Canadian Journal of Education最新文献

{"title":"A Community Just for Practice: A Case Study of an Inclusive/Special Education Course.","authors":"S. Thompson","doi":"10.2307/20466631","DOIUrl":"https://doi.org/10.2307/20466631","url":null,"abstract":"Using a reflective case ‐ study methodology, I conducted an innovative method in my inclusive/special education course, informed by the Communities of Practice literature and interprofessional collaboration. The student participants, in groups, accomplished an assignment designed to support a learner with a disability/exceptionality by including in their plans relevant professionals and community stakeholders. Data consisted of tape ‐ recorded focus group interviews and group planning meetings, as well as two researcher journals. Two themes emerged: the status of members of a community of practice affected group leadership, and to work effectively, promoting interprofessional collaboration within a university course should account for communities of practice already established in the field. Key words: community of practice; inclusive/special teacher education Dans le cadre d’une etude de cas reflexive, l’auteur a introduit dans un cours de formation a l’enseignement inclusif et d’orthopedagogie une methode novatrice integrant la litterature des communautes de praticiens et la collaboration interprofessionnelle. En petits groupes, les etudiants avaient un devoir dont le but etait d’etablir un plan qui incluait des professionnels et des parties prenantes dans la communaute pour aider un apprenant ayant une deficience. Des enregistrements realises lors de groupes de discussion, des reunions de planification en groupe et les journaux de bord de deux chercheurs ont permis de reunir les donnees necessaires a cette etude. Deux themes ont emerge : le statut des membres d’une communaute de praticiens a affecte le leadership dans le groupe et, pour assurer un travail efficace, la promotion de la collaboration interprofessionnelle a l’interieur d’un cours universitaire devrait tenir compte des communautes de praticiens deja etablies dans le domaine. Mots cles: communaute de praticiens, formation a l’enseignement inclusive, orthopedagogie","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/10.2307/20466631","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233315","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":"A SURVEY OF TEACHERS' AND PRINCIPALS' PRACTICES AND CHALLENGES IN FOSTERING NEW IMMIGRANT PARENT INVOLVEMENT","authors":"S. Peterson, Mary Ladky","doi":"10.2307/20466667","DOIUrl":"https://doi.org/10.2307/20466667","url":null,"abstract":"This research, using questionnaire and interview data, examined practices and challenges of educators in areas of southern Ontario in fostering immigrant parents’ support for their children’s literacy. Results showed that teachers learn about the language and culture of their students, modify homework assigned to their ESL students, and encourage parents to read to their children in their mother tongue. Teachers need to increase their awareness of parents’ perceptions of authority and the role of their first language for success in their children’s English literacy. Teachers also need to understand parents’ role as co‐teachers at home.","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/10.2307/20466667","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234653","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":"RAPPORT À LA CULTURE ET APPROCHE CULTURELLE DE L’ENSEIGNEMENT","authors":"É. Falardeau, Denis Simard","doi":"10.2307/20466623","DOIUrl":"https://doi.org/10.2307/20466623","url":null,"abstract":"Cet article presente les resultats d’une recherche exploratoire qui visait a comprendre la relation entre le rapport a la culture d’etudiants en formation initiale a l’enseignement et la mise en œuvre d’une approche culturelle de l’enseignement dans la discipline « francais », ainsi qu’a preciser le cadre theorique du rapport a la culture. Nous avons analyse les textes de trente ‐ cinq etudiants (n=35), dans lesquels ils devaient definir ce que signifie pour eux la culture ainsi que leur conception du role de l’enseignant dans le developpement culturel de leurs futurs eleves. L’analyse de contenu et de discours, realisee dans chacun de ces textes, combinee a plusieurs travaux sur le rapport au savoir − notamment ceux de l’equipe ESCOL − nous a permis dans un premier temps de circonscrire quatre types de rapport a la culture : desimplique, instrumentaliste, scolaire et integratif/evolutif. De plus, comme il s’agit de futurs enseignants, nous avons degage deux plans de leur rapport a la culture, soit les plans individuel et pedagogique − ce dernier etant compris comme l’accompagnement de l’eleve dans son appropriation de la culture. Enfin, l’analyse montre que le rapport a la culture de type integratif ‐ evolutif sur le plan individuel semble etre un prealable a la mise en œuvre d’une approche culturelle de l’enseignement. Mots cles : Culture, rapport a la culture, approche culturelle de l’enseignement, formation initiale a l’enseignement In this article, we present the results of an exploratory research which aimed at understanding the relationship between the relation to culture of students in a teacher education program and the undertaking of a cultural approach to French teaching, and at specifying the relation to culture’s theoretical framework. We have analyzed texts written by thirty ‐ five aspiring teachers (n=35), who had to tell how they define culture and how they conceive the teacher’s role in students’ cultural development. The combination of content and discourse analysis of each of these texts and of writings on the relation to culture – especially those of the ESCOL team – led us at first to circumscribe four types of relation to culture: the non ‐ implicated type, the instrumentalist type, the schooled type and the integrative ‐ evolutive type. Furthermore, since the research’s participants are prospective teachers, we have identified two sides of their relation to culture, the individual side and the pedagogical one – the latter being understood as the accompanying of the learner in his or her appropriation of culture. Finally, the analysis shows that an integrative ‐ evolutive type of relation to culture on the individual side seems to be a prerequisite to the undertaking of a cultural approach to teaching. Key words: Culture, relation to culture, cultural approach to teaching, teacher education program","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/10.2307/20466623","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233391","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":"\"A GREAT PROGRAM… FOR ME AS A GRAMMA\": CAREGIVERS EVALUATE A FAMILY LITERACY INITIATIVE","authors":"Jim Anderson, F. Morrison","doi":"10.2307/20466626","DOIUrl":"https://doi.org/10.2307/20466626","url":null,"abstract":"In this article, we report a study in which we asked 137 parents and caregivers to evaluate a year ‐ long family literacy program in which they participated. Parents valued the insights they gained about children’s learning in general and literacy development in particular. They reported that they learned from each other as well as from the program facilitators; valued especially the structure of the program wherein they spent time working with children in classrooms; felt more included in the school community; and enhanced their self ‐ esteem and their ability to advocate for their families. Key words: families, literacy, school, family literacy, Parents As Literacy Supporters (PALS) Les auteurs presentent les resultats d’une recherche durant laquelle ils ont demande a 137 parents et ou tuteurs d’evaluer un programme de litteratie familiale auquel ils avaient participe durant un an. Les parents se sont dits heureux d’avoir pu ainsi mieux comprendre comment leurs enfants apprennent en general et en particulier comment leur litteratie se developpe. Ils ont signale qu’ils ont appris de leur enfant et vice versa ainsi que des facilitateurs. Ils ont aime la structure du programme qui leur a permis de travailler avec les enfants en classe. Ils se sentent ainsi davantage impliques dans l’ecole et l’experience leur a permis d’avoir plus confiance en eux ‐ memes et en leur aptitude a se faire les avocats de leur famille. Mots cles : familles, litteratie, ecole, litteratie familiale, Parents As Literacy Supporters (PALS)","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/10.2307/20466626","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233484","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":"Studying Masculinity(ies) in Books about Girls.","authors":"Helen Harper","doi":"10.2307/20466648","DOIUrl":"https://doi.org/10.2307/20466648","url":null,"abstract":"This study explored the nature and performance of masculinity portrayed in popular young adult novels featuring female protagonists. Although all had their limitations, the novels offered more complex renderings of gendered identity in the lives of female and male adolescent characters, addressed the effects of enforced traditional masculinity, and productively, if only momentarily, disrupted the connection between sex and gender in ways that allow for engagement with alternative notions of masculinity. Studying masculinity in these contemporary young adult novels about girls’ lives offers much for students and teachers to consider in analyzing masculinity and femininity in texts and in life. Key words : cross ‐ dressing, youth, literature, masculinity, femininity, adolescent novels L’etude porte sur la masculinite telle que representee dans des romans populaires pour jeunes adultes mettant en scene des protagonistes de sexe feminin. Malgre les faiblesses de tous ces romans, ils presentent des descriptions relativement complexes de l’identite masculine et feminine a l’adolescence, tiennent compte des effets de la masculinite traditionnelle et reussissent, ne serait ‐ ce que momentanement, a ebranler le lien entre le sexe et le genre de maniere a permettre la prise en compte d’autres notions de la masculinite. Ces romans contemporains pour adolescents sur la vie des filles offrent un materiau riche aux eleves et aux enseignants qui veulent reflechir sur la masculinite et la feminite dans les textes et dans la vie. Mots cles : Travestisme, jeunesse, litterature, masculinite, feminite, romans pour adolescents","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/10.2307/20466648","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233723","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":"Understanding the Power of New Literacies through Video Game Play and Design.","authors":"K. Sanford, Leanna Madill","doi":"10.2307/20466645","DOIUrl":"https://doi.org/10.2307/20466645","url":null,"abstract":"In this article, we provide the results of our examination of the range of multiliteracy activities that engage boys’ time and attention, and the types of literacy skills and understandings they learn through their engagement with alternative texts. We focus particularly on video game play and creation/composition as a learning activity that consumes a great deal of their out ‐ of ‐ school time. Our observations and conversations with adolescent boys suggest that significant, powerful learning is happening through video game play and creation, and calls into question claims that boys are not succeeding at literacy, instead suggesting the potential for critical engagement with new literacies. Key words: multiliteracies, technology, video games, composing, alternative texts Dans cet article, les auteures presentent les resultats de leur analyse d’un vaste eventail d’activites de multilitteratie auxquelles se consacrent les garcons a l’adolescence et des types d’aptitudes et comprehensions qu’ils apprennent a maitriser au moyen de textes alternatifs. Les auteures se sont penchees tout particulierement sur les jeux video et la creation/composition comme activite d’apprentissage occupant une tres grande partie des heures passees en dehors de l’ecole. Leurs observations et les conversations qu’elles ont eues avec des garcons semblent indiquer qu’un apprentissage important a lieu a travers les jeux video et leur creation, ce qui remet en question l’affirmation selon laquelle les garcons ont des lacunes en litteratie et suggere plutot que les nouvelles litteraties offrent un potentiel sur lequel il y a lieu de reflechir. Mots cles : multilitteraties, technologie, jeux video, composition, textes alternatifs","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/10.2307/20466645","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234072","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":"“I WANT TO USE MY SUBJECT MATTER TO...”: THE ROLE OF PURPOSE IN ONE U.S. SECONDARY HISTORY TEACHER’S INSTRUCTIONAL DECISION MAKING","authors":"S. V. Hover, E. Yeager","doi":"10.2307/20466658","DOIUrl":"https://doi.org/10.2307/20466658","url":null,"abstract":"In this study, we explore the instructional decision making of Charlotte, a graduate of an intensive social studies teacher education program. Charlotte articulated a sophisticated conception of historical thinking and appeared to possess exemplary pedagogical content knowledge. Her classroom practice did not incorporate the approaches to historical thinking and inquiry that were discussed in her methods course. She possessed a clear view of her purpose of history teaching, which was to impart a particular set of moral values; her practices were consistent with her purpose; and she controlled her class to accomplish that purpose. Key words: instructional decision making, history teaching, social studies, historical inquiry, document ‐ based instruction, methods courses, beginning teachers Dans cet article, les auteures analysent une decision pedagogique de Charlotte, diplomee d’un programme de formation a l’enseignement specialise en sciences humaines. Charlotte, qui a developpe une conception avant ‐ gardiste de la pensee historique, semble posseder une connaissance exemplaire du sujet. Ses pratiques pedagogiques n’incluent pas les approches discutees dans son cours de methodologie quant a la pensee et a la recherche historiques. Elle a une notion claire du but qu’elle poursuit en enseignant l’histoire, a savoir la transmission d’un ensemble precis de valeurs morales. Ses pratiques vont de pair avec ce but et elle controle sa classe de maniere a atteindre son objectif. Mots cles : decision pedagogique, enseignement de l’histoire, sciences humaines, recherche historique, enseignement a l’aide de documents, cours de methodologie, jeunes 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/10.2307/20466658","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234101","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":"SLIPPERY AS FISH… BUT ALREADY CAUGHT? SECONDARY STUDENTS' ENGAGEMENT WITH SCHOOL RULES","authors":"Rebecca Raby, Julie Domitrek","doi":"10.2307/20466669","DOIUrl":"https://doi.org/10.2307/20466669","url":null,"abstract":"Drawing on nine focus groups with secondary students in southern Ontario, we investigated secondary students’ perceptions of, and experiences with, school codes of conduct and their application. While generally supporting the ‘big’ rules such as no weapons, students engaged more critically with minor ones. We drew on Foucault’s governmentality studies to discuss students’ successful compliance. We evaluated students’ contestation of the rules, rule ‐ breaking as potential resistance, and rule breaking as a manifestation of students’ desire. Although students challenge school rules, they are “already caught” within the dominant language that frames the rules and their top ‐ down application, with little sense of themselves as potent political actors. Key words : discipline, citizenship, resistance, secondary education D’apres neuf groupes de disccusion d’etudiants au niveau secondaire du sud de l’Ontario, nous avons enquete leurs points de vue et leurs experiences au sujet des reglements de leurs ecoles et leurs methodes d’application. Generalement, les etudiants sont en faveur des ‘grands’ reglements, tel que armes interdites, mais ils sont plus critiques envers les moins importants. D’apres les etudes de gouvernementalite de Foucault, nous discutons comment les etudiants reussissent a se conformer. Nous avons evalue la contestation des reglements par les etudiants, l’evasion des reglements comme resistance potentielle, et l’evasion des reglements comme manifestation des desirs des etudiants. Meme si les etudiants resistent les reglements, ils sont “deja pris” a l’interieur d’un language dominant qui encadre les reglements et leur application par les haut ‐ places. Ainsi, ils ont l’impression d’etre impuissants comme acteurs politiques. Mots cles: discipline, citoyennete, resistance, education secondaire","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/10.2307/20466669","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234228","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 LIFE AND COMMUNITY ECONOMIC CHALLENGE: A NEWFOUNDLAND CASE STUDY","authors":"K. Fowler","doi":"10.2307/20466634","DOIUrl":"https://doi.org/10.2307/20466634","url":null,"abstract":"This study explored changes in student attitudes toward school life following the 1992 Newfoundland groundfishery closure. Using data extracted from a provincial quality of school life (QSL) survey, means associated with students from a sample of fishing communities were compared with provincial means. Although community students had poorer perceptions of school life both before and during the fishery closure, more positive attitudes were evident after the closure, suggesting that parental job loss may have motivated children to aspire beyond their parents’ vocational achievements. However, not all communities demonstrated such a positive change. Plausible explanations for the community variability are discussed. Key words: economic crisis, quality of school life, student attitudes, fishing communities Cette etude porte sur les attitudes des eleves a l’endroit de la vie a l’ecole apres la fermeture de la peche de fond a Terre ‐ Neuve en 1992. A l’aide de donnees tirees d’un sondage provincial sur la qualite de la vie a l’ecole, des moyennes associees a des eleves provenant d’un echantillon de villages de pecheurs ont ete comparees a des moyennes provinciales. Malgre le fait que les eleves de ces villages avaient de moins bonnes perceptions de la vie a l’ecole avant et pendant la fermeture de la peche de fond, des attitudes plus positives etaient manifestes apres la fermeture, ce qui donne a penser que la perte d’emploi de leurs parents peut avoir inciter les enfants a vouloir faire autre chose dans la vie que leurs parents. Le changement n’a pas ete vecu d’une maniere aussi positive par toutes les collectivites. L’auteur fournit des explications plausibles a ces variations. Mots cles : crise economique, qualite de la vie a l’ecole, attitudes des eleves, villages de pecheurs","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/10.2307/20466634","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233498","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":"COALESCING IN COHORTS: BUILDING COALITIONS IN FIRST NATIONS EDUCATION","authors":"Dolores van der Wey","doi":"10.2307/20466676","DOIUrl":"https://doi.org/10.2307/20466676","url":null,"abstract":"Cohorts are commonly formed in Indigenous undergraduate and graduate education programs. In this article, I have examined the notion of coalition building in the context of First Nations graduate cohorts. I interviewed women from a range of cohort experiences, asking – Is intra ‐ group and inter ‐ group coalition building a priority within cohorts? From these interviews, I conclude that cohorts ought to be sites for intra ‐ group coalition work among First Nations students, and that the cohort experience should prepare students for inter ‐ group encounters as well. Key words: intra ‐ group dynamics, inter ‐ group dynamics, cross ‐ cultural com ‐ munication La formation de cohortes est une chose courante dans les programmes d ʹ education de premier et de deuxieme cycles s ʹ adressant aux autochtones. Dans cet article, l ʹ auteure examine la notion de coalition dans le contexte des cohortes de diplomes autochtones. Des entrevues effectuees aupres de femmes de diverses cohortes au sujet de leurs experiences au sein de cohortes et dans des contextes interculturels ont fait emerger une nouvelle question : la mise sur pied de coalitions intragroupe ou intergroupes est ‐ elle une priorite au sein des cohortes ? L ʹ auteure conclut que les cohortes devraient etre des lieux favorisant le travail de coalition intragroupe chez les etudiants autochtones et que l ʹ experience de la cohorte devrait aussi preparer les etudiants a des rencontres avec d ʹ autres groupes. Mots cles: dynamique intragroupe, dynamique intergroupes, communication interculturelle","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/10.2307/20466676","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234310","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}