Canadian Journal of Education最新文献_第10页

Arts-Based Educational Research Dissertations: Reviewing the Practices of New Scholars. 基于艺术的教育研究论文:新学者实践述评。

Canadian Journal of Education Pub Date : 2006-12-02 DOI: 10.2307/20054216

Anita Sinner, C. Leggo, R. Irwin, Peter Gouzouasis, K. Grauer

{"title":"Arts-Based Educational Research Dissertations: Reviewing the Practices of New Scholars.","authors":"Anita Sinner, C. Leggo, R. Irwin, Peter Gouzouasis, K. Grauer","doi":"10.2307/20054216","DOIUrl":"https://doi.org/10.2307/20054216","url":null,"abstract":"With this review, we explore the practices of arts‐based educational research as documented in dissertations created and written over one decade in the Faculty of Education, University of British Columbia. We compile and describe more than thirty dissertations across methodologies and methods of inquiry, and identifiy three pillars of arts‐based practice – literary, visual, and performative. In this review, we trace the beginnings of a new stream of practice that is interwoven in some of these dissertations and underpins many of them: the methodology of a/r/tography. Four attributes underpin this collection of dissertations: a commitment to aesthetic and educational practices, inquiry‐laden processes, searching for meaning, and interpreting for understanding. Les auteurs explorent les pratiques ciblees et analysees dans les recherches en education axees sur les arts, notamment dans les theses realisees au cours d’une decennie a la Faculte des sciences d’education de l’University of British Columbia. Ils ont compile et decrit plus d’une trentaine de travaux faisant appel a diverses methodologies et protocoles de recherche et identifie trois grands axes en matiere de pratiques axees sur les arts – litteraire, visuel et de performance Dans ce tour d’horizon, les auteurs retracent les debuts d’une nouvelle approche qui apparait dans certains des travaux et qui sert meme de fondement a un grand nombre d’entre eux : la methodologie de l’a/r/tographie. Cet ensemble de travaux presente quatre caracteristiques communes : une importance accordee aux pratiques esthetiques et pedagogiques, des processus axes sur la recherche, une quete de sens et un souci d’interpretation en vue de comprendre.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69042054","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: 173

ÉDUCATION À LA CITOYENNETÉ ET MISSIONS D’INSTRUCTION ET DE SOCIALISATION DE L’ÉCOLE QUÉBÉCOISE ÉCOLE QUÉBÉCOISE的公民教育、教学和社会化任务

Canadian Journal of Education Pub Date : 2006-09-02 DOI: 10.2307/20054188

Louis Levasseur

引用次数: 4

Resistance through Re-Presenting Culture: Aboriginal Student Filmmakers and a Participatory Action Research Project on Health and Wellness 通过重新呈现文化进行抵抗:土著学生电影制作人和关于健康和保健的参与性行动研究项目

Canadian Journal of Education Pub Date : 2006-03-02 DOI: 10.2307/20054156

Ted Riecken, Frank Conibear, Corrine Michel, J. Lyall, Tish Scott, Michele Tanaka, S. Stewart, Janet Riecken, Teresa Strong‐Wilson

{"title":"Resistance through Re-Presenting Culture: Aboriginal Student Filmmakers and a Participatory Action Research Project on Health and Wellness","authors":"Ted Riecken, Frank Conibear, Corrine Michel, J. Lyall, Tish Scott, Michele Tanaka, S. Stewart, Janet Riecken, Teresa Strong‐Wilson","doi":"10.2307/20054156","DOIUrl":"https://doi.org/10.2307/20054156","url":null,"abstract":"This article focuses on a participatory research project designed to promote student use of digital video to explore conceptions of health and wellness. We have viewed aspects of student resistance through the cultural perspectives that guide the Aboriginal education programs involved with the study. In presenting this piece, we have experimented with a number of different styles to represent the different cultural, ethical, and educational dimensions of the research project and to advance a form of resistance to standardized representations of research results. Through video re ‐ presentation of culture, students resisted the privileging of text and dominant cultural constructions of their personal identities. Key words: digital video, First Nations education, multiple literacies, health education, community and university partnerships Cet article porte sur un projet de recherche collectif visant a promouvoir l’utilisation de la video numerique chez les eleves en vue d’explorer diverses conceptions de la sante et du bien ‐ etre. Les auteurs analysent certains aspects de la resistance des eleves a travers les perspectives culturelles qui orientent les programmes d’enseignement a l’intention des autochtones compris dans l’etude. Dans leur recherche, les auteurs ont fait appel a differents styles de representation des diverses dimensions culturelles, ethiques et pedagogiques de l’etude et ont promu une forme de resistance aux representations traditionnelles des resultats de recherche. A travers la re ‐ presentation video de la culture, les eleves ont refuse d’accorder une place privilegiee au texte et aux constructions culturelles dominantes de leurs identites personnelles. Mots cles : video numerique, enseignement dispense aux autochtones, litteraties multiples, education en matiere de sante, partenariat entre la communaute et l’universite.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69041093","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: 36

Discours sur l’école en crise en France : Entre médiatisation et résistance 关于法国危机中学校的演讲：在媒体化和抵抗之间

Canadian Journal of Education Pub Date : 2006-01-01 DOI: 10.2307/20054148

Nassira Hedjerassi, A. Stumpf

{"title":"Discours sur l’école en crise en France : Entre médiatisation et résistance","authors":"Nassira Hedjerassi, A. Stumpf","doi":"10.2307/20054148","DOIUrl":"https://doi.org/10.2307/20054148","url":null,"abstract":"Cet article interroge les discours sur la crise de l’ecole en France a partir d’une analyse d’articles issus du quotidien francais Le Monde , puis d’un examen des discours mediatises sur l’ecole par des chercheurs et penseurs de l’ecole, et les defenseurs de l’ecole republicaine, et enfin la presentation critique du debat sur l’ecole organise en 2003 ‐ 2004 . Cette recherche visait a examiner la part de construction mediatique et politique qui entre dans cette expression, aussi souvent convoquee que peu definie. Il s’agissait donc de mesurer l’effet de contamination de cette thematique de crise de l’ecole dans l’opinion et les discours communs. Mots ‐ cles : crise de l’ecole, France, mediatisation This article deals with discourses about “crisis” in France based on analysis of articles written in the French daily newspaper Le Monde , and from an investigation of speeches given publicity in the media about the school system by researchers and thinkers, and by the defenders of the republican school. Finally, we will discuss the critical presentation of a public debate on schools organized during the 2003/2004 schoolyear in France. This research aimed at examining the construction process of the concept ʺ school crisis ʺ by the media and politicians, a concept that is often mentioned and less defined. It sought to measure the effect of the contamination of the issue of school crisis on public opinion and in common. Key words: school crisis, France, media","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69040679","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: 3

BALANCING COMPETING RIGHTS: A STAKEHOLDER MODEL FOR DEMOCRATIC SCHOOLS 平衡竞争权利：民主学校的利益相关者模型

Canadian Journal of Education Pub Date : 2006-01-01 DOI: 10.2307/20054173

S. Shariff

{"title":"BALANCING COMPETING RIGHTS: A STAKEHOLDER MODEL FOR DEMOCRATIC SCHOOLS","authors":"S. Shariff","doi":"10.2307/20054173","DOIUrl":"https://doi.org/10.2307/20054173","url":null,"abstract":"In this article, I discuss a Canadian public school controversy and Supreme Court of Canada decision involving competing stakeholder rights to freedom of religion, safety and equality. Policy considerations that allowed one group of stakeholders to express their constitutional rights raised concerns among other stakeholders. A policy vacuum and a lack of guidelines for educational policy ‐ makers exist as Canadian schools become increasingly diverse, and as more individuals assert their rights under the Canadian Charter of Rights and Freedoms. I have provided a Stakeholder Model to help school officials navigate competing rights through non ‐ arbitrary and constitutionally compatible policy decisions. Key words: religious expression, secular education, safety, non ‐ arbitrary policy decisions Dans cet article, l’auteure se penche sur une controverse apparue dans les ecoles publiques canadiennes sur la base d’une decision de la Cour supreme du Canada au sujet d’un conflit de droits opposant liberte de religion, securite et egalite. Les considerations de principe qui ont permis a un groupe de personnes interessees d’exprimer leurs droits constitutionnels ont suscite des inquietudes au sein d’autres groupes. Il existe a ce propos un vide politique et une absence de directives a l’intention des decideurs en education au Canada. Or, les ecoles canadiennes deviennent de plus en plus diversifiees et un nombre accru de personnes affirment leurs droits en vertu de la Charte canadienne des droits et libertes. L’auteure fournit un modele pour les parties en presence permettant d’aider les autorites scolaires a naviguer a travers des droits qui se font concurrence dans des decisions d’orientation non arbitraires et compatibles avec la Constitution. Mots cles : expression des convictions religieuses, ecole laique, securite, decisions d’orientation non arbitraire","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69040929","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: 17

EXAMINATION OF THE INFLUENCE OF SELECTED FACTORS ON PERFORMANCE ON ALBERTA LEARNING ACHIEVEMENT TESTS 考察选定因素对艾伯塔省学习成就测试成绩的影响

Canadian Journal of Education Pub Date : 2006-01-01 DOI: 10.2307/20054193

W. Rogers, Xin Ma, D. Klinger, Teresa Dawber, L. Hellsten, Denise M. Nowicki, J. Tomkowicz

{"title":"EXAMINATION OF THE INFLUENCE OF SELECTED FACTORS ON PERFORMANCE ON ALBERTA LEARNING ACHIEVEMENT TESTS","authors":"W. Rogers, Xin Ma, D. Klinger, Teresa Dawber, L. Hellsten, Denise M. Nowicki, J. Tomkowicz","doi":"10.2307/20054193","DOIUrl":"https://doi.org/10.2307/20054193","url":null,"abstract":"In this study , we identified factors that influence the academic performance of grade ‐ 6 students in a large city school system in language arts and mathematics. For language arts, five student variables, seven class variables, and two school level variables accounted for approximately 50 per cent, 75 per cent, and 90 per cent of the initial variability at the corresponding levels. For mathematics, seven student, five class, and three school level variables accounted for approximately 40 per cent, 60 per cent, and 90 per cent of the initial variability at the school level. Taken together, the results reveal that the majority of variability is at the student level, and additional variables need to be identified to better explain the variability at this level. Key words: school effectiveness, hierarchical linear multi ‐ level modeling, large ‐ scale testing Dans cette etude portant sur le systeme scolaire d’une grande ville, les auteurs identifient les facteurs ayant une incidence sur le rendement scolaire d’eleves de 6 e annee en langue (anglais) et en mathematiques. Pour le domaine de la langue, cinq variables ayant trait aux eleves expliquent environ la moitie de la variabilite initiale quant aux eleves, sept variables ayant trait a la classe expliquent environ 75 % de la variabilite initiale quant aux classes et deux variables ayant trait a l’ecole, environ 90 % de la variabilite initiale quant aux ecoles. En mathematiques, sept variables ayant trait aux eleves, cinq ayant trait aux classes et trois aux ecoles expliquent respectivement environ 40 %, 60 % et 90 % de la variabilite initiale. Pris en bloc, les resultats revelent que la majeure partie de la variabilite se situe au niveau des eleves et que d’autres variables doivent etre identifiees afin de mieux expliquer la variabilite a ce niveau. Mots cles : efficacite de l ʹ ecole, regression hierarchique multiple, tests communs.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69041133","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: 18

Fostering a Provincial Identity: Two Eras in Alberta Schooling. 培养省认同:艾伯塔省教育的两个时代。

Canadian Journal of Education Pub Date : 2006-01-01 DOI: 10.2307/20054213

A. V. Heyking

引用次数: 8

EXAMINING GUIDELINES FOR DEVELOPING ACCURATE PROFICIENCY LEVEL SCORES 审查制定准确的熟练程度分数的指导方针

Canadian Journal of Education Pub Date : 2006-01-01 DOI: 10.2307/20054197

Kadriye Ercikan

{"title":"EXAMINING GUIDELINES FOR DEVELOPING ACCURATE PROFICIENCY LEVEL SCORES","authors":"Kadriye Ercikan","doi":"10.2307/20054197","DOIUrl":"https://doi.org/10.2307/20054197","url":null,"abstract":"One attempt to make scores from large ‐ scale assessments more interpretable has been to provide proficiency level scores to describe the meaning of student performance on tests. This study has examined the accuracy of Ercikan and Julian’s (2002) guidelines for developing proficiency level scores and the classification accuracy of proficiency level scores from British Columbia’s Foundation Skills Assessment tests. The guidelines were examined by comparing expected classification accuracies, based on these guidelines, to those estimated using a statistical procedure. The guidelines provided accurate expected classification accuracies to use in making decisions about assessment design. Key words: proficiency level scores, classification accuracy, assessment design, reliability L’une des facons utilisees pour faciliter l’interpretation des resultats d’epreuves communes a ete de fournir des scores de rendement comparatifs en fonction de normes de reference. Dans cet article, les auteurs analysent la pertinence des directives d’Ercikan et Julian (2002) ayant trait a l’elaboration des scores de rendement et l’exactitude du classement des scores de rendement dans les tests d’evaluation des competences fondamentales en Colombie ‐ Britannique. L’analyse des directives a donne lieu a une comparaison entre l’exactitude du classement en fonction des directives et l’exactitude du classement obtenue par une methode statistique. Les directives ont produit des classements exacts et conformes aux previsions et peuvent servir dans les decisions a prendre au sujet de la conception des evaluations. Mots cles : scores de rendement, exactitude du classement, conception de l’evaluation, fidelite","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69041301","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: 9

THEORIZING GENDER IN CONTEMPORARY CANADIAN CITIZENSHIP: LESSONS FROM THE CBC’S GREATEST CANADIAN CONTEST 当代加拿大公民身份中的性别理论：CBC最伟大的加拿大比赛的经验教训

Canadian Journal of Education Pub Date : 2006-01-01 DOI: 10.2307/20054177

Kaela Jubas

{"title":"THEORIZING GENDER IN CONTEMPORARY CANADIAN CITIZENSHIP: LESSONS FROM THE CBC’S GREATEST CANADIAN CONTEST","authors":"Kaela Jubas","doi":"10.2307/20054177","DOIUrl":"https://doi.org/10.2307/20054177","url":null,"abstract":"In this article, I have used the 2004 Greatest Canadian contest as an example of media’s educational function. Contrary to mainstream discourse of gender ‐ neutral citizenship, this contest reiterates a notion of Canadian citizenship as masculinized, classed, and raced. Gramsci’s concepts of “hegemony,” “ideology”, and “common sense” and Arnot’s concept of gender and class “codes” anchor this analysis. Drawing on Canadian feminist and critical race scholarship, and contrasting feminist liberal and feminist postmodern perspectives, I have explored the complications of gender and democratic citizenship, and exposed the limitations of liberal democracy for realizing equity and social justice. Key words: informal education, media, feminism, Antonio Gramsci Se servant du concours « The Greatest Canadian » organise par la chaine anglophone de Radio Canada en 2004, l’auteure illustre dans son article la fonction pedagogique des medias. Contrairement au discours dominant sur la citoyennete non sexiste, ce concours reitere la notion de citoyennete canadienne au masculin avec distinction de classe et de race. Les concepts d’« hegemonie », d’« ideologie » et de « bon sens » de Gramsci et le concept de « codes » de genre et de classe d’Arnot servent d’assises a cette analyse. Puisant dans des recherches sur les femmes et les races au Canada et s’eloignant des points de vue liberaux et postmodernes feministes, l’auteure explore les complications liees au genre et a la citoyennete democratique et expose les limites de la democratie liberale pour l’atteinte de l’equite et de la justice sociale. Mots cles : education informelle, medias, feminisme, Antonio Gramsci","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054177","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69041488","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: 9

REPOSITIONING IDENTIFICATION: REFLECTIONS ON A VISIT TO HISTORICA’S HERITAGE FAIR 重新定位身份:参观历史遗产博览会的感想

Canadian Journal of Education Pub Date : 2006-01-01 DOI: 10.2307/20054209

Lisa Farley

{"title":"REPOSITIONING IDENTIFICATION: REFLECTIONS ON A VISIT TO HISTORICA’S HERITAGE FAIR","authors":"Lisa Farley","doi":"10.2307/20054209","DOIUrl":"https://doi.org/10.2307/20054209","url":null,"abstract":"In this article, I offer a reading of the psychoanalytic concept of identification, with specific attention to its meaning in the context of children’s historical learning. In educational contexts, it is not identification but historical empathy that teachers and researchers typically regard as holding pedagogical status. Using examples from my visit to Historica’s 2004 Heritage Fair, I argue that identification is important for the way it marks the young subject’s ambivalent entry into a world of historical relations. A study of identification cannot advance historical consciousness, but it does highlight the senses of vulnerability and emotional conflict in trying to orient the self to a very old world and the losses this implies. Key words: historical empathy, children, elementary education, representation, Freud, Levinas L’auteure propose ici une lecture du concept psychanalytique de l’identification en analysant plus particulierement sa signification dans le contexte de l’apprentissage de l’histoire chez les enfants. Les enseignants et les chercheurs en education ont l’habitude d’accorder un statut pedagogique non pas a l’identification, mais plutot a «l’empathie historique». A l’aide d’exemples tires d’une visite a la Fete du patrimoine 2004 de Historica, l’auteure soutient que l’identification est importante, car elle marque l’entree ambivalente du jeune dans un monde de relations historiques. Une etude de l’identification ne peut faire progresser la conscience historique, mais elle met en lumiere le sentiment de vulnerabilite et le conflit emotif qui surgissent lorsqu’on essaie de s’orienter dans un univers tres ancien tout comme les pertes qu’implique cette demarche. Mots cles: empathie historique, enfants, enseignement primaire, representation, Freud, Levinas","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054209","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69041526","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: 8