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La collaboration intersectorielle en soutien aux pratiques éducatives inclusives, qu’en pensent les milieux de garde ? 日托中心如何看待跨部门合作支持全纳教育实践？
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1109006ar
Anne-Marie Paquet, Carmen Dionne, M. Rousseau, Colombe Lemire, Annie-Claude Dubé
{"title":"La collaboration intersectorielle en soutien aux pratiques éducatives inclusives, qu’en pensent les milieux de garde ?","authors":"Anne-Marie Paquet, Carmen Dionne, M. Rousseau, Colombe Lemire, Annie-Claude Dubé","doi":"10.7202/1109006ar","DOIUrl":"https://doi.org/10.7202/1109006ar","url":null,"abstract":"Collaboration is considered to be a key element of inclusive early childhood practices. To ensure effective collaboration, it is important to provide facilitating conditions as teams often encounter many challenges. The purpose is to describe intersectoral collaborative experiences from the perspective of childcare centres. One hundred and fifty-four childcare educators and 94 supervisors responded to an online survey. The results show that collaboration with partners from institutions or organizations to support the inclusion of young children is perceived positively. Despite the challenges, it is seen as helpful, particularly in terms of joint intervention planning.","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":"140485645","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
Intervention interculturelle dans le secteur de la santé et du social : comment former les étudiants 卫生和社会保健部门的跨文化干预：如何培训学生
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1109004ar
S. Tétreault, Dominique Mercure, Camille Brisset, C. Bétrisey, Alida Gulfi, Y. Leanza, Nicolas Kühne
{"title":"Intervention interculturelle dans le secteur de la santé et du social : comment former les étudiants","authors":"S. Tétreault, Dominique Mercure, Camille Brisset, C. Bétrisey, Alida Gulfi, Y. Leanza, Nicolas Kühne","doi":"10.7202/1109004ar","DOIUrl":"https://doi.org/10.7202/1109004ar","url":null,"abstract":"Preparing health and social care students to practice in a context of diversity is an educational challenge. Guidelines for the adoption of theoretical models and the teaching of pedagogical content remain unclear. Using the “world café” method, this study aims to validate recommendations facilitating the acquisition of intercultural competences and enriching them with various partners. The 41 participants indicated the need to improve initial training and to include specific courses on intercultural intervention using a variety of teaching methods. Several suggest consolidating internship supervisors’ prior learnings regarding this approach. Considering the increase of individuals from different cultural backgrounds, it is important to adjust training programs.","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":"140481683","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 prédiction du décrochage scolaire d’élèves du secondaire à partir de leurs perceptions de facteurs du milieu familial et du climat de classe 根据学生对家庭环境和课堂氛围因素的看法预测中学生辍学情况
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1108995ar
Sandy Nadeau, Anne Lessard, Rollande Deslandes
{"title":"La prédiction du décrochage scolaire d’élèves du secondaire à partir de leurs perceptions de facteurs du milieu familial et du climat de classe","authors":"Sandy Nadeau, Anne Lessard, Rollande Deslandes","doi":"10.7202/1108995ar","DOIUrl":"https://doi.org/10.7202/1108995ar","url":null,"abstract":"This predictive correlational study focuses on the contribution of students’ perceptions of parenting style, parental involvement in school monitoring, and the classroom’s environment on the risk of dropping out of school. The perceptions of junior high school students (n=92) living in a socioeconomically disadvantaged neighborhood were collected through surveys. Hierarchical regression analyses show that their perceptions of parental guidance and involvement, parent-adolescent interactions, and classroom environment predicted the risk of dropping out of school. The results also suggest that students’ perceptions of parent-adolescent interactions and classroom environment jointly contribute to predicting the risk of dropping out of school.","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":"140481886","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
Quelles conaissances orthographiques enseignées par sept enseignantes du deuxième cycle du primaire ? 七位小学高年级教师在教授哪些拼写知识？
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1108999ar
Myriam Villeneuve-Lapointe, A. Moreau, S. Blain
{"title":"Quelles conaissances orthographiques enseignées par sept enseignantes du deuxième cycle du primaire ?","authors":"Myriam Villeneuve-Lapointe, A. Moreau, S. Blain","doi":"10.7202/1108999ar","DOIUrl":"https://doi.org/10.7202/1108999ar","url":null,"abstract":"French spelling is based on several skills that need to be acquired: phonological, morphological and visuoorthographic. To promote this learning, formal teaching is essential to ensure academic success. However, few research has focused on orthographic knowledge taught in the classroom. In this article, the knowledge reported and taught by seven upper primary school teachers was documented. A semi-structured interview, two observations during spelling teaching and two self-confrontation interviews were used to identify the knowledge taught. According to our results, the teachers taught all spelling knowledge, even though they make few references to this knowledge in the interviews and self-confrontation interviews.","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":"140483426","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
Analyse des savoirs mobilisés par des stagiaires en enseignement pour évaluer leurs élèves 分析见习教师在评估学生时使用的知识
IF 0.1
McGill Journal of Education Pub Date : 2024-01-30 DOI: 10.7202/1109002ar
Nicole Monney, Alexandra Simard-Côté, Jennifer J. Smith, Andréanne R. Gagné
{"title":"Analyse des savoirs mobilisés par des stagiaires en enseignement pour évaluer leurs élèves","authors":"Nicole Monney, Alexandra Simard-Côté, Jennifer J. Smith, Andréanne R. Gagné","doi":"10.7202/1109002ar","DOIUrl":"https://doi.org/10.7202/1109002ar","url":null,"abstract":"This paper presents the results of a qualitative-interpretative study on the mobilization of assessment knowledge of five teacher candidates. The data was collected by the conduct of 10 in-class observations and 10 self-confrontation interviews. Based on the analysis of the results, teacher candidates primarily face challenges associated with knowledge of learning design and targeting learning objectives. As a result, the assessment activities are only carried out at the end of each lesson to confirm what has been learned. This article concludes by proposing a model that ranks the different types of assessment knowledge while proposing accompaniment strategies destined to teacher candidate supervisors.","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":"140484566","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
Demoralization as a form of teacher burnout 士气低落是教师倦怠的一种形式
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106306ar
Laura Sokal, Lesley Eblie Trudel
{"title":"Demoralization as a form of teacher burnout","authors":"Laura Sokal, Lesley Eblie Trudel","doi":"10.7202/1106306ar","DOIUrl":"https://doi.org/10.7202/1106306ar","url":null,"abstract":"<p>Over fifty years of research investigating teacher burnout has resulted in a well-accepted model of burnout that involves three dimensions: exhaustion, depersonalization, and loss of accomplishment. Recently, a new cause of teacher attrition has been proposed called “demoralization,” on the argument that demoralization is a distinct phenomenon from burnout. In light of new research methodologies that allow for examination of unique pathways or “profiles” of teacher burnout, we explore the question, providing an analysis that suggests instead that depersonalization can be fairly represented as one profile of burnout.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535807","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
iTutorGroup: A case study of covert native-speakerism underneath a social justice façade iTutorGroup:一个社会正义假象下隐蔽的母语者的案例研究
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106308ar
Hector Sebastian Alvarez
{"title":"iTutorGroup: A case study of covert native-speakerism underneath a social justice façade","authors":"Hector Sebastian Alvarez","doi":"10.7202/1106308ar","DOIUrl":"https://doi.org/10.7202/1106308ar","url":null,"abstract":"<p>This article examines the covert native-speakerist strategies iTutorGroup utilizes to discriminate against teachers of nationalities the company appears to deem as undesired. Through content analysis of numerous job application submissions to iTutorGroup’s website, results show iTutorGroup’s automatic hiring process offers teachers of these nationalities a much lower potential wage and only a video-recorded asynchronous interview, if not complete refusal to an interview. In contrast, British, Australasian, and North American nationals are afforded a much higher potential wage as well as a one-on-one live interview. The company conceals these nuanced discriminatory strategies with a façade of equality since they are one of TESOL International Association’s Global Partners. As a Global Partner, iTutorGroup follows suit in pretending to uphold TESOL’s nondiscrimination policies.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535634","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
Teacher telling in the mathematics classroom: A microlevel study of the dynamics between general and contextualized knowledge 数学课堂中的教师讲述:一般知识与情境化知识之间动态的微观研究
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106311ar
Aline Robert, Aurélie Chesnais, Julie Horoks, Janine Rogalski
{"title":"Teacher telling in the mathematics classroom: A microlevel study of the dynamics between general and contextualized knowledge","authors":"Aline Robert, Aurélie Chesnais, Julie Horoks, Janine Rogalski","doi":"10.7202/1106311ar","DOIUrl":"https://doi.org/10.7202/1106311ar","url":null,"abstract":"<p>In this article, we analyze moments of teacher telling (MTT) involving the exposition of new knowledge to students. We first specify the theoretical framework used for our analyses and describe our global methodology, focusing on teacher telling moments as taking part in the students’ mathematics learning. Then, we review the literature on this topic and develop a specific tool, called a “proximity,” to study MMTs in relation to whole-class scaffolding. Finally, we compare two high school teachers’ practices in teaching the same content — variation of functions for 10th grade students — to illustrate this new analytical lens. In the conclusion, we discuss our approach and develop several research perspectives.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135475920","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
Co-operative inquiry: A research policy method for secondary education in Nigeria 合作探究:尼日利亚中等教育的研究政策方法
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106314ar
Shina Olayiwola
{"title":"Co-operative inquiry: A research policy method for secondary education in Nigeria","authors":"Shina Olayiwola","doi":"10.7202/1106314ar","DOIUrl":"https://doi.org/10.7202/1106314ar","url":null,"abstract":"<p>This article examines the level of research involvement among educational stakeholders in the process of educational policy-making and implementation in Nigeria. It attributes the transformational challenges confronting the secondary school system in Nigeria to the epistemological question: “What is the relationship between the knower or would-be knower and what can be known?” This is premised on the idea that the research process that led to the 6-3-3-4, or the “new” 9-3-4 system of education from the 6-5-2-3 system of education, did not involve the participants as co-researchers and co-subjects in their relationship. This article argues for co-operative inquiry as an alternative participatory, action research method for ameliorating these transformational challenges in the Nigerian secondary school system.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535635","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
Authoring professional identity: Pre-service teachers and ways of knowing 创作职业认同:职前教师与认识方式
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106313ar
S. Laurie Hill
{"title":"Authoring professional identity: Pre-service teachers and ways of knowing","authors":"S. Laurie Hill","doi":"10.7202/1106313ar","DOIUrl":"https://doi.org/10.7202/1106313ar","url":null,"abstract":"<p>Education programs increasingly emphasize the development of strong core beliefs and values to support professional judgment for pre-service teacher practice. The ability to critically integrate multiple perspectives is an expected foundation for the pedagogical decisions and professional responsibilities preservice teachers carry out. This article details research undertaken to investigate pre-service teachers’ ways of knowing as they progress through a Bachelor of Education program. Findings from semi-structured interviews are discussed in terms of supporting pre-service teacher intellectual development in teacher education programs so that a professional teacher identity is encouraged.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535637","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
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