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McGill Journal of Education最新文献

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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":null,"pages":null},"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
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":null,"pages":null},"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
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":null,"pages":null},"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":null,"pages":null},"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
La perception des parents d’adolescents présentant un trouble du spectre de l’autisme concernant la transition vers la classe spéciale en école ordinaire de niveau secondaire 自闭症谱系障碍青少年的父母对过渡到普通中学特殊班级的看法
IF 0.1
McGill Journal of Education Pub Date : 2022-03-11 DOI: 10.7202/1087049ar
C. Taieb-Lachance, N. Poirier, Nadia Abouzeid
{"title":"La perception des parents d’adolescents présentant un trouble du spectre de l’autisme concernant la transition vers la classe spéciale en école ordinaire de niveau secondaire","authors":"C. Taieb-Lachance, N. Poirier, Nadia Abouzeid","doi":"10.7202/1087049ar","DOIUrl":"https://doi.org/10.7202/1087049ar","url":null,"abstract":"Using semi-structured interviews, this study aims to document the perceptions of fifteen parents of autistic adolescents regarding their transition towards a special-needs class in a regular high school setting. This study has found an important presence of co-occurring conditions among this population. It also concludes that the transition towards high school is difficult, that an imbalance exists among school staff’s roles, and that resources are limited. Finally, parents are satisfied with the teachers’ qualities as well as with the collaboration established among the teaching staff and professionals within the private and public health system. However, cooperation among school professionals and the principals is considered suboptimal.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47705230","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
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":null,"pages":null},"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
Factors to Consider in Syrian Refugee Families' Journeys to Social Inclusion: A Literature Review 叙利亚难民家庭社会融入之旅应考虑的因素:文献回顾
IF 0.1
McGill Journal of Education Pub Date : 2022-03-11 DOI: 10.7202/1087046ar
J. Dodd, D. Clandinin, Gillian Vigneau, Hiroko Kubota, V. Caine
{"title":"Factors to Consider in Syrian Refugee Families' Journeys to Social Inclusion: A Literature Review","authors":"J. Dodd, D. Clandinin, Gillian Vigneau, Hiroko Kubota, V. Caine","doi":"10.7202/1087046ar","DOIUrl":"https://doi.org/10.7202/1087046ar","url":null,"abstract":"This paper offers a review of the research literature on the experiences of young children and their families who left Syria as refugees and resettled in Canada. We identify five key factors that influence Syrian refugees’ experience of social inclusion within the context of the public-school systems as well as unveil the silences in and across the current studies. The five factors are pre-arrival experiences, mental health, social supports, acquisition of English language skills, and lack of preparedness of teachers and schools. Based on limited availability of research, we outline needed research to better understand social inclusion of Syrian refugee families with young children in Canada. There is a call to pay particular attention to their educational and social encounters.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44087889","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: 4
L’observation participante d’un terrain de recherche : une avenue pour discerner ses intérêts et questions de recherche 参与者对研究领域的观察：辨别其兴趣和研究问题的途径
IF 0.1
McGill Journal of Education Pub Date : 2022-03-11 DOI: 10.7202/1087057ar
Cynthia Vincent, Émilie Tremblay-Wragg
{"title":"L’observation participante d’un terrain de recherche : une avenue pour discerner ses intérêts et questions de recherche","authors":"Cynthia Vincent, Émilie Tremblay-Wragg","doi":"10.7202/1087057ar","DOIUrl":"https://doi.org/10.7202/1087057ar","url":null,"abstract":"This field note outlines the reflections that arose from the use of the participant observation method as an immersive process during my doctoral research fieldwork on writing retreats. The observations made during a Thèsez-vous retreat held in January 2020 resulted in findings on the process of such a retreat and on-site interactions between participants and facilitators. This process not only highlighted the merits of this method, but also elucidated my doctoral research interests and questions. This note encourages readers to apply the participant observation method in their own research to reveal their subjectivity toward their topic of study.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47984538","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 liens entre les objectifs de formation, les facteurs sociodemographiques et la reussite chez des participants a un MOOC professionnalisant 培训目标之间的联系、交换和参与者身上成功因素有MOOC专业化
IF 0.1
McGill Journal of Education Pub Date : 2022-03-11 DOI: 10.7202/1087053ar
Théodore Njingang Mbadjoin, Rawad Chaker
{"title":"Les liens entre les objectifs de formation, les facteurs sociodemographiques et la reussite chez des participants a un MOOC professionnalisant","authors":"Théodore Njingang Mbadjoin, Rawad Chaker","doi":"10.7202/1087053ar","DOIUrl":"https://doi.org/10.7202/1087053ar","url":null,"abstract":"This article explores the success factors in a professional Massive Open Online Course (MOOC). On the one hand, we are investigating whether professional goals, success goals, and certification goals are linked to success. On the other hand, we seek to verify whether socio-professional, demographic factors or the time available for training are also linked to success. Our results show that external factors such as gender, occupational group, being employed or not, and availability influence success in continuing online education, rather than conative factors related to professional and learning goals. These results underline the importance of ecological elements in the educational accomplishment in a training situation.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44129967","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
Pratiques de gestion rapportées par des directions d’écoles en région non-métropolitaine : portrait descriptif et exploratoire 非大都市地区学校校长报告的管理实践：描述性和探索性肖像
IF 0.1
McGill Journal of Education Pub Date : 2022-03-11 DOI: 10.7202/1087054ar
Catherine Fréchette-Simard, Isabelle Plante, N. Planté, Annie Dubeau
{"title":"Pratiques de gestion rapportées par des directions d’écoles en région non-métropolitaine : portrait descriptif et exploratoire","authors":"Catherine Fréchette-Simard, Isabelle Plante, N. Planté, Annie Dubeau","doi":"10.7202/1087054ar","DOIUrl":"https://doi.org/10.7202/1087054ar","url":null,"abstract":"The transition from elementary to secondary school involves choosing from a growing selection of specialized programs. Traditionally, there is a ranking of secondary schools in Quebec based almost exclusively on student achievement. However, other indicators would make it possible to target the best environment for the child, particularly the offer of programs and services. Drawing from interviews with nine school principals, this article documents a variety of indicators that qualify the portrait of secondary schools in Quebec. The results of the thematic analysis revealed a wide variety of management practices, sometimes contrary to popular beliefs, which highlights the importance of considering all the indicators that accurately describe schools.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42062194","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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