Canadian Journal of Higher Education最新文献

“It's Kind of My Responsibility”: An Analysis of the Current EDI Discourse in Canadian STEM Fields and its Potential and Limitations to Contest Intersectional Discrimination "这算是我的责任"：分析加拿大科学、技术、工程和数学领域当前的 EDI 话语及其在反对跨学科歧视方面的潜力和局限性

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Canadian Journal of Higher Education Pub Date : 2024-03-10 DOI: 10.47678/cjhe.vi.190047

Mirjam Fines-Neuschild, Tanja Tajmel

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引用次数: 0

Meso-Foundations of Experiential Education in Ontario Universities: A Content Analysis of the Province’s Strategic Mandate Agreements 安大略省大学体验教育的中间基础：对该省战略任务协议的内容分析

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Canadian Journal of Higher Education Pub Date : 2024-02-27 DOI: 10.47678/cjhe.vi.190053

Emerson LaCroix

{"title":"Meso-Foundations of Experiential Education in Ontario Universities: A Content Analysis of the Province’s Strategic Mandate Agreements","authors":"Emerson LaCroix","doi":"10.47678/cjhe.vi.190053","DOIUrl":"https://doi.org/10.47678/cjhe.vi.190053","url":null,"abstract":"Experiential education, the process of providing students with applied learning opportunities within and outside the classroom, is rife with organizational complexity. This article examines Ontario’s Strategic Mandate Agreements using qualitative content analysis to see how conceptions and communications of experiential learning have changed over time, and how universities have responded to government pressure to foster experiential learning. Drawing on frame analysis, findings reveal that universities have developed a considerable amount of institutional infrastructure and initiatives to support the expansion of experiential learning, and these efforts have been framed in relation to current discourse about graduate skill readiness. However, these outward signalling responses are not necessarily aligned with internal organizational processes (i.e., expansion of co-curricular learning). These mandate agreements represent official accounts of institutional priorities, which leave the door open for future research to examine micro-foundations of experiential learning through the perspectives of the faculty and staff inhabiting these institutions.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424337","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

Pre-Service Physical Education Teachers’ Perceptions of Anticipated Challenges and Needs during Teacher Education Programs 职前体育教师对师范教育课程中预期挑战和需求的看法

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Canadian Journal of Higher Education Pub Date : 2024-02-07 DOI: 10.47678/cjhe.vi.189943

Audrey-Anne de Guise, Stéphanie Girard, M. Boulanger

{"title":"Pre-Service Physical Education Teachers’ Perceptions of Anticipated Challenges and Needs during Teacher Education Programs","authors":"Audrey-Anne de Guise, Stéphanie Girard, M. Boulanger","doi":"10.47678/cjhe.vi.189943","DOIUrl":"https://doi.org/10.47678/cjhe.vi.189943","url":null,"abstract":"Given that teacher dropout is an issue for beginning teachers, it is important to be proactive in order to retain teachers within the profession. Physical Education pre-service teachers’ education programs represent a crucial part of their professional development in preparing them to face the challenges that often explain retirement, especially students’ motivation. Authors recognize the importance of considering pre-service teachers’ needs during teacher education programs and their concerns about the challenges to be faced once they start teaching (Richards et al., 2013). Using a qualitative approach, this study aims to: (1) identify pre-service Physical Education teachers’ perceptions of anticipated challenges in general, (2) identify the specific challenges they anticipate aboutsupporting students’ motivation and (3) describe how they can be prepared to support students’ motivation. Participants consisted of 18 pre-service Physical Education teachers (Mage = 25; SD = 3.61 years) from French-language universities in Quebec (Canada). Four focus groups were conducted, and data were analyzed consistent with the four steps suggested by Boutin (2007). Results indicate that the main challenges anticipated by pre-service Physical Education teachers are classroom management and students’ lack of motivation. In terms of supporting students’ motivation, five specific challenges were highlighted: (1) student heterogeneity, (2) proposal of learning activities to support motivation, (3) student engagement, (4) management of disengaged students, and (5) gender differences. As for their needs during teacher education program, participants wished to learn how to plan motivational strategies, be given more opportunities to practice, and discuss how to implement these strategies. Recommendations for teachereducation programs are discussed in the conclusion.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139855950","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

Pre-Service Physical Education Teachers’ Perceptions of Anticipated Challenges and Needs during Teacher Education Programs 职前体育教师对师范教育课程中预期挑战和需求的看法

IF 0.7

Canadian Journal of Higher Education Pub Date : 2024-02-07 DOI: 10.47678/cjhe.vi.189943

Audrey-Anne de Guise, Stéphanie Girard, M. Boulanger

{"title":"Pre-Service Physical Education Teachers’ Perceptions of Anticipated Challenges and Needs during Teacher Education Programs","authors":"Audrey-Anne de Guise, Stéphanie Girard, M. Boulanger","doi":"10.47678/cjhe.vi.189943","DOIUrl":"https://doi.org/10.47678/cjhe.vi.189943","url":null,"abstract":"Given that teacher dropout is an issue for beginning teachers, it is important to be proactive in order to retain teachers within the profession. Physical Education pre-service teachers’ education programs represent a crucial part of their professional development in preparing them to face the challenges that often explain retirement, especially students’ motivation. Authors recognize the importance of considering pre-service teachers’ needs during teacher education programs and their concerns about the challenges to be faced once they start teaching (Richards et al., 2013). Using a qualitative approach, this study aims to: (1) identify pre-service Physical Education teachers’ perceptions of anticipated challenges in general, (2) identify the specific challenges they anticipate aboutsupporting students’ motivation and (3) describe how they can be prepared to support students’ motivation. Participants consisted of 18 pre-service Physical Education teachers (Mage = 25; SD = 3.61 years) from French-language universities in Quebec (Canada). Four focus groups were conducted, and data were analyzed consistent with the four steps suggested by Boutin (2007). Results indicate that the main challenges anticipated by pre-service Physical Education teachers are classroom management and students’ lack of motivation. In terms of supporting students’ motivation, five specific challenges were highlighted: (1) student heterogeneity, (2) proposal of learning activities to support motivation, (3) student engagement, (4) management of disengaged students, and (5) gender differences. As for their needs during teacher education program, participants wished to learn how to plan motivational strategies, be given more opportunities to practice, and discuss how to implement these strategies. Recommendations for teachereducation programs are discussed in the conclusion.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139795767","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 Our Sweetgrass Baskets: A Wholistic Vision of Academic Success for Indigenous Women in Higher Education 从我们的甜草篮子中吸取的教训:高等教育中土著妇女学业成功的整体愿景

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Canadian Journal of Higher Education Pub Date : 2023-03-06 DOI: 10.47678/cjhe.vi0.189759

J. Brant

{"title":"Lessons from Our Sweetgrass Baskets: A Wholistic Vision of Academic Success for Indigenous Women in Higher Education","authors":"J. Brant","doi":"10.47678/cjhe.vi0.189759","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189759","url":null,"abstract":"This qualitative inquiry documents the lessons gleaned from my journey toward the praxis of Indigenous Maternal Pedagogies, an Indigenous women-centred teaching and learning engagement, to offer insights for supporting Indigenous women in higher education. Specifically, this article offers an express vision for Indigenous women’s educational access and success in higher education by sharing a collective research story offered by Indigenous women participants who completed one or more of three courses related to Indigenous women’s literatures and Indigenous maternal theory. Each course was delivered through a decolonial feminist lens, comprised of Indigenous curricular content and engaged students in culturally relevant assessment. This work connects Maternal Pedagogies with Indigenous epistemologies that embrace the “whole student” within educational contexts to establish a teaching and learning environment that can speak to the hearts and minds of students. In the spirit of reconciliation, I position this environment as a safe space where students can be their whole authentic selves and where their realities and lived experiences are positioned as strengths and key assets to establishing an ethical space for cross-cultural and anti-racist dialogue. Collectively, the participant narratives offer four key lessons that are integral to reconciliation education more broadly, and I map these lessons as final recommendations that align with Kirkness and Barnhardt’s timeless work on the “Four Rs” of respect, relevance, reciprocity, and responsibility.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49021355","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

From Diversity to Inclusion: Centring the Voices of Undergraduate Engineering Students 从多元化到包容性:集中工科本科生的声音

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Canadian Journal of Higher Education Pub Date : 2023-02-22 DOI: 10.47678/cjhe.vi0.189787

C. Hanson

引用次数: 0

Book Review of "International Students in Higher Education: Language, Identity, and Experience From a Holistic Perspective" 《高等教育中的留学生:整体视角下的语言、身份与体验》书评

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Canadian Journal of Higher Education Pub Date : 2023-02-15 DOI: 10.47678/cjhe.v52i3.189815

Shuai Yu

引用次数: 3

Book review of "Global University Rankings and the Politics of Knowledge" 《全球大学排名与知识政治》书评

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Canadian Journal of Higher Education Pub Date : 2023-02-15 DOI: 10.47678/cjhe.v52i3.189827

L. Brunner, Jeanna Pillainayagam, Karin Kermani

引用次数: 0

Book Review of "Teaching About Sex and Sexualities in Higher Education" 《高等教育中的性与性行为教学》书评

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Canadian Journal of Higher Education Pub Date : 2023-02-15 DOI: 10.47678/cjhe.v52i3.189867

Jason Laker

引用次数: 0

How Dark Is It? From Administration to Faculty 天有多黑?从行政部门到学院

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Canadian Journal of Higher Education Pub Date : 2023-02-14 DOI: 10.47678/cjhe.v52i3.189689

Tamara Leary, Linda Pardy

引用次数: 0