发布求助
文献互助 智能选刊 最新文献

McGill Journal of Education最新文献

筛选
英文 中文
Mise à l’épreuve d’un modèle interactionniste d’enseignement explicite des stratégies d’écriture 测试写作策略显性教学的互动模式
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1108998ar
Érick Falardeau, Marie-Andrée Lord, Marion Sauvaire
{"title":"Mise à l’épreuve d’un modèle interactionniste d’enseignement explicite des stratégies d’écriture","authors":"Érick Falardeau, Marie-Andrée Lord, Marion Sauvaire","doi":"10.7202/1108998ar","DOIUrl":"https://doi.org/10.7202/1108998ar","url":null,"abstract":"Our research aims to build an interactionist model of explicit teaching of writing strategies for the primary and secondary levels adapted to Quebecois programs. The objective of this contribution is to present this model, implementation results, as well as the limits inherent in implementing explicit teaching on a large scale, particularly in the field of writing. Starting with a critique of behaviourist models of explicit teaching, we show how numerous researchers have adapted this pedagogical model to competency-based approaches, anchoring their work in cognitivist and socioconstructivist theories. The results obtained through our experimentations bring forward a reflection on the conditions that can facilitate the successful implementation of explicit teaching.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481722","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
Revue systématique : stratégies d’intervention des enseignants auprès des élèves ayant des besoins particuliers en situation d’intimidation 系统综述：针对欺凌情况下有特殊需求学生的教师干预策略
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1109007ar
Kelly Tremblay, M. Poulin, Fanny-Alexandra Guimond
{"title":"Revue systématique : stratégies d’intervention des enseignants auprès des élèves ayant des besoins particuliers en situation d’intimidation","authors":"Kelly Tremblay, M. Poulin, Fanny-Alexandra Guimond","doi":"10.7202/1109007ar","DOIUrl":"https://doi.org/10.7202/1109007ar","url":null,"abstract":"Bullying in primary schools is a concern, especially for students with special needs. Despite the implementation of preventative programmes, teachers are lacking intervention strategies. This review focuses on teachers’ interventions in bullying situations experienced by students with special needs and their effects on bullying and victimization rates. Four databases were searched for a total of 417 articles. Ten of these articles (2008 to 2019) were selected and none report results specific to students with special needs. Teachers prioritize strategies that are not supported by research, such as punishment. The results are discussed in relation to research and real-live needs.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485711","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
Évaluer des apprentissages au secondaire en équipe collaborative 在协作团队中评估中学学习情况
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1109001ar
A. Moreau, Nancy Granger, Frédérique Gingras, Cynthia Lavoie Vezeau
{"title":"Évaluer des apprentissages au secondaire en équipe collaborative","authors":"A. Moreau, Nancy Granger, Frédérique Gingras, Cynthia Lavoie Vezeau","doi":"10.7202/1109001ar","DOIUrl":"https://doi.org/10.7202/1109001ar","url":null,"abstract":"This article presents a praxeological expost facto study with secondary school teachers working in interdisciplinary teams and wanting to improve their learning assessment practices. We specify the factors that helped to sustain new teaching practices one year after the end of a project aimed at implementing collaborative team functioning and highlight success factors for students with literacy difficulties. Data collected with five teachers enabled us to describe a renewed practice of learning assessment, including the use of a coding tool. We discuss issues that may help or hinder the drive for sustainable changes in learning assessment practices and raise avenues for future research. The study contributes an illustration of a learning assessment practice relevant for both teachers and learners.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481671","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
Performance organisationnelle : le rôle du sentiment d’efficacité personnelle des enseignants 组织绩效：教师自我效能感的作用
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1109005ar
Alice Levasseur, L. Clément
{"title":"Performance organisationnelle : le rôle du sentiment d’efficacité personnelle des enseignants","authors":"Alice Levasseur, L. Clément","doi":"10.7202/1109005ar","DOIUrl":"https://doi.org/10.7202/1109005ar","url":null,"abstract":"This study examines the distinct and complementary roles of the components of teachers’ sense of personal efficacy (SPE) (instructional strategies deployment, classroom management, student engagement) in relation to their organizational performance (subjective performance, organizational citizenship behaviours individuals [OCBI] and organizations [OCBO]). Data were collected from 250 college teachers in Quebec. The results of the analyses show that only the instructional strategies deployment component of the SPE predict a single component of performance, namely OCBI. The study’s findings support the separate study of SPE components in relation to teachers’ organizational performance, as they do have distinct and complementary roles on organizational performance.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485851","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
Rencontre entre l’enseignant de deuxième carrière et son établissement scolaire : un mariage sans idylle 第二职业教师与他的学校：没有浪漫的婚姻
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1109003ar
Thibault Coppe, Virginie März, I. Raemdonck
{"title":"Rencontre entre l’enseignant de deuxième carrière et son établissement scolaire : un mariage sans idylle","authors":"Thibault Coppe, Virginie März, I. Raemdonck","doi":"10.7202/1109003ar","DOIUrl":"https://doi.org/10.7202/1109003ar","url":null,"abstract":"This contribution documents the professional integration of novice second-career teachers working in technical and vocational schools. We studied the experiences of this particular population of teachers through a qualitative study design with seven participants. The results highlight the harshness, difficulty, and complexity of this process. They experience institutional, organizational, and individual difficulties. In particular, the familiarization with the school as a new workplace is experienced as a complex process. The conclusions of the study provide insights on the consequences of the legal framework regulating access for second-career teachers to the teaching profession and the necessary training and support for these kinds of teachers.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482114","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
Éditorial 编辑
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1108993ar
A. Lanoix, Émilie Tremblay-Wragg, K. Péloquin
{"title":"Éditorial","authors":"A. Lanoix, Émilie Tremblay-Wragg, K. Péloquin","doi":"10.7202/1108993ar","DOIUrl":"https://doi.org/10.7202/1108993ar","url":null,"abstract":"","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484587","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
Le plan d’intervention influence-t-il l’implication des parents auprès des élèves en difficulté ? Étude comparative selon les perspectives des parents 个人教育计划是否会影响家长对有特殊需要学生的参与？基于家长观点的比较研究
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1108996ar
Enkeleda Arapi, Philippe Tremblay, S. Larivée
{"title":"Le plan d’intervention influence-t-il l’implication des parents auprès des élèves en difficulté ? Étude comparative selon les perspectives des parents","authors":"Enkeleda Arapi, Philippe Tremblay, S. Larivée","doi":"10.7202/1108996ar","DOIUrl":"https://doi.org/10.7202/1108996ar","url":null,"abstract":"The individualized education plan is a pedagogical tool designed to support the educational progress of pupils with difficulties. To be relevant, the implementation of the intervention plan must involve the parents. The objective of this paper is to compare the forms of parental involvement with primary school pupils with and without an intervention plan. A comparative quantitative and qualitative analysis is carried out on the dimensions of parental involvement and parents’ perceptions of the school-family-community relationship with 108 parents. The results indicate that the intervention plan does not bring significant differences in the forms of parental implication.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481010","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
La planification dans l’action : les trois actions du personnel enseignant pour planifier une activité maker 行动规划：教师规划创客活动的三个行动
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1109000ar
Jean-Luc Ciocca, Megan Cotnam-Kappel
{"title":"La planification dans l’action : les trois actions du personnel enseignant pour planifier une activité maker","authors":"Jean-Luc Ciocca, Megan Cotnam-Kappel","doi":"10.7202/1109000ar","DOIUrl":"https://doi.org/10.7202/1109000ar","url":null,"abstract":"The article explores how teachers in francophone Ontarian schools conceptualize the planning of a Maker activity. Anchored in the do-it-yourself tradition, the unprecedented enthusiasm in education for this type of activity raises certain planning challenges and issues. The results of our qualitative analyses of interviews with two teachers (6th grade and 11th grade technical) underscore that teachers undertake three actions when planning a Maker activity: 1) create a Maker community spirit; 2) implement a Maker mentality through actions; and 3) adopt a planning-in-action approach. Our research underscores that a form of planning that we define as planning-in-action seems specific to Maker activities in a classroom at the primary or secondary level.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483960","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
Le concept de représentations professionnelles : l’exemple des préceptrices sages-femmes 专业代表的概念：以助产士实习生为例
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1109008ar
Josée Lafrance
{"title":"Le concept de représentations professionnelles : l’exemple des préceptrices sages-femmes","authors":"Josée Lafrance","doi":"10.7202/1109008ar","DOIUrl":"https://doi.org/10.7202/1109008ar","url":null,"abstract":"University level midwifery education programs include theoretical contents and practical experiences. In Quebec (Canada), a practising midwife, called preceptor, is responsible for supervising students in the clinical setting. The aim of this paper is to present the concept of professional representations to all professionals who contribute to the practical education of students. In order to do so, numerous texts support the explanations on preceptorship and the concept of professional representations. This concept is presented in relation to midwifery, but more specifically using the example of preceptorship in midwifery training. The concept of professional representations is presented according to its functions, its content, and its levels of analysis.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483295","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
Les pratiques de gestion de classe des enseignants : efficacité perçue par les élèves présentant des difficultés comportementales 教师的课堂管理实践：有行为障碍的学生眼中的有效性
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1108997ar
Vincent Bernier, N. Gaudreau, Line Massé
{"title":"Les pratiques de gestion de classe des enseignants : efficacité perçue par les élèves présentant des difficultés comportementales","authors":"Vincent Bernier, N. Gaudreau, Line Massé","doi":"10.7202/1108997ar","DOIUrl":"https://doi.org/10.7202/1108997ar","url":null,"abstract":"This article discusses the perceptions of students with emotional and behavioral difficulties (EBD) regarding the effectiveness of teachers’ classroom management practices. The interviews with fourteen PDC students enrolled in secondary school special class were analyzed using a qualitative thematic analysis approach. Based on the model of the five components of classroom management, the results offer an unprecedented perspective on classroom management and reveal a large inventory of practices perceived effective by participants to manage the classroom. They also reveal that the type of school attended and attitudes towards it particularly influence their perceptions. Finally, the perceptions of students with EBD are quite consistent with the practices recommended by research in the field.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482795","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
下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信