McGill Journal of Education最新文献

{"title":"COMMENT LES CONCEPTIONS DE LA PLANIFICATION DES COURS D’ENSEIGNANTS DE LA FORMATION PROFESSIONNELLE EVOLUENT-ELLES ? UNE ANALYSE LEXICALE","authors":"Andréanne R. Gagné, J. Berger","doi":"10.7202/1069772AR","DOIUrl":"https://doi.org/10.7202/1069772AR","url":null,"abstract":"Instructional planning is a core professional competence of teachers. Studies illustrated the evolution of beliefs about instructional planning during their training. This paper offers another perspective by positioning teachers’ beliefs during their training in comparison with teacher educators and experienced peers. The results describe the lexicon used by the different groups and its modification during the training. This allows offering implications for teacher training and research on teaching.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47662932","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}

{"title":"RELATIONS ENTRE DISCIPLINES SCOLAIRES ET « ÉDUCATIONS À » : PROPOSITION D’UN CADRE D’ANALYSE","authors":"J. Lebrun, Patrick Roy, Fatima Bousadra, Serge Franc","doi":"10.7202/1069774AR","DOIUrl":"https://doi.org/10.7202/1069774AR","url":null,"abstract":"This text lays the conceptual foundations for a framework to analyse the relationships between school disciplines, particularly those in the natural sciences and the humanities, and “Éducations à” in order to conduct comparative analyses of curricula in the French-speaking world. The text first discusses the main characteristics of “Éducations à” and then circumscribes the areas of tension that arise from their handling by school disciplines. The conceptual basis presented subsequently leads to the identification of four theoretical configurations that can support the analysis of the relationships between school disciplines and “Éducations à” in terms of the educational purposes, targeted learning, status of disciplinary knowledge, and preferred modes of instruction.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48599984","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}

{"title":"FINDING AUTHENTICITY THROUGH STORYTELLING: REFLECTIONS FROM A HIGH SCHOOL CLASSROOM","authors":"J. Liu","doi":"10.7202/1069775AR","DOIUrl":"https://doi.org/10.7202/1069775AR","url":null,"abstract":"This piece is an auto-biographical reflection on my year-long experience creating a new course called Oral Interpretations and Expressions. Teaching the course allowed me to find an authenticity and identity in my work, which had been eluding me as I conformed to administrative norms in education. Through the practice of story-telling in spoken word poetry, my students and I found healing and transformation. This note invites the reader to consider how story-telling might be used in their own teaching spaces to empower a deeper connection to authenticity within themselves and their students.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43467862","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}

{"title":"ALBERO B., SIMONIAN S., ENEAU J. (Dir). Des humains et des machines. Hommage aux travaux d’une exploratrice. 2019","authors":"B. Garnier","doi":"10.7202/1069777ar","DOIUrl":"https://doi.org/10.7202/1069777ar","url":null,"abstract":"<jats:p />","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45070200","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}

{"title":"Volume 54 Number 1: Editorial","authors":"Sarah Attfield, L. Giuffre","doi":"10.7202/1060857ar","DOIUrl":"https://doi.org/10.7202/1060857ar","url":null,"abstract":"Hobos have been idealised for their supposed freedom from social restraints. A notable exception to this romantic tendency was the work of the Finnish-American anarchist newspaper columnist, songwriter and member of the Industrial Workers of the World (IWW), T-Bone Slim (Matt Valentine Huhta). T Bone Slim’s writings were radical interventions in debates around class, labour and exploitation in 1920s and 1930s America. His work was deeply satirical, with a scathing wit reminiscent of Mark Twain. Focussing on his representation of food, fame, and the body, this article argues that Slim’s work represents a challenge to the idealistic portrayal of the hobo that appears in many contemporary autobiographies and in later academic scholarship.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41714853","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}

{"title":"L’EXPÉRIENCE DE L’ÉVALUATION SCOLAIRE CHEZ LES ÉCOLIERS ET COLLÉGIENS. CONTRIBUTION À LA CONNAISSANCE DES PROCESSUS MOTIVATIONNELS À L’ÉCOLE","authors":"Stéphane Bénit, Philippe Sarremejane","doi":"10.7202/1060862AR","DOIUrl":"https://doi.org/10.7202/1060862AR","url":null,"abstract":"Cet article tente de comprendre, au travers de l’exploitation quantitative provenant d’un questionnaire administre a des collegiens, la facon dont les ecoliers et collegiens francais reagissent aux verdicts scolaires. L’analyse menee tente de distinguer les effets de deux pratiques evaluatives distinctes : l’evaluation par competences et la notation scolaire. L’evaluation par competence proposee plus frequemment a l’ecole primaire limite chez certains eleves en difficulte le decouragement scolaire mais ne peut, a l’instar de la notation scolaire totalement s’affranchir d’une certaine peur de rater. Enfin, notre etude montre que les eleves enquetes travaillent essentiellement dans le but d’obtenir de bons resultats scolaires et la perspective d’un metier futur.  THE EXPERIENCE OF SCHOOL ASSESSMENT BY PRIMARY AND SECONDARY PUPILS. CONTRIBUTING TO THE AWARENESS OF MOTIVATIONAL PROCESSES AT SCHOOL  This article attempts to understand the way French primary and secondary pupils react to educational verdicts using a quantitative approach to a questionnaire administered to secondary-school pupils. This analysis endeavours to distinguish the effects of two distinct assessment practices: competency-based assessment and grading. The competency-based assessment most frequently used in primary school helps to alleviate pupils’ sense of discouragement, but as is the case for grades, cannot completely rid them of a certain fear of failure. Finally, our study shows that pupils in the study work first and foremost with the objective of obtaining good grades as well as favorable professional prospects.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47921824","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}

{"title":"Book Review: NERIKO MUSHA DOERR. Transforming Study Abroad: A Handbook. (2019).","authors":"Hao-Ping Tang","doi":"10.7202/1060867AR","DOIUrl":"https://doi.org/10.7202/1060867AR","url":null,"abstract":"Neriko Musha Doerr.  Transforming study abroad: A handbook . New York: Berghahn Books. (2019). 232 pp. $120.00 (eBook). (ISBN 978-1-78920-115-4).","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49200679","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}

{"title":"SATISFACTION DES ENSEIGNANTS-RESSOURCES À L’ÉGARD DES RÔLES ET DES FONCTIONS POUR SOUTENIR LA RÉUSSITE DES ÉLÈVES À RISQUE, EN DIFFICULTÉ D’ADAPTATION OU D’APPRENTISSAGE","authors":"Nancy Granger, Philippe Tremblay","doi":"10.7202/1060863AR","DOIUrl":"https://doi.org/10.7202/1060863AR","url":null,"abstract":"La fonction d’enseignant-ressource existe depuis 12 ans au Quebec et aucun etat des lieux n’a ete realise a ce jour. Afin de brosser un portrait de cette fonction, un questionnaire de 21 questions a ete envoye dans les ecoles secondaires francophones du Quebec. L’objectif etait de mieux connaitre les roles et fonctions des enseignants-ressources et de determiner l’etat de leur satisfaction notamment au regard de l’aide a apporter aux eleves a risque, en difficulte d’adaptation ou d’apprentissage (EDAA) et a leurs enseignants. Au total, 164 enseignants-ressources ont repondus au questionnaire. Les resultats d’analyses de contenu montrent qu’ils sont assez satisfaits de leur tâche. Des defis de collaboration avec l’enseignant de la classe et d’efficacite d’interventions aupres des eleves demeurent.  SATISFACTION OF RESOURCE TEACHERS ABOUT THEIR ROLES AND FUNCTIONS WHEN THEY SUPPORT THE SUCCESS OF AT-RISK AND SPECIAL NEEDS STUDENTS  The role of the resource teacher has existed for 12 years in Quebec and no situational analysis has been completed to date. To provide a portrait of this role, a 21-question questionnaire was sent to Quebec’s francophone high schools. The objective was to better understand the roles and functions of resource teachers and to determine their state of satisfaction, particularly with regard to helping at-risk students, those with special needs, and their teachers. A total of 164 resource teachers responded to the questionnaire. Content analysis results show that they are quite satisfied with their task. Collaborative challenges with classroom teachers and effective student interventions remain.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44589468","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}

{"title":"Book Review: LIMIN JAO & NENAD RADAKOVIC (Eds). Transdisciplinarity in Mathematics Education: Blurring Disciplinary Boundaries. (2018).","authors":"Gurpreet Sahmbi","doi":"10.7202/1060866AR","DOIUrl":"https://doi.org/10.7202/1060866AR","url":null,"abstract":"LIMIN JAO & NENAD RADAKOVIC (Eds). Transdisciplinarity in Mathematics Education: Blurring Disciplinary Boundaries . Cham, Switzerland: Springer International. (2018). 278 pp. $109.00 (hardcover). (ISBN 978-3-319-63623-8)","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48190793","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}

{"title":"IN SITU HYBRID SPACES AS GENERATIVE SITES FOR TEACHER PREPARATION","authors":"Leyton Schnellert, Donna Kozak","doi":"10.7202/1060860AR","DOIUrl":"https://doi.org/10.7202/1060860AR","url":null,"abstract":"In this study, a university professor and school district literacy coordinator co-designed and co-taught a literacy methods course where teacher candidates participated in dynamic learning in classrooms, exploring how theory can meet practice when students’ funds of knowledge are valued through responsive teaching. Case study methodology was taken up to understand and enhance this in situ teacher education approach. Four themes were derived through qualitative analysis: 1) theory / practice connections in situ; 2) diverse learners and the need for responsivity in teaching; 3) in situ learning through collaboration; and 4) benefits and tensions at the school and program level. Findings suggest that school / university in situ teacher education partnerships can provide rich contextual and situational learning that disrupt normative conceptions of teaching, learning and literacy.  DES LIEUX HYBRIDES IN SITU COMME ESPACES CONTRIBUANT A LA FORMATION DES MAITRES  Dans le cadre de ce projet de recherche, un professeur d’universite et un coordonnateur en litteratie au conseil scolaire ont elabore et enseigne en collaboration un cours en methodologie d’enseignement de la lecture. Au sein de ce cours, les futurs enseignants ont explore par un processus d’apprentissage dynamique en classe de quelle maniere la theorie s’allie a la pratique lorsque le bagage de connaissances des eleves est sollicite par un enseignement adapte. La methodologie de l’etude de cas a ete utilisee pour comprendre et mettre en valeur cette approche in situ de formation des enseignants. Quatre themes ont emerge de l’analyse qualitative : 1) les liens entre la theorie et la pratique in situ , 2) la diversite des apprenants et le besoin d’adaptabilite en enseignement, 3) l’apprentissage in situ par la collaboration et 4) les benefices et les tensions au niveau de l’ecole et du programme. Les conclusions de la recherche demontrent que les partenariats in situ ecole / universite pour former de futurs enseignants peuvent permettre de riches apprentissages en contextes et situations authentiques qui chamboulent les conceptions traditionnelles de l’enseignement, de l’apprentissage et de la litteratie.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46624376","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}