Alberta Journal of Educational Research最新文献

{"title":"Self-Directed Learning, Academic Achievement and Motivation: A Meta-Analytical Study","authors":"Mustafa Onur Yurdal, Çetin Toraman","doi":"10.55016/ojs/ajer.v69i2.75098","DOIUrl":"https://doi.org/10.55016/ojs/ajer.v69i2.75098","url":null,"abstract":"This study is a meta-analytical examination of the relationships between academic achievement, motivation, and self-directed learning. It aims to review scientific studies investigating how self-directed learning readiness relates to both motivation and academic achievement to find a common effect level and to synthesize the study results. According to the meta-analytical results, it can be seen that academic achievement increases in line with an increase in the level of self-directed learning readiness. The results reveal that the relationship between self-directed learning and both motivation and academic achievement, which are two important indicators of the educational process, constitutes an important structure. It is recommended that relational studies conducted at the K–12 level of the relationship between self-directed learning and motivation should be compared with the results of this study through a separate meta-analysis. Keywords: self-directed learning, academic achievement, motivation, lifelong learning, meta-analysis Cette étude est un examen méta-analytique des relations entre les résultats scolaires, la motivation et l'apprentissage autodirigé. Elle vise à passer en revue les études scientifiques portant sur la manière dont la préparation à l'apprentissage autodirigé est liée à la fois à la motivation et aux résultats scolaires, afin de trouver un niveau d'effet commun et de synthétiser les résultats de l'étude. Les résultats de la méta-analyse montrent que les résultats scolaires augmentent en fonction du niveau de préparation à l'apprentissage autodirigé. Les résultats révèlent que la relation entre l'apprentissage autodirigé et la motivation et les résultats scolaires, qui sont deux indicateurs importants du processus éducatif, constitue une structure importante. Il est recommandé que les études relationnelles menées au niveau M à 12 sur la relation entre l'apprentissage autodirigé et la motivation soient comparées aux résultats de cette étude par le biais d'une méta-analyse séparée. Mots clés : apprentissage autodirigé, résultats scolaires, motivation, apprentissage tout au long de la vie, méta-analyse","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139368338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Post-Traumatic Growth and Protection From Burnout in Teachers During the COVID-19 Pandemic","authors":"Laura Sokal, Lesley Eblie Trudel, Carl Heaman-Warne","doi":"10.55016/ojs/ajer.v69i2.76706","DOIUrl":"https://doi.org/10.55016/ojs/ajer.v69i2.76706","url":null,"abstract":"Teachers have demonstrated a wide range of responses to the challenges of teaching within a pandemic. The current study investigated the relationship between resilience and post-traumatic growth in teachers during the COVID-19 pandemic. Based on administration of the Maslach Burnout Inventory in 2022, four teachers demonstrated high levels of resilience, indicating the potential that they had experienced post-traumatic growth. Follow-up interviews were therefore conducted to investigate whether these teachers demonstrated all seven characteristics of post-traumatic growth. Although all four resilient teachers indicated experiencing several characteristics, only two teachers demonstrated post-traumatic growth. The findings support a clear distinction between resilience and post-traumatic growth. Implications related to future research using both qualitative and quantitative methods to further illuminate the processes and conditions of post-traumatic growth are discussed. Keywords: Post-traumatic growth, teachers, pandemic, resilience, Canada Les enseignants ont fait preuve d'un large éventail de réactions face aux défis de l'enseignement dans le cadre d'une pandémie. La présente étude a examiné la relation entre la résilience et la croissance post-traumatique chez les enseignants pendant la pandémie de COVID-19. L'administration du Maslach Burnout Inventory, un questionnaire évaluant les symptômes de l’épuisement professionnel, en 2022 a révélé des niveaux élevés de résilience chez quatre enseignants, indiquant la possibilité qu'ils aient connu une croissance post-traumatique. Des entrevues de suivi ont donc été menés pour déterminer si ces enseignants présentaient les sept caractéristiques de la croissance post-traumatique. Bien que les quatre enseignants résilients aient indiqué avoir vécu plusieurs de ces éléments, seuls deux enseignants ont fait preuve d'une croissance post-traumatique. Les résultats soutiennent une distinction claire entre la résilience et la croissance post-traumatique. L’article discute des implications liées aux recherches futures utilisant des méthodes qualitatives et quantitatives pour éclairer davantage les processus et les conditions de la croissance post-traumatique. Mots clés : croissance post-traumatique, enseignants, pandémie, résilience, Canada","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139368234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Alberta Approach to School Improvement in an Australian Rural School","authors":"B. Shipway, Marilyn Chaseling","doi":"10.11575/AJER.V67I3.69977","DOIUrl":"https://doi.org/10.11575/AJER.V67I3.69977","url":null,"abstract":"This article reports on the experiences of teachers at a small rural school located in the North Coast region of New South Wales in Australia who participated in a school improvement project based on an approach developed over many years by David Townsend and Pam Adams in Alberta, Canada. The project involved monthly meetings between the teachers at the school, including the school’s Principal, and an external leadership team who facilitated the meetings employing the processes of collaborative inquiry and generative dialogue. All participants were volunteers in the North Coast Initiative for School Improvement. Over three years, the school achieved a significant improvement in its literacy and numeracy outcomes, thereby attracting acclaim from the Department of Education in New South Wales for the excellence of its achievements. The teachers at the school attributed this success to a school improvement model based on the Alberta approach, and transported to the Australian context known as the North Coast Initiative for School Improvement. The processes of collaborative inquiry and generative dialogue were said to have taught them ways to engage with evidence, to create professional space for deep and critical self-reflection, to improve their daily work efficiency, and to promote more student autonomy in learning.\u0000Keywords: school improvement, collaborative inquiry, generative dialogue, North Coast Initiative for School Improvement\u0000Cet article rapporte les experiences des enseignants d'une petite ecole rurale situee dans la region de la cote nord de la Nouvelle-Galles du Sud en Australie qui ont participe a un projet d'amelioration de l'ecole base sur une approche developpee depuis de nombreuses annees par David Townsend et Pam Adams en Alberta, Canada. Le projet prevoyait des reunions mensuelles entre les enseignants de l'ecole, y compris le directeur de l'ecole, et une equipe de direction externe qui facilitait les reunions en utilisant les processus d'enquete collaborative et de dialogue generatif. Tous les participants etaient des benevoles de la North Coast Initiative for School Improvement. En trois ans, l'ecole a ameliore de maniere significative ses resultats en matiere de lecture, d'ecriture et de calcul, s'attirant ainsi les eloges du ministere de l'Education de Nouvelle-Galles du Sud pour l'excellence de ses realisations. Les enseignants de l'ecole ont attribue ce succes a un modele d'amelioration de l'ecole base sur l'approche albertaine et transpose au contexte australien, connu sous le nom de North Coast Initiative for School Improvement. Les processus d'enquete collaborative et de dialogue generatif leur ont appris a s'appuyer sur des preuves, a creer un espace professionnel pour une autoreflexion profonde et critique, a ameliorer l'efficacite de leur travail quotidien et a promouvoir une plus grande autonomie des eleves dans leur apprentissage.\u0000Mots cles : amelioration des ecoles, enquete collaborative, dialogue generatif, North ","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43169603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collaborative Inquiry and School Leadership Growth: An Australian Adaptation of an Albertan Approach","authors":"W. Boyd, M. Hayden","doi":"10.11575/AJER.V67I3.69958","DOIUrl":"https://doi.org/10.11575/AJER.V67I3.69958","url":null,"abstract":"This article introduces an Australian adaptation of an approach to supporting school leadership and improvement pioneered by educationalists David Townsend and Pam Adams, from Alberta, Canada. Referred to as the North Coast Initiative for School Improvement, the adaptation involved school leaders, academics, and government officials who combined to implement the twin processes of collaborative inquiry and generative dialogue at about sixty primary and secondary schools across the North Coast region of New South Wales, Australia. The initiative appears from all reports to have been both well received and highly impactful, including in terms of improved student performance. This issue of the AJER offers an exploration from an Australian perspective of the principles underpinning the two processes. It also presents case studies from an Australian setting of the impact of these processes on school leadership and improvement.\u0000Key words: collaborative inquiry, generative dialogue, North Coast Initiative for School Improvement, school leadership, school improvement\u0000Cet article presente l'adaptation australienne d'une approche de soutien a la direction et a l'amelioration des ecoles mise au point par les pedagogues David Townsend et Pam Adams de l'Alberta, au Canada. Connue sous le nom de North Coast Initiative for School Improvement, cette adaptation a implique des leaders scolaires, des universitaires et des representants du gouvernement qui se sont associes pour mettre en œuvre les processus jumeaux d'enquete collaborative et de dialogue generatif dans une soixantaine d'ecoles primaires et secondaires de la region de la cote nord de la Nouvelle-Galles du Sud, en Australie. D'apres tous les rapports, l'initiative semble avoir ete a la fois bien accueillie et tres efficace, notamment en termes d'amelioration des resultats des eleves. Ce numero de l'AJER propose une exploration d'un point de vue australien des principes qui sous-tendent les deux processus. Il presente egalement des etudes de cas d'un contexte australien de l'impact de ces processus sur la direction et l'amelioration des ecoles.\u0000Mots cles : enquete collaborative, dialogue generatif, leadership scolaire, amelioration des ecoles, North Coast Initiative for School Improvement","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44818758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Roots of Collaborative Inquiry and Generative Dialogue for Educational Leadership","authors":"R. Smith, Koralia Petta, Christos Markopoulos","doi":"10.11575/AJER.V67I3.69961","DOIUrl":"https://doi.org/10.11575/AJER.V67I3.69961","url":null,"abstract":"The twin processes of collaborative inquiry and generative dialogue underpin two closely aligned and increasingly influential school leadership development programs, one in Alberta, Canada, and the other in New South Wales, Australia. This paper focuses primarily on the Australian program, the character of which has been strongly influenced by its Canadian predecessor. Of interest in the paper is the nature of the foundations of collaborative inquiry and generative dialogue, and the relationship of these processes to an expressed need for better leadership development in the Australian school sector. David Townsend and Pam Adams, who are principally responsible for generating a school leadership development model based on the use of both collaborative inquiry and generative dialogue, have sought to show how these two processes should function seamlessly, but there is more to be said about the nature of their relationship. This paper seeks to throw more light on the integral role played by generative dialogue in empowering collaborative inquiry in the context of school leadership development.\u0000Keywords: generative dialogue, collaborative inquiry, school leadership, leadership development, educational leadership programs\u0000Les processus jumeaux de l'enquete collaborative et du dialogue generatif sous-tendent deux programmes de developpement du leadership scolaire etroitement alignes et de plus en plus influents, l'un en Alberta, au Canada, et l'autre en Nouvelle-Galles du Sud, en Australie. Cet article se concentre principalement sur le programme australien, dont le caractere a ete fortement influence par son predecesseur canadien. Il s'interesse a la nature des fondements de l'enquete collaborative et du dialogue generatif, ainsi qu'a la relation entre ces processus et le besoin exprime d'un meilleur developpement du leadership dans le secteur scolaire australien. David Townsend et Pam Adams, qui sont les principaux responsables de la creation d'un modele de developpement du leadership scolaire base sur l'utilisation de l'enquete collaborative et du dialogue generatif, ont cherche a montrer comment ces deux processus devraient fonctionner de maniere transparente, mais il y a plus a dire sur la nature de leur relation. Cet article vise a mettre en lumiere le role integral joue par le dialogue generatif dans l'autonomisation de l'enquete collaborative dans le contexte du developpement du leadership scolaire.\u0000Mots cles : dialogue generatif, enquete collaborative, leadership scolaire, developpement du leadership, programmes de leadership scolaire","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43106285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Uplifting School Leadership and the Townsend/Adams Seven Powers: A Study of Leadership Growth in a Small Rural Primary School in New South Wales, Australia","authors":"W. Boyd","doi":"10.11575/AJER.V67I3.69960","DOIUrl":"https://doi.org/10.11575/AJER.V67I3.69960","url":null,"abstract":"This article presents a rich account of school leadership development within the North Coast Initiative for School Improvement program in New South Wales, Australia. The focus is the school leader at a small rural school, whose engagement with generative dialogue and collaborative inquiry results in a growing confidence in engaging her school community. The study demonstrates the power of narrative as a mode of inquiry and leadership development as represented in the school leader’s own account of her changing relationship with her school and her developing sense of professionalism. The study evaluates the success of the approach against a model of Seven Powers derived from the work of David Townsend and Pam Adams in Alberta, Canada, that includes the positive effects of carefully constructed and managed teams, professional relationships and processes, and the use of inquiry, reflection, collaboration, modelling and narrative in supporting the professional development of a school-based leader.\u0000Key words: school leadership growth; collaborative inquiry; emotional intelligence; narrative; generative dialogue; North Coast Initiative for School Improvement\u0000Cet article presente un compte rendu riche du developpement du leadership scolaire dans le cadre du programme North Coast Initiative for Schola Improvement en Nouvelle-Galles du Sud, Australie. L'accent est mis sur le leader scolaire d'une petite ecole rurale, dont l'engagement dans le dialogue generatif et l'enquete collaborative se traduit par une confiance croissante dans l'engagement de sa communaute scolaire. L'etude demontre le pouvoir du recit en tant que mode d'enquete et de developpement du leadership, tel qu'il est represente dans le temoignage de la directrice de l'ecole sur l'evolution de sa relation avec son ecole et le developpement de son sens du professionnalisme. L'etude evalue le succes de l'approche par rapport a un modele des Sept Pouvoirs derive du travail de David Townsend et Pam Adams en Alberta, Canada, qui comprend les effets positifs d'equipes soigneusement construites et gerees, de relations et de processus professionnels, et l'utilisation de l'enquete, de la reflexion, de la collaboration, de la modelisation et du recit pour soutenir le developpement professionnel d'un leader scolaire.\u0000Mots cles : leadership scolaire, enquete collaborative, intelligence emotionnelle, recit, dialogue generatif, North Coast Initiative for School Improvement","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49304786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School Leaders’ Perceptions of Participating in the North Coast Initiative for School Improvement","authors":"Tracy Durheim, Marilyn Chaseling, W. Boyd, A. Foster","doi":"10.11575/AJER.V67I3.69976","DOIUrl":"https://doi.org/10.11575/AJER.V67I3.69976","url":null,"abstract":"This investigation concerns school leaders’ perceptions regarding the efficacy of a leadership development initiative implemented across schools in the North Coast region of New South Wales, Australia. Based on an Alberta school improvement process, the North Coast Initiative for School Improvement sought to achieve leadership development and improved learning outcomes through use of the processes of collaborative inquiry and generative dialogue. Five schools were selected for an exploration of experiences within the Initiative. Accounts provided by the interviewees pointed strongly to the achievement of positive outcomes. The participants referred particularly to benefits in the form of increased leadership confidence and capability. Success factors underpinning the Initiative include: the twinning of collaborative inquiry as a process for improving professional practice with the process of generative dialogue to achieve more effective conversations, and; the nature of the Initiative, itself, where, facilitated by a visiting leadership team, professional colleagues meet monthly for deep discussion about professional issues they share. \u0000Key words: school improvement, school leadership, collaborative inquiry, generative dialogue, education innovation, change in educational practice.\u0000Cette enquete porte sur les perceptions des leaders scolaires concernant l'efficacite d'une initiative de developpement du leadership mise en œuvre dans les ecoles de la region de la cote nord de la Nouvelle-Galles du Sud, en Australie. Basee sur un processus d'amelioration des ecoles de l'Alberta, la North Coast Initiative for School Improvement visait a developper le leadership et a ameliorer les resultats d'apprentissage en utilisant les processus d'enquete collaborative et de dialogue generatif. Cinq ecoles ont ete selectionnees pour une exploration des experiences au sein de l'initiative. Les comptes rendus fournis par les personnes interrogees ont mis en evidence l'obtention de resultats positifs. Les participants ont notamment fait reference a des avantages sous la forme d'une confiance et d'une capacite de leadership accrues. Les facteurs de reussite qui sous-tendent l'initiative sont les suivants : le jumelage de l'enquete collaborative en tant que processus d'amelioration de la pratique professionnelle avec le processus de dialogue generatif afin de parvenir a des conversations plus efficaces, et la nature de l'initiative elle-meme, ou, sous la direction d'une equipe de direction invitee, des collegues professionnels se rencontrent tous les mois pour discuter en profondeur de questions professionnelles communes. \u0000Mots cles : amelioration des ecoles, leadership scolaire, enquete collaborative, dialogue generatif, innovation educative, changement des pratiques educatives","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44951315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Uplifting School Leadership—Enabling Structures and Processes: The Seven Powers of the Townsend/Adams Approach","authors":"W. Boyd","doi":"10.11575/AJER.V67I3.69959","DOIUrl":"https://doi.org/10.11575/AJER.V67I3.69959","url":null,"abstract":"This article reviews the work of two Albertan educators, David Townsend and Pam Adams, in their application of collaborative inquiry to improving school leadership. Collaborative inquiry is essentially a professional practice that has yet not been comprehensively theorized. This article seeks to lay some foundations for a theorization of the practice by identifying structures and processes that appear to underlie the remarkable success of applications of the practice in several school districts in Alberta, Canada. The emerging mode is one that envisages seven powers: the power of teams, the power of relationship, the power of the process, the power of inquiry and reflection, the power of collaboration, the power of modelling, and the power of narrative. These powers appear to underpin much of what has been written about the ways in which collaborative inquiry has become a powerful force for leadership development in Alberta, and more recently in the State of New South Wales in Australia.\u0000Keywords: Collaborative inquiry, school leadership, enabling structures\u0000Cet article examine le travail de deux educateurs albertains, David Townsend et Pam Adams, dans leur application de l'enquete collaborative pour ameliorer le leadership scolaire. L'enquete collaborative est essentiellement une pratique professionnelle qui n'a pas encore ete theorisee de maniere exhaustive. Cet article cherche a jeter les bases d'une theorisation de la pratique en identifiant les structures et les processus qui semblent sous-tendre le succes remarquable des applications de la pratique dans plusieurs districts scolaires de l'Alberta, au Canada. Le mode emergent est celui qui envisage sept pouvoirs : le pouvoir des equipes, le pouvoir des relations, le pouvoir du processus, le pouvoir de l'enquete et de la reflexion, le pouvoir de la collaboration, le pouvoir de la modelisation et le pouvoir du recit. Ces pouvoirs semblent sous-tendre une grande partie de ce qui a ete ecrit sur la maniere dont l'enquete collaborative est devenue une force puissante pour le developpement du leadership en Alberta, et plus recemment dans l'Etat de Nouvelle-Galles du Sud en Australie.\u0000Mots cles : enquete collaborative, leadership scolaire, structures habilitantes","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41800240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collaborative Inquiry and School Leadership Growth: Introduction to Special Issue","authors":"W. Boyd, M. Hayden","doi":"10.11575/AJER.V67I3.73368","DOIUrl":"https://doi.org/10.11575/AJER.V67I3.73368","url":null,"abstract":"","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47329958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: A Class by Themselves? (2019) The Origins of Special Education in Toronto and Beyond, by Jason Ellis","authors":"Ryan D. Jacobs","doi":"10.11575/AJER.V67I2.71888","DOIUrl":"https://doi.org/10.11575/AJER.V67I2.71888","url":null,"abstract":"","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46315825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}