subject area is assessed in non-consecutive years but the number of sittings remains the same each year. Assistance should be provided to principals and teachers so as to increase their understanding of how to use large-scale assessment results. Three suggested assessment cycles are presented, each of which increases the reliability of subtests and provides principals and teachers with at least two years to make changes in instruction.

Pre-Service Teacher Beliefs on the Antecedents to Bullying: A Concept Mapping Study.

Abstract: In this study, researchers gathered Canadian pre-service teachers’ beliefs on the antecedents to bullying. Concept mapping (Kane & Trochim, 2007) was used to analyze the data. This study’s findings identified pre-service teachers to have accurate beliefs, inaccurate beliefs, and a lack of knowledge about the antecedents to bullying. Concept maps and accompanying factor-rating tables indicate that participants believe antecedents to bullying include family factors, abuse, instability and socio-economic factors, school and academic factors, interpersonal factors, and personal factors. Results may inform pre-service teachers’ knowledge, and indicate what information pre-service teachers need to be taught.

Normes professionnelles et épistémologie pratique de l’enseignant : un point de vue didactique

Abstract: Via une methodologie qualitative apparentee a une etude de cas (Passeron & Revel, 2005), nous tentons de saisir de quelle(s) maniere(s) certains elements de l’epistemologie pratique d’un professeur de maternelle en ecole francaise s’actualisent dans une sequence de mathematiques qu’il a concue et menee. Nous ancrons nos analyses dans la theorie de l’action conjointe en didactique (Sensevy, 2007, 2011) et placons la focale d’observation sur la pratique enseignante, relativement aux enjeux de savoir. Nos analyses didactiques etablissent une dynamique entre les normes professionnelles et l’epistemologie pratique du professeur. Saisir cette dynamique nous permet alors de mieux comprendre les tensions entre le collectif et l’individuel qui traversent le metier d’enseignant en ecole francaise.

Intensification and Complexity in Teachers' Narrated Worklives

Abstract: Reflecting on a previous study of teachers’ narratives, this epistolary conversation follows ideas of intensification and complexity that emerged in the authors’ return to the narrative accounts. Their conversation highlights representations of teaching as a struggle for recognition, personal happiness, and security—all within a system of accountability. Of central concern is the concept of complicity and how it is related to the seduction of consent through which teachers encounter a discourse of professionalism. By way of countering a misrecognized professionalism, the authors suggest that teachers’ narrative writings can be a means of forming a critical stance.

L'entretien d'autoconfrontation : la prise en compte du point de vue de l'élève pour développer l'activité en classe

Abstract: Cet article decrit une mise a l’epreuve des entretiens d’autoconfrontation avec un eleve inscrit en college1 et son enseignante de Sciences dans le cadre d’une etude portant sur le decrochage scolaire et professionnel. Le cadre conceptuel de l’etude s’appuie sur les fondements theoriques de la methode d’autoconfrontation en clinique de l’activite (Clot, 2008) et sur les presupposes des theories de l’activite (Engestrom, 2000; Leontiev, 1984; Vygotski, 1934/1997). Les enregistrements audiovisuels de l’activite en classe ont servi de materiaux pour les entretiens d’autoconfrontation avec chacun des deux participants. Les resultats montrent les contradictions entre les buts et les motifs de l’eleve et ceux enonces par l’enseignante pour enseigner en classe. Ils mettent en avant l’evolution du point de vue de l’eleve a travers une reelaboration du sens de l’activite en classe. La discussion met en debat les apports et les limites des entretiens d’autoconfrontation pour developper cette activite. Abstract This article describes a process of self-confrontation interviews with a secondary school student and his science teacher that took place during a study of dropout rates in academic and professional contexts. The study’s conceptual framework is based on the theoretical underpinnings of the self-confrontation methodology in activity clinic (Clot, 2008) and the presuppositions of activity theory (Engestrom, 2000; Leontiev, 1984; Vygotski, 1997). The audiovisual recordings of classroom activity served as sources for self-confrontation interviews with each of the two participants. The outcomes show the contradictions between the student’s goals and motives and those put forward by the teacher for teaching the class. They highlight how the student’s perspectives evolved as the meaning of classroom activities were reformulated. This discussion leads to a debate about the contributions and limitations of self-confrontation interviews for developing this activity.

Teachers' Experiences of Working with Students Who Have Attempted Suicide and Returned to the Classroom

Abstract: Student suicide is a serious issue facing intermediate/secondary schools. Teachers have the potential to play important roles in addressing such risk. This study utilized semi-structured interviews with six intermediate/secondary teachers in Newfoundland concerning their experiences of working with a student who had returned to the classroom after an attempted suicide. Coding was utilized to determine common themes among the data. Findings indicated teachers experienced shock, uncertainty, anxiety, and fear in terms of how to handle such situations. Participants also discussed various issues around access to student information and some noted limited knowledge of appropriate courses of action. They recommended proactive and inclusive policy/program development as well as teacher preparation in the area of preventing student suicide attempts. Study results are discussed in the context of the needs of teachers, along with a focus on teachers’ perceptions of what they needed to support their students. The role of the wider school system in supporting teachers and students when it comes to suicide is also a major consideration.

Intégration des technologies de l’information et de la communication : types de connaissances abordées dans le discours d’enseignants en exercice et d’étudiants en formation initiale

Abstract: This case study examines knowledge activated in in-service and preservice teachers discourse in relation to the implementation of ITCs for pedagogical purposes. Analysis based on the Technological Pedagogical and Content Knowledge (TPACK) model (Koehler & Mishra, 2008) indicates that both in-service and pre-service teachers activate primarily technological and pedagogical knowledge, and little disciplinary knowledge. Further research should focus on the development and analysis of TPACK-derived instruments for initial and continuing training.

Collaboration école-famille et prévention du décrochage scolaire : des pistes d’action pour les enseignants du primaire

Abstract: Cette etude qualitative s’interesse aux interventions de collaboration ecole-famille (EF) menees par des enseignants du primaire qui tiennent compte des facteurs de risque et de protection familiaux en vue de prevenir le decrochage scolaire. L’echantillon est compose de dix enseignants dont l’ecole primaire est situee dans une municipalite presentant un taux de sortie sans diplome du secondaire de 10 % et plus. Les resultats indiquent que les enseignants menent plus d’une fois par annee des interventions de collaboration EF en lien avec 2 des 14 facteurs familiaux. Des formations sur la collaboration EF et la prevention du decrochage scolaire, de meme que la participation active de la communaute sont recommandees afin que s’opere un changement de paradigme ou le role des parents et leur participation seraient davantage reconnus par les enseignants.

Tensions in Creating Possibilities for Youth Voice in School Choice: An Ethnographer’s Reflexive Story of Research

Abstract: The following article relates a reflexive ethnographic research project that focuses on youth voice in relation to the process of choosing a high school and a language of instruction in Ontario, Canada. The purpose of this methodological article is to relate a story of research and explore the tensions between theory and practice experienced by a young researcher during and after fieldwork. To do so, I explore the theoretical and epistemological underpinnings of the relevance and importance of youth-centred research and uncover some of the complexities of conducting participant observation, interviews, and co-analysis activities with youth participants. Resume Cet article presente un projet de recherche ethnographique reflexif qui se concentre sur les perspectives des jeunes dans leur processus de selection d’une ecole secondaire et d’une langue d’enseignement dans la province Canadienne de l’Ontario. Le but de cet article methodologique est de raconter l’histoire d’un projet de recherche et d’explorer les tensions entre la theorie et la pratique vecue par une jeune chercheure pendant et apres le travail de terrain. Pour ce faire, j’explore les fondements theoriques et epistemologiques de la pertinence et de l’importance de la recherche centree sur les enfants, et de mettre en lumiere les complexites de l’observation participante, des entretiens et des activites de co-analyse de donnees avec les jeunes participants.

Langues et enjeux interculturels : une exploration au cœur d’un programme d’appui à l’apprentissage du français de scolarisation pour les nouveaux arrivants

Abstract: Un programme d’appui a l’apprentissage de la langue de scolarisation pour les nouveaux arrivants a ete implante dans les ecoles de langue francaise d’une province du Canada, depuis 2010. Son contenu invite, entre autres, le systeme d’education de langue francaise a prendre en compte la diversite ethnolinguistique. Ainsi voulions-nous explorer de quelle facon elle etait prise en compte. Nous avons conduit des entrevues semi-dirigees aupres de directions d’ecole et des groupes de discussion avec des enseignants d’ecoles elementaires et secondaires dans deux grandes villes de la province retenue. Les resultats soulignent que le bagage linguistique des eleves n’est pas legitime dans l’enceinte scolaire et que la prise en compte des cultures revet une certaine forme de folklorisation.

Auto-effi cacité émotionnelle et épuisement professionnel de directions d'établissement d'enseignement

Abstract: Cette etude evalue le role de l’auto-effi cacite emotionnelle (AEE) sur les symptomes de l’epuisement professionnel (EP). Trois hypotheses sont verifi ees en lien avec des etudes anterieures, soit que l’AEE est negativement liee a l’epuisement emotionnel, a la perte d’accomplissement personnel au travail et a la depersonnalisation. Les 406 participants dirigent des etablissements d’enseignement de la province de Quebec au Canada. L’echelle d’AEE (α = ,92) de Deschenes, Dussault, & Fernet (2011) et le MBI-GS de Schaufeli, Leiter, Maslach, & Jackson (1996) (epuisement emotionnel : α = ,91, depersonnalisation : α = ,78 et perte d’accomplissement personnel : α = ,87) ont ete utilises pour mesurer les construits a l’etude. Le modele verifi e comprend sept indicateurs pour le facteur de l’AEE et deux indicateurs pour chaque symptome de l’epuisement professionnel. Il presente de bonnes statistiques d’ajustement du modele aux donnees qui confi rment les hypotheses : χ2 = 113,61, p < ,001, χ2/dl = 1,93, NNFI = ,97, CFI = ,98 et RMSEA = ,05.

Giving permission to be fat? Examining the impact of body-based belief systems

Abstract: Body image might be explained as “how we picture ourselves” and, while the image may or may not be accurate, it can affect decisions about physical, social, and emotional health. Schools are seen as potential sites for universal intervention programs to promote health, self-esteem, and size acceptance, and also to discourage unhealthy eating and body-based bullying. The implementation of a body image program is contextualized by embedded cultural ideals of body perfection, which affect students and teachers and potentially affect implementation. This research uses a case study methodology and a planned behaviour analysis framework to analyze the issues that emerge in the implementation of a body image and self-esteem curriculum across six schools. The findings provide a window on the complexity of behavioural beliefs, cultural beliefs, and perceptions of efficacy impacting a body image curriculum project. The authors see potential solutions in knowledge mobilization and critical body literacy.

The Role of Mental Imagery in Imaginative and Ecological Teaching

Abstract: This article explores how mental imagery evoked from words might enhance the learning of cross-curricular content and how it may help cultivate students’ ecological understanding: that deep sense of connection to a living world and the care and concern to live differently within it. With reference to Elliott Eisner’s and Kieran Egan’s works, I offer a rationale for attending more fully to mental imagery in teaching. The article concludes with a discussion of pedagogical implications for more meaningful and engaging school experiences based on students’ and teachers’ imaginative engagement with curricular content.

Conduite de l’entretien auprès des jeunes scolaires : le cas de l’autoconfrontation dans une approche « orientée – activité »

Abstract: Cet article rend compte de l’usage de la methode de l’entretien d’autoconfrontation dans le cadre d’une recherche visant a decrire et comprendre l’activite collective d’eleves en education physique et sportive (EPS). Nous examinons plus particulierement les verbalisations des eleves dans l’interaction avec le chercheur et les traces audiovisuelles de leur activite en classe. L’analyse qualitative de 25 entretiens collectifs et individuels avec des eleves âges de 13 a 17 ans a mis en evidence que la construction d’une position de parole a la premiere personne a propos de son activite en classe etait un processus long, dynamique et lie aux modalites d’accompagnement du chercheur. Les analyses montrent que l’entretien est aussi une situation de regulation de l’action en classe au cours de laquelle les eleves construisent de nouvelles connaissances a propos de leur activite. Une derniere partie precise les conditions methodologiques a reunir pour que la parole des eleves ait un statut de donnees dans des recherches qualitatives en education a propos de l’activite. Abstract This article reports on the use of self-confrontation interviews with young students in a qualitative research project that aimed to describe and understand students’ collective activities in sports and physical education. Students’ verbalizations and their interactions with the researcher were examined, as well as the videos of their activities in the classroom. The content analysis of 25 interviews with 13- and 17-year-old pupils showed that the students were not spontaneously able to explain what made sense for them in the classroom. This is a dynamic and long process that must be encouraged and assisted by the researcher. The analysis highlighted that self-confrontation interviews provide the possibility to construct new knowledge about the classroom experience. Finally, the methodological requirements for building verbalization data about a situation experienced in the classroom are detailed.

Le comité des élèves dans les écoles primaires et secondaires : une recension des écrits

Abstract: Cette recension des ecrits fait l’etat des connaissances sur l’instance appelee comite des eleves au primaire et au secondaire. Les roles et les responsabilites des acteurs, le fonctionnement du comite, les diffi cultes dans son operationnalisation et la prise de decisions sont abordes. Les resultats relevent que ce comite vise l’exercice de pratiques democratiques, mais que son actualisation demeure diffi cile. L’integration du comite a l’ensemble de l’ecole, l’adhesion des membres du personnel et une bonne formation des acteurs representent des facteurs favorables pour que ce comite constitue un moyen d’eduquer les eleves a la democratie.