Pub Date : 2020-08-19DOI: 10.11575/AJER.V66I3.56955
Mark W. Aulls, Jason M. Harley, D. Getahun, D. Lemay
Pre-service teachers’ conceptions of effective and ineffective instruction stand to inform their personal views of what constitutes effective and ineffective instruction, yet few qualitative studies have examined both conceptions of effective and ineffective instruction. The purpose of this study was to determine whether pre-service teachers described what happens in university courses primarily in terms of teacher characteristics, teaching practices, or instructional context. There were two research questions guiding the study. First, how are the dimensions of effective and ineffective instruction alike and different? Second, how do results correspond to similar qualitative studies? Nine distinct themes were inductively derived through open coding of 34 pre-service teachers’ essays: (a) motivation, (b) student autonomy, (c) meaningful learning, (d) comfortable learning environment, (e) classroom management, (f) student-teacher relationship, (g) teacher’s personal characteristics and manner, (h) lesson organization, and (i) teacher impact/student development. The results of this study support previous findings and add to the small number of studies that have examined pre-service teachers' descriptions of effective and ineffective instruction. Findings have also contributed a new category that has not appeared in previous literature: teacher impact/student development. Pre-service teachers’ descriptions in this study confirm that the theoretical conception of what happens in classrooms must include the teacher’s characteristics, teaching, and the context of instruction. Keywords: education theory and practice, educational psychology, higher education, teacher education, pre-service teacher beliefs, pre-service teacher conceptions, effective instruction, effective teaching. Les conceptions qu’ont les enseignants en formation de l’enseignement efficace et inefficace informent naturellement leurs points de vue personnels de ce qui constitue l’enseignement efficace et inefficace; pourtant, peu d’etudes qualitatives se sont penchees sur les conceptions de l’enseignement efficace ainsi que sur celles de l’enseignement inefficace. L’objectif de cette etude etait de determiner dans quelle mesure les enseignants en formation decrivent ce qui se passe dans les cours a l’universite, notamment en fonction des caracteristiques des enseignants, des pratiques d’enseignement ou du contexte pedagogique. Deux questions ont guide la recherche. D’abord, qu’est-ce que l’enseignement efficace et l’enseignement inefficace ont en commun et qu’est-ce qui les distingue? Deuxiemement, comment les resultats correspondent-ils a ceux d’etudes qualitatives similaires? Un codage ouvert de 34 dissertations ecrites par des enseignants en formation a permis de recueillir, par induction, neuf themes distincts: (a) motivation, (b) autonomie des etudiants, (c) apprentissage significatif, (d) milieu d’apprentissage confortable, (e) gestion de la classe, (f) rapport etudiant-enseignan
{"title":"Undergraduate Education Students’ Perceptions of Effective and Ineffective Course Experiences: What Counts as an Effective Experience?","authors":"Mark W. Aulls, Jason M. Harley, D. Getahun, D. Lemay","doi":"10.11575/AJER.V66I3.56955","DOIUrl":"https://doi.org/10.11575/AJER.V66I3.56955","url":null,"abstract":"Pre-service teachers’ conceptions of effective and ineffective instruction stand to inform their personal views of what constitutes effective and ineffective instruction, yet few qualitative studies have examined both conceptions of effective and ineffective instruction. The purpose of this study was to determine whether pre-service teachers described what happens in university courses primarily in terms of teacher characteristics, teaching practices, or instructional context. There were two research questions guiding the study. First, how are the dimensions of effective and ineffective instruction alike and different? Second, how do results correspond to similar qualitative studies? Nine distinct themes were inductively derived through open coding of 34 pre-service teachers’ essays: (a) motivation, (b) student autonomy, (c) meaningful learning, (d) comfortable learning environment, (e) classroom management, (f) student-teacher relationship, (g) teacher’s personal characteristics and manner, (h) lesson organization, and (i) teacher impact/student development. The results of this study support previous findings and add to the small number of studies that have examined pre-service teachers' descriptions of effective and ineffective instruction. Findings have also contributed a new category that has not appeared in previous literature: teacher impact/student development. Pre-service teachers’ descriptions in this study confirm that the theoretical conception of what happens in classrooms must include the teacher’s characteristics, teaching, and the context of instruction. \u0000Keywords: education theory and practice, educational psychology, higher education, teacher education, pre-service teacher beliefs, pre-service teacher conceptions, effective instruction, effective teaching. \u0000Les conceptions qu’ont les enseignants en formation de l’enseignement efficace et inefficace informent naturellement leurs points de vue personnels de ce qui constitue l’enseignement efficace et inefficace; pourtant, peu d’etudes qualitatives se sont penchees sur les conceptions de l’enseignement efficace ainsi que sur celles de l’enseignement inefficace. L’objectif de cette etude etait de determiner dans quelle mesure les enseignants en formation decrivent ce qui se passe dans les cours a l’universite, notamment en fonction des caracteristiques des enseignants, des pratiques d’enseignement ou du contexte pedagogique. Deux questions ont guide la recherche. D’abord, qu’est-ce que l’enseignement efficace et l’enseignement inefficace ont en commun et qu’est-ce qui les distingue? Deuxiemement, comment les resultats correspondent-ils a ceux d’etudes qualitatives similaires? Un codage ouvert de 34 dissertations ecrites par des enseignants en formation a permis de recueillir, par induction, neuf themes distincts: (a) motivation, (b) autonomie des etudiants, (c) apprentissage significatif, (d) milieu d’apprentissage confortable, (e) gestion de la classe, (f) rapport etudiant-enseignan","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":"44943811","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 : 2020-06-15DOI: 10.11575/AJER.V66I2.61794
B. Brenna, I. Khan, Miranda Morstad
This comprehensive examination of 132 picture books originally published by Canadian publishers in 2017, and written and/or illustrated by at least one creator living in Canada, offers qualitative and quantitative findings that demonstrate patterns and themes in relation to number of titles, authors, illustrators, characters, genres, audiences, and readability characteristics, while addressing particular elements of Dresang’s (1999) notion of Radical Change. Books were identified from multiple sources with results compared to a previous study (Author 3), demonstrating a marginal increase of titles since 2015 where 120 books were identified, and a continued increase from 2005 where 57 books were identified. Of particular note in the current sample were the 13 books created by Indigenous authors and/or illustrators and presenting Canadian Indigenous content and perspectives, calculated at 9.8 % of the study sample, compared to previous results where books by Indigenous authors and/or illustrators comprised 3.5 % of the sample in 2005 and 10% in 2015. These findings, and other patterns, themes and possible trends, are suggested as underpinnings for future research involving further changes in the field of Canadian children’s literature in education as well as further research into reader response regarding contemporary titles. While this paper does address aspects of diversity present in this study sample, a second article disseminates detailed findings related to representations of ethnicity. .
{"title":"Patterns and Themes in Canadian Picture Books Published in 2017: A Content Analysis of 132 Titles Using Dresang’s Lens of Radical Change","authors":"B. Brenna, I. Khan, Miranda Morstad","doi":"10.11575/AJER.V66I2.61794","DOIUrl":"https://doi.org/10.11575/AJER.V66I2.61794","url":null,"abstract":"This comprehensive examination of 132 picture books originally published by Canadian publishers in 2017, and written and/or illustrated by at least one creator living in Canada, offers qualitative and quantitative findings that demonstrate patterns and themes in relation to number of titles, authors, illustrators, characters, genres, audiences, and readability characteristics, while addressing particular elements of Dresang’s (1999) notion of Radical Change. Books were identified from multiple sources with results compared to a previous study (Author 3), demonstrating a marginal increase of titles since 2015 where 120 books were identified, and a continued increase from 2005 where 57 books were identified. Of particular note in the current sample were the 13 books created by Indigenous authors and/or illustrators and presenting Canadian Indigenous content and perspectives, calculated at 9.8 % of the study sample, compared to previous results where books by Indigenous authors and/or illustrators comprised 3.5 % of the sample in 2005 and 10% in 2015. These findings, and other patterns, themes and possible trends, are suggested as underpinnings for future research involving further changes in the field of Canadian children’s literature in education as well as further research into reader response regarding contemporary titles. While this paper does address aspects of diversity present in this study sample, a second article disseminates detailed findings related to representations of ethnicity. \u0000.","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"66 1","pages":"170-191"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42423918","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 : 2020-06-15DOI: 10.11575/AJER.V66I2.67915
J. Verster, Y. Sayed
The learning attainment of South African learners in mathematics is, as The International Mathematics and Science Study (TIMSS) data reveal, far from optimal. A key contributing factor is a shortage of competent and confident qualified mathematics teachers. The Post Graduate Certificate in Education (PGCE) offered at South African universities is a key qualification designed to address this challenge (amongst others, such as the Bachelor of Education [B.Ed.]). However, the success of the PGCE as a preparation for mathematics teachers is not without concern, as this paper argues. Using a qualitative case study focusing on a PGCE with a mathematics focus offered by a university of technology, this paper discusses the constraints identified by prospective teachers and teacher educators. Constraints are explored by focusing on the curriculum, partnerships, and policy relating to the delivery of the PGCE as true and critical to the efficacy of the program. The paper contributes to context-specific understanding of the constraints influencing the PGCE’s efficacy (as offered in 2014) in developing newly qualified teachers’ (NQTs) skills and knowledge to be confident and competent mathematics teachers. Keywords: Post Graduate Certificate in Education; mathematics; learning to teach; governance; curriculum. Les donnees d’une enquete internationale portant sur les acquis scolaires en mathematiques et en sciences (TIMSS) revelent que le rendement des apprenants sud-africains en mathematiques est loin d’etre optimal. Un facteur qui contribue de facon significative a ce phenomene est le manque d’enseignants qualifies qui sont competents et confiants. Le certificat d’etudes superieures en education (PGCE) offert dans les universites en Afrique du Sud est une qualification importante concue pour faire face a ce defi (le Baccalaureat en Education, entre autres). Toutefois, la reussite du PGCE comme outil de preparation pour les enseignants n’est pas sans inquietude, comme le soutient cet article. En s’appuyant sur une etude de cas qualitative portant sur un PGCE avec une majeur en mathematiques et offert par une universite de technologie, cet article discute des contraintes identifiees par de futurs enseignants et formateurs d’enseignants. Les contraintes sont examinees en se penchant sur le curriculum, les partenariats et les politiques relatives a la prestation du PGCE pour evaluer dans quelle mesure ils sont veritables et essentiels au programme. Cet article contribue a une comprehension, propre au contexte, des contraintes qui influencent l’efficacite du PGCE (tel qu’offert en 2014) a developper les competences et les connaissances de nouveaux diplomes pour qu’ils soient des enseignants confiants et competents. Mots cles diplome d’etudes superieures en education mathematiques; apprendre a enseigner; gouvernance; curriculum
正如国际数学与科学研究(TIMSS)数据显示的那样，南非学习者的数学学习成绩远非最佳。一个关键因素是缺乏有能力和自信的合格数学教师。南非大学提供的教育研究生证书(PGCE)是解决这一挑战的关键资格证书(其中包括教育学士学位)。然而，正如本文所论述的那样，作为数学教师准备的教育文凭考试的成功并非没有问题。本文通过对一所科技大学提供的以数学为重点的高等教育文凭课程的定性案例研究，讨论了未来教师和教师教育者确定的制约因素。通过关注课程、合作伙伴关系和与PGCE交付相关的政策来探索限制因素，这些限制因素对项目的有效性至关重要。本文有助于根据具体情况理解影响PGCE在培养新合格教师(NQTs)技能和知识方面(如2014年提供的)有效性的制约因素，使其成为自信和称职的数学教师。关键词:研究生教育证书;数学;学会教;治理;课程。国际重要数学与科学专业人才培养项目(TIMSS)相关培训项目——中南地区数学与科学专业人才培养项目。没有一个因素对一个重要的现象起着重要的作用，没有一个因素对一个人的能力和能力起着重要的作用。高等教育证书(PGCE)为非洲南部的大学提供最重要的一项资格认证，以确保他们能够获得高等教育文凭(Le Baccalaureat en education, entre autres)。图特弗斯，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是我的意思。在高等教育文凭课程中，申请人的数学专业具有重要的定性意义;在高等技术大学中，申请人的数学专业具有重要的定性意义;在高等技术大学中，申请人的数学专业具有重要的定性意义;在高等技术大学中具有重要的定性意义;这包括考生对课程的偏好，家长对政治关系的偏好，以及对教育水平教育的评估，以及对课程内容的评估。这篇文章提供了一个统一的理解，适当的背景，包含对“PGCE的有效性”(tel qu 'offert en 2014)有很大影响的内容，包括开发人员的能力和新外交的沟通，以及开发人员的能力和能力，以及开发人员的能力和能力。数学教育高级文凭课程;逮捕工程师;gouvernance;课程
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Pub Date : 2020-06-15DOI: 10.11575/AJER.V66I2.56614
B. Pollard
This study engaged grounded theory methodology to explore how critical pedagogy shaped and influenced the development of critical consciousness among preservice teacher candidates. The teacher participants revealed that facilitating critical consciousness was a complex process influenced by pedagogical and institutional mechanisms. The pedagogical mechanism of coercive power and the institutional mechanism of compressed time both limited opportunities for student agency and constrained the development of critical consciousness. Two professors were successful in countering the negative consequences of these institutional and pedagogical mechanisms by enacting a legitimate form of power and facilitating dialogical learning contexts. These efforts are highlighted in the paper as key attributes of consciousness raising learning experiences among the preservice teachers. Keywords: preservice teachers, critical pedagogy, critical consciousness, Faculty of Education, course-based learning experiences Cette etude, qui repose sur une methodologie inspiree de la theorie a base empirique, explore la mesure dans laquelle la pedagogie critique a influence le developpement d’une conscience critique chez des enseignants en formation. Les enseignants participants ont revele que la promotion de la conscience critique est un processus complexe qui est influence par des mecanismes pedagogiques et institutionnels. Le mecanisme pedagogique du pouvoir coercitif et le mecanisme institutionnel du calendrier comprime limitent tous les deux la marge de manœuvre des etudiants et contraignent le developpement de la conscience critique. Deux professeurs ont reussi a contrer les consequences negatives de ces mecanismes institutionnels et pedagogiques en exercant une forme de pouvoir legitime et en facilitant des contextes d’apprentissage dialogique. L’article presente ces efforts comme etant les caracteristiques principales des experiences d’apprentissage ayant favorise la prise de conscience chez les enseignants en formation. Mots cles: enseignants en formation; pedagogie critique; conscience critique; faculte d’education; experiences d’apprentissage basees sur les cours
{"title":"Examining the Pedagogical and Institutional Phenomena that Influence the Facilitation of Critical Consciousness","authors":"B. Pollard","doi":"10.11575/AJER.V66I2.56614","DOIUrl":"https://doi.org/10.11575/AJER.V66I2.56614","url":null,"abstract":"This study engaged grounded theory methodology to explore how critical pedagogy shaped and influenced the development of critical consciousness among preservice teacher candidates. The teacher participants revealed that facilitating critical consciousness was a complex process influenced by pedagogical and institutional mechanisms. The pedagogical mechanism of coercive power and the institutional mechanism of compressed time both limited opportunities for student agency and constrained the development of critical consciousness. Two professors were successful in countering the negative consequences of these institutional and pedagogical mechanisms by enacting a legitimate form of power and facilitating dialogical learning contexts. These efforts are highlighted in the paper as key attributes of consciousness raising learning experiences among the preservice teachers. \u0000Keywords: preservice teachers, critical pedagogy, critical consciousness, Faculty of Education, course-based learning experiences \u0000Cette etude, qui repose sur une methodologie inspiree de la theorie a base empirique, explore la mesure dans laquelle la pedagogie critique a influence le developpement d’une conscience critique chez des enseignants en formation. Les enseignants participants ont revele que la promotion de la conscience critique est un processus complexe qui est influence par des mecanismes pedagogiques et institutionnels. Le mecanisme pedagogique du pouvoir coercitif et le mecanisme institutionnel du calendrier comprime limitent tous les deux la marge de manœuvre des etudiants et contraignent le developpement de la conscience critique. Deux professeurs ont reussi a contrer les consequences negatives de ces mecanismes institutionnels et pedagogiques en exercant une forme de pouvoir legitime et en facilitant des contextes d’apprentissage dialogique. L’article presente ces efforts comme etant les caracteristiques principales des experiences d’apprentissage ayant favorise la prise de conscience chez les enseignants en formation. \u0000Mots cles: enseignants en formation; pedagogie critique; conscience critique; faculte d’education; experiences d’apprentissage basees sur les cours","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"66 1","pages":"109-129"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46340487","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 : 2020-06-15DOI: 10.11575/AJER.V66I2.57315
J. Ippolito
This study considers three methodological orientations for reading the narrative of collaboration taken root in contemporary discussions around publicly funded education in Canada. It looks through and beyond conflict theory and an archaeological historical approach and turns to a discursive method well suited to close analysis of recorded, text-based exchanges. Selecting discursive psychology and conversation analysis as preferred interpretive tools, it samples an exchange from an institutional interaction between a researcher, a teacher, and two parents in an online discussion forum. The analysis highlights the multiplicity of agendas and work generated across stakeholders by what is ostensibly one shared goal. Key words: minority parents, Canadian schools, online, discursive psychology, conversation analysis Cette etude examine trois orientations methodologiques pour interpreter le recit sur la collaboration qui s’est enracine dans les discussions contemporaines portant sur l’education publique au Canada. L’etude part de la theorie des conflits et regarde au-dela de celle-ci, passe par une approche historique archeologique pour se tourner vers une methode discursive bien adaptee a une analyse approfondie des echanges textes enregistrees.d Ayant privilegie la psychologie discursive et l’analyse des conversations comme outils d’interpretation, l’etude se penche sur un echantillon consistant en une interaction institutionnelle entre un chercheur, un enseignant et deux parents sur un forum de discussion en ligne. L’analyse fait ressortir la multiplicite de programmes et le travail genere par les parties prenantes vers ce qui est presente comme etant un objectif partage. Mots cles: parents minoritaires; ecoles canadiennes; en ligne; psychologie discursive; analyse des conversations
{"title":"Methodological Options for Reading a Narrative of Collaboration Online in Canadian Education","authors":"J. Ippolito","doi":"10.11575/AJER.V66I2.57315","DOIUrl":"https://doi.org/10.11575/AJER.V66I2.57315","url":null,"abstract":"This study considers three methodological orientations for reading the narrative of collaboration taken root in contemporary discussions around publicly funded education in Canada. It looks through and beyond conflict theory and an archaeological historical approach and turns to a discursive method well suited to close analysis of recorded, text-based exchanges. Selecting discursive psychology and conversation analysis as preferred interpretive tools, it samples an exchange from an institutional interaction between a researcher, a teacher, and two parents in an online discussion forum. The analysis highlights the multiplicity of agendas and work generated across stakeholders by what is ostensibly one shared goal. \u0000Key words: minority parents, Canadian schools, online, discursive psychology, conversation analysis \u0000Cette etude examine trois orientations methodologiques pour interpreter le recit sur la collaboration qui s’est enracine dans les discussions contemporaines portant sur l’education publique au Canada. L’etude part de la theorie des conflits et regarde au-dela de celle-ci, passe par une approche historique archeologique pour se tourner vers une methode discursive bien adaptee a une analyse approfondie des echanges textes enregistrees.d Ayant privilegie la psychologie discursive et l’analyse des conversations comme outils d’interpretation, l’etude se penche sur un echantillon consistant en une interaction institutionnelle entre un chercheur, un enseignant et deux parents sur un forum de discussion en ligne. L’analyse fait ressortir la multiplicite de programmes et le travail genere par les parties prenantes vers ce qui est presente comme etant un objectif partage. \u0000Mots cles: parents minoritaires; ecoles canadiennes; en ligne; psychologie discursive; analyse des conversations","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"66 1","pages":"130-147"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44678000","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 : 2020-02-12DOI: 10.11575/AJER.V66I1.68731
M. Woodside
{"title":"Homophobia in the Hallways: Heterosexism and Transphobia in Canadian Catholic Schools (2018) by Tonya D. Callaghan","authors":"M. Woodside","doi":"10.11575/AJER.V66I1.68731","DOIUrl":"https://doi.org/10.11575/AJER.V66I1.68731","url":null,"abstract":"","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"66 1","pages":"100-102"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47576529","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 : 2020-02-12DOI: 10.11575/AJER.V66I1.68169
Daniel H. Jarvis, Glenda L. Black, Maria Cantalini-Williams
The Rideau Hall Foundation (RHF) in Ottawa, Canada selected the Schulich School of Education (SSoE) at Nipissing University to create educational resources to correspond with the release of two 2017 publications (Innovation Nation written for emergent readers; and Ingenious written for older readers. Both books were co-authored by The Right Honourable David Johnston (former Governor General of Canada) and Tom Jenkins as part of the Canada 150 sesquicentennial celebrations. The SSoE organized school teacher writing teams in summer 2017 and produced three cross-curricular Education for Innovation (E4I) resources (Early Learning; Grades 1-8; Grades 7-12) each of which included an Innovation Cycle model, sample key innovation learning experiences, and suggestions for culminating Innovation Celebrations. Teacher candidates from participating SSoE faculty classes also created curriculum-specific Innovation units which were subsequently revised by teacher teams and then implemented and reviewed by teachers from different educational contexts (e.g., public schools, private schools, homeschools). The E4I project collaboration involved university faculty, teachers, teacher candidates, and community partners. Based on participant survey data, researchers identified reported benefits and challenges relating to the overall developmental process. Findings indicate that the experiences of inquiring, ideating, incubating, and implementing the E4I resources closely reflected the phases found within the Innovation Cycle model. Feedback from teachers confirmed the usefulness of E4I for promoting innovation skills and mindsets in their students. Further themes emerging from the process survey data analysis include the evidence of, and need for: solid leadership, flexible support, iterative mindsets, and organic organizational structures. Key words: Innovation, Education, Curriculum, Interdisciplinary La Fondation Rideau Hall (FRH) a Ottawa, Canada, a selectionne la Schulich School of Education (SSoE) de l’Universite Nipissing pour elaborer des ressources didactiques dans le cadre de la publication de deux livres en 2017, Innovation Nation pour lecteurs debutants et Ingenious pour lecteurs plus âges. Les deux livres ont ete rediges par le tres honorable David Johnston, ancien Gouverneur general du Canada, en collaboration avec Tom Jenkins dans le cadre des celebrations du cent-cinquantenaire du Canada. La SSoE a organise des equipes de redaction pour enseignants a l’ete 2017 et a produit trois ressources multidisciplinaires portant sur l’education pour l’innovation (E41), chacune comportant un modele du cycle d’innovation, un echantillon des experiences d’apprentissage axees sur l’innovation et des suggestions axees sur les celebrations de l’innovation comme activite culminante. Des stagiaires suivant des cours avec l’equipe professorale de SSoE ont egalement cree des unites portant sur l’innovation alignees avec les programmes d’etudes. Par la suite, des equipes d
{"title":"Education for Innovation (E4I): Exploring the Developmental Process of a Canadian Curriculum Resource","authors":"Daniel H. Jarvis, Glenda L. Black, Maria Cantalini-Williams","doi":"10.11575/AJER.V66I1.68169","DOIUrl":"https://doi.org/10.11575/AJER.V66I1.68169","url":null,"abstract":"The Rideau Hall Foundation (RHF) in Ottawa, Canada selected the Schulich School of Education (SSoE) at Nipissing University to create educational resources to correspond with the release of two 2017 publications (Innovation Nation written for emergent readers; and Ingenious written for older readers. Both books were co-authored by The Right Honourable David Johnston (former Governor General of Canada) and Tom Jenkins as part of the Canada 150 sesquicentennial celebrations. The SSoE organized school teacher writing teams in summer 2017 and produced three cross-curricular Education for Innovation (E4I) resources (Early Learning; Grades 1-8; Grades 7-12) each of which included an Innovation Cycle model, sample key innovation learning experiences, and suggestions for culminating Innovation Celebrations. Teacher candidates from participating SSoE faculty classes also created curriculum-specific Innovation units which were subsequently revised by teacher teams and then implemented and reviewed by teachers from different educational contexts (e.g., public schools, private schools, homeschools). The E4I project collaboration involved university faculty, teachers, teacher candidates, and community partners. Based on participant survey data, researchers identified reported benefits and challenges relating to the overall developmental process. Findings indicate that the experiences of inquiring, ideating, incubating, and implementing the E4I resources closely reflected the phases found within the Innovation Cycle model. Feedback from teachers confirmed the usefulness of E4I for promoting innovation skills and mindsets in their students. Further themes emerging from the process survey data analysis include the evidence of, and need for: solid leadership, flexible support, iterative mindsets, and organic organizational structures. \u0000Key words: Innovation, Education, Curriculum, Interdisciplinary \u0000La Fondation Rideau Hall (FRH) a Ottawa, Canada, a selectionne la Schulich School of Education (SSoE) de l’Universite Nipissing pour elaborer des ressources didactiques dans le cadre de la publication de deux livres en 2017, Innovation Nation pour lecteurs debutants et Ingenious pour lecteurs plus âges. Les deux livres ont ete rediges par le tres honorable David Johnston, ancien Gouverneur general du Canada, en collaboration avec Tom Jenkins dans le cadre des celebrations du cent-cinquantenaire du Canada. La SSoE a organise des equipes de redaction pour enseignants a l’ete 2017 et a produit trois ressources multidisciplinaires portant sur l’education pour l’innovation (E41), chacune comportant un modele du cycle d’innovation, un echantillon des experiences d’apprentissage axees sur l’innovation et des suggestions axees sur les celebrations de l’innovation comme activite culminante. Des stagiaires suivant des cours avec l’equipe professorale de SSoE ont egalement cree des unites portant sur l’innovation alignees avec les programmes d’etudes. Par la suite, des equipes d","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"66 1","pages":"72-99"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43694281","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 : 2020-02-12DOI: 10.11575/AJER.V66I1.56664
M. Stasio, C. Rinaldi, Jessica Sciaraffa, C. Cheong
The present study investigated the mediating role of interpersonal competence in the relationship between indirect aggression and loneliness for emerging adults. One hundred and sixty-seven Canadian undergraduate students aged 18-25 participated and completed an anonymous, online survey. Structural equation modeling was used to analyze the mediating role of interpersonal competence in the relationship between indirect aggression and loneliness. The findings revealed that interpersonal competence mediated the relationship between indirect aggression for targets and loneliness. These findings have implications for mental health researchers and practitioners and can inform the development of prevention and intervention programs for young adults dealing with indirect aggression. Keywords: indirect aggression, emerging adults, interpersonal competence, loneliness, psychosocial functioning La presente etude porte sur le role de mediation de la competence interpersonnelle dans le lien entre l’agression indirecte et le sentiment de solitude chez les adultes emergents. Cent soixante-sept etudiants canadiens de premier cycle et âges de 18 a 25 ans ont complete un sondage anonyme en ligne. Nous avons eu recours a la modelisation par equation structurelle pour analyser le role de mediation de la competence interpersonnelle dans le lien entre l’agression indirecte et le sentiment de solitude. Les resultats indiquent que la competence interpersonnelle joue un role de mediation dans le lien entre l’agression indirecte et le sentiment de solitude. Ces resultats ont des implications pour les chercheurs et les praticiens en sante mentale et ils peuvent contribuer a l’elaboration de programmes de prevention et d’intervention visant les jeunes adultes aux prises avec l’agression indirecte. Mots cles : agression indirecte; adultes emergents; competence interpersonnelle; sentiment de solitude; fonctionnement psychosocial
{"title":"The Relationship Between Indirect Aggression and Loneliness for Emerging Adults: What Does Interpersonal Competence Have to Do with Wellbeing?","authors":"M. Stasio, C. Rinaldi, Jessica Sciaraffa, C. Cheong","doi":"10.11575/AJER.V66I1.56664","DOIUrl":"https://doi.org/10.11575/AJER.V66I1.56664","url":null,"abstract":"The present study investigated the mediating role of interpersonal competence in the relationship between indirect aggression and loneliness for emerging adults. One hundred and sixty-seven Canadian undergraduate students aged 18-25 participated and completed an anonymous, online survey. Structural equation modeling was used to analyze the mediating role of interpersonal competence in the relationship between indirect aggression and loneliness. The findings revealed that interpersonal competence mediated the relationship between indirect aggression for targets and loneliness. These findings have implications for mental health researchers and practitioners and can inform the development of prevention and intervention programs for young adults dealing with indirect aggression. \u0000Keywords: indirect aggression, emerging adults, interpersonal competence, loneliness, psychosocial functioning \u0000La presente etude porte sur le role de mediation de la competence interpersonnelle dans le lien entre l’agression indirecte et le sentiment de solitude chez les adultes emergents. Cent soixante-sept etudiants canadiens de premier cycle et âges de 18 a 25 ans ont complete un sondage anonyme en ligne. Nous avons eu recours a la modelisation par equation structurelle pour analyser le role de mediation de la competence interpersonnelle dans le lien entre l’agression indirecte et le sentiment de solitude. Les resultats indiquent que la competence interpersonnelle joue un role de mediation dans le lien entre l’agression indirecte et le sentiment de solitude. Ces resultats ont des implications pour les chercheurs et les praticiens en sante mentale et ils peuvent contribuer a l’elaboration de programmes de prevention et d’intervention visant les jeunes adultes aux prises avec l’agression indirecte. \u0000Mots cles : agression indirecte; adultes emergents; competence interpersonnelle; sentiment de solitude; fonctionnement psychosocial","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"66 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49433792","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 : 2020-02-12DOI: 10.11575/AJER.V66I1.61704
B. Madden, C. Michaud, Tarah Edgar, Jennifer Jones
This manuscript unfolds in the context of a Faculty of Education course that was designed in response to the Truth and Reconciliation Commission of Canada’s call to post-secondary institutions to identify and meet teacher-training needs relating to the history and legacy of Canada’s Indian residential school system. The course instructor (Madden) begins by tracing how she is theorizing truth and reconciliation education through engagement with literature produced by the Truth and Reconciliation Commission of Canada, and those who respond to their efforts. The pedagogical activity Wandering With/In the University of Alberta animates how she attempted to mobilize these emerging understandings through course design. We then introduce the collective processes we carried out as co-authors (i.e., course instructor and three graduate students who completed the course): creating, analyzing, and representing data, as well as generating the knowledge claims offered throughout. Next, data fragments that weave photographs of and narrative writing about campus sites anchor exploration of three central themes: wandering in relation to (a) evolving understandings of self, (b) a situated and significant historical moment (i.e., Canada 150), and (c) the (imagined) classroom as a site of reconciliation. We conclude with a discussion that explores the relationship between Faculty of Education coursework, identity, and place-based pedagogies for truth and reconciliation education. Keywords: truth and reconciliation education, higher education, decolonizing, place-based education, teacher identity Cette etude s’est deroulee dans le contexte d’un cours offert par la Faculty of Education et developpe en reponse a l’appel de la Commission de verite et reconciliation du Canada aux etablissements postsecondaires pour qu’ils identifient les besoins en formation des enseignants quant a l’histoire et les sequelles du systeme des pensionnats indiens au Canada et qu’ils repondent a ces besoins. La chargee de cours (Madden) debute en expliquant ses demarches pour theoriser l’education de verite et reconciliation en se penchant sur la litterature produite par la Commission de verite et reconciliation du Canada et sur la reaction des gens aux efforts de la commission. L’activite pedagogique Wandering With/In the University of Alberta est une animation de ses efforts pour mobiliser ces nouvelles connaissances par la conception de son cours. Ensuite, nous presentons les processus collectifs que nous avons entrepris comme co-auteurs (c’est-a-dire, la chargee de cours et les trois etudiants aux etudes superieures ayant complete le cours): la creation, l’analyse et la representation des donnees, ainsi que l’elaboration des declarations presentees dans l’ensemble du cours. Par la suite, des fragments de donnees tissent des photos et des recits narratifs portant sur des sites sur le campus et offrent des balises pour l’exploration de trois themes centraux: errer par rapport a: (a) une
本手稿是在教育学院课程的背景下展开的，该课程是为了响应加拿大真相与和解委员会的呼吁，即中学后机构确定并满足与加拿大印第安寄宿学校系统历史和遗产有关的教师培训需求。课程讲师（Madden）首先跟踪她如何通过参与加拿大真相与和解委员会制作的文学作品以及对其努力负责的人来理论化真相与和解教育。与阿尔伯塔大学一起/在阿尔伯塔本科漫游的教育活动使她能够通过课程设计调动这些新兴的理解。然后，我们介绍了我们作为合著者（即课程讲师和三名完成课程的研究生）开展的集体过程：创建、分析和表示数据，以及生成整个过程中提供的知识主张。接下来，编织校园遗址照片和叙事写作的数据片段锚定了三个中心主题的探索：与（a）对自我的理解不断演变，（b）情境化和重要的历史时刻（即加拿大150），以及（c）作为和解场所的（想象的）教室有关的流浪。最后，我们进行了一次讨论，探讨了教育学院课程、身份和基于地点的真实与和解教育教学法之间的关系。关键词：真相与和解教育、高等教育、非殖民化、地方教育、，教师身份这项研究是在教育与发展学院提供的一门课程的背景下进行的，该课程是为了响应加拿大真相与和解委员会的呼吁，要求高等教育机构确定并满足教师在加拿大印第安寄宿学校系统历史和续集方面的培训需求。La Chargee de courses（Madden）首先解释了她将真理与和解教育理论化的方法，研究了加拿大真理与和解委员会编写的文献以及人们对委员会工作的反应。“与阿尔伯塔大学一起/在阿尔伯塔本科漫游”教育活动是她通过课程设计调动这一新知识的努力的一个动画。然后，我们介绍了我们作为合著者所承担的集体过程（即课程负荷和完成课程的三名研究生）：数据的创建、分析和表示，以及在整个课程中提出的陈述的阐述。随后，数据片段编织了校园内地点的照片和叙述性叙述，并为探索三个中心主题提供了线索：漫游：（a）对自我进化的理解，（b）重要的历史时刻（如加拿大150），以及（c）教室（想象）作为和解的场所。本文结束了对教育学院课程、身份和基于真实与和解教育场所的教学法之间关系的讨论。关键词：真理与和解教育、高等教育、非殖民化、教师身份
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Pub Date : 2020-02-12DOI: 10.11575/AJER.V66I1.58403
K. Lodewyk, Lauren McNamara, Meaghan Walker
Research has revealed that school recess is often challenged by a social landscape that can undermine opportunities for positive interactions and meaningful play. This study assessed differences in levels of inside and outside recess enjoyment, positive and negative affect, peer belongingness, victimization, and physical activity between students with and without a disability. The sample consisted of 337 students in grades 4 through 8 from 14 elementary schools in southern Ontario, Canada. Of these, 31 students reported having a disability and 306 reported none. Data was collected through a 36-item online survey. Results revealed that those with a disability scored significantly (p < .01) higher on measures of enjoyment of inside recess, negative affect, and victimization while significantly lower in positive affect and outside recess enjoyment, peer belongingness, and physical activity. Children with a disability may benefit from a recess climate with more psychosocial supports. Key words: play, disabilities, playground, emotions, perspectives La recherche a revele que les recreations a l’ecole sont souvent modelees par un paysage social qui peut miner les possibilites d’entreprendre des interactions positives et les occasions de jeu significatif. Cette etude a evalue les differences entre les eleves avec un handicap et les eleves sans handicap quant aux facteurs suivants : le niveau de plaisir ressenti pendant les recreations a l’interieur et les recreations a l’exterieur; les affects positifs and negatifs; le sentiment d’appartenance au groupe de pairs; la victimisation; et l’activite physique. Notre echantillon regroupait 337 eleves de la 4e a la 8e annee provenant de 14 ecoles elementaires dans le sud de l’Ontario, au Canada. Parmi ceux-ci, 31 eleves ont declare avoir un handicap et 306 ont indique ne pas avoir de handicap. Les donnees ont ete recueillies par un sondage en ligne a 36 questions. Les resultats indiquent que la cote pour les eleves avec un handicap etait significativement superieure (p < .01) pour les mesures portant sur le plaisir ressenti pendant les recreations a l’interieur, l’affect negatif et la victimisation. Leur cote etait significativement inferieure pour les mesures portant sur l’affect negatif, le plaisir ressenti pendant les recreations a l’exterieur, le sentiment d’appartenance au groupe de pairs et l’activite physique. Les enfants ayant un handicap pourraient beneficier de recreations dont le milieu presente plus de supports psychosociaux. Mots cles : jeu, handicaps, terrain de jeux, emotions, perspectives
研究表明，学校的课间休息经常受到社会环境的挑战，这可能会破坏积极互动和有意义的游戏的机会。本研究评估了残疾学生和非残疾学生在课间休息享受、积极和消极影响、同伴归属感、受害程度和体育活动方面的差异。样本包括来自加拿大安大略省南部14所小学的337名四年级到八年级的学生。其中，31名学生报告有残疾，306名没有残疾。数据是通过一项36项的在线调查收集的。结果显示，残疾学生在课间享受、消极情感和受害方面得分显著(p < 0.01)较高，而在积极情感和课间享受、同伴归属感和身体活动方面得分显著较低。残疾儿童可能受益于课间休息的氛围，获得更多的社会心理支持。关键词:游戏，残疾，游乐场，情绪，观点，研究，娱乐，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习，学习研究结果表明，不同因素之间的差异主要体现在不同因素之间:不同因素之间的差异主要体现在不同因素之间:不同因素之间的差异主要体现在不同因素之间;不同因素之间的差异主要体现在不同因素之间;“Les”影响积极和消极;Le sentiment d ' apparpment au groupe de pairs;la受害;让我活跃一下身体。法国巴黎大学(Notre echantillon)重组了加拿大安大略省14所高等学校的337所高等学校。Parmi ceaux -ci, 31名运动员不能宣布残疾，306名运动员不能宣布残疾。在36个问题中，没有人会经常参加面试。结果表明，个体行为对心理障碍的影响显著(p < 0.01)，对心理障碍的影响显著(p < 0.01);对心理障碍的影响显著(p < 0.01)。研究结果表明，显著性问卷调查的重要指标为负向影响、负向影响、负向影响、负向影响、负向影响、负向影响、负向影响、负向影响。没有残疾的孩子，没有残疾的孩子，没有残疾的孩子，没有残疾的孩子，没有残疾的孩子，没有残疾的孩子，没有残疾的孩子，没有残疾的孩子，没有残疾的孩子，没有残疾的孩子，没有残疾的孩子，没有残疾的孩子。Mots cles: jeu，障碍，地形，情感，观点
{"title":"Victimization, Physical Activity, and Affective Outcomes During Recess in Students with and Without Disabilities","authors":"K. Lodewyk, Lauren McNamara, Meaghan Walker","doi":"10.11575/AJER.V66I1.58403","DOIUrl":"https://doi.org/10.11575/AJER.V66I1.58403","url":null,"abstract":"Research has revealed that school recess is often challenged by a social landscape that can undermine opportunities for positive interactions and meaningful play. This study assessed differences in levels of inside and outside recess enjoyment, positive and negative affect, peer belongingness, victimization, and physical activity between students with and without a disability. The sample consisted of 337 students in grades 4 through 8 from 14 elementary schools in southern Ontario, Canada. Of these, 31 students reported having a disability and 306 reported none. Data was collected through a 36-item online survey. Results revealed that those with a disability scored significantly (p < .01) higher on measures of enjoyment of inside recess, negative affect, and victimization while significantly lower in positive affect and outside recess enjoyment, peer belongingness, and physical activity. Children with a disability may benefit from a recess climate with more psychosocial supports. \u0000Key words: play, disabilities, playground, emotions, perspectives \u0000La recherche a revele que les recreations a l’ecole sont souvent modelees par un paysage social qui peut miner les possibilites d’entreprendre des interactions positives et les occasions de jeu significatif. Cette etude a evalue les differences entre les eleves avec un handicap et les eleves sans handicap quant aux facteurs suivants : le niveau de plaisir ressenti pendant les recreations a l’interieur et les recreations a l’exterieur; les affects positifs and negatifs; le sentiment d’appartenance au groupe de pairs; la victimisation; et l’activite physique. Notre echantillon regroupait 337 eleves de la 4e a la 8e annee provenant de 14 ecoles elementaires dans le sud de l’Ontario, au Canada. Parmi ceux-ci, 31 eleves ont declare avoir un handicap et 306 ont indique ne pas avoir de handicap. Les donnees ont ete recueillies par un sondage en ligne a 36 questions. Les resultats indiquent que la cote pour les eleves avec un handicap etait significativement superieure (p < .01) pour les mesures portant sur le plaisir ressenti pendant les recreations a l’interieur, l’affect negatif et la victimisation. Leur cote etait significativement inferieure pour les mesures portant sur l’affect negatif, le plaisir ressenti pendant les recreations a l’exterieur, le sentiment d’appartenance au groupe de pairs et l’activite physique. Les enfants ayant un handicap pourraient beneficier de recreations dont le milieu presente plus de supports psychosociaux. \u0000Mots cles : jeu, handicaps, terrain de jeux, emotions, perspectives","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"66 1","pages":"17-31"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44296018","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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