Showing papers in "Canadian Journal of Education in 2018"

The Settler Grammar of Canadian History Curriculum: Why Historical Thinking Is Unable to Respond to the TRC’s Calls to Action

Abstract: In 2015, the Truth and Reconciliation Commission of Canada (TRC) identified that education plays a central role in developing reconciliatory relationships between Aboriginal and non-Aboriginal peoples. However, the current historical thinking approach to history and social studies education imposes a settler grammar over the study of the past in ways that lessen the space available to develop the respect, openness for truth, and relationality needed to develop these ongoing relationships of reconciliation. By deconstructing one piece of work by a leading thinker in historical thinking, Peter Seixas, this article demonstrates the structural limitations of responding to the TRC using the Benchmarks of Historical Thinking.

The Use of E-Textiles in Ontario Education

Abstract: The purpose of this iterative design-based research study was to determine best practices when using e-textiles for learning in four diverse contexts. We employed a qualitative, ethnographic case study approach, and used interviews, observations, journals, and audiovisual materials in our data collection to explore student engagement with e-textile materials over a two-year period. The data from each iteration were coded using a thematic coding system. Results indicated that collaboration, choice, and making with purpose were the most important factors for student engagement and learning. Importantly, we found that different demographics of students require different supports in the learning process with e-textiles, and that student-driven making is critical when using e-textiles for learning.

What do first-year university students in Ontario, Canada, know about First Nations, Métis, and Inuit peoples and topics?

Abstract: We disseminated the Awareness Questionnaire to the first-year cohorts at 10 Ontario universities in 2014. Co-designed with over 200 First Nations, Metis, and Inuit educators and community members across Ontario, the survey investigated how students are learning to think about colonialism and its relationship to Indigenous peoples and Canadian society. Statistical analysis of 2,899 student responses reveals that first-year universitystudents who graduated from Ontario high schools are substantially unaware of Indigenous presence and vitality. The majority of students do not understand the fundamental laws structuring conditions of life for First Nations, Metis, and Inuit people or the contributions Indigenous peoples make to all aspects of Canadian society. Although they know slightly more about what is happening with regard to Indigenous peoples today,students have little sense of the historical circumstances and forces that shape current events. Arguably, students are this ignorant because the Ontario K–12 curriculum, which remains deeply inadequate, is the primary source of information for most students. However, when students have opportunities to engage with Indigenous perspectives and topics, it can make a difference to what students know and think. These results indicate that curricular reform is key to eradicating mass ignorance but cannot occur in isolation. Teacher education programs must play a central role in enacting the promise of new curricular emphases.

Enseigner l’écriture : l’impact des étayages et des interactions entre pairs sur le développement de la compétence scripturale

Abstract: Nous relatons ici une experimentation sur l’enseignement de la composante de revision du processus redactionnel realisee aupres de 38 eleves de 10-12 ans, pour lesquels nous avons recolte et analyse 228 productions ecrites, comparativement a une classe controle de 18 eleves du meme âge. Nous examinons les effets, sur le developpement de la competence scripturale, d’un dispositif (Itineraires) qui propose aux eleves de reecrire leur texte plusieurs fois, en alternant ces moments de reecriture avec des activites amenant les eleves a renforcer leur capacite de revision du texte. Nous montrons egalement l’impact specifique de deux activites de renforcement des capacites de revision — a savoir les etayages amenes par les enseignants et les interactions entre pairs — sur les composantes relatives aux savoirs (savoirs, savoir-faire, « savoir-graphier », savoirs semiotiques) constituants de la competence scripturale. Les resultats tendent a montrer que les etayages offerts par l’enseignant sont necessaires pour apporter aux eleves des savoirs nouveaux alors que les interactions entre pairs mobilisent les connaissances deja-la, apportent une aide pour certaines corrections ponctuelles et preparent la diffusion finale des textes.

What counts as creativity in education? An inquiry into the intersections of public, political, and policy discourses

Abstract: In this essay, the authors examine the varied public, everyday, and academic discourses of creativity that combine to influence our current educational goals and policies, particularly in North America and Europe From Sir Ken Robinson’s (2006) cutting remark that “Schools kill creativity!” to the Action Canada Foundation’s (2013) assessment that creativity is one of the seven core learning competencies required in the 21st century, this article portrays the compelling push and pull of creativity in education today The authors found themselves in search of this seemingly crucial, yet increasingly undersupported aspect of their work in teacher education and research Coming from literacy and arts education, the authors were called to question what they had always taken for granted This article contextualizes creativity amid everyday, public, and academic discourses Through engaging in this inquiry, the extent to which creativity is the recipe fo success, as it is so often deemed to be, is assessed and a conceptual framework for creativity in action is proposed

Post-Secondary Pathways among Second-Generation Immigrant Youth of Haitian Origin in Quebec.

Abstract: The aim of this article is to develop a better understanding of the educational pathways experienced by Haitian youth in Montreal when it comes to their post-secondary studies. The qualitative analysis of their life stories within the educational and learning pathways framework (Doray, 2011) reveals an assortment of pathways. Many are characterized by various sources of constraint (financial, institutional, social) and negative experiences with guidance counsellors during the transition to post-secondary studies. Perceiveddiscrimination and racism also emerge as significant themes in the students’ discourses. In conclusion, future research and intervention strategies are suggested.

Contributing to Children's Early Comprehension of Emotions: A Picture Book Approach

Abstract: Previous studies have suggested that children’s emotion comprehension begins todevelop in the early stages of childhood and has been linked to prosocial behaviours, displays of empathy, and better interpersonal relationships, to name a few. However, children’s levels of emotion comprehension do not develop at the same rhythm, due to both environmental and biological factors. There are a few interventions that can help children in their development of emotion understanding, but these interventions are not readily accessible (e.g., due to cost, availability, duration). For example, the School Matters in Lifeskills Education Program (SMILE) is a theoretically based program aimed at improving children’s emotion comprehension. Unfortunately, since, for instance, it requires rigorous training to be administered, it is not accessible to all. To address some of the issues with previous programs, the current study examined the use of shared book reading and the effectiveness of picture books created on current theories and models of children’s emotion comprehension. Eighteen preschoolers were divided into an experimental and a control group. Over the course of multiple exposures to the experimental treatment, results revealed a significant gain for the experimental group compared to the control group. These results are promising by showing that a simple shared book reading approach can contribute to the development of emotion comprehension without requiring special training or expertise.

Poetry in the Academy: A Language of Possibility.

Abstract: As a poet, researcher, and teacher in the academy, I have pursued my vocation with an abiding commitment to both creative and critical discourse. I inquire into my autobiographical experiences as a poet, researcher, and teacher in the institutional contexts of a Faculty of Education by creating a performance of poetry that seeks to honour imagination, heart, and intellect. My goal is to offer a hopeful testimony to the value of giving curricular and pedagogical attention to the significance of critical creativity in education. In the performance I weave poetry, personal recollections, reflections, and quotations from writers who have inspired me. In this article, I present a performative text that is both poetic and full of poetry. I invite readers to receive this article like a long poem, full of resonances and gaps, fragments and sparks. I engage in testimony, in witness, in presenting prose and poetry that are enthused with an educator’s delight in the creative playfulness of words.

Comment les étudiants se préparent-ils aux stages ? Ressources exploitées et choix stratégiques

Abstract: While preparing for an internship, students expect to be supported (Caron & Portelance, 2017) in their articulation of both theory and practice. Qualitative exploratory research with a comprehensive focus (Van der Maren, 1996) has been conducted to identify the strategies and resources that students use. Four female primary school teacher trainees were invited to complete a daily log and participate in a semi-structured interview. The results of the analysis emphasize the importance that students place on the knowledge gained from experience (Vause, 2011).

Niinwi - Kiinwa - Kiinwi: Building Non-Indigenous Allies in Education through Indigenous Pedagogy.

Abstract: In this article, we examine the Calls to Action of the Truth and Reconciliation Commission (TRC) of Canada (TRC, 2015a) in light of their implications for conscious ally-building in teacher education. Guided by the Anishinaabemowin language, the Medicine Wheel, and the Seven Grandfather Teachings, we ask what we can do to move from niinwi, “we but not you,” and kiinwa, “you all but not us,” to kiinwi, “you and us (together).” We arrive at the conclusion that reconciliatory education can be accomplished through respect and love, alongside an unyielding commitment to honouring Indigeneity, speaking truth, and building wisdom.

What Teacher Capacities Do International School Recruiters Look For

Abstract: This article frames the intersection of the emerging fields of internationalizing teacher education (ITE) and international schooling (IS) and presents findings of a qualitative study that draws on interviews with international school recruiters to explore teacher qualities valuable for thriving in international school settings. Beyond general characteristics of good teachers, recruiters note the importance of adaptability to living and working in a foreign setting, cultural-sensitivity, and, especially, pedagogical flexibility. Additionally, recruiters discussed the significance of “fit” between the teacher and the school (and school community) as playing a role. Fit overlaps with adaptability, cultural sensitivity and pedagogical flexibility but also introduces more school-specific, subjective (and potentially parochial) factors for “fitting in.” Implications for teacher education are discussed, particularly on the importance of fostering teachers’ pedagogical flexibility.

Exploring Equity in Ontario: A Provincial Scan of Equity Policies across School Boards.

Abstract: Canada—and Ontario, in particular—is proud to be characterized as one of the most equitable education systems in the world. However, diversity poses unique challenges for Canadian education systems. This study presents findings from an environmental scan of equity policies across the 72 school boards in Ontario, which yielded 785 equity policies for analysis. Data extraction focused on five dimensions of knowledge mobilization:structures, brokering, co-production, dissemination, and exchange. Findings show that many topics remain under-represented in school board policy coverage, including religious accommodation, antiracism and ethno-cultural discrimination, anti-discrimination procedures for LGBTQ2+ students, gender identity, and socio-economic status.

Kindergarten Teachers’ Perspectives on Culturally Responsive Education

Abstract: Six kindergarten teachers in the Greater Toronto Area were interviewed on their understandingsof and approaches to culturally responsive education (CRE) in their classrooms. Teachers generally reported believing that CRE is important in kindergarten, and the practices they implemented fell into two categories: structured components of their classrooms and spontaneous accommodations or instruction. Teachers reported finding it challenging to access the resources they need to effectively practise CRE and to maintainongoing communication with other school personnel and families. The implications of the findings are discussed to facilitate the development of age-appropriate CRE practices for kindergarten.

Status of Consumer Education and Financial Education in Canada (2016)

Abstract: This article reports on the status of consumer education in Canada in 2016 (junior and senior high), relative to the 2015-initiated federal national financial education/literacy strategy. Questions addressed: (1) Is it necessary to have separate financial education curricula when consumer education is available? and (2) Are the existing consumer education curricula adequate? After conceptualizing consumer education and literacy relative to financial education and literacy, a content analysis of provincial and territorial education documents identified 64 courses containing consumer-related content in seven subject areas. The majority (73%) of the 216 instances of consumer-related content—mostly (68%) found in home economics/family studies, social studies, mathematics, and business—pertained to resource management, with equal coverage for each of citizen participation (14%) and decision making (13%). Most (73%) of the courses were not offered until senior high. Results confirmed a fragmented and inconsistent approach to consumer education across subject areas, grade levels, provinces/territories, and regions. To stimulate dialogue, the national financial education strategy is framed as a stop-gap measure until there is political will for a pan-Canadian consumer education curriculum, predicated on the assumption that consumer education (not financial education) better prepares citizens for any future global depression. Appendix: McGregor Appendix

Alberta Bounded: Comprehensive Sexual Health Education, Parentism, and Gaps in Provincial Legislation and Educational Policy

Abstract: This article makes a case for mandating comprehensive sexual health education (CSHE) for all students in Canadian schooling, with a focus on Grades 7 to 12. Using Alberta as an example, it examines the degree to which legislation and educational policy enable CSHE, with particular attention to sexual and gender minority (SGM) students. The article conceptualizes and interrogates parentism as a rightist politico-religious viewpoint harmful to high school students needing to build sexual knowledge and sexual agency. It concludes by calling on legislators, school districts, and faculties of education to act to enable CSHE for all students, including SGM students.

Early Childhood Educators’ and Teachers’ Early Mathematics Education Knowledge, Beliefs, and Pedagogy

Abstract: In the spring of 2017, an educational needs assessment of early mathematics education in Ontario was conducted using an online survey for early childhood educators, kindergarten teachers, and Grade 1 teachers. The purpose of the needs assessment was to acquire a brief account of the state of early mathematics education in the province and to identify any potential gaps between current and desired early mathematics education practices. Educators’ responses (n = 130) about their early mathematics knowledge, beliefs, and pedagogy revealed four critical areas that need to be addressed to improve the quality of early mathematics education.

Modelling and Fostering Creativity: Two Post- Secondary EAL Teachers’ Journey

Abstract: Scholarly literature is replete with suggestions for fostering creativity in both teachers and students; however, few articles exist where practitioners appraise these methods and generate theories of their own. After a semester of team teaching using a creative project-based learning (PBL) approach, we reviewed, through a mutual interview process, the theory that underpinned and resulted from our experiences in our English language learning (ELL) classrooms. Our experience with this approach confirmed previous findings on creative teaching, but also included unanticipated challenges and benefits, such as a greater need for feedback and an increased sense of empowerment and ownership in our students.

Enseigner l’écriture en milieu francophone minoritaire : comment motiver les élèves et surmonter les défis de l’insécurité linguistique ?

Abstract: Teaching writing in elementary and secondary schools is a challenge in all sectors of education, among other reasons because the writing activities offered at school are not always motivating according to students. Francophone schools in a minority context face the same problem, but also the difficulty of overcoming linguistic insecurity. In this critical reflection, we will build on theories of instructional motivation, as well as the most recent research results on learning to write in a minority milieu, to offer some potential solutions for elementary and secondary French teachers.

Neither Hired Mouth nor Class Monarchs: The Scope of Schoolteachers' Freedom of Expression in Canada.

Abstract: What are the boundaries for teachers’ freedom of expression in public, secular schools in Canada? Drawing from the constitutional text, legislation, and normative expectations emerging from the literature, this article examines the scope given to teachers’ expression in landmark case law. The analysis shows that the binomial of trust and responsibility guides the interpretation of this fundamental freedom for teachers, who should neither act as class monarchs, absolutely free of restraints, nor as hired mouth, narrowly limited to the official curriculum. The article concludes that the ethical duties of preventing harm to students and engaging in responsible pedagogy circumscribe Canadian schoolteachers’ freedom of expression.

Quelles pratiques différenciées pour l’enseignement de l’orthographe lexicale ? Une recension des écrits

Abstract: Malgre la quantite d’ecrits sur la differenciation pedagogique, peu d’entre eux visent a appliquer son cadre conceptuel a des contenus scolaires. Cet article propose de croiser les pratiques en orthographe lexicale et ce cadre. Une recension des ecrits a ete effectuee dans differentes bases de donnees. L’anasynthese a ete employee pour analyser les donnees recueillies et elaborer une modelisation de la differenciation en orthographe lexicale. De nombreuses pistes de differenciation pedagogique sont proposees a la suite de cette categorisation dans les quatre axes de la differenciation pedagogique : contenu,processus, structure et production.

A Reconsideration of Social Innovation: Drama Pedagogies and Youth Perspectives on Creative and Social Relations in Canadian Schooling.

Abstract: Drawing from a multi-sited, global ethnography on youth civic engagement and artistic practices, the author uses students’ perceptions from one Canadian high school, as they reflect on their experiences in a drama classroom, to ask what we might learn about the macro discourses and processes of social innovation from the local, artistic, and collaborative activities of young people. Learning from young people that they do not imagine themselves as the coherent social grouping our institutions have imagined them to be raises questions about the role educational institutions might be playing in developing and activating plural and progressive forms of sociality and social innovation more broadly.

La scolarisation des élèves présentant des difficultés comportementales : analyse écologique des conditions relatives à leur intégration au secondaire

Abstract: L’integration scolaire des eleves presentant des difficultes comportementales demeure celle qui represente le plus de defis pour les ecoles. En s’appuyant sur le modele ecologique de Bronfenbrenner (1979), cet article presente les resultats d’une recherche visant a documenter les conditions favorables et defavorables a sa mise en oeuvre. S’inscrivant dans une approche qualitative interpretative, des entretiens ont ete animes aupres de 67 membres du personnel scolaire de 5 ecoles secondaires quebecoises. Les resultats revelent que la qualite des pratiques enseignantes joue un role determinant dans l’etablissement d’une ecole inclusive susceptible de soutenir la reussite des eleves en difficulte de comportement.

The New ICE-Age: Frozen and Thawing Perceptions of Imagination

Abstract: The article examines the importance of imagination in adult–child relationships in 21st-century experiential learning, where ICE is an acronym for Imagination Creativity Education. It explores, through hermeneutic phenomenology, the impact of imagination in the life-experiences of three school-aged children through the wonder of toying through shining new light on the autism spectrum, and through the debilitating effect of unbridled imagination. Life-experience is recognized as a foundational principle of imagination, and imagination is recognized as the catalyst for creative inquiry. The article discusses the vocative voice in children that calls out in its vulnerability to educators to act with appropriate, intentional, and responsible pedagogical relationality. The article concludes by highlighting the impact that imagination potentially holds for the future of education.

Sexual Exploitation Prevention Education for Indigenous Girls

Abstract: Indigenous girls in Western Canada comprise over half of the victims of sexual exploitation, but the gravity of this phenomenon is overlooked in education and academia. Five Indigenous sexual exploitation survivors and 19 service providers in a western Canadian city were interviewed to critically examine the life experiences that establish pathways to exploitation, methods of recruitment, and prevention education recommendations to inform school-based interventions. Based on these interviews, nine pathways to sexual exploitation for Indigenous girls were uncovered, most notably sexual abuse, transition from reserves, and the prison system. This article summarizes a study conducted from 2014–2016 (Louie, 2016), which found that an extensive range of gender, age, race, and class backgrounds in Canadian society contribute to Indigenous girls being recruited into sexual exploitation. At present, most research and education programs emphasize intervention, missing a key opportunity to prevent recruitment into sexual exploitation. This study has generated a potential framework for schools to establish prevention education for Indigenous girls experiencing an increased threat of sexual exploitation.

Alberta School Principals' Use of Professional Portfolios in Teacher Hiring.

Abstract: Creating a professional portfolio is a requirement for most pre-service teachers in Alberta. Little is known, however, about principals’ use of applicant portfolios in hiring. In response, researchers conducted an online survey of principals throughout the province. Findings indicate a preference for traditional job application items (e.g., a resume, reference letters, and letter of introduction) and teacher competence indicators (e.g., teacher mentor and school administrator assessments, student assessment methods, and a classroom management plan). Examining attitudes and hiring practices provides direction for creating portfolios that attend to the actual needs and interests of principals in the province, thereby enhancing the employment prospects of new teachers.

L'éducation musicale : un outil créatif pour soutenir les interactions sociales chez un enfant autiste d'âge préscolaire.

Abstract: Plusieurs etudes soulignent l’efficacite des chansons apprises dans le cadre d’un programme musical pour soutenir les interactions sociales des enfants autistes. Une etude de cas a ete realisee afin de determiner les effets d’un programme d’education musicale articule autour de l’apprentissage de chansons sur le developpement des interactions sociales d’un enfant autiste, âge de 4 ans. Un test musical standardise, des periodes d’observation et des entrevues avec la famille prirent place avant et apres l’intervention musicale. Apres 14 lecons, les resultats revelent qu’un programme axe sur l’apprentissage de chansons a des effets positifs sur les habiletes sociales du participant.

Formation Par et Pour Les Pairs: Jouer Son Role De Passeur Culturel En Milieu Francophone Minoritaire Au Nouveau-Brunswick

Abstract: Des pedagogues d’une ecole secondaire de langue francaise au Nouveau-Brunswick ont choisi de s’investir dans une recherche-action qui passe par la planification, l’action, l’observation et la reflexion afin de mieux jouer leur role de passeur culturel. Ils ont egalement cherche a soutenir leurs collegues dans une demarche reflexive commune afin que ceux-ci prennent conscience de leurs actions et interviennent plus efficacement sur la construction identitaire francophone des eleves. Les resultats revelent qu’il a ete gratifiant pour ces praticiens-chercheurs de reflechir et de se mobiliser avec leurs collegues afin de trouver ensemble des solutions pour mieux agir en tant que passeurs culturels. Ils constatent toutefois que le niveau d’engagement varie d’un enseignant a l’autre, et qu’ils manquent de temps et d’outils pour la mise en place de strategies permettant de guider les eleves de facon plus soutenue dans leur construction identitaire, d’ou la necessite de se donner un plan d’action commun.

L’expérience des étudiantes et étudiants du secteur collégial par rapport à leurs difficultés psychologiques

Abstract: Cet article comporte deux objectifs : 1) documenter quatre composantes de l’experience des etudiantes et etudiants presentant des difficultes psychologiques : leurs besoins, leur perception de l’aide offerte par le personnel enseignant, leur connaissance/utilisation des services offerts dans le cegep, ainsi que leurs attitudes par rapport a leurs difficultes ; 2) verifier si ces composantes different en fonction du sexe et de la presence d’un diagnostic de trouble de sante mentale. Cent cinquante-deux etudiantes et etudiants recrutes parmi huit cegeps du Quebec ont rempli un questionnaire en ligne. L’experience des etudiantes et etudiants varie peu selon le sexe, mais considerablement selon la presence d’un diagnostic.

Les croyances pédagogiques et identitaires des enseignants de la formation professionnelle : le rôle de l’expérience d’enseignement et de la formation pédagogique

Abstract: Les croyances des enseignants sont liees aux pratiques d’enseignement et ainsi,indirectement, aux apprentissages des eleves, faisant d’elles un sujet important. Le but de cette etude etait de mettre en evidence l’effet de l’experience et de la formation pedagogique sur les croyances pedagogiques et identitaires des enseignants de la formation professionnelle en Suisse romande. Au total, 390 enseignants ont participe a l’etude en repondant a un questionnaire. Les analyses de variance conduites montrent que tant les annees d’experience que la formation pedagogique ainsi que leur interaction ont un effet sur l’adhesion aux croyances considerees. Les questions de l’immuabilite des croyances et de l’importance de la formation pedagogique pour le developpement de certaines croyances sont abordees en conclusion