Journal of Teaching and Learning最新文献_第5页

The Rise in Demand for Special Education in Ontario, Canada: A Focus on French-Language Schools 加拿大安大略省对特殊教育需求的增长：关注法语学校

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-04-27 DOI: 10.22329/jtl.v16i1.6578

Lindsey S. Jaber, Brittany Guenot

{"title":"The Rise in Demand for Special Education in Ontario, Canada: A Focus on French-Language Schools","authors":"Lindsey S. Jaber, Brittany Guenot","doi":"10.22329/jtl.v16i1.6578","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.6578","url":null,"abstract":"Over the past several decades, teachers have been increasingly challenged with a greater diversity of learning profiles within their classrooms. Historically, within Ontario, Canada, students who did not learn effectively through traditional methods were labelled and separated into alternate learning environments. Legislation and policy transformation have resulted in greater inclusion and stigma reduction. Changes to formal and informal identification processes have also increased the number of students accessing special education services. This conceptual paper examines the challenges arising from students’ changing learning needs, with a specific focus on the French classroom. Issues related to the Individual Education Plan, the formal identification processes, and the inconsistency inherent to special education terminology and teachers’ preparation concerning differentiated learning and resources in special education are explored. Further, employing Katz and colleagues’ (Hymel & Katz, 2019; Katz, 2013; Katz & Sokal, 2016) three-block model of universal design for an inclusive classroom as a framework, a case study from a French-language secondary school in Ontario, Canada, is examined to determine systemic gaps that need to be addressed to achieve the goal of fully inclusive classrooms that promote successful learning experiences for all students.\u0000 ","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48758378","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

Ontario Human Rights Commission Right to Read Report: Sincere, Passionate, Flawed 安大略省人权委员会阅读权报告:真诚、热情、有缺陷

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-04-27 DOI: 10.22329/jtl.v16i1.7279

J. Cummins

{"title":"Ontario Human Rights Commission Right to Read Report: Sincere, Passionate, Flawed","authors":"J. Cummins","doi":"10.22329/jtl.v16i1.7279","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.7279","url":null,"abstract":"The Right to Read report highlights the fact that children who experience dyslexia are not being adequately supported in Ontario schools. The report’s call for the establishment of a more effective identification and intervention infrastructure within the school system is timely and persuasive. Unfortunately, the Right to Read report advances two unsubstantiated claims to explain the reading difficulties some children experience in the early grades. Specifically, it argues that Ontario schools are failing to teach reading skills effectively for all students, not just those with specific reading disabilities. Second, it attributes this general failure to the fact that most Ontario schools implement a balanced approach to reading instruction, which the report claims, pays insufficient attention to teaching sound/letter correspondences in a systematic, explicit, and intensive way. Neither of these claims is supported by the scientific data. Ontario students are consistently among the top performers in cross-Canada and international comparisons of reading performance. Furthermore, the empirical research is fully consistent with the implementation of a balanced or contextualized approach to literacy instruction that integrates the teaching of sound/symbol relationships with a more general commitment to immerse children into a literacy-rich instructional environment.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46755414","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

Lessons from Grandfather 祖父的教诲

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-04-27 DOI: 10.22329/jtl.v16i1.6915

T. Orasi

{"title":"Lessons from Grandfather","authors":"T. Orasi","doi":"10.22329/jtl.v16i1.6915","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.6915","url":null,"abstract":"This mixed media painting is part of a series of personal phenomenological inquiries into the learning made uniquely possible by art-making practices during the COVID-19 pandemic. In the process of making of this multilayered piece, I contemplated my evolving identity as an educator and artist-researcher while reflecting on the value of the arts for deep critical reflection, meaning-making, and epistemic noticing in times of crisis. Among the many layers that make up this piece are collaged pages from an old teacher education textbook, handwritten excerpts from a personal journal I kept during this time, and pressed, dried flowers that were given to me by my grandfather many years ago. The emergent themes that evolved from the analysis of this work included the importance of art-making as a diagnostic tool to recognize diseased ways of being in the world; how art-making enables deeper forms of symbolism and metaphor to offer lessons for moving forward with wonder despite the precariousness of current times; and a pathway to reconnection with the wisdom and lessons from my late grandfather. As a method for critical pedagogical reflection, artistic practices can connect us more deeply to ourselves, our teaching practices, and each other and can do so in times of profound disruption, trauma, and change, providing an alternate text to express the lived experience.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47436538","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

School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers 学校环境与新生学业坚持:教师与同伴的角色

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-04-27 DOI: 10.22329/jtl.v16i1.6878

Reza Nakhaie, Howard Ramos, Fatima Fakih

{"title":"School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers","authors":"Reza Nakhaie, Howard Ramos, Fatima Fakih","doi":"10.22329/jtl.v16i1.6878","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.6878","url":null,"abstract":"This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students’ openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents’ academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth’s educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants’ country of origin, respect them, and interact with them.\u0000 \u0000 ","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47699607","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

Exploring How Ontario Teachers Adapted to Learn-at-Home Initiatives During COVID-19 探索新冠肺炎期间安大略省教师如何适应在家学习计划

IF 4.6

Journal of Teaching and Learning Pub Date : 2021-08-16 DOI: 10.22329/JTL.V15I2.6726

Amanda Cooper, Kristy Timmons, Stephen MacGregor

引用次数: 6

The End of Innocence 纯真的终点

IF 4.6

Journal of Teaching and Learning Pub Date : 2021-08-16 DOI: 10.22329/JTL.V15I2.6724

Julie C. Garlen

引用次数: 3

Children, Schooling, and COVID-19 儿童、上学与新冠肺炎

IF 4.6

Journal of Teaching and Learning Pub Date : 2021-08-16 DOI: 10.22329/JTL.V15I2.6663

Chloë Brushwood Rose, M. Bimm

引用次数: 3

Building a Plane While Flying 边飞边造飞机

IF 4.6

Journal of Teaching and Learning Pub Date : 2021-08-16 DOI: 10.22329/JTL.V15I2.6725

Beyhan Farhadi, Sue Winton

引用次数: 1

Maintaining Equitable and Inclusive Classroom Communities Online During the COVID-19 Pandemic 在2019冠状病毒病大流行期间保持公平和包容的在线课堂社区

IF 4.6

Journal of Teaching and Learning Pub Date : 2021-08-16 DOI: 10.22329/JTL.V15I2.6683

S. Barrett

引用次数: 3

Schooling, Interrupted 教育,打断了

IF 4.6

Journal of Teaching and Learning Pub Date : 2021-08-16 DOI: 10.22329/JTL.V15I2.6722

Jennifer Thompson, S. Fraser, I. Archambault, N. Beauregard, V. Dupéré, K. Frohlich

{"title":"Schooling, Interrupted","authors":"Jennifer Thompson, S. Fraser, I. Archambault, N. Beauregard, V. Dupéré, K. Frohlich","doi":"10.22329/JTL.V15I2.6722","DOIUrl":"https://doi.org/10.22329/JTL.V15I2.6722","url":null,"abstract":"Among the concerns about youth wellbeing during the COVID-19 pandemic, one well-documented impact is youth motivation, particularly in relation to schooling. Yet many questions remain: How are youth experiencing motivation? What factors affect their motivation? How are youth differentially experiencing motivation? This article addresses young people’s experiences of motivation during the first wave of the pandemic as explored through participatory visual research. In Spring 2020, the Quebec private and public secondary school systems responded very differently to school closures. Private schools pivoted to distance learning within about two weeks, whereas public schools took almost two months to provide formal instruction. Bringing youth’s accounts of motivation into conversation with youth’s concerns about the inequities across the private and public school systems offers a rich opportunity to revisit Self-Determination Theory as an established theory of motivation. Youth’s analyses urge us to revisit the conceptualization of “structure” within this theory and how structure might offer a junction for accounting for more macrostructural inequalities within motivation research.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45865270","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