Alberta Journal of Educational Research最新文献

{"title":"Building School Capacity to Support Students with Complex Needs Through the Wellness, Resiliency, and Partnerships (WRaP) Project","authors":"M. Tremblay, Tracy Mastrangelo, Jacqueline Pei","doi":"10.11575/AJER.V67I1.56966","DOIUrl":"https://doi.org/10.11575/AJER.V67I1.56966","url":null,"abstract":"Schools across the province of Alberta are increasingly diverse in terms of student backgrounds, circumstances, and needs (Alberta Education, 2017). In order to respond to the needs of a diverse student population, many schools are providing supports targeted to children and youth identified as being at risk for poor outcomes. The Wellness, Resiliency, and Partnerships (WRaP) project, initiated in 2009, was born out of recognition for the need to provide individualized, strength-based supports to students with Fetal Alcohol Spectrum Disorder (FASD). For eight years, WRaP success coaches aimed to provide innovative, collaborative, strength-based services and supports to promote the success of students with FASD in Alberta schools. The project initially targeted junior and senior high school students with FASD. Over the project’s most recent two years, the project expanded to serve elementary schools, as well as students with complex needs in addition to those that arise due to FASD. The aims of the project were to maximize school engagement, increase academic success, and enhance social, emotional, and physical well-being. In addition, coaches worked to enhance school and family capacity to support students with complex needs, and to build partnerships for youth to access supports at home, at school, and in their communities. Overall, the WRaP project demonstrated significant growth and positive outcomes in terms of building school capacity to support students with complex needs including FASD. We will draw on data from four years of annual interviews and focus groups conducted with WRaP success coaches and school personnel to describe the key processes, successes, and challenges involved in building school capacity through the WRaP project in Alberta schools. \u0000Key words: Fetal alcohol spectrum disorder; community-based participatory research; school capacity building; mentorship; students with complex needs \u0000Partout en Alberta, les ecoles servent une population d’eleves dont les antecedents, les circonstances et les besoins sont de plus en plus diversifies (Alberta Education, 2017). Afin de repondre aux besoins d’une population d’eleves diversifiee, plusieurs ecoles fournissent des appuis visant les enfants et les jeunes identifies comme etant a risque de connaitre de mauvais resultats scolaires. Le projet WRaP (Wellness, Resiliency, and Partnerships; c.-a-d., bien-etre, resilience et partenariats), initie en 2009, est ne de la reconnaissance du besoin d’offrir des appuis individualises et axes sur les besoins des eleves atteints du syndrome de l'alcoolisation fœtale (SAF). Pendant huit ans, les entraineurs motivateurs de WRaP ont œuvre pour fournir des services et des appuis innovateurs et collaboratifs qui visaient les besoins des eleves albertains atteints du SAF. Initialement, le projet visait les eleves albertains de la 7e a la 12e annee atteints du SAF, mais au cours des deux dernieres annees, le projet a ete etendu pour inclure les ecoles ","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"83-99"},"PeriodicalIF":0.0,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42390623","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":"Research Mobilization in TESL Learning Communities: Benefits, Challenges, Supports, and Procedures","authors":"Marilyn L. Abbott, Kent Lee, Marian J. Rossiter","doi":"10.11575/AJER.V67I1.56703","DOIUrl":"https://doi.org/10.11575/AJER.V67I1.56703","url":null,"abstract":"To enhance English as a second language (ESL) instructors’ understanding and utilization of peer-reviewed research for professional learning and development, we facilitated the establishment of and supported professional reading groups in nine adult ESL programs. We examined the benefits and challenges experienced by the 76 participants over five years, through focus group interviews, audio-taped group discussions, and monthly questionnaires. Analyses revealed that, despite the challenges reported, reading group involvement promoted reflection, confirmed current professional practices, fostered learning, impacted practice, emphasized the importance of professional development, and encouraged networking. Strategies for establishing and maintaining effective professional reading groups in ESL programs are provided. \u0000Key words: Professional Learning and Development; Professional Reading Groups; Research Utilization; Adult English as a Second Language (ESL) Education; Communities of Practice; TESL \u0000Pour augmenter, chez les enseignants d’anglais langue seconde (AL2), la comprehension et l’utilisation de la recherche examinee par des pairs dans le cadre de l’apprentissage et de la formation professionnels, nous avons facilite la creation de groupes professionnels de lecture et appuye leur emploi au sein de neuf programmes d’ALS pour adultes. Par des entrevues avec des groupes de reflexion, des discussions de groupe enregistrees et des questionnaires mensuels, nous avons etudie les avantages et les defis vecus par les 76 participants au cours de cinq ans. Les analyses ont demontre que malgre les defis signales, la participation au groupe de lecture a favorise la reflexion, confirme les pratiques professionnelles actuelles, encourage l’apprentissage, influence la pratique, souligne l’importance du developpement professionnel et encourage le reseautage. Nous fournissons des strategies pour l’etablissement et le maintien de groupes professionnels de lecture efficaces au sein des programmes d’ALS. \u0000Mots cles : Apprentissage et developpement professionnels; groupes professionnels de lecture; utilisation de la recherche; anglais langue seconde (ALS) pour adultes; communautes de pratique; TESL","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"3-19"},"PeriodicalIF":0.0,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49319178","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":"Plagiarism: A Canadian Higher Education Case Study of Policy and Practice Gaps","authors":"Sarah Elaine Eaton, C. Conde, S. Rothschuh, Melanie Guglielmin, Benedict Kojo Otoo","doi":"10.11575/AJER.V66I4.69204","DOIUrl":"https://doi.org/10.11575/AJER.V66I4.69204","url":null,"abstract":"This mixed methods case study investigated faculty perspectives and practice around plagiarism in a Western Canadian faculty of education. Data sources included interviews, focus groups, and a survey. Findings showed that participants (N = 36) were disinclined to follow established procedures. Instead, they tended to deal with plagiarism in informal ways without reporting cases to administration, which resulted in a disconnect between policy and practice. The emotional impact of reporting plagiarism included frustration with the time required to document a case, and fear that reporting could have a negative effect on one’s employment. Recommendations include approaches that bridge the gap between policy and practice. \u0000Key words: Academic integrity, plagiarism, Canada, higher education, faculty \u0000Cette etude de cas a methodes mixtes s’est penchee sur les perspectives et les pratiques du corps professoral relatives au plagiat dans une faculte d’education dans l’ouest du Canada. Les sources de donnees ont inclus les entrevues, les groupes de discussion et un sondage. Les resultats indiquent que les participants (N=36) etaient peu portes a suivre les procedures etablies. Ils avaient plutot tendance a employer des moyens informels pour traiter le plagiat, sans signaler les cas a l’administration, ce qui entrainait un ecart entre la politique et la pratique. L’impact emotionnel decoulant du signalement du plagiat comprenait le temps necessaire a documenter un cas et la peur que le signalement puisse avoir une incidence negative sur son emploi. Les recommandations proposees incluent des approches visant a combler l’ecart entre la politique et la pratique. \u0000Mots cles : integrite academique, plagiat, Canada, enseignement superieur, faculte","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"66 1","pages":"471-488"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48103239","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":"What’s the Point of College? (2019) by Johann M. Neem","authors":"Danielle Milln","doi":"10.11575/AJER.V66I4.70497","DOIUrl":"https://doi.org/10.11575/AJER.V66I4.70497","url":null,"abstract":"","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"66 1","pages":"489-493"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48633067","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":"Learning With and From Indigenous People: Navigating Transformative Pedagogy and Privilege in Teacher Education","authors":"L. Kearns","doi":"10.11575/AJER.V66I4.56696","DOIUrl":"https://doi.org/10.11575/AJER.V66I4.56696","url":null,"abstract":"This case study explores the impact of an English language Arts Secondary methods class that focused on learning with and from Indigenous people. By participating in a number of in-class activities, taking a field trip, and engaging in a critical service-learning project that helped decentre the learner/teacher relationship, many non-Indigenous pre-service teachers were able to transform their understandings. Quantitative and qualitative data illustrate that most pre-service teachers challenged stereotypes, deficit thinking, and expanded their awareness; however, a minority experienced some levels of cognitive dissonance as their own privileged worldviews were challenged. This study explores the hope and challenges of decolonizing education, and a continuing need to imagine otherwise. \u0000Key words: decolonization, pre-service teacher education, social justice, Indigenous curriculum, calls to action \u0000Cette etude de cas porte sur l’impact d’un cours d’anglais en methodologie au secondaire visant l’apprentissage avec, et de, personnes autochtones. Plusieurs enseignants non-autochtones en formation ont pu transformer leur comprehension en participant a des activites en classe, a une sortie educative et a un projet d’apprentissage par le service qui a aide a decentrer le rapport apprenant/enseignant. Les donnees quantitatives et qualitatives indiquent que la plupart des enseignants en formation ont fait abstraction des stereotypes, ont surmonte des lacunes de raisonnement et ont ameliore leurs connaissances; toutefois, une minorite d’entre eux ont ressenti une certaine dissonance cognitive face a la remise en question de leurs propres visions du monde privilegiees. Cette etude explore l’espoir et les defis face a la decolonisation de l’education et du besoin permanent d’imaginer le monde autrement. \u0000Mots cles : decolonisation, formation prealable des enseignants, justice sociale, curriculum autochtone, Appels a l’action","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"66 1","pages":"387-405"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41832569","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":"Measuring Students’ Perception of Learning: The Systematic Development of An Instrument","authors":"Daniel George Ngugi, Lisa Borden-King, Draza Markovic, Andy Bertsch","doi":"10.11575/AJER.V66I4.68240","DOIUrl":"https://doi.org/10.11575/AJER.V66I4.68240","url":null,"abstract":"Within the education sector various tools have been used to measure effectiveness of instruction. It is typical that measures of teaching effectiveness include, but are not limited to, the student’s perception of their experience in the classroom and with a given instructor. Student evaluations of teaching (SETs) are one form of measurement commonly used in American universities. It is important to determine whether these SETs are helpful in assessing effective teaching and the instructor’s work in and out of the classroom, in general. To determine whether these SETs are helpful in assessing effective teaching and the instructor’s work in and out of the classroom, in general, we sought to develop an instrument to measure the students’ perception of teaching and learning as represented by three concepts: Student, Course, and Instructor. We used scaled survey items, some of which we borrowed from other instruments to operationalize the concepts and create a pilot test. We analyzed the data using Factor analysis techniques. The result was an instrument that included 24 items scaled on a five-point Likert scale. \u0000Key words: Teaching evaluation, instructor evaluation, course evaluation, student evaluation of teaching, students’ perception of learning. \u0000Dans le secteur de l’education, divers outils ont servi a l’evaluation de l’efficacite de l’enseignement. Typiquement, les mesures de l’efficacite de l’enseignement comprennent, entre autres, la perception qu’a l’etudiant de son experience en classe et avec son professeur. Les evaluations par les etudiants de l’enseignement sont une mesure couramment utilisee dans les universites americaines. Il est important de determiner si ces evaluations par les etudiants sont utiles dans l’evaluation generale de l’efficacite de l’enseignement et du travail du professeur en salle de classe et a l’exterieur de celle-ci. Pour le faire, nous avons tente de developper un instrument permettant de mesurer la perception qu’ont les etudiants de l’enseignement et de l’apprentissage en fonction de trois concepts : l’etudiant, le cours et le professeur. Pour mettre en œuvre les concepts et creer un essai pilote, nous nous sommes servi de questions de sondage echelonnees, dont certaines ont ete empruntees a d’autres instruments. Nous avons analyse les donnees avec des techniques d’analyse factorielle. Le resultat est un instrument a 24 items gradues selon l’echelle de Likert. \u0000Mots cles : evaluation de l’enseignement, evaluation de l’enseignant, evaluation de cours, evaluation par les etudiants de l’enseignement, perception des etudiants de l’apprentissage","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"66 1","pages":"435-453"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47667187","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":"A Sample Lesson Study with Pre-School Teachers: Dialogic Story Reading Bags","authors":"Gülüzar Şule Tepetaş Cengiz","doi":"10.11575/AJER.V66I4.68017","DOIUrl":"https://doi.org/10.11575/AJER.V66I4.68017","url":null,"abstract":"The Lesson Study is a professional development model that places teachers at the center of practice and is used in the professional development of teachers who are currently in teacher training or currently in service. In Turkey, the professional development of teachers from various branches is also supported by using this model. However, no previous studies have been found on the use of this model with pre-school teachers. This study was carried out to support and improve the quality of teachers’ picture story reading activities by means of lesson study and therefore support the language and early literacy skills of children. Mixed method design was used in the study by utilizing convergent parallel mixed method design. The study group consisted of 14 teachers employed at two independent kindergartens in Bolu city center and 223 children attending these schools during the 2017-2018 academic year. After obtaining all qualitative and quantitative data, statistical analyses were conducted on the quantitative data and content analysis was performed on the qualitative data. As a result of the study, we determined that dialogic reading bags that are developed through the Lesson Study model support children's language development and early literacy skills. In addition, we determined that the Lesson Study model had a positive impact on pre-school teachers’ professional development. \u0000Key words: dialogic reading, language development, early literacy, lesson study, preschool \u0000L’etude de cours est un modele de developpement professionnel qui met les enseignants au centre de la pratique et qui est employe dans le developpement professionnel des enseignants en formation ou en service. En Turquie aussi, ce modele sert a appuyer le developpement professionnel des enseignants dans divers domaines. Toutefois, nous n’avons recense aucune recherche anterieure portant sur l’emploi de ce modele aupres d’enseignants au prescolaire. Cette etude a ete entreprise pour appuyer et ameliorer la qualite des activites liees a la lecture de livres d’images et ainsi appuyer les competences linguistiques et les habiletes en lecture et ecriture de jeunes enfants. L’etude repose sur une modele mixte parallele et convergent. Le groupe d’etude etait compose de 14 enseignants provenant de deux maternelles independantes du centre-ville de Bolu et des 223 enfants qui ont frequente ces ecoles pendant l’annee academique 2017-2018. Suite a la cueillette de toutes les donnees qualitatives et quantitatives, les donnees qualitatives ont fait l’objet d’analyses statistiques. Les resultats indiquent que les sacs qui accompagnent la lecture dialogue et qui font partie du modele de l’etude de cours appuient le developpement des competences linguistiques et des habiletes en lecture et ecriture de jeunes enfants. De plus, nous avons determine que le modele d’etude de cours avait un impact positif sur le developpement professionnel des enseignants au prescolaire. \u0000Mots cles: lecture dialogique, dev","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"66 1","pages":"418-434"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41498939","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":"Practicing Teachers’ Attributions for the Behaviour of Students With Learning Disabilities and Attention-Deficit/Hyperactivity Disorder","authors":"Jona R. Frohlich, L. Goegan, L. Daniels","doi":"10.11575/AJER.V66I3.56950","DOIUrl":"https://doi.org/10.11575/AJER.V66I3.56950","url":null,"abstract":"More students with attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are being taught within the regular education classroom than ever before even though children with these disorders often require additional educational supports. Therefore, it is critical that teachers understand the challenges experienced by these students, as well as feel efficacious when it comes to teaching and supporting them. Attribution theory is a widely used theoretical framework by which to explain teachers’ cognitions. We surveyed 151 practicing teachers and asked them to respond to items related to attributions for students’ behaviour and their teaching self-efficacy. First, we examined teachers’ perceptions of the primary cause of the difficulties experienced by students qualitatively. We open-coded responses and three major themes emerged: biology/genetics, the environment, and skill deficits. These themes differed somewhat depending on whether the student had ADHD or LD. Second, we examined the relationship between teachers’ attributions for student behaviours and their sense of teaching self-efficacy quantitatively. For students with ADHD, controllable attributions predicted teachers’ self-efficacy (β = .30, p = .005). For students with LD, controllable and internal attributions predicted teacher self-efficacy (β = .34, p = .001, β = .24, p = .009, respectively). Third, we examined the results of both analyses simultaneously to determine areas of convergence and divergence with respect to attribution theory. The results have implications for both teachers and students (e.g., attributional interventions designed to foster a sense of self-efficacy), as well as provide directions for future research and teacher training. \u0000Keywords: ADHD, LD, practicing teachers, attributions, self-efficacy, mixed-methods \u0000Le nombre d’eleves atteints du trouble du deficit de l'attention avec ou sans hyperactivite (TDAH) ou des troubles d’apprentissage (TA) sont integres plus que jamais aux classes ordinaires, meme si les enfants affectes par ce type de difficultes ont souvent besoin d’un soutien educationnel supplementaire. Il est donc critique que les enseignants comprennent les defis que vivent ces eleves et que les enseignants se sentent efficaces dans l’enseignement et l’appui qu’ils leur apportent. La theorie attributive est un cadre theorique dont l’emploi est repandu pour expliquer les cognitions des enseignants. Au cours d’une enquete aupres de 151 enseignants en exercice, nous les avons interroges au sujet des attributions relatives au comportement des eleves et de leur sentiment d’efficacite personnelle en enseignement. Nous avons d’abord etudie, qualitativement, les perceptions des enseignants quant a la premiere cause des difficultes que vivent les eleves. Trois themes majeurs se sont degages des reponses aux questions ouvertes : la biologie/la genetique, l’environnement et des lacunes sur le plan des habiletes. Ces themes variaient quelque pe","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44517458","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":"Teacher Scaffolding Strategies to Transform Whole-classroom Talk into Collective Inquiry in Elementary Science Classrooms","authors":"Mijung Kim","doi":"10.11575/AJER.V66I3.56957","DOIUrl":"https://doi.org/10.11575/AJER.V66I3.56957","url":null,"abstract":"Inquiry-based teaching has been emphasized to enhance students’ knowledge and skills and create a culture of science in science classrooms. Many teachers understand inquiry as hands-on activities, and under the pressure of content-based curriculum, they plan hands-on activities to develop students’ science content knowledge described in the curriculum. This leads to science teaching as scripted performance-based teaching rather than creative and co-constructive knowledge building and problem solving. To develop inquiry abilities, students need opportunities to critically and constructively share and discuss their ideas, reasons, and alternatives in problem-solving contexts beyond managing experiments. Whole-classroom talk has been recognized as a cognitive and social tool to create a joint space of learning when teachers go beyond the traditional ground rules of the Initiation-Response-Follow-up/Initiation-Response-Evaluation (IRF/IRE) approach in classroom interactions. This study investigates examples of teacher scaffolding during whole-class discussion where an elementary teacher attempts to connect and expand hands-on activities with knowledge building, reasoning and problem-solving. This study examines specific scaffolding strategies used by the teacher during whole-class discussion and explores how the strategies develop a co-constructive learning community for students to enhance their knowledge, reasoning and problem-solving skills. The study employed a descriptive and explanatory case study model to look closely at a Grade 5-6 classroom over 4 months, with a specific focus on the dynamics of student and teacher interactions during classroom activities and discussions. During the course of the study, one teacher and 23 students worked on the science unit of electricity and electromagnetism. All science classes were video and audio taped and later transcribed to analyze the classroom talk, the teacher’s scaffolding strategies, and students’ learning. Research findings show that the teacher continuously demonstrated the strategies of a) probing and expanding the boundaries of thinking, b) developing collective reasoning and problem solving, and c) participating and modeling the inquiry process with students. These scaffolding strategies distributed the agency of reasoning and problem solving in a collective learning community and encouraged students to become knowledge inquirers and problem solvers. The study describes the pedagogical implications of whole-classroom talk through a discussion about how these strategies are related to and different from the widely practiced IRF/IRE approach in order for teachers to reflect and transform the practice of classroom talk into inquiry-based teaching. \u0000Keywords: Teacher scaffolding, collective inquiry, whole-classroom talk, elementary science \u0000On a favorise l’apprentissage fonde sur l’enquete comme approche pour rehausser les connaissances et les habiletes des eleves et pour creer une culture de la","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49077061","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":"Exploring Instructional Strategies in an Indigenous Education Course in Initial Teacher Education","authors":"Melissa Oskineegish","doi":"10.11575/AJER.V66I3.56709","DOIUrl":"https://doi.org/10.11575/AJER.V66I3.56709","url":null,"abstract":"This paper explores the different approaches and instructional strategies of five instructors who have taught a mandatory Aboriginal Education course in a Canadian teacher education program. The findings are drawn from a broader study that examined the impact of self-reflective practices in Indigenous Education. Through semi-structured interviews, five course instructors shared what they believed to be meaningful instructional strategies in the course. Although each instructor shared their personal approach to the course, the four broad themes of story, land, art, and reflection emerged from their examples. These are discussed in relation to what is reported in the literature about the approaches and instructional strategies of Indigenous Education course instructors (Aveling, 2006; Dion, 2007; McInnes, 2017); this expands the conversation on meaningful pedagogies for Indigenous Education courses in initial teacher education. \u0000Keywords: Indigenous Education; teacher education; instructional strategies; pedagogical practices. \u0000Cet article explore les differentes approches et strategies pedagogiques de cinq instructeurs qui ont enseigne un cours obligatoire d’education autochtone dans le cadre d’un programme de formation des enseignants au Canada. Les resultats sont tires d’une etude plus vaste ayant porte sur l’impact des pratiques de reflexion personnelle en education autochtone. Cinq instructeurs ont partage, par des entrevues semi-structurees, ce qu’ils croyaient etre des strategies pedagogiques significatives pour le cours. Meme si chaque instructeur a partage son approche personnelle au cours, quatre grands themes, soit le recit, le territoire, l’art et la reflexion, sont tout de meme ressortis de leurs exemples. Ces themes font l’objet d’une discussion portant sur les approches et les strategies pedagogiques des instructeurs d’education autochtone qui sont decrites dans la litterature (Aveling, 2006; Dion, 2007; McInnes, 2017). Cette discussion vient donc elargir la conversation sur les pedagogies significatives pour les cours d’education autochtone offerts dans le cadre de la formation des enseignants. Mots cles : education autochtone; formation des enseignants; strategies pedagogiques; pratiques pedagogiques","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47711960","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}