Canadian Journal of Education最新文献_第6页

AN UNWARRANTED FEAR OF RELIGIOUS SCHOOLING 对宗教教育毫无根据的恐惧

Canadian Journal of Education Pub Date : 2007-01-01 DOI: 10.2307/20466635

Frances Kroeker, S. Norris

{"title":"AN UNWARRANTED FEAR OF RELIGIOUS SCHOOLING","authors":"Frances Kroeker, S. Norris","doi":"10.2307/20466635","DOIUrl":"https://doi.org/10.2307/20466635","url":null,"abstract":"In this article, we challenge the common liberal assumption that religious schooling undermines the goals of liberal civic education, making it impossible for children to acquire tolerance, critical reasoning skills, or personal autonomy. As a framework for this argument, we respond to some of the claims made by Harry Brighouse in his recent book, School Choice and Social Justice , arguing that the liberal fear of religious schooling, as reiterated by Brighouse, is largely unwarranted. Rather, religious parents and religious schooling can offer children an education that promotes tolerance and critical reflection and that encourages and supports their future autonomy. Key words: school choice, civic education, social justice, liberalism Dans cet article, les auteurs contestent l’hypothese liberale courante voulant que les ecoles confessionnelles nuisent aux buts de l’education civique liberale en empechant les enfants de devenir tolerants, capables de raisonnement critique ou d’autonomie. Dans le cadre de leur argumentation, les auteurs repondent a certaines des affirmations de Harry Brighouse qui, dans un recent ouvrage intitule School Choice and Social Justice , avance que la peur liberale de l’enseignement religieux est largement injustifiee. Au contraire, les parents qui ont des convictions religieuses et les ecoles confessionnelles offrent aux enfants une education qui prone la tolerance et la reflexion critique et qui encourage et favorise leur autonomie future. Mots cles : choix d’ecole, education civique, justice sociale, liberalisme","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466635","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233794","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

Are Girls Better Readers Than Boys? Which Boys? Which Girls? 女孩比男孩更擅长阅读吗?哪个男孩?哪个女孩?

Canadian Journal of Education Pub Date : 2007-01-01 DOI: 10.2307/20466650

Bozena White

{"title":"Are Girls Better Readers Than Boys? Which Boys? Which Girls?","authors":"Bozena White","doi":"10.2307/20466650","DOIUrl":"https://doi.org/10.2307/20466650","url":null,"abstract":"Using data from the reading component of the Ontario Secondary School Literacy Test (N = 113,050), the effects of gender and curricular track for nine sub ‐ scores of reading achievement were investigated. Only students indicating that they did not receive additional programming support were included in the analysis. Gender accounted for less than one per cent of variance in reading achievement. Gender differences for each curricular track were in the close ‐ to ‐ zero and small range. The results suggest that any observed differences may be of little practical consequences, and that the notion of under ‐ achievement of boys’ reading achievement has been greatly overstated. Key words : reading achievement, gender, curricular track, Ontario Secondary School Literacy Test Utilisant des donnees tirees du volet lecture du Test de competences linguistiques de l’Ontario au secondaire (N = 113 050), l’auteure analyse les effets du genre et de la repartition en classes homogenes sur neuf sous ‐ scores ayant trait a la lecture. Seuls les eleves ayant indique qu’ils n’avaient pas recu un soutien supplementaire ont ete inclus dans l’analyse. Le sexe representait moins de 1 % de l’ecart dans les resultats. Les differences selon le sexe pour chaque groupement selon les aptitudes s’approchaient de zero ou etaient tres faibles. Les resultats semblent indiquer que toute difference observee peut n’avoir que peu de consequences pratiques et que la notion de sous ‐ performance des garcons en matiere de lecture a ete grandement exageree. Mots cles : rendement en lecture, genre, repartition en classes homogenes, ecoles secondaires de l’Ontario","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233837","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: 64

THE INFLUENCE OF STUDENTS WITH SPECIAL NEEDS INCLUDED IN GRADE‐3 CLASSROOMS ON THE LARGE‐SCALE ACHIEVEMENT SCORES OF STUDENTS WITHOUT SPECIAL NEEDS 三年级班级中有特殊需要的学生对非特殊需要学生大规模学业成绩的影响

Canadian Journal of Education Pub Date : 2007-01-01 DOI: 10.2307/20466655

Henk Demeris, R. Childs, Anne Jordan

引用次数: 70

Discourses of Difference? Examining Gender Differences in Linguistic Characteristics of Writing 差异论?研究写作语言特征的性别差异

Canadian Journal of Education Pub Date : 2007-01-01 DOI: 10.2307/20466646

Susan Jones, D. Myhill

{"title":"Discourses of Difference? Examining Gender Differences in Linguistic Characteristics of Writing","authors":"Susan Jones, D. Myhill","doi":"10.2307/20466646","DOIUrl":"https://doi.org/10.2307/20466646","url":null,"abstract":"Set in the context of international concerns about boys’ achievements in writing, this article presents research that explores gender differences or similarities in linguistic competence in writing. Drawing on the results of a large ‐ scale analysis of the linguistic characteristics of secondary ‐ aged writers, we outline gender difference in the sample. The article explains the limited differences revealed through this analysis but highlights the repeated pattern of differences in boys’ writing, mirroring parallel patterns in able writers. The findings are discussed light of the prevalent discourse of difference that permeates academic, professional, and political consideration of gender and writing. Keywords: linguistic development, writing processes, identity Dans le droit fil des inquietudes que suscite le rendement scolaire des garcons en ecriture, cet article presente une recherche sur les differences et les similitudes selon le sexe quant a l’aptitude a ecrire. Analysant les resultats d’une vaste etude portant sur les caracteristiques linguistiques d’eleves du secondaire, les auteurs tiennent compte des differences selon le sexe dans l’echantillon. Ils expliquent les differences limitees qu’a revelees cette analyse tout en soulignant le profil repetitif des differences dans les ecrits des garcons, faisant en cela echo a des caracteristiques paralleles chez les eleves ayant une aptitude a ecrire. Les auteurs discutent des conclusions a la lumiere du discours sur la difference partout present dans les considerations pedagogiques, professionnelles et politiques sur le genre et l’ecriture. Mots cles : developpement linguistique, processus d’ecriture, identite","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234096","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: 70

Conciliator's Final Report: "The Nunavut Project" 调解员的最后报告:“努纳武特项目”

Canadian Journal of Education Pub Date : 2007-01-01 DOI: 10.2307/20466680

Kelly Gallagher-Mackay, T. R. Berger

引用次数: 15

CRITICAL LITERACY FOR DEMOCRATIC LEARNING IN CAREER EDUCATION 职业教育中民主学习的批判性素养

Canadian Journal of Education Pub Date : 2007-01-01 DOI: 10.2307/20466632

E. Hyslop-Margison, L. Pinto

{"title":"CRITICAL LITERACY FOR DEMOCRATIC LEARNING IN CAREER EDUCATION","authors":"E. Hyslop-Margison, L. Pinto","doi":"10.2307/20466632","DOIUrl":"https://doi.org/10.2307/20466632","url":null,"abstract":"In this article, we explore the models of literacy conveyed by contemporary secondary career education policies, programs, and imperatives in the province of Ontario. The Ontario career education policies we reviewed uniformly advance a functional and socially reproductive model of literacy that undermines the democratic agency of learners. In response to these concerns, we propose that critical literacy should be introduced into Ontario secondary career education initiatives to encourage the democratic participation of students in shaping their vocational experience. Key words: false generosity, critical literacy, democratic learning Dans cet article, les auteurs analysent les modeles de litteratie qui ressortent des politiques, programmes et imperatifs actuels en matiere de formation au choix d’une carriere au secondaire en Ontario. Les politiques ontariennes que les auteurs ont etudiees pronent toutes un modele de litteratie fonctionnel qui privilegie la reproduction sociale, modele qui entrave l’action democratique des apprenants. Tenant compte de cette preoccupation, les auteurs proposent l’introduction de la litteratie critique dans les initiatives en matiere de formation au choix de carriere en vue d’encourager les eleves a participer democratiquement a leur orientation professionnelle. Mots cles : fausse generosite, litteratie critique, apprentissage democratique","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233364","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: 15

RACIAL/CULTURAL IDENTITY: TRANSFORMATION AMONG SCHOOL‐BASED MENTAL HEALTH PROFESSIONALS WORKING IN NUNAVUT 种族/文化认同:在努勒维特工作的校本心理健康专业人员的转变

Canadian Journal of Education Pub Date : 2007-01-01 DOI: 10.2307/20466636

C. Wihak, Noorfarah Merali

引用次数: 12

Swimming against the Tide: Boys, Literacies, and Schooling--An Australian Story. 逆流而上:男孩、文化和学校教育——一个澳大利亚的故事。

Canadian Journal of Education Pub Date : 2007-01-01 DOI: 10.2307/20466651

Nola Alloway

{"title":"Swimming against the Tide: Boys, Literacies, and Schooling--An Australian Story.","authors":"Nola Alloway","doi":"10.2307/20466651","DOIUrl":"https://doi.org/10.2307/20466651","url":null,"abstract":"This article focuses on issues related to boys, literacies, and schooling as played out in the Australian context. It reflects on the swathe of populist discourse centring on boys, and on literacy, that drives a potentially divisive education agenda. In providing more nuanced analyses of the debates surrounding the disputed territory of boys, literacies, and schooling, the article offers examples of disaggregated literacy test data to demonstrate the importance of adopting a “which boys” and “which girls” approach to the issues. The article also provides brief coverage of the Success for Boys program, introduced in Australia in 2006, that encourages teachers to swim against the tide of populism by embracing the agenda in all of its complexity. Key words : gender, literacy achievement, schooling Cet article porte sur des questions reliees aux garcons, aux litteraties et a l’ecole dans un contexte australien. L’auteure etudie les multiples discours populistes sur les garcons et la litteratie susceptibles d’entrainer une approche fractionnelle en education. Tout en fournissant une analyse nuancee des debats entourant le territoire conteste des garcons, les litteraties et l’ecole, l’article fournit des exemples de donnees de tests de litteratie non regroupees qui demontrent l’importance de distinguer de « quels garcons » et de « quelles filles » il s’agit. En outre, l’article presente brievement un programme lance en 2006, Success for Boys, qui incite les enseignants a nager a contre ‐ courant du populisme en adoptant un point de vue qui tient compte de toute la complexite de l’education. Mots cles : genre, rendement en litteratie, education","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466651","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233888","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: 30

DIFFERENCES IN ACHIEVEMENT BETWEEN ADOLESCENTS WHO REMAIN IN A K-8 SCHOOL AND THOSE WHO TRANSITION TO A JUNIOR HIGH SCHOOL 留在k-8学校的青少年和那些过渡到初中的青少年之间的成就差异

Canadian Journal of Education Pub Date : 2007-01-01 DOI: 10.2307/20466657

J. Whitley, J. Lupart, Tanya N. Beran

引用次数: 41

Scaffolding, Multiliteracies, and Reading Circles. 脚手架、多元读写和阅读圈。

Canadian Journal of Education Pub Date : 2007-01-01 DOI: 10.2307/20466647

W. Cumming-Potvin

{"title":"Scaffolding, Multiliteracies, and Reading Circles.","authors":"W. Cumming-Potvin","doi":"10.2307/20466647","DOIUrl":"https://doi.org/10.2307/20466647","url":null,"abstract":"In this qualitative study, that took place in a coeducational government school in Western Australia, I adopt a social ‐ constructivist perspective of learning (Rogoff, 1990; Vygotsky, 1986) to examine reading in an elementary classroom. The focus of this article is Nicholas, a grade ‐ 7 boy, who was identified as challenged by the literacy curriculum. The analysis utilizes a multiliteracies framework (The New London Group, 2000) and the four resources reading model (Luke & Freebody, 1999) to interpret Nicholas’ progress during reading circles. Results suggest that multiliteracies, which interweave scaffolding, diverse texts, and meaningful tasks, can encourage agency for student learning. Key words: literacy identity, scaffolding, reading, pedagogy of multiliteracies, reading resources model, socio ‐ economically disadvantaged students, school literacy ‐ assessment Dans cette etude quantitative, qui a ete menee dans une ecole gouvernementale mixte en Australie ‐ Occidentale, l’auteure adopte un point de vue socioconstructiviste sur l’apprentissage (Rogoff, 1990 ; Vygotsky, 1986) en vue d’analyser l’aptitude a la lecture dans une classe du primaire. L’article porte essentiellement sur Nicholas, un garcon de 7e annee, aux prises avec des difficultes par rapport au programme de litteratie. L’analyse fait appel a un cadre de multilitteraties (The New London Group, 2000) et a un modele de lecture axe sur quatre ressources (Luke & Freebody, 1999) en vue d’interpreter les progres de Nicholas au cours des cercles de lecture. Les resultats donnent a penser que les multilitteraties, qui combinent soutien a l’apprentissage, textes divers et tâches interessantes, peuvent encourager les eleves a apprendre. Mots cles : litteratie, soutien a l’apprentissage, lecture, pedagogie des multilitteraties, eleves defavorises, evaluation de la litteratie a l’ecole","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233691","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: 73