Although Canada is portrayed as a benevolent multicultural society, the experiences of many of its racialized peoples point to the ongoing realities of racism. Research demonstrates that schools are central to perpetuating racism, in part through a prioritization of white Eurocentric curricula. But how might ancient history curricula specifically contribute to racism? In this article, we interrogate representations of ancient African societies as presented in three secondary school world history textbooks from Quebec and Manitoba and consider the mechanisms of anti-black racism at work. By using Fairclough’s (2003) approach to critical discourse analysis, we offer insights about how ancient history curricula do little to address the persistence of anti-black racism. Our analysis finds a continued valorisation of white Western civilizations at the expense of ancient African histories and Black peoples more generally. Further, we demonstrate how ancient history textbooks perpetuate specific anti-black discourses such as Black primitivity and an overemphasis on Black labour.
{"title":"Dismantling Curricular Statues: Critically Examining Anti-Black Racism in Representations of Ancient Africa in Canadian Textbooks","authors":"S.J. Adrienna Joyce, Ehaab D. Abdou","doi":"10.53967/cje-rce.5793","DOIUrl":"https://doi.org/10.53967/cje-rce.5793","url":null,"abstract":"Although Canada is portrayed as a benevolent multicultural society, the experiences of many of its racialized peoples point to the ongoing realities of racism. Research demonstrates that schools are central to perpetuating racism, in part through a prioritization of white Eurocentric curricula. But how might ancient history curricula specifically contribute to racism? In this article, we interrogate representations of ancient African societies as presented in three secondary school world history textbooks from Quebec and Manitoba and consider the mechanisms of anti-black racism at work. By using Fairclough’s (2003) approach to critical discourse analysis, we offer insights about how ancient history curricula do little to address the persistence of anti-black racism. Our analysis finds a continued valorisation of white Western civilizations at the expense of ancient African histories and Black peoples more generally. Further, we demonstrate how ancient history textbooks perpetuate specific anti-black discourses such as Black primitivity and an overemphasis on Black labour.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340568","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}
Planifier les activités d’enseignement/apprentissage constitue l’une des tâches essentielles pour « faire la classe ». Pour la réaliser, on attend des étudiants en enseignement qu’ils utilisent les pratiques préconisées par la recherche qui leur sont proposées en formation. Cette étude cherchait à identifier dans quelle proportion les étudiants en enseignement mobilisent ces pratiques dans leur planification des activités d’enseignement/apprentissage. Pour ce faire, nous avons récolté toutes les planifications qu’ont réalisées 18 futurs enseignants de français pour leur dernier stage d’une durée de 4 semaines afin d’en faire l’analyse. Les résultats de l’analyse de contenu montrent la part importante de pratiques telles que la gestion des contenus à enseigner, la communication des objectifs, l’utilisation de ressources pédagogiques existantes, la gestion des difficultés ainsi que les liens entre les matières. Par ailleurs, il ressort des résultats que les participants à notre étude anticipent peu, voire pas du tout, leurs rétroactions, les temps d’implication des élèves dans le processus d’évaluation, ainsi que la métacognition. Ces observations sont autant d’enjeux pour la formation initiale en enseignement.
{"title":"Les pratiques préconisées en formation pour faire la classe interviennent-elles dans les planifications des futurs enseignants de français ?","authors":"Elise Barbier, Stéphane Colognesi","doi":"10.53967/cje-rce.5601","DOIUrl":"https://doi.org/10.53967/cje-rce.5601","url":null,"abstract":"Planifier les activités d’enseignement/apprentissage constitue l’une des tâches essentielles pour « faire la classe ». Pour la réaliser, on attend des étudiants en enseignement qu’ils utilisent les pratiques préconisées par la recherche qui leur sont proposées en formation. Cette étude cherchait à identifier dans quelle proportion les étudiants en enseignement mobilisent ces pratiques dans leur planification des activités d’enseignement/apprentissage. Pour ce faire, nous avons récolté toutes les planifications qu’ont réalisées 18 futurs enseignants de français pour leur dernier stage d’une durée de 4 semaines afin d’en faire l’analyse. Les résultats de l’analyse de contenu montrent la part importante de pratiques telles que la gestion des contenus à enseigner, la communication des objectifs, l’utilisation de ressources pédagogiques existantes, la gestion des difficultés ainsi que les liens entre les matières. Par ailleurs, il ressort des résultats que les participants à notre étude anticipent peu, voire pas du tout, leurs rétroactions, les temps d’implication des élèves dans le processus d’évaluation, ainsi que la métacognition. Ces observations sont autant d’enjeux pour la formation initiale en enseignement.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340829","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}
Equity, diversity, inclusion, and decolonizing (EDI/D) have gained discursive centrality in Canadian higher education (HE) yet are criticized as performative. Donald’s work on “ethical relationality” understands colonialism as a denial of relations. Drawing on this work I analyze EDI/D in HE through a lens of relationship building. The study maps three institutional layers of EDI/D. The external layer is centred on confronting overt critique, with discourses about EDI/D as threatening academic freedom becoming more prevalent. The second layer focuses on the “mainstream” adoption of EDI/D. EDI/D became central in terminology, but HE culture is more resistant to change. The inner layer includes those engaged with EDI/D. It is grounded in collaboration, but also in containment and fragmentation of EDI/D initiatives. These layers reveal institutional gaslighting tactics that derail meaningful engagement with EDI/D. For EDI/D to be transformative, HE institutions must ground EDI/D in the difficult process of relationship building.
{"title":"Resistance, Performativity, and Fragmentation: The Relational Arena of EDI/D in Canadian Higher Education","authors":"Lilach Marom","doi":"10.53967/cje-rce.6071","DOIUrl":"https://doi.org/10.53967/cje-rce.6071","url":null,"abstract":"Equity, diversity, inclusion, and decolonizing (EDI/D) have gained discursive centrality in Canadian higher education (HE) yet are criticized as performative. Donald’s work on “ethical relationality” understands colonialism as a denial of relations. Drawing on this work I analyze EDI/D in HE through a lens of relationship building. The study maps three institutional layers of EDI/D. The external layer is centred on confronting overt critique, with discourses about EDI/D as threatening academic freedom becoming more prevalent. The second layer focuses on the “mainstream” adoption of EDI/D. EDI/D became central in terminology, but HE culture is more resistant to change. The inner layer includes those engaged with EDI/D. It is grounded in collaboration, but also in containment and fragmentation of EDI/D initiatives. These layers reveal institutional gaslighting tactics that derail meaningful engagement with EDI/D. For EDI/D to be transformative, HE institutions must ground EDI/D in the difficult process of relationship building.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135665347","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 investigates the schooling experiences of K–5 Muslim immigrant children to address the underexplored area of post-migration schooling within the Canadian context. Centered on the stories K–5 children share with their mothers, the study focuses on students’ identity formation, sense of belonging, and academic performance. Theoretically grounded in critical race theory and decolonial education as conceptual frameworks, the research explores the multi-dimensional experiences of immigrant children, moving beyond the monolithic narratives often enacted by dominant power structures. Utilizing a qualitative methodological approach, the study engages 10 Muslim-identifying mothers in semi-structured interviews, revealing insights about the role of mothers as knowledge holders and validating K–5 immigrant students’ schooling experiences. Findings indicate key themes including subtractive teacher practices, subversive allyship, racialization, marginalization, and the interplay of identity and religion. The study proposes targeted recommendations for school-based supports, teaching practice, and programs of teacher education to address post-migration schooling challenges.
{"title":"Mapping Immigrant Children’s Ethnoracialized Identities in Canada: K–5 Muslim Students Share Stories with their Mothers","authors":"Soudeh Oladi","doi":"10.53967/cje-rce.5983","DOIUrl":"https://doi.org/10.53967/cje-rce.5983","url":null,"abstract":"This study investigates the schooling experiences of K–5 Muslim immigrant children to address the underexplored area of post-migration schooling within the Canadian context. Centered on the stories K–5 children share with their mothers, the study focuses on students’ identity formation, sense of belonging, and academic performance. Theoretically grounded in critical race theory and decolonial education as conceptual frameworks, the research explores the multi-dimensional experiences of immigrant children, moving beyond the monolithic narratives often enacted by dominant power structures. Utilizing a qualitative methodological approach, the study engages 10 Muslim-identifying mothers in semi-structured interviews, revealing insights about the role of mothers as knowledge holders and validating K–5 immigrant students’ schooling experiences. Findings indicate key themes including subtractive teacher practices, subversive allyship, racialization, marginalization, and the interplay of identity and religion. The study proposes targeted recommendations for school-based supports, teaching practice, and programs of teacher education to address post-migration schooling challenges.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135484093","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}
Cette recherche-action collaborative vise à mieux comprendre l’incidence de la COVID-19 sur le bien-être et la santé mentale des membres (n = 63) des équipes de direction d’écoles en milieux francophones dans l’Ouest canadien. Les résultats obtenus, à la suite de l’analyse à l’aide du logiciel SPSS des réponses recueillies par questionnaire en ligne, révèlent que même si ces gestionnaires manquent de temps, ils demeurent engagés et éprouvent un sentiment de satisfaction. Moins de la moitié trouvent l’équilibre famille-travail et presque 40 % d’entre eux éprouvent de la difficulté à dormir la nuit. Les personnes ayant moins d’expérience en administration scolaire semblent plus durement touchées, plus de 75 % des répondants reconnaissent ressentir de l’anxiété et les stratégies de gestion du stress adoptées sont nombreuses. L’étude exploratoire souligne l’importance de se soucier de la santé mentale et du bien-être des membres de l’équipe de direction et de réfléchir aux ressources requises pour les soutenir dans l’exercice de leurs fonctions.
{"title":"Incidence de la pandémie de COVID-19 sur le bienêtre et la santé mentale des équipes1 de direction d’école : une recherche-action collaborative en milieux francophones minoritaires dans l’Ouest2 canadien","authors":"Jules Rocque, Cynthia Côté","doi":"10.53967/cje-rce.5541","DOIUrl":"https://doi.org/10.53967/cje-rce.5541","url":null,"abstract":"Cette recherche-action collaborative vise à mieux comprendre l’incidence de la COVID-19 sur le bien-être et la santé mentale des membres (n = 63) des équipes de direction d’écoles en milieux francophones dans l’Ouest canadien. Les résultats obtenus, à la suite de l’analyse à l’aide du logiciel SPSS des réponses recueillies par questionnaire en ligne, révèlent que même si ces gestionnaires manquent de temps, ils demeurent engagés et éprouvent un sentiment de satisfaction. Moins de la moitié trouvent l’équilibre famille-travail et presque 40 % d’entre eux éprouvent de la difficulté à dormir la nuit. Les personnes ayant moins d’expérience en administration scolaire semblent plus durement touchées, plus de 75 % des répondants reconnaissent ressentir de l’anxiété et les stratégies de gestion du stress adoptées sont nombreuses. L’étude exploratoire souligne l’importance de se soucier de la santé mentale et du bien-être des membres de l’équipe de direction et de réfléchir aux ressources requises pour les soutenir dans l’exercice de leurs fonctions.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975296","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}
works to constitute student subjectivity reflective of neo-liberal ideology. The authors provide a critical discourse analysis of proposed legislation (Bill 64) as it relates to the normalization of discourses of austerity that serve to depoliticize government defunding. The authors illustrate the ways that neoliberal ideology influences legislation that produces students as “universal objects… void of social, political, and cultural con - texts and influences” (p. 555), who become regulated through compliance mechanisms.
{"title":"Expanding the Scope of Educational Policy in a Neoliberal Era: Politics, Socio-Economic Policies, and Media","authors":"Jeannie Kerr, Ee-Seul Yoon","doi":"10.53967/cje-rce.6313","DOIUrl":"https://doi.org/10.53967/cje-rce.6313","url":null,"abstract":"works to constitute student subjectivity reflective of neo-liberal ideology. The authors provide a critical discourse analysis of proposed legislation (Bill 64) as it relates to the normalization of discourses of austerity that serve to depoliticize government defunding. The authors illustrate the ways that neoliberal ideology influences legislation that produces students as “universal objects… void of social, political, and cultural con - texts and influences” (p. 555), who become regulated through compliance mechanisms.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135192623","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}
Through employing critical race theory, seen-invisibility, and circuits of dispossession as theoretical frames, this article complicates discourses around equity and Black student achievement by examining the underexplored experiences of high-achieving Black Canadian students in the Greater Toronto Area (GTA). Drawing on focus group data with four adolescent participants, the study finds that they experienced violent forms of racialization in their educational environments through a lack of physical, social, and intellectual space to exist as both Black and high-achieving. This rendered them persistently present due to their race, yet invisible in the perceptions of their intellect. Central to this article is an articulation, unpacking, and thus granular analysis of the particular ways that racialization can operate within education systems to still marginalize Black students and erect complex barriers––even when they demonstrate strong academic performance. These emerging insights inform a need for a broader and more holistic understanding of Black Canadian student experiences and a rethinking of intervention and resistance strategies.
{"title":"Persistently Present, Yet Invisible? Exploring the Experiences of High-Achieving Black Students in the Greater Toronto Area","authors":"Rhonda C. George","doi":"10.53967/cje-rce.5719","DOIUrl":"https://doi.org/10.53967/cje-rce.5719","url":null,"abstract":"Through employing critical race theory, seen-invisibility, and circuits of dispossession as theoretical frames, this article complicates discourses around equity and Black student achievement by examining the underexplored experiences of high-achieving Black Canadian students in the Greater Toronto Area (GTA). Drawing on focus group data with four adolescent participants, the study finds that they experienced violent forms of racialization in their educational environments through a lack of physical, social, and intellectual space to exist as both Black and high-achieving. This rendered them persistently present due to their race, yet invisible in the perceptions of their intellect. Central to this article is an articulation, unpacking, and thus granular analysis of the particular ways that racialization can operate within education systems to still marginalize Black students and erect complex barriers––even when they demonstrate strong academic performance. These emerging insights inform a need for a broader and more holistic understanding of Black Canadian student experiences and a rethinking of intervention and resistance strategies.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136238114","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}
Stéphanie Girard, Claude Dugas, Carmen Dionne, Annie-Claude Dubé
Soutenir les enfants ayant des besoins particuliers/enfants handicapés au cours de la transition du milieu de garde vers le milieu scolaire est essentiel afin que cette première transition scolaire soit vécue de manière positive. La présente étude s’inscrit dans une vaste enquête québécoise sur les pratiques inclusives en milieux de garde et vise à brosser un portrait des pratiques mises en œuvre pour soutenir la transition de ces enfants, en considérant les points de vue des intervenants des milieux de garde et scolaires. Les données ont été recueillies avec un questionnaire en ligne et analysées de manière quantitative et qualitative. Les résultats indiquent que des pratiques considérées efficaces sont mises en œuvre, mais que certaines mériteraient d’être utilisées davantage. Aussi, malgré un niveau de satisfaction élevé des intervenants scolaires par rapport à la pertinence des renseignements reçus des milieux de garde, des défis en lien avec le partage d’informations demeurent.
{"title":"Transition scolaire des enfants ayant des besoins particuliers/enfants handicapés : regards croisés entre intervenants des milieux de garde et scolaires","authors":"Stéphanie Girard, Claude Dugas, Carmen Dionne, Annie-Claude Dubé","doi":"10.53967/cje-rce.5055","DOIUrl":"https://doi.org/10.53967/cje-rce.5055","url":null,"abstract":"Soutenir les enfants ayant des besoins particuliers/enfants handicapés au cours de la transition du milieu de garde vers le milieu scolaire est essentiel afin que cette première transition scolaire soit vécue de manière positive. La présente étude s’inscrit dans une vaste enquête québécoise sur les pratiques inclusives en milieux de garde et vise à brosser un portrait des pratiques mises en œuvre pour soutenir la transition de ces enfants, en considérant les points de vue des intervenants des milieux de garde et scolaires. Les données ont été recueillies avec un questionnaire en ligne et analysées de manière quantitative et qualitative. Les résultats indiquent que des pratiques considérées efficaces sont mises en œuvre, mais que certaines mériteraient d’être utilisées davantage. Aussi, malgré un niveau de satisfaction élevé des intervenants scolaires par rapport à la pertinence des renseignements reçus des milieux de garde, des défis en lien avec le partage d’informations demeurent.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135352684","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}
Chapter 1: Organizational Learning in Schools: An Introduction Kenneth Leithwood and Karen Seashore Louis Part I Chapter 2: Creating Community in Reform: Images of Organizational Learning in Inner-City Schools Karen Seashore Louis and Sharon D. Kruse Chapter 3: Informal Learning Communities and their Effects Miriam Ben-Peretz and Shifra Schonmann Chapter 4: Leadership and other Conditions which Foster Organizational Learning in Schools Kenneth Leithwood, Doris Jantzi, and Rosanne Steinbach Part II Chapter 5: Talking about Restructuring: Using Concept Maps Jean A. King, Jeffrey Allen, and Khahm Nguyen Chapter 6: Organizational Consequences of Participatory Evaluation: School District Case Study J. Bradley Cousins Chapter 7: Professional Development Schools as Contexts for Teacher Learning and Leadership Linda Darling-Hammond, Velma Cobb, and Marcella Bullmaster Chapter 8: Learning about Organizational Learning Coral Mitchell and Larry Sackney Part III Chapter 9: Team Learning Processes Kenneth Leithwood Chapter 10: Intellectual Roots of Organizational Learning J. Bradley Cousins Chapter 11: School Development and Organizational Learning: Toward an Integrative Theory Janna C. Voogt, Nijs A.J. Lagerweij, and Karen Seashore Louis OL_FM 16/10/2000 10:57 Page 5 Part IV Chapter 12: Organizational Learning and Current Reform Efforts: From Exploitation to Exploration Sam Stringfield Chapter 13: From Organizational Learning to Professional Learning Communities Karen Seashore Louis and Kenneth Leithwood Author Index Subject Index
{"title":"Organizational Learning in Schools","authors":"K. Leithwood, K. Louis","doi":"10.2307/1585900","DOIUrl":"https://doi.org/10.2307/1585900","url":null,"abstract":"Chapter 1: Organizational Learning in Schools: An Introduction Kenneth Leithwood and Karen Seashore Louis Part I Chapter 2: Creating Community in Reform: Images of Organizational Learning in Inner-City Schools Karen Seashore Louis and Sharon D. Kruse Chapter 3: Informal Learning Communities and their Effects Miriam Ben-Peretz and Shifra Schonmann Chapter 4: Leadership and other Conditions which Foster Organizational Learning in Schools Kenneth Leithwood, Doris Jantzi, and Rosanne Steinbach Part II Chapter 5: Talking about Restructuring: Using Concept Maps Jean A. King, Jeffrey Allen, and Khahm Nguyen Chapter 6: Organizational Consequences of Participatory Evaluation: School District Case Study J. Bradley Cousins Chapter 7: Professional Development Schools as Contexts for Teacher Learning and Leadership Linda Darling-Hammond, Velma Cobb, and Marcella Bullmaster Chapter 8: Learning about Organizational Learning Coral Mitchell and Larry Sackney Part III Chapter 9: Team Learning Processes Kenneth Leithwood Chapter 10: Intellectual Roots of Organizational Learning J. Bradley Cousins Chapter 11: School Development and Organizational Learning: Toward an Integrative Theory Janna C. Voogt, Nijs A.J. Lagerweij, and Karen Seashore Louis OL_FM 16/10/2000 10:57 Page 5 Part IV Chapter 12: Organizational Learning and Current Reform Efforts: From Exploitation to Exploration Sam Stringfield Chapter 13: From Organizational Learning to Professional Learning Communities Karen Seashore Louis and Kenneth Leithwood Author Index Subject Index","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1585900","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47355110","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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