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Derrière le lutrin… le déséquilibre qui m’inspire 在讲台后面，激励我的不平衡
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106318ar
Terry Provost
{"title":"Derrière le lutrin… le déséquilibre qui m’inspire","authors":"Terry Provost","doi":"10.7202/1106318ar","DOIUrl":"https://doi.org/10.7202/1106318ar","url":null,"abstract":"<p>This response piece engages in the conversation initiated by Maggie McDonnell and Teresa Strong-Wilson on professional identity. It ponders the question of my role as a college-level professor of art history. Whereas numerous academic institutions have started to decolonise curricula to promote diverse perspectives, certain students, believing multiculturalism applies to all across the board, show indifference in learning decolonised points of view. Here, I examine some of these challenges and the several sides of my role as teacher.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535636","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
Éditorial 编辑
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106305ar
Teresa Strong-Wilson, Anila Asghar, Vander Tavares
{"title":"Éditorial","authors":"Teresa Strong-Wilson, Anila Asghar, Vander Tavares","doi":"10.7202/1106305ar","DOIUrl":"https://doi.org/10.7202/1106305ar","url":null,"abstract":"","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535640","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
Validation of the French version of the student engagement instrument 学生参与工具的法语版本的验证
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106309ar
Anne Lessard, Amanda Lopez, Thierno Diallo
{"title":"Validation of the French version of the student engagement instrument","authors":"Anne Lessard, Amanda Lopez, Thierno Diallo","doi":"10.7202/1106309ar","DOIUrl":"https://doi.org/10.7202/1106309ar","url":null,"abstract":"<p>The purpose of this study is to explore the psychometric properties of the French version of the Student Engagement Instrument in order to perform a cross-cultural validation of its factorial structure, based on a sample of 919 French Canadian high school students. Results confirm the reliability of the instrument with good internal consistency (Cronbach’s alpha between .76 and .84). Confirmatory factor analysis shows the validity of the six scales composing the French version of the instrument. Results are significant as there were no standardized instruments with which to evaluate student engagement in high school students in French. Student engagement represents an important intervention target towards improving student achievement and preventing dropout.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535804","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
Class-wide behaviour management practices reported by pre-and elementary school teachers: Relations with individual and contextual characteristics 学前及小学教师报告的班级行为管理实践:与个人及情境特征的关系
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106312ar
Marie-France Nadeau, Line Massé, Jeanne Lagacé-Leblanc, Claudia Verret, Nancy Gaudreau
{"title":"Class-wide behaviour management practices reported by pre-and elementary school teachers: Relations with individual and contextual characteristics","authors":"Marie-France Nadeau, Line Massé, Jeanne Lagacé-Leblanc, Claudia Verret, Nancy Gaudreau","doi":"10.7202/1106312ar","DOIUrl":"https://doi.org/10.7202/1106312ar","url":null,"abstract":"<p>This study examined the use of inclusive practices by 1,373 Quebec teachers to promote prosocial behaviour, according to their individual and contextual characteristics. Two questionnaires were used: a sociodemographic and a validated Classroom Behaviour Management Practices Inventory (N = 68 items; 2 dimensions/7 scales α = .70 to .90). Results from descriptive and univariate variance analysis showed that proactive /positive dimension practices (e.g., rules, instructional, reinforcement-based) are used more frequently than reductive dimension practices (e.g., educational consequences), although some of the latter are frequently used. Hierarchical models indicate significant interrelationships with teachers characteristics and the scales of classroom behaviour management practices, but for a small proportion of explained variance.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535805","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 the junk drawer: Possibilities for sustainability in art education 废品抽屉的教训:艺术教育可持续性的可能性
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106319ar
Jackie Stendel
{"title":"Lessons from the junk drawer: Possibilities for sustainability in art education","authors":"Jackie Stendel","doi":"10.7202/1106319ar","DOIUrl":"https://doi.org/10.7202/1106319ar","url":null,"abstract":"<p>From planetary warming and natural disasters to pollution and community unrest, the sensorium of the climate crisis pervades our daily life. Art education has the potential to help us better understand the sensory reality of the climate crisis. However, the materials used in artistic creation are ecologically unsustainable and therefore may hinder learner’s connection to ecology. Through exploring the metaphor of the junk drawer, the author positions materials as potential teachers and, subsequently, as important parts of meaningful teaching and learning. The article explores the pedagogical impacts of different art materials while arguing that sustainable materials can lead to eco-consciousness for educators and students.</p><p> </p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535806","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
Editorial 社论
IF 0.1
McGill Journal of Education Pub Date : 2022-03-11 DOI: 10.7202/1087045ar
Teresa Strong-Wilson, A. Lanoix
{"title":"Editorial","authors":"Teresa Strong-Wilson, A. Lanoix","doi":"10.7202/1087045ar","DOIUrl":"https://doi.org/10.7202/1087045ar","url":null,"abstract":"<jats:p />","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45379753","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 transfert des apprentissages induits par les usages numériques extrascolaires des adolescents vers le contexte scolaire : un état des lieux pour le cas de la discipline du français 将青少年课外数字使用所诱导的学习转移到学校环境：法语学科的现状
IF 0.1
McGill Journal of Education Pub Date : 2022-03-11 DOI: 10.7202/1087052ar
C. Bourgeois
{"title":"Le transfert des apprentissages induits par les usages numériques extrascolaires des adolescents vers le contexte scolaire : un état des lieux pour le cas de la discipline du français","authors":"C. Bourgeois","doi":"10.7202/1087052ar","DOIUrl":"https://doi.org/10.7202/1087052ar","url":null,"abstract":"In line with a socio-critical approach to digital uses, which includes both the school and the extracurricular contexts in its analysis of student’s relationship to digital technologies, this article presents a review of the scientific literature on the transfer of learning regarding the three disciplinary skills of French as a first language induced by the extracurricular digital uses of adolescents. The data consisted of scientific documents obtained through a review of writings published between 2010 and 2018 and retrieved from databases and specialized journals. The results show that the transfer of learning is not a systematic process because when an adolescent uses a technology in the new context, they do not use the same skills as in the initial context.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42460022","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
Toward Somatic Coherence: Five Teachers Engaged In Embodied Ways In Their Professional Development Path 走向躯体连贯:五位教师在专业发展道路上的体现方式
IF 0.1
McGill Journal of Education Pub Date : 2022-03-11 DOI: 10.7202/1087056ar
Geneviève Emond
{"title":"Toward Somatic Coherence: Five Teachers Engaged In Embodied Ways In Their Professional Development Path","authors":"Geneviève Emond","doi":"10.7202/1087056ar","DOIUrl":"https://doi.org/10.7202/1087056ar","url":null,"abstract":"According to Johnson (2007), learning and teaching arise from a human being’s bodily experience in relationship with others and the environment (embodiment). Many teachers perceive and mobilize their bodies in rather unconscious ways. Becoming conscious of their perceptions can help them teach. It can also influence their internal/external coherence (Korthagen, 2004), link between sensations, intentions, and actions. Five elementary teachers participated in a study meant to look at their bodily learning processes, based on a phenomenological methodology (van Manen, 2014) and using somatic approaches (Eddy, 2016). Data analysis shows that they underwent body consciousness learning processes with various effects on their teaching, many posited at a relational level (with students) and all accompanied by a changing perception of self.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48083466","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
Field Testing A Campus Preparation Mental Health Resource 校园心理健康资源现场测试
IF 0.1
McGill Journal of Education Pub Date : 2022-03-11 DOI: 10.7202/1087050ar
C. Gilham, Yifeng Wei, S. Kutcher, Catherine MacIntyre, Sharon MacCuspic, Wanda Fougere
{"title":"Field Testing A Campus Preparation Mental Health Resource","authors":"C. Gilham, Yifeng Wei, S. Kutcher, Catherine MacIntyre, Sharon MacCuspic, Wanda Fougere","doi":"10.7202/1087050ar","DOIUrl":"https://doi.org/10.7202/1087050ar","url":null,"abstract":"This research investigated whether a mental health literacy resource could increase Grade 12 students’ mental health literacy. Bachelor of Education students (N = 8) from a university in rural Atlantic Canada created a board game and mental health seminar based on the resource. They applied the resource through the board game and seminar to Grade 12 students at two local high schools. There were positive albeit modest outcomes across a number of measures related to mental health literacy and post-secondary schooling preparation. Participants regarded the resource as helpful, and they were likely to recommend it to their peers. This resource holds promise for supporting students as they transition from high school to post-secondary settings.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48723505","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
Awakening Indigenous Knowledge: Perspectives and Experiences of Indigenous Early Childhood Education Diploma Students 唤醒土著知识:土著儿童早期教育文凭学生的观点与经验
IF 0.1
McGill Journal of Education Pub Date : 2022-03-11 DOI: 10.7202/1087055ar
Shelley Stagg-Peterson, Lori Huston, Eugema Ings, Brenda Mason, Kim Falcigno
{"title":"Awakening Indigenous Knowledge: Perspectives and Experiences of Indigenous Early Childhood Education Diploma Students","authors":"Shelley Stagg-Peterson, Lori Huston, Eugema Ings, Brenda Mason, Kim Falcigno","doi":"10.7202/1087055ar","DOIUrl":"https://doi.org/10.7202/1087055ar","url":null,"abstract":"We draw on a focus group discussion amongst four Indigenous northern Ontario early childhood educators (ECEs) from an Indigenous postsecondary institution’s ECE diploma program, to show the important contributions of programs offered by Indigenous postsecondary education institutes to Indigenous cultural revitalization. We are the Indigenous Elder, two instructors, and senior administrator of the program, as well as a non-Indigenous university professor. We argue for Indigenous community-generated curricula that embody local Indigenous cultural knowledge, values, and practices, drawing on themes arising from analysis of focus group data: participants felt that they brought limited knowledge of their Indigenous language and culture to their program, and participants experienced an awakening of Indigenous knowledge through their participation in Indigenous practices outside the core curriculum.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44339343","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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