Journal of Teaching and Learning最新文献_第2页

Right to Read Implies Opportunity to Read 阅读权意味着阅读的机会

IF 4.6

Journal of Teaching and Learning Pub Date : 2023-06-16 DOI: 10.22329/jtl.v17i1.7950

J. Cummins

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引用次数: 0

Reconciliation Through Education 通过教育实现和解

IF 4.6

Journal of Teaching and Learning Pub Date : 2023-06-16 DOI: 10.22329/jtl.v17i1.7913

Yvonne Poitras Pratt, Sulyn Bodnaresko

引用次数: 0

The Impact of COVID-19 on Instruction for and the Implementation of Quebec’s Sexual Health Curriculum COVID-19对魁北克省性健康课程教学和实施的影响

IF 4.6

Journal of Teaching and Learning Pub Date : 2023-06-16 DOI: 10.22329/jtl.v17i1.7882

Enoch Leung, Katja Kathol, Tara Flanagan

{"title":"The Impact of COVID-19 on Instruction for and the Implementation of Quebec’s Sexual Health Curriculum","authors":"Enoch Leung, Katja Kathol, Tara Flanagan","doi":"10.22329/jtl.v17i1.7882","DOIUrl":"https://doi.org/10.22329/jtl.v17i1.7882","url":null,"abstract":"In March 2020, the COVID-19 pandemic necessitated school closures across Quebec. Educators shifted to online learning and complied with COVID-19 safety measures for in-person teaching, impacting the implementation of Quebec’s Sexuality Education program. Drawing on responses from a sample of 165 in-service teachers working in English school boards across Quebec, this study discusses the challenges that characterized teaching sexual health education (SHE) during the COVID-19 pandemic. The data analyzed in this study consist of teachers’ responses to one qualitative question: How has the COVID-19 situation affected your teaching and incorporation of Quebec’s comprehensive sexual health education curriculum in your classroom? The results indicate that educators taught less SHE during the COVID-19 pandemic due to a lack of time and other core curriculum subjects taking precedence. Other challenges were present, including a lack of clarity from school administrators on how SHE should be implemented, reduced ability to supplement SHE classes with guest speakers, difficulty facilitating discussions due to students’ home environments, and decreased student engagement. Despite these barriers, teachers felt that teaching SHE during the COVID-19 pandemic was important and expressed the need for more pedagogical development and training opportunities to improve SHE both online and in person.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46309163","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: 1

Inclusive Teaching: Strategies for Promoting Equity in the College Classroom 全纳教学:促进大学课堂公平的策略

Journal of Teaching and Learning Pub Date : 2023-06-16 DOI: 10.22329/jtl.v17i1.7467

None Leslie M. Boon

引用次数: 0

The Responsibilities of Historical Inheritance, in Education and Beyond 历史传承的责任，在教育及其他领域

Journal of Teaching and Learning Pub Date : 2023-06-16 DOI: 10.22329/jtl.v17i1.8075

Lana Parker

引用次数: 0

Social-Emotional Learning for Teachers 教师的社会情感学习

IF 4.6

Journal of Teaching and Learning Pub Date : 2023-06-16 DOI: 10.22329/jtl.v17i1.7001

Madora Soutter

引用次数: 0

Embracing a Trauma-Sensitive Approach 采用对创伤敏感的方法

IF 4.6

Journal of Teaching and Learning Pub Date : 2023-06-16 DOI: 10.22329/jtl.v17i1.7274

Amy Ballin

{"title":"Embracing a Trauma-Sensitive Approach","authors":"Amy Ballin","doi":"10.22329/jtl.v17i1.7274","DOIUrl":"https://doi.org/10.22329/jtl.v17i1.7274","url":null,"abstract":"One pathway to creating more equitable schooling is through schools becoming trauma sensitive. Students exposed to trauma are more likely to struggle in school compared to their non-trauma-exposed peers. Changing the school environment allows trauma-exposed students more opportunities to access academics. This qualitative study explores the practices and strategies employed by one elementary school (K–5) to become trauma sensitive. Based on the data, five subthemes emerged that coalesce around the overarching theme of creating a caring community to achieve a trauma-sensitive school. For the purposes of this study, a caring community is defined as a group of people sharing a common workplace who have a true interest in the well-being of others in the community. The five subthemes include (1) the faculty’s commitment to creating a safe school, (2) intentional school design to foster support (covered in Ballin, 2022), (3) a commitment to engaging families, (4) a desire to make school fun, and (5) the principal’s support of the school community. By embracing practices aligned with trauma-sensitive schooling, this small school changed the learning environment to give more children chances for success despite current and past traumatic experiences.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47388348","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

Stones from a Glasshouse 温室里的石头

Journal of Teaching and Learning Pub Date : 2023-06-16 DOI: 10.22329/jtl.v17i1.7426

Joe Stouffer, Janice Van Dyke

{"title":"Stones from a Glasshouse","authors":"Joe Stouffer, Janice Van Dyke","doi":"10.22329/jtl.v17i1.7426","DOIUrl":"https://doi.org/10.22329/jtl.v17i1.7426","url":null,"abstract":"The Ontario Human Rights Commission’s (OHCR) Right to Read Report calls for school districts to implement early literacy interventions that have been scientifically proven to be effective for young children with reading difficulties. The acknowledgment of early intervention as an essential service for young children experiencing reading difficulties is a strong and welcome message in the report. However, the report recommends a narrow course for reading interventions in Ontario, drawing on discourse from the Science of Reading community, which questionably frames current interventions, such as Reading Recovery, as unscientific, ineffective commercial programs. In this response, the authors contest the one-sidedness of these recommendations based on a paradox in the report between what constitutes an effective early literacy intervention supported by science and the standards for effectiveness the OHRC requires of interventions it endorses versus those it discredits. Rather than dismissing one approach or the other outright, a call is made for school leadership to consider broader reading science and the strengths of various approaches instead of narrowing the menu of effective literacy interventions that may support diverse learners.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135621162","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

Teachers Learning Classroom Sociology and Social Justice in Primary Education 小学教育中教师学习课堂社会学与社会正义

Journal of Teaching and Learning Pub Date : 2023-06-16 DOI: 10.22329/jtl.v17i1.7172

Büşra Tombak İlhan, Bülent Alcı, Dilek Güven-Hastürk

{"title":"Teachers Learning Classroom Sociology and Social Justice in Primary Education","authors":"Büşra Tombak İlhan, Bülent Alcı, Dilek Güven-Hastürk","doi":"10.22329/jtl.v17i1.7172","DOIUrl":"https://doi.org/10.22329/jtl.v17i1.7172","url":null,"abstract":"Classroom sociology is a powerful discipline that helps students develop a sense of identity, achieve success, and experience well-being while building a strong community in the classroom. Teachers who can see beneath the surface and are aware of classroom sociology create a better and more just learning environment for learners, especially in primary education. This study focuses on improving teachers’ classroom sociology and social justice awareness. Researchers designed a four-week in-service classroom sociology program for primary school teachers. The program aimed to improve the teachers’ awareness and behaviours in terms of classroom sociology and social justice. This applied research was conducted using an in-service program intervention with 12 primary school teacher participants. Data was collected from in-class observations, teacher ethnography notes, participant evaluations, and classroom observations. Initially, participants were more focused on academic performance and teaching routines and largely ignored the social context of the classroom. At the end of the study, teacher participants’ awareness of classroom sociology and social justice increased, and both their attitudes towards their students and their teaching methods changed in a positive manner.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135621161","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

Review World-Centred Education: A View for the Present 回顾以世界为中心的教育：当代视野

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-12-27 DOI: 10.22329/jtl.v16i3.7787

Chris Maas geesteranus

引用次数: 0