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JournalISSN: 0380-2361

Canadian Journal of Education 

The Canadian Society for the Study of Education
About: Canadian Journal of Education is an academic journal published by The Canadian Society for the Study of Education. The journal publishes majorly in the area(s): Curriculum & Teacher education. It has an ISSN identifier of 0380-2361. It is also open access. Over the lifetime, 1885 publications have been published receiving 40628 citations. The journal is also known as: CJE & Revue canadienne de l'éducation.


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TL;DR: In this article, the authors considered the relationship between student achievement, knowledge and cognitive skill, teacher efficacy, and interactions with assigned coaches and found that teachers who relied on school administrators reported less involvement with their coaches and these teachers obtained lower student achievement.
Abstract: This research considers relationships between student achievement (knowledge and cognitive skill), teacher efficacy (Gibson & Dembo, 1984), and interactions with assigned coaches (self-report measures) in a sample of 18 grade 7 and 8 history teachers in 36 classes implementing a specific innovation with the help of 6 coaches. Student achievement was higher in classrooms of teachers who had more contact with their coaches and in classrooms of teachers with greater confidence in the effectiveness of education. Teachers who relied on school administrators reported less involvement with their coaches and these teachers obtained lower student achievement. There was no interaction between efficacy and coaching, possibly because there was virtually no peer observation. Cette recherche porte sur les relations entre le rendement scolaire (connaissance et aptitude cognitive), l’efficacite des enseignants (Gibson et Dembo, 1984) et les interactions avec des aidants (mesures d’auto-evaluation) dans un echantillon de 18 enseignants d’histoire dans 36 classes de 7e et 8e annee ou etait implantee une innovation avec l’intervention de six aidants. Le rendement scolaire a ete superieur dans les classes des enseignants qui avaient plus de contacts avec leurs aidants et dans celles des enseignants ayant une plus grande confiance dans l’efficacite de l’education. Les enseignants qui comptaient sur les administrateurs scolaires ont fait etat de contacts moins nombreux avec leurs aidants et ont obte- nu un rendement scolaire inferieur. Il n’y avait aucune interaction entre l’effica- cite et l’encadrement des aidants, peut-etre parce qu’il n’y avait presque aucune observation mutuelle.

876 citations

Journal ArticleDOI
TL;DR: Pourquoi parler aujourd'hui de crise des identites? Cette expression renvoie a des phenomenes multiples : difficultes d'insertion professionnelle des jeunes, montee de nouvelles exclusions sociales, brouillage des categories servant a se definir and a definir les autres Comprendre comment se reproduisent and se transforment les identites sociales implique d'eclairer les processus de socialisation par lesquels elles se const
Abstract: Pourquoi parler aujourd'hui de crise des identites ? Cette expression renvoie a des phenomenes multiples : difficultes d'insertion professionnelle des jeunes, montee de nouvelles exclusions sociales, brouillage des categories servant a se definir et a definir les autres Comprendre comment se reproduisent et se transforment les identites sociales implique d'eclairer les processus de socialisation par lesquels elles se construisent et se reconstruisent tout au long de la vie La dimension professionnelle des identites a acquis avec la modernite une importance toute particuliere La socialisation secondaire ­ a l'âge adulte ­ est devenue indispensable pour affronter les changements de plus en plus frequents dans les cycles de vie et les imperatifs de la construction identitaire

831 citations

Journal ArticleDOI
TL;DR: Groome as discussed by the authors also includes reflection questions as well as spiritual practices, which make the book more than just an essay on Catholicism and encourage people to bring their life to their faith and their faith to their life.
Abstract: (p. 273). Nevertheless, the Church, though flawed, has usually been able to support and guide people as they search for a deeper spirituality in their lives. Groome’s style is engaging and personal. A story begins each chapter to introduce the reader to the central question he addresses. Groome also includes reflection questions as well as spiritual practices, which make the book more than just an essay on Catholicism. This format encourages people to bring their life to their faith and their faith to their life. Groome writes for the devout, the alienated, the radicals, and the reformers of our Church, but also believes that Catholic spirituality has something to offer other faith traditions. Those readers who have left the Church might not recognize Groome’s positive vision of the Church as the same institution that hurt or disappointed them. However, as one of his storytellers points out, “the greater good here outweighs the sinfulness” (p. xv). Groome maintains he is talking about the Church at its best. For those who love the Church, with all its flaws and failings, this book will affirm the beauty of Catholic spirituality and the gifts for life that make us Catholic.

659 citations

Journal ArticleDOI
TL;DR: The authors measured the relationships between teacher stress and numerous other constructs including coping, burnout, emotional responses, personality mediators, personal support, environmental structure, and background characteristics and found that the strongest association of teacher stressors exists with negatively oriented emotional responses confirming the central role of teachers coping mechanisms, personality mediation, and burnout potential according to their model of the stress cycle.
Abstract: This study provides a correlational meta ‐ analysis of 65 independently written or published studies on teacher stress between 1998 and 2003. We measured the relationships between teacher stress and numerous other constructs including coping, burnout, emotional responses, personality mediators, personal support, environmental structure, and background characteristics. A theoretical ‐ empirical model of construct relationships investigated across studies was developed and n = 2,527 correlational effect sizes were used to estimate the empirical relationships between the operationalized theoretical constructs. Results showed that the strongest association of teacher stressors exists with negatively oriented emotional responses confirming the central role of teachers’ coping mechanisms, personality mediators, and burnout potential according to our model of the stress cycle. Key words: stress, coping, teacher burn ‐ out, teacher emotional response Cette recherche fournit une meta ‐ analyse correlationnelle de 65 etudes, redigees ou publiees entre 1998 et 2003, sur le stress chez les enseignants. Les auteurs ont mesure les relations entre le stress des enseignants et de nombreux autres construits, dont l’adaptation au stress, l’epuisement professionnel, les reactions emotionnelles, les personality mediators, le soutien personnel, la structure du milieu et les antecedents. Un modele theorico ‐ empirique des relations entre les construits a ete elabore et des valeurs d’effets correlationnels de n = 2527 ont ete utilisees pour determiner les relations empiriques entre les construits theoriques operationalises. Les resultats demontrent que, pour les facteurs de stress chez les enseignants, l’association la plus importante se trouve du cote des reactions emotionnelles negatives, ce qui confirme le role cle des mecanismes d’adaptation au stress des enseignants, des personality mediators et du potentiel d’epuisement professionnel selon le modele du cycle du stress qui a ete utilise. Mots cles : stress, adaptation au stress, meta ‐ analyse, enseignants.

541 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202339
202272
202126
202020
201932
201842