Pub Date : 2020-02-12DOI: 10.11575/AJER.V66I1.61667
K. Ragoonaden, M. M. Latta, Kelly Hanson, Rhonda Draper, Jordan Coble
As part of a larger study focusing on the interdependence of creative and critical curricula, this research examines how an arts experience in an elementary school was re-storied, with the guidance of local and place-based First Nation community members, as an exploration of decolonizing curriculum. A school-based musical theatre experience titled Re-Storying Canadian History, which intended to address concerns about Canada’s 150th anniversary, served as a critical and creative medium for increasing awareness of the existing plurality of First Nation identities, cultures, and languages. Framed as a case study, the experiential narratives of elementary school students and their educators provided a space, a time, and a place to initiate and to discuss decolonization processes in elementary school curricula. Three interpretive devices, storying and re-storying, broadening, and burrowing engaged educators and their students in reconnecting teaching and learning with Indigenous content, perspectives, and histories. Key words: Storying and Re-Storying, Decolonization, Arts Based Research, Creative and Critical Curriculum, Truth and Reconciliation Commission S'inserant dans le cadre d’une plus grande etude portant sur l’interdependance de la criticalite et de la creativite des programmes d’etudes, cette recherche examine la reiteration d’une experience artistique dans une ecole elementaire sous la direction de membres de la communaute locale des Premieres Nations comme une etude de la decolonisation du curriculum. L’ecole a presente une production de theâtre musical intitulee Re-Storying Canadian History (Reprise de l’histoire du Canada) dont le but etait d’aborder des preoccupations quant au 150e anniversaire du Canada. La presentation a servi d’instrument critique et creatif pour mieux faire prendre conscience de la pluralite des identites, des cultures et des langues des Premieres nations. Presentes comme une etude de cas, les recits experientiels des eleves de l’elementaire et leurs enseignants offraient un espace, un moment et un lieu a l’initiation et a la discussion de processus de decolonisation dans les programmes d’etudes de l’elementaire. Trois outils interpretatifs — la narration et la narration par reiteration, l’elargissement et l’enfouissement —ont guide les eleves et leurs enseignants alors qu’ils retissaient les liens entre l’enseignement et l’apprentissage et les recits, le contenu et les perspectives autochtones. Mots cles : narration et narration par iteration, decolonisation, recherche basee sur les arts, curriculum creatif et curriculum de base, Commission de verite et reconciliation
{"title":"Storying and Re-storying Indigenous Content, Perspectives, and Histories in an Elementary Arts Based Curricular Experience","authors":"K. Ragoonaden, M. M. Latta, Kelly Hanson, Rhonda Draper, Jordan Coble","doi":"10.11575/AJER.V66I1.61667","DOIUrl":"https://doi.org/10.11575/AJER.V66I1.61667","url":null,"abstract":"As part of a larger study focusing on the interdependence of creative and critical curricula, this research examines how an arts experience in an elementary school was re-storied, with the guidance of local and place-based First Nation community members, as an exploration of decolonizing curriculum. A school-based musical theatre experience titled Re-Storying Canadian History, which intended to address concerns about Canada’s 150th anniversary, served as a critical and creative medium for increasing awareness of the existing plurality of First Nation identities, cultures, and languages. Framed as a case study, the experiential narratives of elementary school students and their educators provided a space, a time, and a place to initiate and to discuss decolonization processes in elementary school curricula. Three interpretive devices, storying and re-storying, broadening, and burrowing engaged educators and their students in reconnecting teaching and learning with Indigenous content, perspectives, and histories. \u0000Key words: Storying and Re-Storying, Decolonization, Arts Based Research, Creative and Critical Curriculum, Truth and Reconciliation Commission \u0000S'inserant dans le cadre d’une plus grande etude portant sur l’interdependance de la criticalite et de la creativite des programmes d’etudes, cette recherche examine la reiteration d’une experience artistique dans une ecole elementaire sous la direction de membres de la communaute locale des Premieres Nations comme une etude de la decolonisation du curriculum. L’ecole a presente une production de theâtre musical intitulee Re-Storying Canadian History (Reprise de l’histoire du Canada) dont le but etait d’aborder des preoccupations quant au 150e anniversaire du Canada. La presentation a servi d’instrument critique et creatif pour mieux faire prendre conscience de la pluralite des identites, des cultures et des langues des Premieres nations. Presentes comme une etude de cas, les recits experientiels des eleves de l’elementaire et leurs enseignants offraient un espace, un moment et un lieu a l’initiation et a la discussion de processus de decolonisation dans les programmes d’etudes de l’elementaire. Trois outils interpretatifs — la narration et la narration par reiteration, l’elargissement et l’enfouissement —ont guide les eleves et leurs enseignants alors qu’ils retissaient les liens entre l’enseignement et l’apprentissage et les recits, le contenu et les perspectives autochtones. \u0000Mots cles : narration et narration par iteration, decolonisation, recherche basee sur les arts, curriculum creatif et curriculum de base, Commission de verite et reconciliation","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"66 1","pages":"32-49"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48976500","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":"Perspectives on Transitions in Schooling and Instructional Practice (2013) S. E. Elliott-Johns & D. H. Jarvis, editors","authors":"Jennifer Hall","doi":"10.3138/9781442667105","DOIUrl":"https://doi.org/10.3138/9781442667105","url":null,"abstract":"","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"61 1","pages":"351-354"},"PeriodicalIF":0.0,"publicationDate":"2016-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69599554","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}
Using the ethics of care as a theoretical lens, alongside the techniques of discourse analysis, I critically analyze texts from Alberta’s Inspiring Education policies. On the basis of this analysis, I identify two discourses: the sentimental treatment of care and the “facilitator discourse.” I argue that a caring teacher-student relationship is more complex than a doting teacher responding to the desires of a “learner.” We must begin to reflect in educational policies the reciprocity of caring educational relationships, the rightness of mutually accepted authority, and the skills required to competently perform the work of caring. Adoptant la perspective theorique de l’ethique des soins et m’appuyant sur les techniques de l’analyse du discours, je fais une analyse critique de textes tires des politiques albertaines sur l’inspiration et l’education. A partir de l’analyse, j’identifie deux discours : la perspective sentimentale des soins et le discours « facilitateur ». Je maintiens qu’un rapport chaleureux entre un enseignant et un eleve est plus complexe que les actions d’un enseignant adorant qui repond aux desirs d’un « apprenant ». Nos politiques en matiere d’education doivent commencer a refleter la reciprocite des rapports educatifs chaleureux, la justesse d’une autorite mutuellement acceptee et les habiletes necessaires pour bien accomplir le travail en soins dans un milieu scolaire.
{"title":"Matters of care in Alberta's \"Inspiring Education\" policy : a critical feminist discourse analysis","authors":"Laura Bohachyk","doi":"10.14288/1.0166108","DOIUrl":"https://doi.org/10.14288/1.0166108","url":null,"abstract":"Using the ethics of care as a theoretical lens, alongside the techniques of discourse analysis, I critically analyze texts from Alberta’s Inspiring Education policies. On the basis of this analysis, I identify two discourses: the sentimental treatment of care and the “facilitator discourse.” I argue that a caring teacher-student relationship is more complex than a doting teacher responding to the desires of a “learner.” We must begin to reflect in educational policies the reciprocity of caring educational relationships, the rightness of mutually accepted authority, and the skills required to competently perform the work of caring. Adoptant la perspective theorique de l’ethique des soins et m’appuyant sur les techniques de l’analyse du discours, je fais une analyse critique de textes tires des politiques albertaines sur l’inspiration et l’education. A partir de l’analyse, j’identifie deux discours : la perspective sentimentale des soins et le discours « facilitateur ». Je maintiens qu’un rapport chaleureux entre un enseignant et un eleve est plus complexe que les actions d’un enseignant adorant qui repond aux desirs d’un « apprenant ». Nos politiques en matiere d’education doivent commencer a refleter la reciprocite des rapports educatifs chaleureux, la justesse d’une autorite mutuellement acceptee et les habiletes necessaires pour bien accomplir le travail en soins dans un milieu scolaire.","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"62 1","pages":"389-404"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66900727","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}
This project explored primary and secondary pre-service teachers’ (i.e., bachelor of education [B.Ed.] students) beliefs about health behaviours as well as health and weight during their university education at a large research-intensive university in Alberta. Although many studies claim that there is a need for teacher education in the areas of health and weight, recommendations for what such curricula might include are lacking. The present study was conducted with 226 pre-service teachers. Data included participants’ self-reported height, weight, body satisfaction, health promoting behaviours, implicit weight bias, and current weight loss and muscle gain attempts. Results suggest many pre-service teachers have concerns about their weight and shape, and exhibit weight bias. Teacher education focusing on body satisfaction, weight bias, exercise behaviour, and stress management may be beneficial for pre-service teachers to better prepare them to instruct about as well as model health attitudes and behaviors to their future students. Ce projet a explore les croyances de stagiaires au primaire et au secondaire (c.-a-d. des etudiants au Baccalaureat en Education) sur les comportements lies a la sante, la sante et le poids pendant leur parcours dans une grande universite albertaine centree sur la recherche. Si plusieurs etudes affirment que les enseignants doivent etre formes dans le domaine de la sante et du poids, les recommandations quant a ce que pourrait inclure une telle formation sont inexistantes. L’etude, realisee aupres de 226 stagiaires, a demande aux participants de fournir des donnees relatives aux elements suivants : taille, poids, satisfaction a l’egard de leur corps, comportements favorables a la sante, partialite implicite envers les gens presentant un exces de poids, perte de poids actuelle et tentatives d’augmenter la masse musculaire. Les resultats indiquent que plusieurs stagiaires sont preoccupes par leur poids et la forme de leur corps, et qu’ils montrent un prejuge face aux personnes avec de l’embonpoint. Une formation qui porterait sur la satisfaction a l’egard de son corps, la partialite envers les gens presentant un exces de poids, les comportements lies a l’exercice physique et la gestion du stress pourrait s’averer benefique pour les stagiaires, qui seraient ainsi mieux preparer pour enseigner a leurs eleves des attitudes et des comportements lies a la sante, et pour en etre de bons modeles.
本项目探讨了阿尔伯塔省一所大型研究型大学的中小学职前教师(即教育学士[B.Ed.]学生)在大学教育期间对健康行为以及健康和体重的看法。尽管许多研究声称有必要对教师进行健康和体重方面的教育，但缺乏关于这些课程可能包括什么的建议。本研究以226名职前教师为研究对象。数据包括参与者自我报告的身高、体重、身体满意度、健康促进行为、隐性体重偏见，以及目前减肥和增肌的尝试。结果表明，许多职前教师担心自己的体重和体型，并表现出体重偏见。注重身体满意度、体重偏差、运动行为和压力管理的教师教育可能有利于职前教师更好地为他们指导和示范未来学生的健康态度和行为做好准备。该项目探讨了从初级到次级(c -a-d)的过渡阶段。法国高等教育学士学位(Baccalaureat en Education)的学生们，他们的成就是一个伟大的大学，一个伟大的大学，一个伟大的大学，一个伟大的大学，一个伟大的研究中心。如果多用途的研究人员确认这些信息的重要性，就会发现这些信息是不存在的，那么这些建议就会包含一个不存在的信息。在226个演出者中，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求，参与者的需求。结果是，个别的、个别的、个别的、个别的、个别的、个别的、个别的、个别的、个别的、个别的、个别的、个别的、个别的、个别的、个别的、个别的、个别的。有一种形态是指满意的形态、满意的形态、满意的形态、满意的形态、满意的形态、满意的形态、满意的形态、满意的形态、满意的形态、满意的形态、满意的形态、满意的形态、满意的形态、满意的形态、满意的形态、满意的形态、满意的形态。
{"title":"Health and Weight Beliefs and Behaviours of Pre-Service Teachers: Considerations and Implications for a Health Promotion Perspective in Teacher Education","authors":"M. Tkachuk, S. Russell-Mayhew","doi":"10.5072/PRISM/26342","DOIUrl":"https://doi.org/10.5072/PRISM/26342","url":null,"abstract":"This project explored primary and secondary pre-service teachers’ (i.e., bachelor of education [B.Ed.] students) beliefs about health behaviours as well as health and weight during their university education at a large research-intensive university in Alberta. Although many studies claim that there is a need for teacher education in the areas of health and weight, recommendations for what such curricula might include are lacking. The present study was conducted with 226 pre-service teachers. Data included participants’ self-reported height, weight, body satisfaction, health promoting behaviours, implicit weight bias, and current weight loss and muscle gain attempts. Results suggest many pre-service teachers have concerns about their weight and shape, and exhibit weight bias. Teacher education focusing on body satisfaction, weight bias, exercise behaviour, and stress management may be beneficial for pre-service teachers to better prepare them to instruct about as well as model health attitudes and behaviors to their future students. Ce projet a explore les croyances de stagiaires au primaire et au secondaire (c.-a-d. des etudiants au Baccalaureat en Education) sur les comportements lies a la sante, la sante et le poids pendant leur parcours dans une grande universite albertaine centree sur la recherche. Si plusieurs etudes affirment que les enseignants doivent etre formes dans le domaine de la sante et du poids, les recommandations quant a ce que pourrait inclure une telle formation sont inexistantes. L’etude, realisee aupres de 226 stagiaires, a demande aux participants de fournir des donnees relatives aux elements suivants : taille, poids, satisfaction a l’egard de leur corps, comportements favorables a la sante, partialite implicite envers les gens presentant un exces de poids, perte de poids actuelle et tentatives d’augmenter la masse musculaire. Les resultats indiquent que plusieurs stagiaires sont preoccupes par leur poids et la forme de leur corps, et qu’ils montrent un prejuge face aux personnes avec de l’embonpoint. Une formation qui porterait sur la satisfaction a l’egard de son corps, la partialite envers les gens presentant un exces de poids, les comportements lies a l’exercice physique et la gestion du stress pourrait s’averer benefique pour les stagiaires, qui seraient ainsi mieux preparer pour enseigner a leurs eleves des attitudes et des comportements lies a la sante, et pour en etre de bons modeles.","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"63 1","pages":"286-303"},"PeriodicalIF":0.0,"publicationDate":"2015-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70777721","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}
It is crucial that social studies research attempt to understand students’ conceptualizations of evil because a longstanding societal issue is politicians furthering their agenda through the exploitation of the semantic impact of “evil” (Dews, 2008). If social studies teachers are informed about youth conceptualizations of evil, they might approach curriculum in a more meaningful and critical way, particularly contemporary events. George W. Bush infamously used the phrase “axis of evil” as a rallying cry for the United States’ war in Iraq (Bush, 2002) and more recently Stephen Harper has dubbed Iran as evil and also linked Nazism, MarxistLeninism, and terrorism together as reinventions of a similar evil that seeks to destroy “human liberty” (Marsden, 2012; Perkel, 2014). Evil is a familiar social signifier in politics and popular culture, but it is rarely defined or discussed. Yet, students’ nascent understanding of evil informs how they interpret historical and current events and whether they see such events as inevitable, thus affecting their sense of future possibilities. Dissecting the word itself and the concept of evil can change how teachers approach historical atrocities (e.g., genocides like the Holocaust/Shoah) and current events (e.g., political posturing over Iran and Russia). A significant lack of scholarship exists regarding how youths conceptualize evil. To begin to address this gap, we are reporting preliminary research that has shown a complexity in youth understandings of evil, highlighting the need for more exploratory research.
{"title":"Youth Conceptualizations of Evil and Implications for Social Studies Education","authors":"C. V. Kessel, K. Heyer","doi":"10.7939/R39S1KW52","DOIUrl":"https://doi.org/10.7939/R39S1KW52","url":null,"abstract":"It is crucial that social studies research attempt to understand students’ conceptualizations of evil because a longstanding societal issue is politicians furthering their agenda through the exploitation of the semantic impact of “evil” (Dews, 2008). If social studies teachers are informed about youth conceptualizations of evil, they might approach curriculum in a more meaningful and critical way, particularly contemporary events. George W. Bush infamously used the phrase “axis of evil” as a rallying cry for the United States’ war in Iraq (Bush, 2002) and more recently Stephen Harper has dubbed Iran as evil and also linked Nazism, MarxistLeninism, and terrorism together as reinventions of a similar evil that seeks to destroy “human liberty” (Marsden, 2012; Perkel, 2014). Evil is a familiar social signifier in politics and popular culture, but it is rarely defined or discussed. Yet, students’ nascent understanding of evil informs how they interpret historical and current events and whether they see such events as inevitable, thus affecting their sense of future possibilities. Dissecting the word itself and the concept of evil can change how teachers approach historical atrocities (e.g., genocides like the Holocaust/Shoah) and current events (e.g., political posturing over Iran and Russia). A significant lack of scholarship exists regarding how youths conceptualize evil. To begin to address this gap, we are reporting preliminary research that has shown a complexity in youth understandings of evil, highlighting the need for more exploratory research.","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"60 1","pages":"213-215"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369982","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}
researchers (outsiders) and policy-makers (insiders) is largely dictated by those within the policy process. At the end of the day, learning is hard work, often uncomfortable and disconcerting, and requires a degree of self-reflection and honesty – in other words, it is not always all that attractive, and for the powerful, anything but the natural thing to do. As various contributors note, unless there are actors, incentives and structural mechanisms embedded in the policy machinery that help to enforce a more outward-looking, reflective approach to the process of devising and implementing reform, the likelihood is that such an approach will not materialise. In many other education and training systems, one stimulus for reflection is the countervailing power of other stakeholders, an influence more or less totally absent here. Perhaps the most depressing aspect of this volume is that it covers a single instance of failure to learn. Others that might be adduced might include vocational qualifications more generally, the work-based route/apprenticeship, performance management systems in education and training, the use of targets, and the role of employers within publicly-funded training. It will be very interesting to reread this book in a decade’s time and see if the Diplomas have been able to buck the trend that it so skilfully dissects.
{"title":"Citizenship under fire: democratic education in times of conflict","authors":"","doi":"10.5860/choice.47-3938","DOIUrl":"https://doi.org/10.5860/choice.47-3938","url":null,"abstract":"researchers (outsiders) and policy-makers (insiders) is largely dictated by those within the policy process. At the end of the day, learning is hard work, often uncomfortable and disconcerting, and requires a degree of self-reflection and honesty – in other words, it is not always all that attractive, and for the powerful, anything but the natural thing to do. As various contributors note, unless there are actors, incentives and structural mechanisms embedded in the policy machinery that help to enforce a more outward-looking, reflective approach to the process of devising and implementing reform, the likelihood is that such an approach will not materialise. In many other education and training systems, one stimulus for reflection is the countervailing power of other stakeholders, an influence more or less totally absent here. Perhaps the most depressing aspect of this volume is that it covers a single instance of failure to learn. Others that might be adduced might include vocational qualifications more generally, the work-based route/apprenticeship, performance management systems in education and training, the use of targets, and the role of employers within publicly-funded training. It will be very interesting to reread this book in a decade’s time and see if the Diplomas have been able to buck the trend that it so skilfully dissects.","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71128098","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":"Social Studies as New Literacies in a Global Society: Relational Cosmopolitanism in the Classroom","authors":"Rebecca Mueller","doi":"10.4324/9780203840009","DOIUrl":"https://doi.org/10.4324/9780203840009","url":null,"abstract":"","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"59 1","pages":"520-524"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70598260","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}
Using Roberts’ (1982, 1988, 1995, 1998, 2003) seven science curriculum emphases as its framework, this investigation into Alberta’s physics program-of-study found that pre-service and novice teachers reported focusing on four of the emphases—Structure of Science; Scientific Skill Development; Science, Technology, and Decisions; and Correct Explanation— while experienced teachers reported focusing on two of the emphases—Structure of Science and Everyday Coping. Other program-of-study aspects that were reported by teachers as being of high priority included holistic views of physics and student engagement, both of which fall beyond Roberts’ framework. Teacher participants focused on different aspects of the program-of-study as compared to a senior curriculum leader in Alberta (i.e., the program manager for secondary sciences in the Curriculum Branch of Alberta Education), suggesting a possible need for professional development for teachers to deliver the program-of-study as intended by Alberta Education. This research increases understanding of how teachers interpret a physics program-of-study with respect to science curriculum emphases. Reprenant comme cadre l'accent que met Roberts sur un programme d'études reposant sur sept priorités en sciences (1982, 1988, 1995, 1998, 2003), cette recherche du programme d'études en physique de l'Alberta a trouvé que les stagiaires et les enseignants débutants se concentraient sur quatre des priorités - La structure de la science; Le développement des habiletés en science; La science, la technologie et les décisions; et La bonne explication - alors que les enseignants plus expérimentés misaient deux des priorités - La structure de la science et Pour faire face au quotidien. Parmi d'autres aspects du programme d'études que les enseignants ont évoqués comme étant prioritaires notons des perspectives holistiques de la physique et l'implication des élèves, deux composantes qui ne sont pas inclues le cadre de Roberts. Les enseignants participants ont misé différents aspects du programme d'études par rapport au chef sénior du programme d'études (c'est-à-dire le gestionnaire de programme des sciences au secondaire de la Direction des programmes d'études de Alberta Education), ce qui donne à penser qu'il pourrait avoir un besoin de développement professionnel pour que les enseignants mettent en œuvre le programme d'études tel que prévu par Alberta Education. Cette recherche vient ajouter à nos connaissances sur l'interprétation que font les enseignants du programme d'études en physique relativement aux priorités en sciences.
以Roberts(1982,1988,1995,1998,2003)的七个科学课程重点为框架，本研究对阿尔伯塔省的物理课程进行了调查，发现职前教师和新手教师报告关注四个重点:科学结构;科学技能发展;科学、技术和决策;和正确的解释——而经验丰富的教师报告说，他们专注于两个重点——科学的结构和日常应对。教师报告的其他高优先级的学习计划方面包括物理和学生参与的整体观点，这两者都超出了罗伯茨的框架。与阿尔伯塔省的高级课程负责人(即阿尔伯塔省教育课程部门的中学科学课程经理)相比，教师参与者关注的是学习计划的不同方面，这表明教师可能需要专业发展，以按照阿尔伯塔省教育的意图交付学习计划。这项研究增加了对教师如何根据科学课程重点来解释物理课程的理解。代表的“在科学的优先次序的研究方案方面与罗伯茨的合作”(1982年、1988年、1995年、1998年、2003年)，“在阿尔伯塔的科学的优先次序的研究方案方面与阿尔伯塔的初级研究方案的合作”，“在科学的优先次序的研究方案方面与阿尔伯塔的初级研究方案的合作”;科学的健康发展;有科学，有技术，就有决策;“科学的结构”和“平凡的生活”。Parmi d' res方面的方案和研究，具有重要的意义，具有重要的优先事项，具有前瞻性，具有整体性，具有重要的意义，具有双重成分，具有重要的意义，具有重要的意义，包括具有重要的意义。项目参与者可以从不同方面了解高级项目和高级项目之间的关系(c' s -a-dire ' s科学项目和中级项目和阿尔伯塔教育项目指导之间的关系)，从不同方面了解发展项目和高级项目和高级项目之间的关系(c' s -a-dire ' s科学项目和中级项目和阿尔伯塔教育项目和中级项目之间的关系)。在科学的优先事项和物理关系的研究方案的重要性方面，对科学的优先事项的解释具有重要意义。
{"title":"Exploring Science Curriculum Emphases in Relation to the Alberta Physics Program-of-Study","authors":"Man-Wai Chu","doi":"10.7939/R36S5J","DOIUrl":"https://doi.org/10.7939/R36S5J","url":null,"abstract":"Using Roberts’ (1982, 1988, 1995, 1998, 2003) seven science curriculum emphases as its framework, this investigation into Alberta’s physics program-of-study found that pre-service and novice teachers reported focusing on four of the emphases—Structure of Science; Scientific Skill Development; Science, Technology, and Decisions; and Correct Explanation— while experienced teachers reported focusing on two of the emphases—Structure of Science and Everyday Coping. Other program-of-study aspects that were reported by teachers as being of high priority included holistic views of physics and student engagement, both of which fall beyond Roberts’ framework. Teacher participants focused on different aspects of the program-of-study as compared to a senior curriculum leader in Alberta (i.e., the program manager for secondary sciences in the Curriculum Branch of Alberta Education), suggesting a possible need for professional development for teachers to deliver the program-of-study as intended by Alberta Education. This research increases understanding of how teachers interpret a physics program-of-study with respect to science curriculum emphases. Reprenant comme cadre l'accent que met Roberts sur un programme d'études reposant sur sept priorités en sciences (1982, 1988, 1995, 1998, 2003), cette recherche du programme d'études en physique de l'Alberta a trouvé que les stagiaires et les enseignants débutants se concentraient sur quatre des priorités - La structure de la science; Le développement des habiletés en science; La science, la technologie et les décisions; et La bonne explication - alors que les enseignants plus expérimentés misaient deux des priorités - La structure de la science et Pour faire face au quotidien. Parmi d'autres aspects du programme d'études que les enseignants ont évoqués comme étant prioritaires notons des perspectives holistiques de la physique et l'implication des élèves, deux composantes qui ne sont pas inclues le cadre de Roberts. Les enseignants participants ont misé différents aspects du programme d'études par rapport au chef sénior du programme d'études (c'est-à-dire le gestionnaire de programme des sciences au secondaire de la Direction des programmes d'études de Alberta Education), ce qui donne à penser qu'il pourrait avoir un besoin de développement professionnel pour que les enseignants mettent en œuvre le programme d'études tel que prévu par Alberta Education. Cette recherche vient ajouter à nos connaissances sur l'interprétation que font les enseignants du programme d'études en physique relativement aux priorités en sciences.","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369474","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 : 2010-01-01DOI: 10.32920/ryerson.14639619
J. Bernhard
From Theory to Practice: Engaging Immigrant Parents in Their Children’s Education
从理论到实践:移民父母参与子女教育
{"title":"From Theory to Practice: Engaging Immigrant Parents in Their Children’s Education","authors":"J. Bernhard","doi":"10.32920/ryerson.14639619","DOIUrl":"https://doi.org/10.32920/ryerson.14639619","url":null,"abstract":"From Theory to Practice: Engaging Immigrant Parents in Their Children’s Education","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"56 1","pages":"319-334"},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69468800","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}
This study examined school-related stress and depression in adolescents with and without learning disabilities. A total of 87 students (38 learning-disabled and 49 nondisabled) from secondary schools in Calgary completed questionnaires on depressive symptoms and on school-related stress. Results indicated that the adolescents with LD reported significantly higher levels of academic self-concept stress than their NonLD peers. However, the groups did not differ significantly on depression or on the other areas of school-related stress. Significant and positive correlations between school-related stress and depression were found, and the stress variables were found to be significant predictors of adolescent depression. Practical implications of the findings for parents and educators are discussed.
{"title":"School-Related Stress and Depression in Adolescents With and Without Learning Disabilities: An Exploratory Study","authors":"D. P. Feurer, Jac J. W. Andrews","doi":"10.11575/PRISM/18697","DOIUrl":"https://doi.org/10.11575/PRISM/18697","url":null,"abstract":"This study examined school-related stress and depression in adolescents with and without learning disabilities. A total of 87 students (38 learning-disabled and 49 nondisabled) from secondary schools in Calgary completed questionnaires on depressive symptoms and on school-related stress. Results indicated that the adolescents with LD reported significantly higher levels of academic self-concept stress than their NonLD peers. However, the groups did not differ significantly on depression or on the other areas of school-related stress. Significant and positive correlations between school-related stress and depression were found, and the stress variables were found to be significant predictors of adolescent depression. Practical implications of the findings for parents and educators are discussed.","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"3 1","pages":"92-108"},"PeriodicalIF":0.0,"publicationDate":"2009-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64322369","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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