Canadian Journal of Education最新文献

{"title":"Transforming Narrative Encounters.","authors":"Anne Murray Orr, M. Olson","doi":"10.2307/20466664","DOIUrl":"https://doi.org/10.2307/20466664","url":null,"abstract":"In this article, two teacher educators examine two curriculum moments they have experienced, one with children and the other with pre ‐ service teachers. They find possibilities for shifts in their understandings and insights into their own identity making and that of students. Drawing upon Connelly and Clandinin’s (1992) notion of teachers as curriculum makers, they consider how students shape curriculum alongside teachers in classrooms. Students’ and teachers’ actions and words shape not only events of the classroom but also ways that they compose and recompose their lives in school. In this way, curriculum making and identity making become intertwined. Key words : narrative inquiry, curriculum, teacher education, teacher knowledge, student learning, identity Dans cet article, deux professeurs de pedagogie analysent deux experiences qu’elles ont vecues, l’une avec des enfants et l’autre avec des etudiants en formation a l’enseignement. Elles trouvent des avenues pouvant favoriser l’evolution de la perception de leur propre identite et de celle des etudiants. S’inspirant d’une notion de Connelly et de Clandinin (1992) voulant que les enseignants soient des bâtisseurs de curriculum, elles voient comment des eleves faconnent le curriculum en meme temps que les enseignants. Les actions et les propos des eleves et des enseignants modelent non seulement les evenements qui ont lieu en classe, mais aussi les facons qu’ils composent et recomposent leur vie a l’ecole. De ce point de vue, l’evolution du curriculum et l’evolution de l’identite sont etroitement liees. Mots cles: recherche narrative, curriculum, formation a l’enseignement, connaissances de l’enseignant, apprentissage des eleves, 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/10.2307/20466664","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234366","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":"ARTIST-TEACHER PARTNERSHIPS IN LEARNING: THE IN/BETWEEN SPACES OF ARTIST-TEACHER PROFESSIONAL DEVELOPMENT","authors":"Sylvia Kind, A. Cosson, R. Irwin, K. Grauer","doi":"10.2307/20466665","DOIUrl":"https://doi.org/10.2307/20466665","url":null,"abstract":"Artist‐in‐residence programs frequently act as professional development initiatives for teachers. Little understanding of the relational nature of artist‐teacher learning exists. In this article, we discuss Learning Through The Arts ™, describing conflicting expectations as artists and teachers learn from each other, and explore the relationship of artists’ growth and learning to teacher development. Using participants’ narratives, we illustrate existing tensions and challenges for visual art education. We present the need to open spaces for artists to construct new understandings of themselves as teachers in relation to themselves as artists, and for teachers to develop artist selves alongside their teacher selves.","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/10.2307/20466665","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234545","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":"SEVERITY OF ACADEMIC ACHIEVEMENT AND SOCIAL SKILLS DEFICITS","authors":"E. Bloom, Anastasia Karagiannakis, Jessica R. Toste, N. Heath, Effie Konstantinopoulos","doi":"10.2307/20466668","DOIUrl":"https://doi.org/10.2307/20466668","url":null,"abstract":"This study explored the differences in the rated social skills of elementary ‐ aged students at ‐ risk for emotional/behavioural disorders (E/BD) based on severity of academic difficulties. Teachers nominated students at ‐ risk for E/BD who were classified into four groups of academic difficulty based on the Wide Range Achievement Test ‐ 3. Students, parents, and teachers completed the Social Skills Rating System. Teachers’ ratings indicated that academic strengths did not significantly affect perceptions of students’ social competence; all children were rated with notable social skills deficits. Consistent with previous positive research, self ‐ ratings were uniformly positive across groups. Parents’ ratings indicated highest social competence for children with most severe academic deficits. Key words: emotional disorders, behavioural disorders, academic performance, elementary school, social competence;,self ‐ perceptions, parent perceptions, teacher perceptions Cette etude a explore les differences chez des eleves du primaire presentant des risques de troubles affectifs et du comportement dans l’evaluation de leurs habiletes sociales , par rapport a la gravite de leurs difficultes academiques. Les enseignants ont designe ces eleves a risque, qui ont ete repartis en quatre groupes en fonction de leurs difficultes academiques evaluees en utilisant le Wide Range Achievement Test ‐ 3 . Les eleves, les parents et les enseignants ont rempli le questionnaire sur les aptitudes sociales ( Social Skills Rating System ). Les evaluations des enseignants revelent que les aptitudes scolaires n’ont pas une incidence importante sur les perceptions des aptitudes sociales des eleves ; tous les enfants ont ete evalues comme ayant d’importants deficits quant aux aptitudes sociales. Conformement a des recherches anterieures, les auto ‐ evaluations sont uniformement positives dans tous les groupes. Les evaluations des parents font etat d’aptitudes sociales plus fortes chez les enfants ayant les deficits scolaires les plus graves. Mots cles : troubles affectifs et du comportement, rendement scolaire, ecole primaire, aptitude sociale, autoperceptions, perceptions des parents et des enseignants","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/10.2307/20466668","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234196","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":"FROM STORYBOOKS TO GAMES, COMICS, BANDS, AND CHAPTER BOOKS: A YOUNG BOY'S APPROPRIATION OF LITERACY PRACTICES","authors":"Kimberly Lenters","doi":"10.2307/20466628","DOIUrl":"https://doi.org/10.2307/20466628","url":null,"abstract":"This case study addresses a middle class family ʹ s role in their son ʹ s literacy development through an investigation of the socio ‐ cultural practices that support his literacy acquisition. Rogoff ʹ s socio ‐ cultural framework, which proposes three planes of analysis for observation of human development, is used for the analysis. The literacy practices of Max (age 8) are the central focus. The analysis explores how community, interpersonal, and personal literacy activities connect to form holistic literacy practices for him. Insights into the nature of peer interactions around literacy, gender considerations in family literacy, and boys ʹ out ‐ of ‐ school literacy practices emerge from this analysis. Key words: socio ‐ cultural perspectives on literacy; multiliteracies; family literacy; gender and literacy L’etude de cas presentee ici porte sur le role de parents de classe moyenne dans le developpement de la litteratie de leur fils. Le cadre socioculturel de Rogoff, qui propose trois axes d’analyse pour l’observation du developpement de l’etre humain, est utilise dans l’analyse des pratiques socioculturelles qui favorisent la litteratie. L’article porte essentiellement sur les pratiques de litteratie de Max (8 ans). L’auteur analyse le lien entre diverses activites communautaires, interpersonnelles et personnelles en matiere de litteratie et l’apparition subsequente de pratiques de litteratie holistiques chez Max. L’analyse fournit des points de repere sur la litteratie et les interactions entre des pairs, les differences entre les sexes et la litteratie familiale ainsi que les pratiques de litteratie chez les garcons en dehors du milieu scolaire. Mots cles : perspectives socioculturelles sur la litteratie, multilitteraties, litteratie familiale, litteratie et sexes","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/10.2307/20466628","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233546","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":"THE IMPORTANCE OF HOME ENVIRONMENT AND PARENTAL ENCOURAGEMENT IN THE ACADEMIC ACHIEVEMENT OF AFRICAN‐ CANADIAN YOUTH","authors":"Henry M. Codjoe","doi":"10.2307/20466629","DOIUrl":"https://doi.org/10.2307/20466629","url":null,"abstract":"This article focuses on the educational experiences of African ‐ Canadian youth. Traditionally, researchers have tended to emphasize the poor academic performance of Black students, or issues and problems related to their academic failure, or to stereotype them as loud, lazy, criminal, athletic, deprived, dangerous, and deviant. In contrast, this article looks at Black students in Alberta who have achieved academic success in spite of considerable adversity. The data presented here show that factors such as the home environment and parental encouragement contribute to academic success. Key words: Black students, school success, family status, Alberta education Cet article porte sur les experiences scolaires de jeunes Africano ‐ Canadiens. D’habitude, les chercheurs ont tendance a souligner le pietre rendement scolaire des eleves noirs ou les problemes relies a leur echec scolaire ou encore a les presenter de facon stereotypee comme des personnes bruyantes, paresseuses, portees a commettre des crimes, athletiques, demunies, dangereuses ou ayant un comportement deviant. Cet article decrit plutot des eleves noirs albertains qui reussissent bien leurs etudes en depit de conditions tres difficiles. Les donnees presentees indiquent que les facteurs comme le milieu familial et les encouragements des parents contribuent au succes scolaire. Mots cles : eleves noirs, succes scolaire, milieu familial, education en Alberta","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/10.2307/20466629","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233599","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":"RESEARCH IN THE SERVICE OF CO-LEARNING: SUSTAINABILITY AND COMMUNITY ENGAGEMENT","authors":"R. Vanwynsberghe, C. Andruske","doi":"10.2307/20466638","DOIUrl":"https://doi.org/10.2307/20466638","url":null,"abstract":"This research, conducted with an introductory sociology class at the University of British Columbia during the 2001 ‐ 2002 academic year, explored community service ‐ learning as a pedagogy and philosophy. The theoretical focus of this paper is Nancy Fraser’s (1997) criticisms of Jurgen Habermas’ (1992) bourgeois liberal model of the public sphere. We analyzed the class experiences with community service that emerged from students’ contributions to a database of community organizations, concept maps, and a student ‐ driven course evaluation. The outcomes of this research include a description of potentially useful course strategies and a narrative of a unique type of community ‐ service learning. Key words: community ‐ service learning, public sphere, citzenship, learning Cette recherche menee dans le cadre d’un cours d’introduction a la sociologie a l’Universite de Colombie ‐ Britannique au cours de l’annee universitaire 2001 ‐ 2002 portait sur l’apprentissage par l’engagement communautaire en tant que pedagogie et philosophie. La theorie sous ‐ jacente a cet article est tiree des critiques de Nancy Fraser (1997) au sujet du modele liberal bourgeois de la sphere publique de Jurgen Habermas (1992). Les auteurs ont analyse les experiences du service communautaire qu’ont pu vivre les etudiants a travers leurs contributions a une base de donnees d’organisations communautaires, a des cartes conceptuelles et a une evaluation du cours. Les resultats de cette recherche comprennent une description de strategies pedagogiques potentiellement utiles et un recit portant sur un type unique d’apprentissage par l’engagement communautaire Mots cles: apprentissage par l’engagement communautaire, sphere publique, citoyennete, apprentissage","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/10.2307/20466638","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233956","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":"STARTING KINDERGARTEN: TRANSITION ISSUES FOR CHILDREN WITH SPECIAL NEEDS","authors":"M. Janus, J. Lefort, R. Cameron, L. Kopechanski","doi":"10.2307/20466656","DOIUrl":"https://doi.org/10.2307/20466656","url":null,"abstract":"To investigate issues in transition to kindergarten for children with special needs, we explored several sources of information (peer‐reviewed literature, government websites, parent surveys, and interviews with professionals). We found that administrative issues like lack of integration and the evaluation of services available to children and families, and parent support issues like promoting advocacy were recurring themes in all sources. Although some barriers are very clear, more systematic research is needed to identify factors facilitating successful adjustment to kindergarten among children with special needs.","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/10.2307/20466656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234056","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":"ORGANIZATIONAL JUSTICE AS A FRAMEWORK FOR UNDERSTANDING UNION‐ MANAGEMENT RELATIONS IN EDUCATION","authors":"W. Poole","doi":"10.2307/20466660","DOIUrl":"https://doi.org/10.2307/20466660","url":null,"abstract":"In this article, I have conceptualized union ‐ management relations using an organizational justice framework. I consider organizational justice theory, including distributive, procedural, interactional, and what I call relational justice perspectives. Utilizing examples from my experience and research, I illustrate and discuss various forms of organizational justice operating in school systems and influencing teachers’ perspectives and union actions. I urge researchers and practising educational leaders to use an organizational justice perspective to better understand teachers’ per ‐ spectives and union ‐ management relations in education. Key words: teacher identity, educational leadership, teacher unions, school leadership, board ‐ teacher relations, government ‐ teacher relations, relational justice Dans cet article, l’auteure analyse les relations patronales ‐ syndicales a l’aide d’un cadre axe sur la justice organisationnelle. Elle fait appel a des theories sur la justice organisationnelle, notamment les theories sur la justice distributive, procedurale et interactionnelle, et a ce qu’elle appelle la justice relationnelle. A l’aide d’exemples tires de son experience et de ses recherches, elle illustre et analyse diverses formes de justice organisationnelle a l’œuvre dans des systemes scolaires et ayant une influence sur les points de vue des enseignants et les actions des syndicats. Elle incite fortement les chercheurs et les leaders dans le monde de l’education a adopter le point de vue de la justice organisationnelle afin de mieux comprendre les points de vue des enseignants et les relations patronales ‐ syndicales dans les milieux de l’enseignement. Mots cles : identite des enseignants, leadership et education, syndicats d’enseignants, direction d’ecole, relations entre la commission scolaire et les enseignants, justice relationnelle","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/10.2307/20466660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234115","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":"The Diaspora Sensibility in Teacher Identity: Locating Self through Story.","authors":"M. Kooy, E. Freitas","doi":"10.2307/20466666","DOIUrl":"https://doi.org/10.2307/20466666","url":null,"abstract":"The concept of diaspora describes the dispersal of persons from their traditional homeland, across national and cultural borders. We explore disasporic (dis)location as it disrupts and recreates teacher identity. The nomadic movement across borders in professional development is best understood through narrative; hence we examine the self‐constructed narratives of three participants in a graduate class representing diverse cultural backgrounds who traced their complex and shifting teacher stories as a construct to understand the complex shifts in their identities. In a rapidly changing global migration, these narratives provide insight into the navigations and negotiations of diasporic journeys and shifting, evolving perceptions of teacher identities.","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/10.2307/20466666","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234631","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":"Learner Characteristics as Predictors of Online Social Presence","authors":"David B. Mykota, Randy Duncan","doi":"10.2307/20466630","DOIUrl":"https://doi.org/10.2307/20466630","url":null,"abstract":"In this study, the authors’ determined the individual learner characteristics of educators enrolled in online courses that influenced social presence (affective social communication). Findings reveal that the number of online courses taken, followed by computer‐mediated communication proficiency, are significant predictors of social presence. Recommendations for the effective use of online learning recognize that instructors must deliberately structure interaction patterns to overcome the potential lack of social presence of the medium. Similarly, quality instructional design and course development strategies need be incorporated with supportive pre‐course instructional activities provided to acquaint novice learners with online learning expectations. Cet article porte sur les experiences scolaires de jeunes africano‐canadiens. D’habitude, les chercheurs ont tendance a souligner le pietre rendement scolaire des eleves noirs ou les problemes relies a leur echec scolaire ou encore a les presenter de facon stereotypee comme des personnes bruyantes, paresseuses, portees a commettre des crimes, athletiques, demunies, dangereuses ou ayant un comportement deviant. Cet article decrit plutot des eleves noirs albertains qui reussissent bien leurs etudes en depit de conditions tres difficiles. Les donnees presentees indiquent que les facteurs comme le milieu familial et les encouragements des parents contribuent au succes scolaire.","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/10.2307/20466630","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233244","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}