Canadian Journal of Education最新文献

Dismantling Curricular Statues: Critically Examining Anti-Black Racism in Representations of Ancient Africa in Canadian Textbooks 拆解课程雕像:批判检视加拿大教科书中古非洲表现中的反黑人种族主义

Canadian Journal of Education Pub Date : 2023-11-08 DOI: 10.53967/cje-rce.5793

S.J. Adrienna Joyce, Ehaab D. Abdou

引用次数: 0

Les pratiques préconisées en formation pour faire la classe interviennent-elles dans les planifications des futurs enseignants de français ? 在培训课程中推荐的实践是否会影响未来法语教师的计划?

Canadian Journal of Education Pub Date : 2023-11-08 DOI: 10.53967/cje-rce.5601

Elise Barbier, Stéphane Colognesi

{"title":"Les pratiques préconisées en formation pour faire la classe interviennent-elles dans les planifications des futurs enseignants de français ?","authors":"Elise Barbier, Stéphane Colognesi","doi":"10.53967/cje-rce.5601","DOIUrl":"https://doi.org/10.53967/cje-rce.5601","url":null,"abstract":"Planifier les activités d’enseignement/apprentissage constitue l’une des tâches essentielles pour « faire la classe ». Pour la réaliser, on attend des étudiants en enseignement qu’ils utilisent les pratiques préconisées par la recherche qui leur sont proposées en formation. Cette étude cherchait à identifier dans quelle proportion les étudiants en enseignement mobilisent ces pratiques dans leur planification des activités d’enseignement/apprentissage. Pour ce faire, nous avons récolté toutes les planifications qu’ont réalisées 18 futurs enseignants de français pour leur dernier stage d’une durée de 4 semaines afin d’en faire l’analyse. Les résultats de l’analyse de contenu montrent la part importante de pratiques telles que la gestion des contenus à enseigner, la communication des objectifs, l’utilisation de ressources pédagogiques existantes, la gestion des difficultés ainsi que les liens entre les matières. Par ailleurs, il ressort des résultats que les participants à notre étude anticipent peu, voire pas du tout, leurs rétroactions, les temps d’implication des élèves dans le processus d’évaluation, ainsi que la métacognition. Ces observations sont autant d’enjeux pour la formation initiale en enseignement.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340829","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}

引用次数: 0

Resistance, Performativity, and Fragmentation: The Relational Arena of EDI/D in Canadian Higher Education 阻力、执行力与碎片化:加拿大高等教育中EDI/D的关系竞技场

Canadian Journal of Education Pub Date : 2023-10-20 DOI: 10.53967/cje-rce.6071

Lilach Marom

引用次数: 0

Mapping Immigrant Children’s Ethnoracialized Identities in Canada: K–5 Muslim Students Share Stories with their Mothers 绘制加拿大移民儿童的民族身份:K-5穆斯林学生与母亲分享故事

Canadian Journal of Education Pub Date : 2023-10-05 DOI: 10.53967/cje-rce.5983

Soudeh Oladi

{"title":"Mapping Immigrant Children’s Ethnoracialized Identities in Canada: K–5 Muslim Students Share Stories with their Mothers","authors":"Soudeh Oladi","doi":"10.53967/cje-rce.5983","DOIUrl":"https://doi.org/10.53967/cje-rce.5983","url":null,"abstract":"This study investigates the schooling experiences of K–5 Muslim immigrant children to address the underexplored area of post-migration schooling within the Canadian context. Centered on the stories K–5 children share with their mothers, the study focuses on students’ identity formation, sense of belonging, and academic performance. Theoretically grounded in critical race theory and decolonial education as conceptual frameworks, the research explores the multi-dimensional experiences of immigrant children, moving beyond the monolithic narratives often enacted by dominant power structures. Utilizing a qualitative methodological approach, the study engages 10 Muslim-identifying mothers in semi-structured interviews, revealing insights about the role of mothers as knowledge holders and validating K–5 immigrant students’ schooling experiences. Findings indicate key themes including subtractive teacher practices, subversive allyship, racialization, marginalization, and the interplay of identity and religion. The study proposes targeted recommendations for school-based supports, teaching practice, and programs of teacher education to address post-migration schooling challenges.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135484093","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}

引用次数: 0

Incidence de la pandémie de COVID-19 sur le bienêtre et la santé mentale des équipes1 de direction d’école : une recherche-action collaborative en milieux francophones minoritaires dans l’Ouest2 canadien COVID-19大流行对学校领导团队福祉和心理健康的影响1:加拿大西部法语少数民族社区的合作行动研究2

Canadian Journal of Education Pub Date : 2023-10-05 DOI: 10.53967/cje-rce.5541

Jules Rocque, Cynthia Côté

{"title":"Incidence de la pandémie de COVID-19 sur le bienêtre et la santé mentale des équipes1 de direction d’école : une recherche-action collaborative en milieux francophones minoritaires dans l’Ouest2 canadien","authors":"Jules Rocque, Cynthia Côté","doi":"10.53967/cje-rce.5541","DOIUrl":"https://doi.org/10.53967/cje-rce.5541","url":null,"abstract":"Cette recherche-action collaborative vise à mieux comprendre l’incidence de la COVID-19 sur le bien-être et la santé mentale des membres (n = 63) des équipes de direction d’écoles en milieux francophones dans l’Ouest canadien. Les résultats obtenus, à la suite de l’analyse à l’aide du logiciel SPSS des réponses recueillies par questionnaire en ligne, révèlent que même si ces gestionnaires manquent de temps, ils demeurent engagés et éprouvent un sentiment de satisfaction. Moins de la moitié trouvent l’équilibre famille-travail et presque 40 % d’entre eux éprouvent de la difficulté à dormir la nuit. Les personnes ayant moins d’expérience en administration scolaire semblent plus durement touchées, plus de 75 % des répondants reconnaissent ressentir de l’anxiété et les stratégies de gestion du stress adoptées sont nombreuses. L’étude exploratoire souligne l’importance de se soucier de la santé mentale et du bien-être des membres de l’équipe de direction et de réfléchir aux ressources requises pour les soutenir dans l’exercice de leurs fonctions.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975296","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}

引用次数: 0

Éditorial 编辑

Canadian Journal of Education Pub Date : 2023-09-29 DOI: 10.53967/cje-rce.6315

Carole Fleuret

引用次数: 0

Expanding the Scope of Educational Policy in a Neoliberal Era: Politics, Socio-Economic Policies, and Media 在新自由主义时代扩大教育政策的范围:政治、社会经济政策和媒体

Canadian Journal of Education Pub Date : 2023-09-29 DOI: 10.53967/cje-rce.6313

Jeannie Kerr, Ee-Seul Yoon

引用次数: 0

Persistently Present, Yet Invisible? Exploring the Experiences of High-Achieving Black Students in the Greater Toronto Area 一直存在，却又看不见?探索大多伦多地区优秀黑人学生的经历

Canadian Journal of Education Pub Date : 2023-09-21 DOI: 10.53967/cje-rce.5719

Rhonda C. George

{"title":"Persistently Present, Yet Invisible? Exploring the Experiences of High-Achieving Black Students in the Greater Toronto Area","authors":"Rhonda C. George","doi":"10.53967/cje-rce.5719","DOIUrl":"https://doi.org/10.53967/cje-rce.5719","url":null,"abstract":"Through employing critical race theory, seen-invisibility, and circuits of dispossession as theoretical frames, this article complicates discourses around equity and Black student achievement by examining the underexplored experiences of high-achieving Black Canadian students in the Greater Toronto Area (GTA). Drawing on focus group data with four adolescent participants, the study finds that they experienced violent forms of racialization in their educational environments through a lack of physical, social, and intellectual space to exist as both Black and high-achieving. This rendered them persistently present due to their race, yet invisible in the perceptions of their intellect. Central to this article is an articulation, unpacking, and thus granular analysis of the particular ways that racialization can operate within education systems to still marginalize Black students and erect complex barriers––even when they demonstrate strong academic performance. These emerging insights inform a need for a broader and more holistic understanding of Black Canadian student experiences and a rethinking of intervention and resistance strategies.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136238114","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}

引用次数: 0

Transition scolaire des enfants ayant des besoins particuliers/enfants handicapés : regards croisés entre intervenants des milieux de garde et scolaires 有特殊需要儿童/残疾儿童的学校过渡:日托和学校利益相关者的交叉视角

Canadian Journal of Education Pub Date : 2023-09-16 DOI: 10.53967/cje-rce.5055

Stéphanie Girard, Claude Dugas, Carmen Dionne, Annie-Claude Dubé

引用次数: 0

Organizational Learning in Schools 学校的组织学习

Canadian Journal of Education Pub Date : 2021-11-17 DOI: 10.2307/1585900

K. Leithwood, K. Louis

{"title":"Organizational Learning in Schools","authors":"K. Leithwood, K. Louis","doi":"10.2307/1585900","DOIUrl":"https://doi.org/10.2307/1585900","url":null,"abstract":"Chapter 1: Organizational Learning in Schools: An Introduction Kenneth Leithwood and Karen Seashore Louis Part I Chapter 2: Creating Community in Reform: Images of Organizational Learning in Inner-City Schools Karen Seashore Louis and Sharon D. Kruse Chapter 3: Informal Learning Communities and their Effects Miriam Ben-Peretz and Shifra Schonmann Chapter 4: Leadership and other Conditions which Foster Organizational Learning in Schools Kenneth Leithwood, Doris Jantzi, and Rosanne Steinbach Part II Chapter 5: Talking about Restructuring: Using Concept Maps Jean A. King, Jeffrey Allen, and Khahm Nguyen Chapter 6: Organizational Consequences of Participatory Evaluation: School District Case Study J. Bradley Cousins Chapter 7: Professional Development Schools as Contexts for Teacher Learning and Leadership Linda Darling-Hammond, Velma Cobb, and Marcella Bullmaster Chapter 8: Learning about Organizational Learning Coral Mitchell and Larry Sackney Part III Chapter 9: Team Learning Processes Kenneth Leithwood Chapter 10: Intellectual Roots of Organizational Learning J. Bradley Cousins Chapter 11: School Development and Organizational Learning: Toward an Integrative Theory Janna C. Voogt, Nijs A.J. Lagerweij, and Karen Seashore Louis OL_FM 16/10/2000 10:57 Page 5 Part IV Chapter 12: Organizational Learning and Current Reform Efforts: From Exploitation to Exploration Sam Stringfield Chapter 13: From Organizational Learning to Professional Learning Communities Karen Seashore Louis and Kenneth Leithwood Author Index Subject Index","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1585900","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47355110","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}

引用次数: 201