Showing papers in "Canadian Journal of Education in 2020"

Internationalizing Teachers’ Preparedness: The Missing Link in Ontario’s Strategy for K–12 International Education?

Abstract: While the need to internationalize teacher education is recognized by scholars and practitioners, little attention is paid to the role of policies and policy makers in supporting this endeavour. This study focuses on the enactment of Ontario’s K–12 international education strategy by examining four key policy actors—the Ontario Ministry of Education, the Ontario College of Teachers, school boards, and Faculties of Education—and their role in realizing (or not) the internationalization of teachers’ preparedness. A siloed approach, conflict in policy messaging, overlooked policy alignments, and weak policy framing result in weakening the relevance and importance of the internationalization of teachers’ preparedness to meet Ontario’s objectives of inclusivity, diversity, and equity in its public education. Keywords: internationalization, teacher education, K–12 international education, policy enactment

Teaching and Learning Design Thinking (DT): How Do Educators See DT Fitting into the Classroom?.

Abstract: As a problem-solving approach, design thinking (DT) emphasizes iterative, user-focused designing. While DT is being readily adopted into education, little is known about how educators integrate DT across curricula. To address this question, we collaborated with a tech-ed industry partner and a focus group of experienced educators to assess curriculum content developed using a DT framework. Results showed that educators expressed positive impressions of the DT framework and lesson plans, but also identified potential challenges to integrating DT into classrooms (e.g., assessing skills and attitudes related to DT). Findings suggest that DT-based learning aligns with a shift from project-based instruction to experiential learning aimed at achieving global competencies.

Le « spirituel » en éducation : une conceptualisation

Abstract: Depuis 2000, l’ecole publique quebecoise est laique et la loi affirme que son role est, entre autres, de « faciliter le cheminement spirituel de chaque eleve afin de favoriser son epanouissement » (Loi sur l’instruction publique [LIP], 2019, art. 36). Chaque eleve a le droit de beneficier d’un service educatif complementaire assume par des intervenants : les animateurs de vie spirituelle et d’engagement communautaire (AVSEC). Leurs activites sont laiques et destinees a tous les eleves. A partir d’une analyse par theorisation ancree des recits de pratique de 12 AVSEC, nous avons elabore un modele typologique du spirituel tel que pratique par ces AVSEC. The Quebec public school system has been secular since 2000 and the Education Act states that its role is to “facilitate the spiritual development of students so as to promote self-fulfilment” (EA, 2019, art. 36). Moreover, every student has the right to benefit from a complementary educational service whose facilitators are called animators of spiritual care and guidance and community involvement (ASCGCI). ASCGCI’s activities are secular and intended for all students. Based on an analysis of the grounded theory of 12 ASCGCI practise narratives, we developed a typological model of the spiritual as practised by these ASCGCIs.

Obstacles et facilitateurs perçus par les étudiants en situation de handicap à l’université et l’appréciation des services

Abstract: Recognizing the diversity of educational pathways for students with disabilities (SD), a large consultation was conducted with all students who consulted the office of support services of a Canadian university. Thus, 417 respondents completed an online survey. The findings highlight some barriers perceived by SD, such as financial barriers, inappropriate teaching methods and the fear of being discriminated against. However, a significant proportion of respondents report that they have experienced no barriers, and identify facilitators, such as support services, faculty openness and the use of accommodations. Keywords: student with disabilities, accommodation, postsecondary, inclusion

Interactive E-Texts and Students: A Scoping Review.

Abstract: The purpose of this article is to explore the scope of available evidence regarding the use of interactive e-texts and their relationship to student learning experiences in post-secondary education. Following the framework of Arksey and O’Malley, this scoping review identified and reported on 33 articles. Study characteristics are presented alongside four themes that were found across the included articles: (1) the effect of interactive e-texts on student learning experiences; (2) the relationship between interactive e-texts and academic performance; (3) factors influencing student adoption and experience of interactive e-texts; and (4) roles, responsibilities, and recommendations. While the adoption of interactive e-texts is becoming increasingly common in post-secondary education, their effect on student learning experiences remains complex. This review emphasizes the importance of user-friendliness, affordability, accessibility, portability, and the role of educators. Using interactive e-texts shows promise, though future research should explore how barriers might be minimized and benefits might be maximized to have the strongest impact on student learning experiences. Keywords: interactive e-text, student experience, scoping review, post-secondary education

Les effets d’un cours traitant de l’école inclusive sur les croyances de futurs enseignants au regard de leur sentiment de compétence en éducation inclusive

Abstract: The goal of this study, which was of an exploratory nature, was to evaluate the effects of an inclusive school course in which future teachers had the opportunity to systematically examine their own beliefs on the subject of inclusive education. For this purpose, two groups were formed: one experimental group (N = 25), which took the modified course, and one control group (N = 25), which took the same course but without modifications. At the beginning and at the end of the course, the two groups filled out a questionnaire on the subject of their beliefs about inclusive education. The statistical analysis carried out on the total score suggests that the experimental group did not obtain a significantly higher score than the control group did except in the domain of pedagogical competencies and leadership. Also, after having completed the modified course, the future teachers in the experimental group declared themselves to be more competent than those in the control group for the questionnaire items pertaining to seven out of eight indicators from the competence 4 norms of Alberta Education (MEA, 2018). Curiously, the future teachers from both groups felt incompetent with classroom management (indicator 6) whether they followed the modified course or not. These results seem promising, since they would indicate an interesting way of helping future teachers augment their feelings of competence in the area of inclusive education by means of a university course. Keywords: modified school inclusive course, future teachers, beliefs about inclusive education, feelings of competence

"Teaching Is a Learning Experience": Exploring Faculty Engagement with Low-Income Adult Learners in a College-Community Partnership Program.

Abstract: This article examines interview data with faculty teaching in a college-community partnership program for low-income adult students in an urban setting. The purpose of the study was to explore faculty understandings of the diverse learning needs of their students and the perceptions they have of the efficacy of their teaching practices regarding course design and delivery. Findings highlight the central dynamic of teaching as a negotiated relationship and process of mutual learning between faculty and students, and the means by which faculty work to create engaging and empowering classroom environments. Our research is relevant to educators interested in designing and delivering courses from a social justice perspective in order to encourage adults from low-income communities to pursue a post-secondary pathway.

The Use of a Multidimensional Support Model to Examine Policies and Practices for Immigrant Students across Canada

Abstract: In the larger context of migration, the education and integration of immigrant children within Canadian school systems has become a pressing concern for education policy makers. Through a systematic content analysis, this study developed a Multidimensional Support Model to examine education policies and support measures that have been articulated by Ministries and Departments of Education across Canada to facilitate the integration and success of immigrant students in K–12 public education systems. The discussion underscores the timeliness and rationale for Ministries and Departments of Education to develop a stand-alone policy document to address all of the unique needs of immigrant students comprehensively and devote greater attention to the socio-economic challenges immigrant students disproportionately face. Developing this document would also address the importance of greater policy coherence and collaboration among ministry sectors. The utility of the proposed support model, which drew on the existing literature, is also discussed in relation to future research studies. Keywords: immigrant children, integration policies, inclusive education

Holding It Down? The Silencing of Black Female Students in the Educational Discourses of the Greater Toronto Area

Abstract: This article grapples with the ways in which Black female students tend to be obscured from the discourses around the educational experiences and outcomes of Black students in the Greater Toronto Area (GTA). I employ intersectionality as a theoretical frame, using content analysis and case study approaches to elucidate the mechanics of how these absences and silences persist in the national, provincial, and local contexts in which they occur. Despite the necessity and validity of research on the various educational experiences of Black GTA students, I find that the research tends to focus primarily on Black males, often using their narratives to define the experiences of all Black students in the region. I also find that it is in the very methodological questions and applications of those methodological approaches, that this exclusion of Black female students takes place, creating and maintaining gaps and silences in the scholarship, resulting in the absence of vital sociological knowledge. The implications and potential negative effects of the normalization and perpetuation of this exclusion on Black female students and their mental and physical well-being is also explored. I conclude by calling for reflexivity and a rethinking of current methodological approaches in this context in order incite more inclusive and fulsome engagement with the educational experiences of Black female students. Keywords: intersectionality, race, education, Black female students, Greater Toronto Area, sociology of education, research methodology

De la procrastination scolaire à la flexibilité psychologique

Abstract: The acceptance and commitment therapy (ACT) model is a promising approach in conceptualizing academic procrastination. It is also relevant to study the efficacy of ACT’s interventions on academic procrastination and to gain a better understanding of the mechanisms involved in this problem. This article has three aims: 1) to present new approaches in treating academic procrastination among university students, 2) to review the present state of knowledge of academic procrastination from an ACT perspective and 3) to propose a new intervention protocol based on ACT for academic procrastination. Keywords: academic procrastination, acceptance and commitment therapy (ACT), psychological flexibility, cognitive and behavioural therapy (CBT)

What Helped Me Innovate: Identified Motivation Factors from Canadian Innovators’ Education Experiences

Abstract: Past innovation research has focused on business contexts and prodigy, leaving the insights of today’s successful innovators in a range of fields overlooked in their utility to inform the education of our next generation of innovators. This mixed method study combined surveys (n = 500) and interviews (n = 30) of Canadian innovators to identify motivation factors that could be leveraged in formal and informal education to make innovation more likely in Canada. The findings point to methods of maximizing expectancies and values, while proactively mitigating the costs of innovating. Recommendations are made for teachers, mentors, and decision makers for better stoking the capacity to innovate through education. Keywords: innovation, innovators, maximizing innovative capacity

L’ambiguïté autour du numérique : une problématique associée à l’usage

Abstract: Scientific knowledge, to be valid, must be produced according to certain rigorous procedures which common sense is not required (Van Campenhoudt et al., 2017). From this perspective, this article aims to offer an epistemological reflection on a common sense term sometimes used imprecisely, specifically the french term “le numerique”. The objective of this article is to carry out a documentary analysis to establish a conceptualization of that term on a scientific level. The results obtained by a thematic analysis of scientific articles and theoretical works show the relevance for researchers of moving away from the terms used by the actors to describe their activity. This allows us to offer a conceptualization of « le numerique » as a technical object that is socially constructed and oriented by uses. The analysis shows that the ways the people use technologies are influenced by social inequalities. To conclude, we show the implications of this work of intelligibility for the development of a digital competence. Keywords: digital, digital uses, digital inequalities, technology, digital competency

Politics and Religion: Identifying the Correlates of Support for Merging the Public and Separate School Systems in Ontario.

Abstract: This article explores the factors associated with support for a merger of Ontario’s two publicly funded school systems (secular and Catholic). Drawing upon survey data from over 2,000 Ontarians, it investigates the sociodemographic and attitudinal correlates of opinions toward school system reform. We find evidence that both political attitudes and religious identities are associated with school system attitudes, but that religious identity—specifically Catholicism—has a much more powerful impact. Our findings suggest that coalitions of support and opposition to a school system merger in Ontario are complex and not driven by a single obvious cleavage. Keywords: religious education, public opinion, Ontario

Contribution des buts d'accomplissement en éducation physique sur la pratique d'activités physiques: comparaison entre classes spécialisées et classes ordinaires

Abstract: This study examines the contribution of the goals pursued in physical education to the practice of leisure-time physical activity (LTPA) among high school students (N = 277) according to class type (regular or special education). Path analysis revealed positive relationships between LTPA and the students’ attitudes and their perceived competence (PC). Their attitudes were positively associated with mastery climate, PC, and mastery goals, and negatively associated with performance-avoidance goals. Invariance analyses revealed that the model was statistically invariant for both types of classes. This research supports the importance of motivational climate as a determinant of students’ predispositions to be active outside of physical education classes. Keywords: motivational climate, achievement goals, perceived competence, special education, invariance

Le lien entre le biais d’auto-évaluation de compétence et la performance scolaire : rôle de l’autorégulation et de la compréhension des attentes de l’enseignant par l’élève

Abstract: Some students perceive themselves as performing less well or better in school than they actually do. In these cases, we talk about a bias in the self-evaluation of their academic competence. Several studies have shown that bias in self-evaluation of school competence is linked to student adaptation and academic success. However, little attention has been paid to the processes that explain these relationships. The purpose of this study is to examine whether students’ motivation and understanding of teacher expectations mediate the links between the self-evaluation of competence bias, selfregulation, and future performance in French language arts. The participants were 501 students aged 8–9 years (278 girls) who met three times (at the middle and at the end of the third year, and in the middle of the fourth year of elementary school). A structural equation modelling with latent and manifest variables revealed that while student understanding of teacher expectations and motivation both mediate the link between self-evaluation of competence bias and self-regulation, only student understanding of teacher expectations mediates the link between students’ bias and performance. Keywords: self-regulation learning, motivation, self-evaluation of school competence, school achievement, understanding teacher expectations

Examining Factors Related to Teachers’ Decisions to Adopt Teacher-Training Resources for Inclusive Physical Education

Abstract: Steps to Inclusion is a teacher-training resource specifically designed to facilitate inclusive physical education. Teacher-training resources, such as Steps to Inclusion, can only be effective when systematic and effective adoption is achieved. The diffusion of innovations theory (DOI) provides a useful framework to contextualize and understand factors related to teachers’ adoption of various teacher-training resources. Guided by the DOI, this study identified factors that teachers perceived to be important in facilitating resource adoption. Results indicate that improved adoption of resources could be achieved by: (a) communicating/promoting resources to key educational leaders, and (b) providing curated content. Additional practical implications and future directions are discussed. Keywords: inclusive education, physical education, students with disabilities, teacher training

Indigenous University Student Persistence: : Supports, Obstacles, and Recommendations

Abstract: The tumultuous history of Indigenous education in Canada has negatively affected the persistence of Indigenous peoples at university. The research goals of this study were to identify the key supports and obstacles related to Indigenous university student persistence and to make recommendations as to how to improve levels of persistence. Combining interview, survey, and database information with 527 Indigenous students revealed that the strongest factors related to persistence were (a) social engagement, including good relationships with faculty and students, and support services provided by the Indigenous gathering place for Indigenous students on campus; (b) cognitive, such as academic support at university, learning effectively on their own, and hands-on teaching; (c) physical, including insufficient financial support and availability of affordable housing and child care; and (d) cultural, including connections with Indigenous faculty and culture. Age, home location, and parental education were not found to be related to persistence. Keywords: Indigenous, Aboriginal, persistence, university, graduation, Indigenous student experience, Canada

Teaching is a learning experience

Abstract: This article examines interview data with faculty teaching in a college-community partnership program for low-income adult students in an urban setting. The purpose of the study was to explore faculty understandings of the diverse learning needs of their students and the perceptions they have of the efficacy of their teaching practices regarding course design and delivery. Findings highlight the central dynamic of teaching as a negotiated relationship and process of mutual learning between faculty and students, and the means by which faculty work to create engaging and empowering classroom environments. Our research is relevant to educators interested in designing and delivering courses from a social justice perspective in order to encourage adults from low-income communities to pursue a post-secondary pathway. Keywords: post-secondary access, adult learners, low-income student engagement, socialjustice education

Investigating Math Achievement Patterns over Time among Ontario Elementary School Students with Different Language and Literacy Characteristics.

Abstract: Downward trends in Ontario’s math achievement have raised concerns about the need for effective identification of students struggling to meet math achievement standards. This study identified latent profiles from math achievement patterns of students from Grades 3 to 6, examining how specific language and literacy characteristics predicted profile membership. Participants’ test scores were collected from longitudinal cohort data of provincial math assessments. Latent class analysis identified two achievement pattern profiles: consistent and declining achievement groups. Subsequent logistic regression analyses revealed English Language Learners’ (ELL) as likelier to decline in math achievement, suggesting the need for greater instructional support for ELL students. Keywords: math achievement patterns, English Language Learners, standardized assessments, test-driven accountability, latent class analysis