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On in-ness: What Cégep teaching keeps teaching me 关于内在:我一直在教我的东西
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106317ar
Magdalena Olszanowski
{"title":"On in-ness: What Cégep teaching keeps teaching me","authors":"Magdalena Olszanowski","doi":"10.7202/1106317ar","DOIUrl":"https://doi.org/10.7202/1106317ar","url":null,"abstract":"<p>A first-person essay on the ways that Cégep teaching is different from teaching at a university. The reflection explores how belonging — an \"in-ness\" — is enacted within a creative arts department by focusing on various experiences from being hired to navigating teaching online during the pandemic. By doing so, the author recognizes how they come to understand and promulgate belonging in the classroom.</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":"135535639","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
Who am I, really? Reflections on developing professional identity as a Cégep teacher 我到底是谁?关于发展cims教师职业认同的思考
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106316ar
Maggie McDonnell
{"title":"Who am I, really? Reflections on developing professional identity as a Cégep teacher","authors":"Maggie McDonnell","doi":"10.7202/1106316ar","DOIUrl":"https://doi.org/10.7202/1106316ar","url":null,"abstract":"<p>In this MJE Forum, the author invites conversation on what it means to be a teacher in Quebec’s unique Cegep system. Cegep, positioned between the more structured secondary program and the more autonomous university experience, requires that its teachers grapple with what it means to be a Cegep teacher. Her own piece focuses on exploring her development as a teacher and how teacher identity is shaped by personal and professional relationships. Beyond professional development in workshops and continuing education, Cegep teachers engage in discussions, debates, and collaborations with our peers; ultimately, this community of practice is an essential element in the development of our teaching practice and our identity.</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":"135476211","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
(Un)making the grade: An instructor’s guide to mitigating the negative impacts of grades within a neoliberal university system (Un)评分:讲师在新自由主义大学系统中减轻分数负面影响的指南
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106315ar
Adriana Brook
{"title":"(Un)making the grade: An instructor’s guide to mitigating the negative impacts of grades within a neoliberal university system","authors":"Adriana Brook","doi":"10.7202/1106315ar","DOIUrl":"https://doi.org/10.7202/1106315ar","url":null,"abstract":"<p>Critics of the neoliberal university argue that grading undermines student learning. In this article, I survey the literature in order to ascertain whether such critiques are supported by pedagogical research. Investigating the relationship between grading and motivation, feedback, and autonomy, respectively, I conclude that grades most often do undercut learning. I explore the implications for instructors at Canadian universities, suggesting that abandoning grades is currently neither feasible nor best for students. I propose pragmatic adaptations to common grading practices that better promote learning and conclude that the implementation of less grade-centric assessment strategies is not only the best way to support student learning but also a way to challenge and mitigate the influences of neoliberal ideology in higher education.</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":"135535809","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
Supporting self-regulated learning in a secondary applied mathematics course 支持中学应用数学课程的自主学习
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106310ar
Dawn Buzza, Carolyn Fitzgerald, Yoad Avitzur
{"title":"Supporting self-regulated learning in a secondary applied mathematics course","authors":"Dawn Buzza, Carolyn Fitzgerald, Yoad Avitzur","doi":"10.7202/1106310ar","DOIUrl":"https://doi.org/10.7202/1106310ar","url":null,"abstract":"<p>This study examines how one teacher supported low-achieving students’ self-regulated learning (SRL) in the context of a secondary mathematics class. The teacher’s scaffolding provided students with multiple opportunities to use feedback and adapt learning and study strategies. Data compared pre- and postmeasures of metacognitive skills, motivational beliefs, and learning and study behaviours, and examined the effects of directed practice on students’ developing SRL as well as their mathematics achievement. Results suggest the need for more research into the effects of individualized, targeted supports, particularly in assisting students in using metacognitive feedback to adapt learning strategies.</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":"135535638","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
“Breaking the mould”: Resisting the stereotypes of being a Black Canadian student-athlete “打破陈规”:抵制作为加拿大黑人学生运动员的刻板印象
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106307ar
Humphrey Nartey, Carl E. James
{"title":"“Breaking the mould”: Resisting the stereotypes of being a Black Canadian student-athlete","authors":"Humphrey Nartey, Carl E. James","doi":"10.7202/1106307ar","DOIUrl":"https://doi.org/10.7202/1106307ar","url":null,"abstract":"<p>This article examines how stereotypes operate in the social construction of Black Canadian male student-athletes and how those stereotypes frame these students’ lived experiences in relation to race, athletic ability, and academic performance. From qualitative interviews with twenty current and former Black Canadian student-athletes, we found that they largely resisted and challenged the stereotypes of being primarily athletes and less students. In various ways, they sought to demonstrate that they possessed the skills needed to be academically successful students with the ability to balance their athletic and academic responsibilities and commitments. This was evident in their having obtained the required grades to enter university, receiving athletic scholarships, maintaining playing eligibility, graduating from university, and going on to pursue graduate studies.</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":"135535810","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
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":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":"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":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":"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":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":"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":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":"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":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":"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
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