Canadian Journal of Educational Administration and Policy最新文献_第2页

Incidence de la COVID-19 sur la gestion et le leadership des équipes de direction d’établissements scolaires en milieux francophones minoritaires dans l’Ouest canadien COVID-19 对加拿大西部法语少数民族社区学校管理团队的管理和领导的影响

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-12-21 DOI: 10.7202/1108433ar

J. Rocque, Cindy Côté

{"title":"Incidence de la COVID-19 sur la gestion et le leadership des équipes de direction d’établissements scolaires en milieux francophones minoritaires dans l’Ouest canadien","authors":"J. Rocque, Cindy Côté","doi":"10.7202/1108433ar","DOIUrl":"https://doi.org/10.7202/1108433ar","url":null,"abstract":"This article presents results from a collaborative action research study involving school leadership teams from Francophone minority settings in Western Canada. It is from these practitioners’ (n=63) points of view that a comparative picture of the impact of COVID-19 on the management and leadership practises during this extraordinary health crisis is drawn. These management teams’ tasks are presented according to the theoretical concepts of management and leadership and then particular considerations during this crisis context are discussed. The questionnaire focused on the elements of management, on the relationships between the stakeholders and on the health and well-being of the management teams. Herein, only the results of the first two aspects of the questionnaire are presented and discussed. Results reveal a strong consensus around management and leadership functions associated with the need to preserve and support staff well-being, ensure regular and constant communication, encourage and motivate teachers, and revise schedules to ensure the proper functioning of the school.Certain characteristics were found to influence certain results, such as positions held, gender, and location and size of schools. The nature of the relationships between some stakeholders, particularly the departments of Education and members of the management teams during the pandemic, were noticeably adversely impacted compared to others. The support received from staff, co-workers, family, and close friends more than made up for the shortcomings elsewhere.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"59 11","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952978","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}

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L’accompagnement dans un contexte de réforme de la gouvernance et de pilotage par les résultats en Fédération Wallonie-Bruxelles : facteurs favorables à l’accès au réel de l’activité des directeurs 在瓦隆-布鲁塞尔联邦治理改革和以结果为导向的背景下提供支持：有利于了解董事实际活动的因素

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-12-21 DOI: 10.7202/1108431ar

Sandrine Lothaire, F. Renard, Valérie Duvivier

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Is it Too Optimistic to Assume Light Touch Interventions can Improve Educational Workers’ Wellbeing? Insights from a Field Randomized Control Trial in Canada 假设轻触式干预可以改善教育工作者的福祉是否过于乐观？加拿大实地随机对照试验的启示

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-12-21 DOI: 10.7202/1108430ar

Emily E. Larson, Yihan Xu, Philip Oreopoulous, Sasha Tregebov

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School Principals’ Work Intensification and Resilience: A Call for Structural Change 校长的工作强度和应变能力：呼吁结构改革

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-12-21 DOI: 10.7202/1108429ar

Katina Pollock, Ruth Nielsen, Shankar Singh

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Creating Visionaries Through Positive Leadership: Shifting Educational Paradigms Towards Strengths 通过积极领导培养远见卓识之士：教育范式向优势转变

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-12-21 DOI: 10.7202/1108434ar

Melissa Dockrill Garrett

{"title":"Creating Visionaries Through Positive Leadership: Shifting Educational Paradigms Towards Strengths","authors":"Melissa Dockrill Garrett","doi":"10.7202/1108434ar","DOIUrl":"https://doi.org/10.7202/1108434ar","url":null,"abstract":"Elements of strength-based pedagogy are evident in current practices being implemented in Canadian schools as well as internationally. Classroom teachers appreciate the importance of creating a positive learning environment for students where the latter feel a sense of belonging, choice, and self-efficacy toward their learning (Deci & Ryan, 2008; Rickabaugh, 2016). While many educators apply such practices at the classroom level, strength-focused pedagogies can be organized through the conceptualization of a unifying framework. Building on research which proposed a dual-dimensional approach to student support services, this article explores the role of school leadership in shifting a school’s culture toward one that values, identifies, and leverages the strengths of students and educators to promote flourishing within their schools. Employing an Appreciative Inquiry action research design (Cooperrider et al., 2000; Stowell, 2012) to engage research participants, this study used Keyes’ (2002) dual-dimensional model as a lens through which to investigate the application of strength-based concepts and practices within school and classroom settings.An Appreciative Inquiry (AI) Action Research Design (Stowell, 2012; Cooperrider et al., 2000) was used to engage research participants, using Keyes’ dual-dimensional model (Keyes, 2002) as a lens through which to investigate the use of strength-based concepts and practices within school and classroom settings.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"66 8","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138951369","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}

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Canadian Music Teachers’ Burnout and Resilience Through the Second Wave of the COVID-19 Pandemic 加拿大音乐教师在第二波 COVID-19 大流行中的职业倦怠和复原力

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-12-21 DOI: 10.7202/1108435ar

Jordan Laidlaw

{"title":"Canadian Music Teachers’ Burnout and Resilience Through the Second Wave of the COVID-19 Pandemic","authors":"Jordan Laidlaw","doi":"10.7202/1108435ar","DOIUrl":"https://doi.org/10.7202/1108435ar","url":null,"abstract":"The COVID-19 pandemic globally impacted teachers’ wellbeing as they adjusted their practices to accommodate physical distancing, online learning, and hybrid models. Coinciding these changes, music teachers were impacted by local health regulations and school divisional policy revisions prohibiting singing and playing wind instruments indoors. Consequently, music teachers were required to abruptly change their practice, were displaced to alternative locations (e.g., gymnasiums), and/or were required to use travelling carts to teach. Research into the impacts that COVID-19 policy changes had on school music remains limited in Canadian contexts. To provide insight into this phenomenon, the research question was formulated: “What are music teachers’ perspectives on how the COVID-19 pandemic impacted their sense of wellbeing?” To facilitate the inquiry, a mixed-methods approach was utilized via an online attitudinal survey, a questionnaire, and focus group discussions. In total, 218 music teachers across Manitoba, Canada participated in the online survey and completed the questionnaire while 21 music teachers participated in focus group discussions. Findings demonstrated that music teachers experienced significantly strenuous working conditions throughout the pandemic, resulting in many teachers considering early retirement or resignation. Despite these challenges, music teachers demonstrated considerable resilience as they navigated the educational landscape in the province.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"9 4","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138951922","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}

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Assessment in Saskatchewan: Examining Provincial Approaches to Contemporary Assessment Principles through School Division Administrative Policies 萨斯喀彻温省的评估：通过学校划分行政政策考察省级对当代评估原则的方法

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-05-26 DOI: 10.7202/1099979ar

Cristyne Hébert, Kent LeNouail

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Climate Change Education within Canada’s Regional Curricula: A Systematic Review of Gaps and Opportunities 加拿大区域课程中的气候变化教育:对差距和机会的系统回顾

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-05-26 DOI: 10.7202/1099989ar

Ellen Field, Gia Spiropoulos, Anh Thu Nguyen, R. K. Grewal

{"title":"Climate Change Education within Canada’s Regional Curricula: A Systematic Review of Gaps and Opportunities","authors":"Ellen Field, Gia Spiropoulos, Anh Thu Nguyen, R. K. Grewal","doi":"10.7202/1099989ar","DOIUrl":"https://doi.org/10.7202/1099989ar","url":null,"abstract":"This paper reports on curriculum analysis of climate change expectations in Canada’s provincial curricula. The research is focused on curriculum policy in Canadian provinces; however, it pertains to an international audience as Article 12 of the Paris Agreement, the international treaty on climate mitigation, adaptation and finance, calls for signatories to “enhance climate change education,” and the United Nations Educational, Scientific and Cultural Organization (UNESCO) have called for environmental education to be a core curriculum component by 2025, which will require all countries to evaluate and improve their curricula globally. Curriculum policy within Canada has not yet been aligned with these policy calls, and our analysis showed fractured and uneven inclusion of climate change. Data findings present explicit climate change education curriculum expectations for each province according to grade, subject, and mandatory versus elective courses. The review shows uneven inclusion of climate change topics, themes, and units within grade 7 – 12 curricula, with most expectations occurring in elective senior secondary courses. A second level of analysis with a ranking tool indicates shallow inclusion. The paper concludes with recommendations for addressing gaps.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43482804","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}

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Le travail de direction d’établissement scolaire examiné à travers des objets. Les plans d’aide individualisée en Ontario, au Québec, en France et en Belgique 通过对象考察学校管理工作。安大略、魁北克、法国和比利时的个人援助计划

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-05-26 DOI: 10.7202/1099985ar

Nathalie Bélanger

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Learning Leadership: Leading Growth in a Transactional System 学习型领导：交易系统中的领导成长

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-05-26 DOI: 10.7202/1099981ar

Kevin R. Wood

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