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How Middle School Curriculum in Chongqing Portrays Chinese Socialism 重庆中学课程如何体现中国社会主义
IF 4.6
Journal of Teaching and Learning Pub Date : 2019-09-17 DOI: 10.22329/jtl.v13i1.5990
P. Miller
{"title":"How Middle School Curriculum in Chongqing Portrays Chinese Socialism","authors":"P. Miller","doi":"10.22329/jtl.v13i1.5990","DOIUrl":"https://doi.org/10.22329/jtl.v13i1.5990","url":null,"abstract":"This project is contextualized in Shijing Xu and Michael Connelly’s (2013-2020) SSHRC Partnership Grant Project, Canada-China Reciprocal Learning in Teacher Education and School Education. The goal of the SSHRC Partnership Grant Project is to compare Canadian and Chinese education in such a way that the cultural narratives of each provide frameworks for understanding and appreciating educational similarities and differences (Xu & Connelly, 2017). The overall goal centers on reciprocal learning in teacher education between Canada and China. Xu and Connelly (2017) emphasize research that focuses on centering the voices of teachers in both Canada and China. This work seeks to help the project by providing data about China’s politics curriculum to create a better understanding of China’s education system, and to gain some insight into the hopes and dreams of Chinese politics teachers.  ","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41594380","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
A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning 加拿大职前教师汉语学习对跨文化互惠学习影响的叙事探究
IF 4.6
Journal of Teaching and Learning Pub Date : 2019-09-17 DOI: 10.22329/jtl.v13i1.5991
Yu Deng
{"title":"A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning","authors":"Yu Deng","doi":"10.22329/jtl.v13i1.5991","DOIUrl":"https://doi.org/10.22329/jtl.v13i1.5991","url":null,"abstract":"Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43176124","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: 2
Reflections of an Ontario Student Teacher in Scotland: Cultural Language and Cross-Cultural Classroom Management 安大略省学生教师在苏格兰的反思:文化语言与跨文化课堂管理
IF 4.6
Journal of Teaching and Learning Pub Date : 2019-09-17 DOI: 10.22329/jtl.v13i1.5993
Alexandra Gayowsky
{"title":"Reflections of an Ontario Student Teacher in Scotland: Cultural Language and Cross-Cultural Classroom Management","authors":"Alexandra Gayowsky","doi":"10.22329/jtl.v13i1.5993","DOIUrl":"https://doi.org/10.22329/jtl.v13i1.5993","url":null,"abstract":"A new teacher in her initial teacher education (ITE) program is focused on curriculum content, classroom management and pedagogy, and this perspective does not change despite a variation in the cultural context (Hassaram, Robertson, & Garcia, 2019). “Reflections of an Ontario Student Teacher in Scotland” is a narrative of raw, qualitative reflexive data composed during a one-week period of ITE practice teaching placement in Northern Scotland (Clarà, Mauri, Colomina, & Onrubia, 2019). The English teacher-narrator identifies the language differences, comparative abilities in writing, and those one-on-one connections between student teacher and pupils that allow for a rewarding reciprocal learning experience in first year classroom management and teaching. ","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68342570","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
Introduction -- Broadening Teacher Candidates’ Horizons: An Introduction to the Teacher Education Reciprocal Learning Program 引论——拓宽教师候选人视野——教师教育互动学习计划引论
IF 4.6
Journal of Teaching and Learning Pub Date : 2019-09-16 DOI: 10.22329/jtl.v13i1.5987
Shijing Xu
{"title":"Introduction -- Broadening Teacher Candidates’ Horizons: An Introduction to the Teacher Education Reciprocal Learning Program","authors":"Shijing Xu","doi":"10.22329/jtl.v13i1.5987","DOIUrl":"https://doi.org/10.22329/jtl.v13i1.5987","url":null,"abstract":"The Teacher Education Reciprocal Learning Program (RLP) is a collaborative initiative between the University of Windsor (UW), Canada, Southwest University (SWU), China, in partnership with Greater Essex County District School Board and Chinese schools associated with SWU.  The program, founded in 2010 through SWU Teacher Education fund and UW Strategic Priority Fund with in-kind contributions from Greater Essex County District School Board, is designed to provide an exceptional experience with international engagement, to broaden teacher candidates’ horizons for a society of increasing diversity, to foster international collaboration among faculty members who are interested in cross-cultural studies and multicultural education, and to enhance the international reputation of the University of Windsor (Xu, 2011a). The RLP is one of the foundational programs which provide research contexts and settings for the Social Sciences and Humanities Research Council (SSHRC) Partnership Grant Project entitled “Reciprocal Learning in Teacher Education and School Education between Canada and China” (Xu & Connelly, 2013-2020).","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49608536","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: 2
Making Men, Making Masculinities: Canadian Masculinities across Time and Place 制造男人，制造男子气概:跨越时间和地点的加拿大男子气概
IF 4.6
Journal of Teaching and Learning Pub Date : 2019-07-30 DOI: 10.22329/jtl.v12i2.5965
Alethea Cassano
{"title":"Making Men, Making Masculinities: Canadian Masculinities across Time and Place","authors":"Alethea Cassano","doi":"10.22329/jtl.v12i2.5965","DOIUrl":"https://doi.org/10.22329/jtl.v12i2.5965","url":null,"abstract":"","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90460748","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
Transforming Conversations: Feminism and Education in Canada since 1970 转变对话:1970年以来加拿大的女权主义与教育
IF 4.6
Journal of Teaching and Learning Pub Date : 2018-12-31 DOI: 10.22329/jtl.v12i2.5950
J. Authier
{"title":"Transforming Conversations: Feminism and Education in Canada since 1970","authors":"J. Authier","doi":"10.22329/jtl.v12i2.5950","DOIUrl":"https://doi.org/10.22329/jtl.v12i2.5950","url":null,"abstract":"","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43136865","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: 2
“It Would Be Better If You Can Hang Out With Different People”: An Examination of Cross-National Interaction in Postsecondary Classrooms “如果你能和不同的人一起玩会更好”：对中学后课堂中跨民族互动的考察
IF 4.6
Journal of Teaching and Learning Pub Date : 2018-12-31 DOI: 10.22329/JTL.V12I2.4927
C. Johnstone, Diana Yefanova, Gayle Woodruff, Mary Lynn Montgomery, Barbara Kappler
{"title":"“It Would Be Better If You Can Hang Out With Different People”: An Examination of Cross-National Interaction in Postsecondary Classrooms","authors":"C. Johnstone, Diana Yefanova, Gayle Woodruff, Mary Lynn Montgomery, Barbara Kappler","doi":"10.22329/JTL.V12I2.4927","DOIUrl":"https://doi.org/10.22329/JTL.V12I2.4927","url":null,"abstract":"This study examines the motivations and experiences of international and domestic students on three U.S. campuses related to cross-national interactions within classroom settings. The study also examines the role of instructors in facilitating such interactions through individual and group interviews. Findings indicate that domestic students appreciate the global perspectives of international students related to course content. International students, in turn, appreciate the “real world” perspectives that domestic students provide about the US (but do not necessarily find value in their content-related comments). The implications of this study are that cross-national interactions have different meanings for different stakeholders (i.e., some perceive to benefit academically while others perceive to benefit culturally). The implications of this study relate to how instructors structure student interactions and what might be reasonable outcomes for students in international groups in postsecondary classrooms. ","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44715713","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
Challenges and Possibilities of Scaffolding Critical Reflection and Cultural Responsiveness for Pre-Service Special Educators 职前特殊教育工作者脚手架式批判性反思与文化回应的挑战与可能性
IF 4.6
Journal of Teaching and Learning Pub Date : 2018-12-31 DOI: 10.22329/JTL.V12I2.5767
Bindiya Hassaram, Phyllis M. Robertson, Shernaz B. García
{"title":"Challenges and Possibilities of Scaffolding Critical Reflection and Cultural Responsiveness for Pre-Service Special Educators","authors":"Bindiya Hassaram, Phyllis M. Robertson, Shernaz B. García","doi":"10.22329/JTL.V12I2.5767","DOIUrl":"https://doi.org/10.22329/JTL.V12I2.5767","url":null,"abstract":"Given the nature of their responsibilities in field-based settings, university supervisors play an important role in preparing pre-service teachers to become culturally responsive and critically reflective special educators. However, supervisors themselves may not have the experience and training necessary to do so, and limited guidance is available regarding effective mentorship practices to foster implementation of culturally and linguistically responsive pedagogy (CLRP) and critical reflection. This exploratory qualitative study examined how three supervisors engaged in post-observation conferences with their student teachers to promote critical reflection about CLRP using content and discourses analyses. Findings indicated that, although student teachers engaged in discussions about CLRP and were able to critically self-reflect, supervisors were unable to facilitate critical reflection vis-à-vis institutional practices and systemic bias. Theoretical and practical implications for supervision of practicum experiences in pre-service teacher education programs are offered. ","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47474861","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: 2
The Effects of Holistic Diagnostic Feedback Intervention on Improving Struggling Readers’ Reading Skills 整体诊断反馈干预对提高困难读者阅读技能的影响
IF 4.6
Journal of Teaching and Learning Pub Date : 2018-12-31 DOI: 10.22329/JTL.V12I2.5105
Edith Van der Boom, E. Jang
{"title":"The Effects of Holistic Diagnostic Feedback Intervention on Improving Struggling Readers’ Reading Skills","authors":"Edith Van der Boom, E. Jang","doi":"10.22329/JTL.V12I2.5105","DOIUrl":"https://doi.org/10.22329/JTL.V12I2.5105","url":null,"abstract":"The present study examined ways in which young readers respond to customized diagnostic feedback interventions. Individualized feedback and intervention support were provided to six junior elementary students whose profiles were developed based on multiple data sources which considered students’ interests, learning preferences, and reading readiness levels. A multiple case study approach was applied to examine how each of the students uniquely responded to the diagnostic feedback intervention. The study findings show that providing students with individualized feedback that is skill-based and provides strategies to target chosen areas gives them a far greater understanding of their strengths and weaknesses and how to best target these areas over simply providing an achievement level. Assessment which informs students’ current skills of reading comprehension can support students’ learning. Intervention that moves between teacher and student allows for the adjustment of students’ cognitive and metacognitive processes. Providing students with skills and strategies through feedback allows them to increase their self-regulation and motivation to learn. ","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44350145","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: 4
Code Breaker: Increase Creativity, Remix Assessment, and Develop a Class of Coder Ninjas! 代码破坏者:增加创造力，重新组合评估，并开发一类编码忍者!
IF 4.6
Journal of Teaching and Learning Pub Date : 2018-11-21 DOI: 10.22329/jtl.v12i1.5544
Deanna Marie Pecaski McLennan
{"title":"Code Breaker: Increase Creativity, Remix Assessment, and Develop a Class of Coder Ninjas!","authors":"Deanna Marie Pecaski McLennan","doi":"10.22329/jtl.v12i1.5544","DOIUrl":"https://doi.org/10.22329/jtl.v12i1.5544","url":null,"abstract":"","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2018-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83563665","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: 2
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