Pub Date : 2021-05-31DOI: 10.11575/AJER.V67I2.68603
Owen D. Webb
A restorative approach to education emphasizes that educators play a critical role in building relationships amongst school stakeholders. This case study examined the four-year journey of leading a school to implement and sustain a restorative culture. A theoretical framework for restorative practices was established around relational leadership theory and dialogue, providing the foundation for this research. The research addressed the need for studying the leading of restorative culture change from a relational perspective, while highlighting the need for leadership to establish spaces, processes, attitudes, language, and questions for establishing effective dialogue to initiate the building and sustaining of effective relations. Although the restorative culture was described by some as “diluted” by the end of the initiative, it was evident that restorative practices remained integral to the daily educational practices as a result of the four-year initiative by school leadership to integrate restorative approaches into daily practices. Key words: relational leadership, restorative practices, school culture, dialogue Une approche reparatrice de l'education souligne que les educateurs jouent un role essentiel dans l'etablissement de relations entre les parties prenantes de l'ecole. Cette etude de cas examine le parcours de quatre ans de la direction d'une ecole pour mettre en œuvre et maintenir une culture reparatrice. Un cadre theorique pour les pratiques reparatrices a ete etabli autour de la theorie du leadership relationnel et du dialogue, ce qui constitue le fondement de cette recherche. La recherche a repondu au besoin d'etudier la gestion du changement de la culture reparatrice d'un point de vue relationnel, tout en soulignant la necessite pour le leadership d'etablir des espaces, des processus, des attitudes, un langage et des questions pour etablir un dialogue efficace afin d'initier la construction et le maintien de relations efficaces. Bien que la culture reparatrice ait ete decrite par certains comme "diluee" a la fin de l'initiative, il etait evident que les pratiques reparatrices restaient partie integrante des pratiques educatives quotidiennes suite a l'initiative de quatre ans de la direction de l'ecole pour integrer les approches reparatrices dans les pratiques quotidiennes. Mots-cles : leadership relationnel, pratiques reparatrices, culture scolaire, dialogue
{"title":"Enacting Relational Leadership Through Restorative Practices","authors":"Owen D. Webb","doi":"10.11575/AJER.V67I2.68603","DOIUrl":"https://doi.org/10.11575/AJER.V67I2.68603","url":null,"abstract":"A restorative approach to education emphasizes that educators play a critical role in building relationships amongst school stakeholders. This case study examined the four-year journey of leading a school to implement and sustain a restorative culture. A theoretical framework for restorative practices was established around relational leadership theory and dialogue, providing the foundation for this research. The research addressed the need for studying the leading of restorative culture change from a relational perspective, while highlighting the need for leadership to establish spaces, processes, attitudes, language, and questions for establishing effective dialogue to initiate the building and sustaining of effective relations. Although the restorative culture was described by some as “diluted” by the end of the initiative, it was evident that restorative practices remained integral to the daily educational practices as a result of the four-year initiative by school leadership to integrate restorative approaches into daily practices. \u0000Key words: relational leadership, restorative practices, school culture, dialogue \u0000Une approche reparatrice de l'education souligne que les educateurs jouent un role essentiel dans l'etablissement de relations entre les parties prenantes de l'ecole. Cette etude de cas examine le parcours de quatre ans de la direction d'une ecole pour mettre en œuvre et maintenir une culture reparatrice. Un cadre theorique pour les pratiques reparatrices a ete etabli autour de la theorie du leadership relationnel et du dialogue, ce qui constitue le fondement de cette recherche. La recherche a repondu au besoin d'etudier la gestion du changement de la culture reparatrice d'un point de vue relationnel, tout en soulignant la necessite pour le leadership d'etablir des espaces, des processus, des attitudes, un langage et des questions pour etablir un dialogue efficace afin d'initier la construction et le maintien de relations efficaces. Bien que la culture reparatrice ait ete decrite par certains comme \"diluee\" a la fin de l'initiative, il etait evident que les pratiques reparatrices restaient partie integrante des pratiques educatives quotidiennes suite a l'initiative de quatre ans de la direction de l'ecole pour integrer les approches reparatrices dans les pratiques quotidiennes. \u0000Mots-cles : leadership relationnel, pratiques reparatrices, culture scolaire, dialogue","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"159-177"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47926942","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}
Pub Date : 2021-05-31DOI: 10.11575/AJER.V67I2.61848
Sonia Wai-Ying Ho, George Zhou
In recent years, more and more Chinese students have come to Canada for their education. Some of them are parents, and they bring their children with them. Using a multiple case study design, this study explored these international parent-students in regards to how they select schools for their children. Six participants were recruited. Data were collected through semi-structured interviews. Data analysis reveals that participants viewed school selection for their children as their responsibility and thus they were highly engaged in the process. No significant challenges arose in the process of school selection as parents adopted different strategies. Participants considered five key factors when selecting schools for their children, including peers’ family background, school rank, language of instruction, impression of the teachers, and parents’ religious background. These factors were shaped by the Chinese culture, the participants’ class identity, and their anxiety and expectations towards their children’s future. Key words: International parent-student, parental involvement, school selection, social class identity Ces dernieres annees, de plus en plus d'etudiants chinois sont venus au Canada pour y faire leurs etudes. Certains d'entre eux sont des parents, et ils amenent leurs enfants avec eux. A l'aide d'un modele d'etude de cas multiples, cette etude s'est interessee a ces parents-etudiants internationaux et a la facon dont ils choisissent les ecoles pour leurs enfants. Six participants ont ete recrutes. Les donnees ont ete recueillies par le biais d'entretiens semi-structures. L'analyse des donnees revele que les participants considerent le choix de l'ecole pour leurs enfants comme leur responsabilite et qu'ils sont donc tres engages dans le processus. Aucun defi significatif ne s’est presente au cours du processus de selection des ecoles, les parents ayant adopte differentes strategies. Les participants ont pris en compte cinq facteurs cles lors du choix de l'ecole de leurs enfants, a savoir le milieu familial des pairs, le classement de l'ecole, la langue d'enseignement, l'impression des enseignants et l'appartenance religieuse des parents. Ces facteurs ont ete faconnes par la culture chinoise, l'identite de classe des participants, ainsi que leur anxiete et leurs attentes quant a l'avenir de leurs enfants. Mots-cles : parent-etudiant international, implication des parents, choix de l'ecole, identite de classe sociale
{"title":"School Selection for Their Children in Canada: What Do Chinese Parent-Students Consider?","authors":"Sonia Wai-Ying Ho, George Zhou","doi":"10.11575/AJER.V67I2.61848","DOIUrl":"https://doi.org/10.11575/AJER.V67I2.61848","url":null,"abstract":"In recent years, more and more Chinese students have come to Canada for their education. Some of them are parents, and they bring their children with them. Using a multiple case study design, this study explored these international parent-students in regards to how they select schools for their children. Six participants were recruited. Data were collected through semi-structured interviews. Data analysis reveals that participants viewed school selection for their children as their responsibility and thus they were highly engaged in the process. No significant challenges arose in the process of school selection as parents adopted different strategies. Participants considered five key factors when selecting schools for their children, including peers’ family background, school rank, language of instruction, impression of the teachers, and parents’ religious background. These factors were shaped by the Chinese culture, the participants’ class identity, and their anxiety and expectations towards their children’s future. \u0000Key words: International parent-student, parental involvement, school selection, social class identity \u0000Ces dernieres annees, de plus en plus d'etudiants chinois sont venus au Canada pour y faire leurs etudes. Certains d'entre eux sont des parents, et ils amenent leurs enfants avec eux. A l'aide d'un modele d'etude de cas multiples, cette etude s'est interessee a ces parents-etudiants internationaux et a la facon dont ils choisissent les ecoles pour leurs enfants. Six participants ont ete recrutes. Les donnees ont ete recueillies par le biais d'entretiens semi-structures. L'analyse des donnees revele que les participants considerent le choix de l'ecole pour leurs enfants comme leur responsabilite et qu'ils sont donc tres engages dans le processus. Aucun defi significatif ne s’est presente au cours du processus de selection des ecoles, les parents ayant adopte differentes strategies. Les participants ont pris en compte cinq facteurs cles lors du choix de l'ecole de leurs enfants, a savoir le milieu familial des pairs, le classement de l'ecole, la langue d'enseignement, l'impression des enseignants et l'appartenance religieuse des parents. Ces facteurs ont ete faconnes par la culture chinoise, l'identite de classe des participants, ainsi que leur anxiete et leurs attentes quant a l'avenir de leurs enfants. \u0000Mots-cles : parent-etudiant international, implication des parents, choix de l'ecole, identite de classe sociale","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"129-146"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42354964","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}
Pub Date : 2021-05-31DOI: 10.11575/AJER.V67I2.58419
Theresa A. Papp, Michael J. Cottrell
Employing a multiple instrumental case study approach, we document and analyze initiatives in Saskatchewan and New Zealand to enhance cultural responsiveness among White educators through professional learning initiatives undertaken as part of broader strategies to animate more equitable educational outcomes for Indigenous students. The findings of this research confirm the capacity of teachers to act as agents of change and highlight the potential of teacher professional learning to catalyze educational reform and innovation, ensuring that schools can indeed benefit students who have historically been underserved by public education. We conclude that the growing Indigenous presence in classrooms is a powerful driver of innovation, which offers the potential to transform curriculum, pedagogy, and teacher-student relationships for the benefit of all learners in these contexts and beyond. Key words: Indigenous students, teacher professional learning, culturally-responsive pedagogy, Saskatchewan, New Zealand En utilisant une approche d'etude de cas instrumentale multiple, nous documentons et analysons des initiatives en Saskatchewan et en Nouvelle-Zelande visant a ameliorer la sensibilite culturelle des enseignants blancs par le biais d'initiatives d'apprentissage professionnel entreprises dans le cadre de strategies plus larges visant a produire des resultats educatifs plus equitables pour les etudiants autochtones. Les resultats de cette recherche confirment la capacite des enseignants a agir en tant qu'agents de changement et soulignent le potentiel de l'apprentissage professionnel des enseignants a catalyser la reforme et l'innovation en matiere d'education, garantissant ainsi que les eleves qui ont historiquement ete mal desservis par l'education publique peuvent effectivement profiter des ecoles. Nous concluons que la presence croissante des autochtones dans les salles de classe est un puissant moteur d'innovation qui offre la possibilite de transformer les programmes d'etudes, la pedagogie et les relations entre enseignants et eleves au profit de tous les apprenants dans ces contextes et au-dela. Mots-cles: eleves autochtones, apprentissage professionnel des enseignants, pedagogie adaptee a la culture, Saskatchewan, Nouvelle-Zelande
{"title":"Teacher Professional Learning, Culturally Responsive/Sustaining Practices, and Indigenous Students’ Success: A Comparative Case-Study of New Zealand and Saskatchewan, Canada","authors":"Theresa A. Papp, Michael J. Cottrell","doi":"10.11575/AJER.V67I2.58419","DOIUrl":"https://doi.org/10.11575/AJER.V67I2.58419","url":null,"abstract":"Employing a multiple instrumental case study approach, we document and analyze initiatives in Saskatchewan and New Zealand to enhance cultural responsiveness among White educators through professional learning initiatives undertaken as part of broader strategies to animate more equitable educational outcomes for Indigenous students. The findings of this research confirm the capacity of teachers to act as agents of change and highlight the potential of teacher professional learning to catalyze educational reform and innovation, ensuring that schools can indeed benefit students who have historically been underserved by public education. We conclude that the growing Indigenous presence in classrooms is a powerful driver of innovation, which offers the potential to transform curriculum, pedagogy, and teacher-student relationships for the benefit of all learners in these contexts and beyond. \u0000Key words: Indigenous students, teacher professional learning, culturally-responsive pedagogy, Saskatchewan, New Zealand \u0000En utilisant une approche d'etude de cas instrumentale multiple, nous documentons et analysons des initiatives en Saskatchewan et en Nouvelle-Zelande visant a ameliorer la sensibilite culturelle des enseignants blancs par le biais d'initiatives d'apprentissage professionnel entreprises dans le cadre de strategies plus larges visant a produire des resultats educatifs plus equitables pour les etudiants autochtones. Les resultats de cette recherche confirment la capacite des enseignants a agir en tant qu'agents de changement et soulignent le potentiel de l'apprentissage professionnel des enseignants a catalyser la reforme et l'innovation en matiere d'education, garantissant ainsi que les eleves qui ont historiquement ete mal desservis par l'education publique peuvent effectivement profiter des ecoles. Nous concluons que la presence croissante des autochtones dans les salles de classe est un puissant moteur d'innovation qui offre la possibilite de transformer les programmes d'etudes, la pedagogie et les relations entre enseignants et eleves au profit de tous les apprenants dans ces contextes et au-dela. \u0000Mots-cles: eleves autochtones, apprentissage professionnel des enseignants, pedagogie adaptee a la culture, Saskatchewan, Nouvelle-Zelande","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"105-128"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43762314","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}
Pub Date : 2021-05-31DOI: 10.11575/AJER.V67I2.68630
L. Hamm, M. Maston, John McLoughlin, Jeremy N. Smith
New Brunswick has experienced a decline in population in recent years. Successive governments are attempting to increase its population through various population and economic strategies, including immigration. Our research investigates how New Brunswick educators and school leaders are responding to the demographic changes in their schools and communities. Guided by constructivist epistemology, we analyzed qualitative data (i.e. surveys, focus group and individual interviews, public policy and school documentation, and extensive field notes) from case studies in two New Brunswick high schools in neighboring communities that confronted rapid demographic change the past five years. Six main themes were constructed from the data sources we analyzed. The themes are further described and relate to: Educational Challenges; Stress and Anxiety; The School Environment; The Education System; Sustainable Professional Development; and Fostering Positive Relationships. From these themes, we construct several suggestions for better pedagogical and leadership practices in demographically changing schools in New Brunswick. As New Brunswick continues to welcome people from all over the world, it is imperative that educators, school leaders, public policy-makers, and community members work closely and collaboratively to support population and economic growth in all sectors, and ensure all new Canadians feel welcome and a sense of belonging within the province. Key words: New Brunswick, Immigration, Demographic Change, Diversity, Intercultural Leadership, Citizenship Education, Social Justice, Social Action La population du Nouveau-Brunswick a connu un declin au cours des dernieres annees. Les gouvernements successifs tentent d'augmenter sa population par diverses strategies demographiques et economiques, dont l'immigration. Notre recherche examine la reaction des educateurs et des dirigeants scolaires du Nouveau-Brunswick aux changements demographiques dans leurs ecoles et leurs communautes. Guides par l'epistemologie constructiviste, nous avons analyse des donnees qualitatives (c'est-a-dire des sondages, des entretiens individuels et de groupe, de la documentation sur les politiques publiques et les ecoles, et des notes detaillees prises sur le terrain) provenant d'etudes de cas dans deux ecoles secondaires du Nouveau-Brunswick situees dans des communautes voisines qui ont ete confrontees a un changement demographique rapide au cours des cinq dernieres annees. Six themes principaux ont ete construits a partir des sources de donnees que nous avons analysees. Les themes sont decrits plus en detail et se rapportent aux sujets suivants : Les defis educatifs ; le stress et l'anxiete ; l'environnement scolaire ; le systeme educatif ; le developpement professionnel durable ; et la promotion de relations positives. A partir de ces themes, nous elaborons plusieurs suggestions pour ameliorer les pratiques pedagogiques et de leadership dans les ecoles du Nouveau-Brunswic
新不伦瑞克省近年来经历了人口下降。历届政府都试图通过各种人口和经济战略(包括移民)来增加人口。我们的研究调查了新不伦瑞克省的教育工作者和学校领导如何应对他们学校和社区的人口变化。在建构主义认识论的指导下，我们分析了定性数据(即调查，焦点小组和个人访谈，公共政策和学校文件，以及广泛的实地记录)，这些数据来自新不伦瑞克省两所邻近社区的高中的案例研究，这些高中在过去五年中面临着快速的人口变化。从我们分析的数据源中构建了六个主要主题。主题进一步描述并涉及:教育挑战;压力和焦虑;学校环境;教育制度;可持续专业发展;培养积极的人际关系。根据这些主题，我们为新不伦瑞克省人口变化中的学校更好的教学和领导实践提出了几点建议。随着新不伦瑞克省继续欢迎来自世界各地的人们，教育工作者、学校领导、公共政策制定者和社区成员必须密切合作，支持所有部门的人口和经济增长，并确保所有新加拿大人都感到受欢迎和归属感。关键词:新不伦瑞克省，移民，人口变化，多样性，跨文化领导，公民教育，社会正义，社会行动。政府在人口增长方面取得的成功包括人口统计和经济方面的多样化战略，而不是移民。巴黎大学研究了新不伦瑞克省教育工作者的反应，以及新不伦瑞克省教育工作者的反应，以及新不伦瑞克省教育学院和社区的人口变化。指导par l 'epistemologie constructiviste,而我们分析des数据定性(就是说预探、des entretiens individuels et de groupe de la文档苏尔les publiques政治等成员,et des笔记detaillees多项关于地形)研究provenant de cas在两个高中secondaires du Nouveau-Brunswick用在des communautes邻里校正高频confrontees联合国换向机构demographique主盟课程des五点最后的排。六个主题的基本结构，一个方面的来源，dones和nous的分析。三个主题分别描述和详细说明了不同主题的相关性:三个主题缺乏教育;不要紧张，不要焦虑;L ' environment scolaire;系统教育;乐发展专业持久;促进积极的关系。一个政党的主题，许多人的阐述，许多人的建议，为改进的实践，教育和领导，为新不伦瑞克学院，为改变人口统计学。像Nouveau-Brunswick继续d 'accueillir des一族de放入在《世界报》,比les enseignants imperatif les dirigeants scolaires, les日后公众等进行初步de la communaute en etroite协作上面倒soutenir la croissance demographique等摘要secteurs最令人舒服,et倒s 'assurer新加拿大人,全部se sentent卞福汝et d 'appartenance拉省负号的情绪。Mots-cles: Nouveau-Brunswick，移民，人口变化，多样性，跨文化领导，城市教育，社会正义，社会行动
{"title":"Educators Responding to Rapid Demographic Change in New Brunswick: “It is not Inclusion if They Are Just Sitting in the Desk”","authors":"L. Hamm, M. Maston, John McLoughlin, Jeremy N. Smith","doi":"10.11575/AJER.V67I2.68630","DOIUrl":"https://doi.org/10.11575/AJER.V67I2.68630","url":null,"abstract":"New Brunswick has experienced a decline in population in recent years. Successive governments are attempting to increase its population through various population and economic strategies, including immigration. Our research investigates how New Brunswick educators and school leaders are responding to the demographic changes in their schools and communities. Guided by constructivist epistemology, we analyzed qualitative data (i.e. surveys, focus group and individual interviews, public policy and school documentation, and extensive field notes) from case studies in two New Brunswick high schools in neighboring communities that confronted rapid demographic change the past five years. Six main themes were constructed from the data sources we analyzed. The themes are further described and relate to: Educational Challenges; Stress and Anxiety; The School Environment; The Education System; Sustainable Professional Development; and Fostering Positive Relationships. From these themes, we construct several suggestions for better pedagogical and leadership practices in demographically changing schools in New Brunswick. As New Brunswick continues to welcome people from all over the world, it is imperative that educators, school leaders, public policy-makers, and community members work closely and collaboratively to support population and economic growth in all sectors, and ensure all new Canadians feel welcome and a sense of belonging within the province. \u0000Key words: New Brunswick, Immigration, Demographic Change, Diversity, Intercultural Leadership, Citizenship Education, Social Justice, Social Action \u0000La population du Nouveau-Brunswick a connu un declin au cours des dernieres annees. Les gouvernements successifs tentent d'augmenter sa population par diverses strategies demographiques et economiques, dont l'immigration. Notre recherche examine la reaction des educateurs et des dirigeants scolaires du Nouveau-Brunswick aux changements demographiques dans leurs ecoles et leurs communautes. Guides par l'epistemologie constructiviste, nous avons analyse des donnees qualitatives (c'est-a-dire des sondages, des entretiens individuels et de groupe, de la documentation sur les politiques publiques et les ecoles, et des notes detaillees prises sur le terrain) provenant d'etudes de cas dans deux ecoles secondaires du Nouveau-Brunswick situees dans des communautes voisines qui ont ete confrontees a un changement demographique rapide au cours des cinq dernieres annees. Six themes principaux ont ete construits a partir des sources de donnees que nous avons analysees. Les themes sont decrits plus en detail et se rapportent aux sujets suivants : Les defis educatifs ; le stress et l'anxiete ; l'environnement scolaire ; le systeme educatif ; le developpement professionnel durable ; et la promotion de relations positives. A partir de ces themes, nous elaborons plusieurs suggestions pour ameliorer les pratiques pedagogiques et de leadership dans les ecoles du Nouveau-Brunswic","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"178-201"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41569706","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}
Pub Date : 2021-05-31DOI: 10.11575/AJER.V67I2.69293
Lena Barrantes, Glory R. Ovie
The number of international students in Canadian universities has dramatically increased since 2000. International students are believed to contribute significantly to education and research, as they bring a rich variety of perspectives, experiences, and languages. However, international students should not be categorized into one homogenous group. In particular, international female PhD students have many different reasons to immigrate and undertake a rigorous academic program. Whether to pursue high academic goals, gain personal knowledge, develop research skills, or widen employment opportunities, each student carries a different cultural background that informs their decisions prior to their arrival, their transitions, their adjustments, and subsequently their participation in the new culture. Using a duoethnographic dialogical approach and ideas about bonding beyond race and culture, this article focused on the experiences of two female international PhD students from Costa Rica and Nigeria as we answered questions regarding the intersections between race and gender within our processes behind mobility to Canada. Key words: duoethnography, international students, race, culture, gender Le nombre d'etudiants etrangers dans les universites canadiennes a augmente de facon spectaculaire depuis 2000. On estime que les etudiants etrangers contribuent de maniere significative a l'education et a la recherche, car ils apportent une riche variete de perspectives, d'experiences et de langues. Cependant, les etudiants etrangers ne doivent pas etre classes dans un groupe homogene. En particulier, les doctorantes internationales ont de nombreuses raisons differentes d'immigrer et d'entreprendre un programme universitaire rigoureux. Qu'il s'agisse de poursuivre des objectifs universitaires eleves, d'acquerir des connaissances personnelles, de developper des competences en matiere de recherche ou d'elargir les possibilites d'emploi, chaque etudiante possede un bagage culturel different qui influence ses decisions avant son arrivee, ses transitions, ses ajustements et, par la suite, sa participation a la nouvelle culture. En utilisant une approche dialogique duoethnographique et des idees sur la creation de liens au-dela de la race et de la culture, cet article porte sur les experiences de deux doctorantes internationales du Costa Rica et du Nigeria alors que nous repondions a des questions concernant les intersections entre la race et le genre dans nos processus qui sous-tendent le deplacement vers le Canada. Mots-cles : duoethnographie, etudiants internationaux, race, culture, genre.
{"title":"A Duoethnographic Exploration of Race and Gender: A Dialogue Between Female International Students in Canada","authors":"Lena Barrantes, Glory R. Ovie","doi":"10.11575/AJER.V67I2.69293","DOIUrl":"https://doi.org/10.11575/AJER.V67I2.69293","url":null,"abstract":"The number of international students in Canadian universities has dramatically increased since 2000. International students are believed to contribute significantly to education and research, as they bring a rich variety of perspectives, experiences, and languages. However, international students should not be categorized into one homogenous group. In particular, international female PhD students have many different reasons to immigrate and undertake a rigorous academic program. Whether to pursue high academic goals, gain personal knowledge, develop research skills, or widen employment opportunities, each student carries a different cultural background that informs their decisions prior to their arrival, their transitions, their adjustments, and subsequently their participation in the new culture. Using a duoethnographic dialogical approach and ideas about bonding beyond race and culture, this article focused on the experiences of two female international PhD students from Costa Rica and Nigeria as we answered questions regarding the intersections between race and gender within our processes behind mobility to Canada. \u0000Key words: duoethnography, international students, race, culture, gender \u0000Le nombre d'etudiants etrangers dans les universites canadiennes a augmente de facon spectaculaire depuis 2000. On estime que les etudiants etrangers contribuent de maniere significative a l'education et a la recherche, car ils apportent une riche variete de perspectives, d'experiences et de langues. Cependant, les etudiants etrangers ne doivent pas etre classes dans un groupe homogene. En particulier, les doctorantes internationales ont de nombreuses raisons differentes d'immigrer et d'entreprendre un programme universitaire rigoureux. Qu'il s'agisse de poursuivre des objectifs universitaires eleves, d'acquerir des connaissances personnelles, de developper des competences en matiere de recherche ou d'elargir les possibilites d'emploi, chaque etudiante possede un bagage culturel different qui influence ses decisions avant son arrivee, ses transitions, ses ajustements et, par la suite, sa participation a la nouvelle culture. En utilisant une approche dialogique duoethnographique et des idees sur la creation de liens au-dela de la race et de la culture, cet article porte sur les experiences de deux doctorantes internationales du Costa Rica et du Nigeria alors que nous repondions a des questions concernant les intersections entre la race et le genre dans nos processus qui sous-tendent le deplacement vers le Canada. \u0000Mots-cles : duoethnographie, etudiants internationaux, race, culture, genre.","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"202-218"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46699127","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}
Pub Date : 2021-05-31DOI: 10.11575/AJER.V67I2.70164
Sandra G. Kouritzin, Satoru Nakagawa, Erica Kolomic, T. Ellis
This research analyzed the University of Manitoba (UofM) Strategic Plan to both quantify the occurrence of specific keywords and make inferences about the purpose, messages, and effects being communicated by those keywords. In the first section of this paper, we provide an overview of the historical development and purpose of the neoliberal university. Second, we engage with content and critical discourse analysis to understand how academic work and academic identities are established by the strategic plan, a document that few faculty members consult regularly, and fewer still have a hand in developing. The foundational ideals of the UofM, cited at the beginning of the Strategic Plan are tracked through the document, and keywords as determined by frequency count are then similarly tracked. The findings reveal that most of the foundational ideals are not well-represented in the strategic plan; others, like sustainability, are euphemized. Keywords related to increasing workload are found over 60 times in the document, all in the context of decreased funding. We conclude that the strategic plan is a clear mandate for more to be completed with less. We refer to this aspect of workload creep as the need for “magic time.” Key words: workload creep, magic time, neoliberalism, higher education, keyword analysis. Cette recherche a analyse le plan strategique de l'Universite du Manitoba afin de quantifier l'occurrence de mots-cles specifiques et de faire des inferences sur l'objectif, les messages et les effets communiques par ces mots-cles. Dans la premiere section de ce document, nous presentons un apercu du developpement historique et de l'objectif de l'universite neoliberale. Ensuite, nous nous engageons dans une analyse du contenu et du discours critique afin de comprendre l’etablissement du travail et des identites universitaires par le plan strategique, un document que peu de membres du corps enseignant consultent regulierement, et a l'elaboration duquel encore moins participent. La presence des ideaux fondateurs de l'Universite du Manitoba, cites au debut du plan strategique, a ete suivie tout au long du document et l’emploi des mots-cles, determines par le comptage de frequence, a ensuite ete suivi de la meme maniere. Les resultats revelent que la plupart des ideaux fondateurs ne sont pas bien representes dans le plan strategique ; d'autres, comme la durabilite, sont euphemises. Les mots-cles lies a l'augmentation de la charge de travail se retrouvent plus de 60 fois dans le document, tous dans le contexte d'une diminution du financement. Nous en concluons que le plan strategique est un mandat clair pour que l'on fasse plus avec moins. Nous appelons cet aspect de l'augmentation de la charge de travail le besoin de « temps magique ». Mots-cles: progression de la charge de travail, temps magique, neoliberalisme, enseignement superieur, analyse des mots cles
本研究分析了曼尼托巴大学(UofM)的战略计划，既量化了特定关键词的出现，又对这些关键词所传达的目的、信息和效果进行了推断。在本文的第一部分，我们概述了新自由主义大学的历史发展和目的。其次，我们进行内容和批判性话语分析，以了解学术工作和学术身份是如何通过战略计划建立起来的，这是一份很少有教师定期查阅的文件，参与制定的人更少。战略计划开头引用的UofM的基本理想通过文件进行跟踪，然后通过频率计数确定的关键词也进行类似的跟踪。研究结果表明，大多数基本理想在战略规划中没有得到很好的体现;其他的，比如可持续性，被委婉地说了。与工作量增加有关的关键词在文件中出现了60多次，都是在经费减少的背景下出现的。我们的结论是，战略计划是一项明确的任务，要求以更少的资源完成更多的工作。我们将工作负载蠕变的这一方面称为对“神奇时间”的需求。关键词:工作量蠕变，神奇时间，新自由主义，高等教育，关键词分析。Cette研究和分析了曼尼托巴大学的计划策略，包括量词“事件”、“事件”、“特定”、“目标”、“信息”、“效果”、“公报”和“事件”。在文件的首演部分，我们将介绍新自由主义大学的发展历史和目标。Ensuite, nous, nous, engagement, dans，分析，contentu，论述，批判，理解，etabliement, travail, identites，大学，parle plan，策略，undocument, peu, member，团队，咨询，法规，dequel，详述，duquel, encore moins，参与者。马尼托巴大学(universite du Manitoba)的“存在”(presence des ideaux fondaters de l’universite du plan - strateque)、“存在”(suvie tout au long du document)和“存在”(employi des mots-cles)决定了“存在”(par comptage de frequency)、“存在”(ensuite de suvie de La meme - maniere)。结果表明，在设计过程中，设计人员需要具备相应的设计策略;D ' aures, comme la durabilite, son委婉语。“经济增长”是“经济增长”，“经济增长”是“经济增长”，“经济增长”是“经济增长”，“经济增长”是“经济增长”。noous en conconles que le plan(计划)strategy(策略)是一种强制性的要求。Nous appelons et aspect de l'augmentation de la charge de travail le soin ' temps magque '。mots -cles:进步的la charge de travail, temps magque，新自由主义，高等教育，分析mots -cles
{"title":"Neoliberal Sleight of Hand in a University Strategic Plan: Weaponized Sustainability, Strategic Absences, and Magic Time","authors":"Sandra G. Kouritzin, Satoru Nakagawa, Erica Kolomic, T. Ellis","doi":"10.11575/AJER.V67I2.70164","DOIUrl":"https://doi.org/10.11575/AJER.V67I2.70164","url":null,"abstract":"This research analyzed the University of Manitoba (UofM) Strategic Plan to both quantify the occurrence of specific keywords and make inferences about the purpose, messages, and effects being communicated by those keywords. In the first section of this paper, we provide an overview of the historical development and purpose of the neoliberal university. Second, we engage with content and critical discourse analysis to understand how academic work and academic identities are established by the strategic plan, a document that few faculty members consult regularly, and fewer still have a hand in developing. The foundational ideals of the UofM, cited at the beginning of the Strategic Plan are tracked through the document, and keywords as determined by frequency count are then similarly tracked. The findings reveal that most of the foundational ideals are not well-represented in the strategic plan; others, like sustainability, are euphemized. Keywords related to increasing workload are found over 60 times in the document, all in the context of decreased funding. We conclude that the strategic plan is a clear mandate for more to be completed with less. We refer to this aspect of workload creep as the need for “magic time.” \u0000Key words: workload creep, magic time, neoliberalism, higher education, keyword analysis. \u0000Cette recherche a analyse le plan strategique de l'Universite du Manitoba afin de quantifier l'occurrence de mots-cles specifiques et de faire des inferences sur l'objectif, les messages et les effets communiques par ces mots-cles. Dans la premiere section de ce document, nous presentons un apercu du developpement historique et de l'objectif de l'universite neoliberale. Ensuite, nous nous engageons dans une analyse du contenu et du discours critique afin de comprendre l’etablissement du travail et des identites universitaires par le plan strategique, un document que peu de membres du corps enseignant consultent regulierement, et a l'elaboration duquel encore moins participent. La presence des ideaux fondateurs de l'Universite du Manitoba, cites au debut du plan strategique, a ete suivie tout au long du document et l’emploi des mots-cles, determines par le comptage de frequence, a ensuite ete suivi de la meme maniere. Les resultats revelent que la plupart des ideaux fondateurs ne sont pas bien representes dans le plan strategique ; d'autres, comme la durabilite, sont euphemises. Les mots-cles lies a l'augmentation de la charge de travail se retrouvent plus de 60 fois dans le document, tous dans le contexte d'une diminution du financement. Nous en concluons que le plan strategique est un mandat clair pour que l'on fasse plus avec moins. Nous appelons cet aspect de l'augmentation de la charge de travail le besoin de « temps magique ». \u0000Mots-cles: progression de la charge de travail, temps magique, neoliberalisme, enseignement superieur, analyse des mots cles","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"236-255"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48392098","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}
Pub Date : 2021-05-31DOI: 10.11575/AJER.V67I2.68222
Lenora M Lemay
In this autobiographical narrative inquiry, I continued to make sense of a Deweyan-inspired narrative conception of hope (LeMay, 2014). I started with a remembered story that occurred on a First Nation shortly after I commenced working at a post-secondary institution. Following that, I shared stories that led me to wonder about a Deweyan-inspired narrative conception of hope and then what I learned in a dissertation with two teachers as we worked with a Deweyan-inspired narrative conception of hope. From there, I unpacked the remembered story, using the three learnings that resonated in my sensemaking with the two teachers. Lastly, I reflected on how this inquiry inspired me to continue to make sense of students’ storied experiences of working with a narrative pedagogy of hope (LeMay, 2014) in relation to their well-being. Key words: a narrative conception of hope, narrative inquiry, autobiographical narrative inquiry, hope-focused practices and strategies, making hope visible and accessible Dans cette enquete narrative autobiographique, j'ai continue a donner du sens a une conception narrative de l'espoir inspiree par Dewey (LeMay, 2014). J'ai commence par me souvenir d'une histoire qui s'est produite sur une Premiere Nation peu apres que j'ai commence a travailler dans un etablissement postsecondaire. Ensuite, j'ai partage les histoires qui m'ont amenee a m'interroger sur une conception narrative de l'espoir inspiree par Dewey, puis ce que j'ai appris dans le cadre d'une dissertation avec deux enseignants alors que nous travaillions avec une conception narrative de l'espoir inspiree par Dewey. Ensuite, j'ai decortique l'histoire dont je me souviens en utilisant les trois apprentissages qui ont resonne dans ma recherche de sens avec les deux enseignants. Enfin, j'ai reflechi a la facon dont cette enquete m'a inspiree pour continuer a donner du sens aux experiences narratives des eleves qui travaillent avec une pedagogie narrative de l'espoir (LeMay, 2014) en relation avec leur bien-etre. Mots-cles : une conception narrative de l'espoir, une enquete narrative, une enquete narrative autobiographique, des pratiques et des strategies axees sur l'espoir, rendre l'espoir visible et accessible
{"title":"Continuing to Make Sense of a Narrative Conception of Hope","authors":"Lenora M Lemay","doi":"10.11575/AJER.V67I2.68222","DOIUrl":"https://doi.org/10.11575/AJER.V67I2.68222","url":null,"abstract":"In this autobiographical narrative inquiry, I continued to make sense of a Deweyan-inspired narrative conception of hope (LeMay, 2014). I started with a remembered story that occurred on a First Nation shortly after I commenced working at a post-secondary institution. Following that, I shared stories that led me to wonder about a Deweyan-inspired narrative conception of hope and then what I learned in a dissertation with two teachers as we worked with a Deweyan-inspired narrative conception of hope. From there, I unpacked the remembered story, using the three learnings that resonated in my sensemaking with the two teachers. Lastly, I reflected on how this inquiry inspired me to continue to make sense of students’ storied experiences of working with a narrative pedagogy of hope (LeMay, 2014) in relation to their well-being. \u0000Key words: a narrative conception of hope, narrative inquiry, autobiographical narrative inquiry, hope-focused practices and strategies, making hope visible and accessible \u0000Dans cette enquete narrative autobiographique, j'ai continue a donner du sens a une conception narrative de l'espoir inspiree par Dewey (LeMay, 2014). J'ai commence par me souvenir d'une histoire qui s'est produite sur une Premiere Nation peu apres que j'ai commence a travailler dans un etablissement postsecondaire. Ensuite, j'ai partage les histoires qui m'ont amenee a m'interroger sur une conception narrative de l'espoir inspiree par Dewey, puis ce que j'ai appris dans le cadre d'une dissertation avec deux enseignants alors que nous travaillions avec une conception narrative de l'espoir inspiree par Dewey. Ensuite, j'ai decortique l'histoire dont je me souviens en utilisant les trois apprentissages qui ont resonne dans ma recherche de sens avec les deux enseignants. Enfin, j'ai reflechi a la facon dont cette enquete m'a inspiree pour continuer a donner du sens aux experiences narratives des eleves qui travaillent avec une pedagogie narrative de l'espoir (LeMay, 2014) en relation avec leur bien-etre. \u0000Mots-cles : une conception narrative de l'espoir, une enquete narrative, une enquete narrative autobiographique, des pratiques et des strategies axees sur l'espoir, rendre l'espoir visible et accessible","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"147-158"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49586121","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}
Pub Date : 2021-03-03DOI: 10.11575/AJER.V67I1.56942
Ellen Watson
Teachers’ beliefs about knowledge in their subject deeply impact their classroom practice. This study analyzed the epistemic beliefs about physics knowledge held by Saskatchewan high school physics teachers using a newly designed framework of epistemic beliefs about physics knowledge. Results suggest that teachers’ epistemic beliefs about physics knowledge are relatively consistent within the areas of certainty and structure of physics knowledge; most participants believed that physics knowledge was tentative and subject to change as well as coherent and connected in its structure. However, participants rarely agreed on the source and content of physics knowledge. As teachers’ beliefs likely influence the way a curriculum document is interpreted and implemented, students across the province of Saskatchewan might develop very different understandings of physics knowledge due to variations in teachers’ epistemic beliefs. The findings of this study provide insights into areas of professional development for teachers and pre-service teacher instruction. The article concludes with suggestions for educating teachers to better understand their own epistemic beliefs about knowledge in the subjects they teach as well as the impact these beliefs may have on their classroom. Key words: epistemic beliefs; physics education; teacher education Les croyances des enseignants quant a leur connaissance de la matiere ont un impact important sur leur pratique pedagogique. S’appuyant sur un nouveau cadre des croyances epistemiques portant sur les connaissances en physique, cette etude a analyse les croyances epistemiques qu’ont des enseignants de la physique au secondaire en Saskatchewan quant a leurs connaissances en physique. Les resultats indiquent que les croyances epistemiques des enseignants sont relativement homogenes dans les domaines touchant la certitude et la structure des connaissances en physique, la plupart des participants ayant indique qu’ils croient que les connaissances en physique sont provisoires, sujettes aux changements et coherentes et liees sur le plan structurel. Toutefois, les participants etaient rarement en accord quant a la source et au contenu des connaissances en physique. Etant donne qu’il est probable que les croyances des enseignants influencent l’interpretation et la mise en œuvre de materiel pedagogique, il se peut que les eleves de partout en Saskatchewan developpent des idees tres differentes des connaissances en physique en raison des variations dans les croyances epistemiques de leurs enseignants. Les resultats de cette etude permettent de mieux comprendre certains domaines du developpement professionnel pour enseignants et de la formation des etudiants en pedagogie. L’article se termine par des suggestions visant une formation des enseignants qui leur permettrait de mieux comprendre leurs propres croyances epistemiques des connaissances de la matiere qu’ils enseignent ainsi que l’impact que pourraient avoir ces croyances da
教师对学科知识的信念深刻地影响着他们的课堂实践。本研究采用新设计的物理知识认知信念框架，对萨斯喀彻温省高中物理教师的物理知识认知信念进行了分析。结果表明:教师对物理知识的认知信念在物理知识的确定性和结构两个方面是相对一致的;大多数与会者认为，物理知识是试探性的、易变化的，其结构是连贯的、相互联系的。然而，参与者很少对物理知识的来源和内容达成一致。由于教师的信念可能会影响课程文件的解释和实施方式，萨斯喀彻温省的学生可能会因为教师认知信念的差异而对物理知识产生非常不同的理解。本研究的发现为教师专业发展和职前教师教学提供了见解。文章最后提出了教育教师的建议，以更好地了解他们自己对所教科目知识的认知信念，以及这些信念可能对课堂产生的影响。关键词:认知信念;物理教育;教师教育的发展与发展对教师的教育实践具有重要的影响。年代'appuyant苏尔联合国新干部des croyances epistemiques创造苏尔les connaissances体格,这个练习曲一分析les croyances瞿epistemiques 'ont des enseignants de la体格盟secondaire在萨斯喀彻温省量化他们connaissances en体格。结果、个体特征、相似性、认知特征、关联性、同质性、接触性、确定性、结构特征、共性特征、共性特征、个体特征、共性特征、共性特征、共性特征、共性特征、共性特征、共性特征、共性特征、共性特征、共性特征、共性特征、共性特征、共性特征、共性特征、共性特征、共性特征、共性特征、计划结构特征。因此，参与者的智力水平在数量和来源上是一致的，而在体质上是一致的。在萨斯喀彻温省，我们将会发现可能的现象，即现象现象对解释的影响，现象现象的影响，现象现象的影响，现象现象的影响，现象现象的影响，现象现象的影响，现象现象的影响，现象现象的影响，现象现象的影响，现象现象的影响，现象现象的影响，现象现象的影响，现象现象的影响，现象现象的影响，现象现象的影响，现象现象的影响。研究结果表明，研究人员对某些领域的发展、专业知识的渗透以及对学生和教学方式的形成都有一定的理解。文章定义了一种术语，定义了一种概念，定义了一个概念，定义了一个概念，定义了一个概念，定义了一个概念，定义了一个概念，定义了一个概念，定义了一个概念，定义了一个概念，定义了一个概念，定义了一个概念，定义了一个概念，定义了一个概念，定义了一个概念，定义了一个概念。格言:名言;体质工程;军团
{"title":"Saskatchewan Physics Teachers’ Epistemic Beliefs: A Glimpse Into an Under Examined Area of Teachers’ Professional Education","authors":"Ellen Watson","doi":"10.11575/AJER.V67I1.56942","DOIUrl":"https://doi.org/10.11575/AJER.V67I1.56942","url":null,"abstract":"Teachers’ beliefs about knowledge in their subject deeply impact their classroom practice. This study analyzed the epistemic beliefs about physics knowledge held by Saskatchewan high school physics teachers using a newly designed framework of epistemic beliefs about physics knowledge. Results suggest that teachers’ epistemic beliefs about physics knowledge are relatively consistent within the areas of certainty and structure of physics knowledge; most participants believed that physics knowledge was tentative and subject to change as well as coherent and connected in its structure. However, participants rarely agreed on the source and content of physics knowledge. As teachers’ beliefs likely influence the way a curriculum document is interpreted and implemented, students across the province of Saskatchewan might develop very different understandings of physics knowledge due to variations in teachers’ epistemic beliefs. The findings of this study provide insights into areas of professional development for teachers and pre-service teacher instruction. The article concludes with suggestions for educating teachers to better understand their own epistemic beliefs about knowledge in the subjects they teach as well as the impact these beliefs may have on their classroom. \u0000Key words: epistemic beliefs; physics education; teacher education \u0000Les croyances des enseignants quant a leur connaissance de la matiere ont un impact important sur leur pratique pedagogique. S’appuyant sur un nouveau cadre des croyances epistemiques portant sur les connaissances en physique, cette etude a analyse les croyances epistemiques qu’ont des enseignants de la physique au secondaire en Saskatchewan quant a leurs connaissances en physique. Les resultats indiquent que les croyances epistemiques des enseignants sont relativement homogenes dans les domaines touchant la certitude et la structure des connaissances en physique, la plupart des participants ayant indique qu’ils croient que les connaissances en physique sont provisoires, sujettes aux changements et coherentes et liees sur le plan structurel. Toutefois, les participants etaient rarement en accord quant a la source et au contenu des connaissances en physique. Etant donne qu’il est probable que les croyances des enseignants influencent l’interpretation et la mise en œuvre de materiel pedagogique, il se peut que les eleves de partout en Saskatchewan developpent des idees tres differentes des connaissances en physique en raison des variations dans les croyances epistemiques de leurs enseignants. Les resultats de cette etude permettent de mieux comprendre certains domaines du developpement professionnel pour enseignants et de la formation des etudiants en pedagogie. L’article se termine par des suggestions visant une formation des enseignants qui leur permettrait de mieux comprendre leurs propres croyances epistemiques des connaissances de la matiere qu’ils enseignent ainsi que l’impact que pourraient avoir ces croyances da","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"53-67"},"PeriodicalIF":0.0,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44013062","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}
Pub Date : 2021-03-03DOI: 10.11575/AJER.V67I1.72133
Bonnie Watt
{"title":"Teacher Education and Teaching: An Introduction to Special Issue #2","authors":"Bonnie Watt","doi":"10.11575/AJER.V67I1.72133","DOIUrl":"https://doi.org/10.11575/AJER.V67I1.72133","url":null,"abstract":"","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"1-2"},"PeriodicalIF":0.0,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46999190","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}
Pub Date : 2021-03-03DOI: 10.11575/AJER.V67I1.56965
C. Blomgren, S. Henderson
Since the 2002 UNESCO forum, raising awareness of the benefits and challenges to Open Educational Resources (OER) in higher education have been integral to the broader Open Education (OE) movement. In the K-12 sector, however, an understanding of OER has been less advanced, although there are pockets of K-12 OER innovators throughout Canada and the United States. The 2015 U.S. Department of Education #GoOpen initiative, had over 20 American states move toward the use of K-12 OER, and within Canada, various provinces have begun investigating OER for both financial and pedagogical reasons. Because the use of K-12 OER inheres curricular decisions from the classroom teacher to all levels of governance, the move toward OER additionally involves a variety of sophisticated and complex digital and system-wide supports. This shift from the legacy educational system to the emerging practices where educators employ participatory technologies to curate, share out, and use student-generated curricular content requires awareness-building of these pedagogical and technological changes. Despite these impending shifts, the awareness, use, and the advocacy for K-12 OER as a nascent topic for professional learning, at present there are no dedicated specialist councils or professional organizations to support Canadian K-12 OER educators. To address this professional learning need, a virtual satellite conference was offered for in-service teachers as part of a network supported through the Scholarly Publishing and Academic Resources Coalition (SPARC), the Right to Research coalition, and the OpenCon platform. The OpenCon 2018 K-12 Athabasca virtual conference offered free professional learning regarding these changes in resource sourcing, creating, licensing, and sharing. Through meeting software, K-12 educators from Canada and beyond were able to learn about OER, Open Pedagogy, and the implications these changes bring to the teaching and learning processes. The virtual conference concluded with the Remix Panel that catalyzed topics from an OpenCon17 Berlin higher education discussion, remixing them for the K-12 context. Because this virtual conference has no precedent within Canada, the organizers of this inaugural event summarize its planning and execution, and explicate the significance of offering and archiving the presentations as part of the initiative to build a stronger awareness and understanding of K-12 OER current practices. Key words: open educational resources, open pedagogy, online teacher professional development, virtual conference, reflection-on-action Depuis le forum de l’UNESCO en 2002, la sensibilisation quant aux avantages et aux defis lies aux Ressources educatives libres (REL) dans le contexte des etudes superieures fait partie integrante du mouvement pour l’education ouverte. Dans le domaine M-12 par contre, les REL sont moins bien connues, bien qu’il y ait des ilots d’innovateurs en REL partout au Canada et aux Etats-Unis. L’initiative du
{"title":"Addressing the K-12 Open Educational Resources Awareness Niche: A Virtual Conference Response","authors":"C. Blomgren, S. Henderson","doi":"10.11575/AJER.V67I1.56965","DOIUrl":"https://doi.org/10.11575/AJER.V67I1.56965","url":null,"abstract":"Since the 2002 UNESCO forum, raising awareness of the benefits and challenges to Open Educational Resources (OER) in higher education have been integral to the broader Open Education (OE) movement. In the K-12 sector, however, an understanding of OER has been less advanced, although there are pockets of K-12 OER innovators throughout Canada and the United States. The 2015 U.S. Department of Education #GoOpen initiative, had over 20 American states move toward the use of K-12 OER, and within Canada, various provinces have begun investigating OER for both financial and pedagogical reasons. Because the use of K-12 OER inheres curricular decisions from the classroom teacher to all levels of governance, the move toward OER additionally involves a variety of sophisticated and complex digital and system-wide supports. This shift from the legacy educational system to the emerging practices where educators employ participatory technologies to curate, share out, and use student-generated curricular content requires awareness-building of these pedagogical and technological changes. Despite these impending shifts, the awareness, use, and the advocacy for K-12 OER as a nascent topic for professional learning, at present there are no dedicated specialist councils or professional organizations to support Canadian K-12 OER educators. To address this professional learning need, a virtual satellite conference was offered for in-service teachers as part of a network supported through the Scholarly Publishing and Academic Resources Coalition (SPARC), the Right to Research coalition, and the OpenCon platform. The OpenCon 2018 K-12 Athabasca virtual conference offered free professional learning regarding these changes in resource sourcing, creating, licensing, and sharing. Through meeting software, K-12 educators from Canada and beyond were able to learn about OER, Open Pedagogy, and the implications these changes bring to the teaching and learning processes. The virtual conference concluded with the Remix Panel that catalyzed topics from an OpenCon17 Berlin higher education discussion, remixing them for the K-12 context. Because this virtual conference has no precedent within Canada, the organizers of this inaugural event summarize its planning and execution, and explicate the significance of offering and archiving the presentations as part of the initiative to build a stronger awareness and understanding of K-12 OER current practices. \u0000Key words: open educational resources, open pedagogy, online teacher professional development, virtual conference, reflection-on-action \u0000Depuis le forum de l’UNESCO en 2002, la sensibilisation quant aux avantages et aux defis lies aux Ressources educatives libres (REL) dans le contexte des etudes superieures fait partie integrante du mouvement pour l’education ouverte. Dans le domaine M-12 par contre, les REL sont moins bien connues, bien qu’il y ait des ilots d’innovateurs en REL partout au Canada et aux Etats-Unis. L’initiative du ","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"68-82"},"PeriodicalIF":0.0,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43157567","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}
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