Anita Sinner, C. Leggo, R. Irwin, Peter Gouzouasis, K. Grauer
With this review, we explore the practices of arts‐based educational research as documented in dissertations created and written over one decade in the Faculty of Education, University of British Columbia. We compile and describe more than thirty dissertations across methodologies and methods of inquiry, and identifiy three pillars of arts‐based practice – literary, visual, and performative. In this review, we trace the beginnings of a new stream of practice that is interwoven in some of these dissertations and underpins many of them: the methodology of a/r/tography. Four attributes underpin this collection of dissertations: a commitment to aesthetic and educational practices, inquiry‐laden processes, searching for meaning, and interpreting for understanding. Les auteurs explorent les pratiques ciblees et analysees dans les recherches en education axees sur les arts, notamment dans les theses realisees au cours d’une decennie a la Faculte des sciences d’education de l’University of British Columbia. Ils ont compile et decrit plus d’une trentaine de travaux faisant appel a diverses methodologies et protocoles de recherche et identifie trois grands axes en matiere de pratiques axees sur les arts – litteraire, visuel et de performance Dans ce tour d’horizon, les auteurs retracent les debuts d’une nouvelle approche qui apparait dans certains des travaux et qui sert meme de fondement a un grand nombre d’entre eux : la methodologie de l’a/r/tographie. Cet ensemble de travaux presente quatre caracteristiques communes : une importance accordee aux pratiques esthetiques et pedagogiques, des processus axes sur la recherche, une quete de sens et un souci d’interpretation en vue de comprendre.
{"title":"Arts-Based Educational Research Dissertations: Reviewing the Practices of New Scholars.","authors":"Anita Sinner, C. Leggo, R. Irwin, Peter Gouzouasis, K. Grauer","doi":"10.2307/20054216","DOIUrl":"https://doi.org/10.2307/20054216","url":null,"abstract":"With this review, we explore the practices of arts‐based educational research as documented in dissertations created and written over one decade in the Faculty of Education, University of British Columbia. We compile and describe more than thirty dissertations across methodologies and methods of inquiry, and identifiy three pillars of arts‐based practice – literary, visual, and performative. In this review, we trace the beginnings of a new stream of practice that is interwoven in some of these dissertations and underpins many of them: the methodology of a/r/tography. Four attributes underpin this collection of dissertations: a commitment to aesthetic and educational practices, inquiry‐laden processes, searching for meaning, and interpreting for understanding. Les auteurs explorent les pratiques ciblees et analysees dans les recherches en education axees sur les arts, notamment dans les theses realisees au cours d’une decennie a la Faculte des sciences d’education de l’University of British Columbia. Ils ont compile et decrit plus d’une trentaine de travaux faisant appel a diverses methodologies et protocoles de recherche et identifie trois grands axes en matiere de pratiques axees sur les arts – litteraire, visuel et de performance Dans ce tour d’horizon, les auteurs retracent les debuts d’une nouvelle approche qui apparait dans certains des travaux et qui sert meme de fondement a un grand nombre d’entre eux : la methodologie de l’a/r/tographie. Cet ensemble de travaux presente quatre caracteristiques communes : une importance accordee aux pratiques esthetiques et pedagogiques, des processus axes sur la recherche, une quete de sens et un souci d’interpretation en vue de comprendre.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69042054","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}
L’auteur entreprend une reflexion sur l’education a la citoyennete et montre qu’elle deborde les limites strictes d’un enseignement formel (au Quebec, le cours « Histoire et education a la citoyennete »), qu’elle s’articule aux missions d’instruction et de socialisation de l’ecole quebecoise, et que, ce faisant, elle fait de l’ecole un des principaux acteurs dans l’edification d’une modernite orientee vers l’entente communicationnelle. Mots cle: citoyennete, instruction, socialisation, exclusion, modernite. The author develops a reflection on citizenship education and shows that it extends beyond the strict limits of formal teaching that is, in Quebec, the ʺ History of citizenship education ʺ program. Citizenship education articulates with the instruction and socialization goals (missions) of the Quebec school curriculum making the school a key actor of the construction of a modernity centered on communicational agreement. Key words: citizenship, instruction, socialization, social exclusion, modernity.
作者进行了反思:教育与公民研究并表明它deborde严格限制在小岛上,一个正规教育(«历史和经济学教育的外勤»),它是以quebecoise学院取得教育和社会化,并说,在此过程中,它是一个学院的主要行动者在l’edification modernite的交际卡特尔为目标。关键词:公民身份，教育，社会化，排斥，现代性。The作者develops反射了人们citizenship education and it shows that extends beyond The limits of形式教学严格that is, in Theʺ小岛,ʺHistory of citizenship education program)。公民教育与魁北克学校课程的教学和社会化目标(使命)相结合，使学校成为建立以沟通协议为中心的现代化进程中的关键角色。关键词:公民身份、教育、社会化、社会排斥、现代性。
{"title":"ÉDUCATION À LA CITOYENNETÉ ET MISSIONS D’INSTRUCTION ET DE SOCIALISATION DE L’ÉCOLE QUÉBÉCOISE","authors":"Louis Levasseur","doi":"10.2307/20054188","DOIUrl":"https://doi.org/10.2307/20054188","url":null,"abstract":"L’auteur entreprend une reflexion sur l’education a la citoyennete et montre qu’elle deborde les limites strictes d’un enseignement formel (au Quebec, le cours « Histoire et education a la citoyennete »), qu’elle s’articule aux missions d’instruction et de socialisation de l’ecole quebecoise, et que, ce faisant, elle fait de l’ecole un des principaux acteurs dans l’edification d’une modernite orientee vers l’entente communicationnelle. Mots cle: citoyennete, instruction, socialisation, exclusion, modernite. The author develops a reflection on citizenship education and shows that it extends beyond the strict limits of formal teaching that is, in Quebec, the ʺ History of citizenship education ʺ program. Citizenship education articulates with the instruction and socialization goals (missions) of the Quebec school curriculum making the school a key actor of the construction of a modernity centered on communicational agreement. Key words: citizenship, instruction, socialization, social exclusion, modernity.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054188","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69041507","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}
Ted Riecken, Frank Conibear, Corrine Michel, J. Lyall, Tish Scott, Michele Tanaka, S. Stewart, Janet Riecken, Teresa Strong‐Wilson
This article focuses on a participatory research project designed to promote student use of digital video to explore conceptions of health and wellness. We have viewed aspects of student resistance through the cultural perspectives that guide the Aboriginal education programs involved with the study. In presenting this piece, we have experimented with a number of different styles to represent the different cultural, ethical, and educational dimensions of the research project and to advance a form of resistance to standardized representations of research results. Through video re ‐ presentation of culture, students resisted the privileging of text and dominant cultural constructions of their personal identities. Key words: digital video, First Nations education, multiple literacies, health education, community and university partnerships Cet article porte sur un projet de recherche collectif visant a promouvoir l’utilisation de la video numerique chez les eleves en vue d’explorer diverses conceptions de la sante et du bien ‐ etre. Les auteurs analysent certains aspects de la resistance des eleves a travers les perspectives culturelles qui orientent les programmes d’enseignement a l’intention des autochtones compris dans l’etude. Dans leur recherche, les auteurs ont fait appel a differents styles de representation des diverses dimensions culturelles, ethiques et pedagogiques de l’etude et ont promu une forme de resistance aux representations traditionnelles des resultats de recherche. A travers la re ‐ presentation video de la culture, les eleves ont refuse d’accorder une place privilegiee au texte et aux constructions culturelles dominantes de leurs identites personnelles. Mots cles : video numerique, enseignement dispense aux autochtones, litteraties multiples, education en matiere de sante, partenariat entre la communaute et l’universite.
{"title":"Resistance through Re-Presenting Culture: Aboriginal Student Filmmakers and a Participatory Action Research Project on Health and Wellness","authors":"Ted Riecken, Frank Conibear, Corrine Michel, J. Lyall, Tish Scott, Michele Tanaka, S. Stewart, Janet Riecken, Teresa Strong‐Wilson","doi":"10.2307/20054156","DOIUrl":"https://doi.org/10.2307/20054156","url":null,"abstract":"This article focuses on a participatory research project designed to promote student use of digital video to explore conceptions of health and wellness. We have viewed aspects of student resistance through the cultural perspectives that guide the Aboriginal education programs involved with the study. In presenting this piece, we have experimented with a number of different styles to represent the different cultural, ethical, and educational dimensions of the research project and to advance a form of resistance to standardized representations of research results. Through video re ‐ presentation of culture, students resisted the privileging of text and dominant cultural constructions of their personal identities. Key words: digital video, First Nations education, multiple literacies, health education, community and university partnerships Cet article porte sur un projet de recherche collectif visant a promouvoir l’utilisation de la video numerique chez les eleves en vue d’explorer diverses conceptions de la sante et du bien ‐ etre. Les auteurs analysent certains aspects de la resistance des eleves a travers les perspectives culturelles qui orientent les programmes d’enseignement a l’intention des autochtones compris dans l’etude. Dans leur recherche, les auteurs ont fait appel a differents styles de representation des diverses dimensions culturelles, ethiques et pedagogiques de l’etude et ont promu une forme de resistance aux representations traditionnelles des resultats de recherche. A travers la re ‐ presentation video de la culture, les eleves ont refuse d’accorder une place privilegiee au texte et aux constructions culturelles dominantes de leurs identites personnelles. Mots cles : video numerique, enseignement dispense aux autochtones, litteraties multiples, education en matiere de sante, partenariat entre la communaute et l’universite.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69041093","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}
Cet article interroge les discours sur la crise de l’ecole en France a partir d’une analyse d’articles issus du quotidien francais Le Monde , puis d’un examen des discours mediatises sur l’ecole par des chercheurs et penseurs de l’ecole, et les defenseurs de l’ecole republicaine, et enfin la presentation critique du debat sur l’ecole organise en 2003 ‐ 2004 . Cette recherche visait a examiner la part de construction mediatique et politique qui entre dans cette expression, aussi souvent convoquee que peu definie. Il s’agissait donc de mesurer l’effet de contamination de cette thematique de crise de l’ecole dans l’opinion et les discours communs. Mots ‐ cles : crise de l’ecole, France, mediatisation This article deals with discourses about “crisis” in France based on analysis of articles written in the French daily newspaper Le Monde , and from an investigation of speeches given publicity in the media about the school system by researchers and thinkers, and by the defenders of the republican school. Finally, we will discuss the critical presentation of a public debate on schools organized during the 2003/2004 schoolyear in France. This research aimed at examining the construction process of the concept ʺ school crisis ʺ by the media and politicians, a concept that is often mentioned and less defined. It sought to measure the effect of the contamination of the issue of school crisis on public opinion and in common. Key words: school crisis, France, media
该条被问及关于危机的演讲在法国工程师学院从一个来自法国《世界报》(Le Monde)》分析文章上mediatises话语进行审查,然后由学校和学院的学者和思想家,defenseurs republicaine理工学院辩论的批判,最后展示‐2003年2004年举办。本研究旨在探讨媒体和政治建构在这一表达中所起的作用，这一表达经常被调用，但很少被定义。因此，这是一个衡量学校危机主题在公众舆论和公共话语中的污染影响的问题。危机:关键字‐工程师学院、法国mediatisation秋季with discourses about This篇“crisis in France”“基于我们写文章分析》(in the French daily newspaper这个世界而骄傲的from an调查》,公开的研究家in the media by about the school system and思想家,and by the防守of the共和school)。最后，我们将讨论2003/2004年在法国举行的关于学校的公开辩论的关键陈述。at This research对施工的the process of the crisisʺ商学院理念ʺby the media和政客,that is,母亲担心and人前defined概念了。它的目的是衡量学校危机问题的污染对公众舆论和公众的影响。关键词:学校危机，法国，媒体
{"title":"Discours sur l’école en crise en France : Entre médiatisation et résistance","authors":"Nassira Hedjerassi, A. Stumpf","doi":"10.2307/20054148","DOIUrl":"https://doi.org/10.2307/20054148","url":null,"abstract":"Cet article interroge les discours sur la crise de l’ecole en France a partir d’une analyse d’articles issus du quotidien francais Le Monde , puis d’un examen des discours mediatises sur l’ecole par des chercheurs et penseurs de l’ecole, et les defenseurs de l’ecole republicaine, et enfin la presentation critique du debat sur l’ecole organise en 2003 ‐ 2004 . Cette recherche visait a examiner la part de construction mediatique et politique qui entre dans cette expression, aussi souvent convoquee que peu definie. Il s’agissait donc de mesurer l’effet de contamination de cette thematique de crise de l’ecole dans l’opinion et les discours communs. Mots ‐ cles : crise de l’ecole, France, mediatisation This article deals with discourses about “crisis” in France based on analysis of articles written in the French daily newspaper Le Monde , and from an investigation of speeches given publicity in the media about the school system by researchers and thinkers, and by the defenders of the republican school. Finally, we will discuss the critical presentation of a public debate on schools organized during the 2003/2004 schoolyear in France. This research aimed at examining the construction process of the concept ʺ school crisis ʺ by the media and politicians, a concept that is often mentioned and less defined. It sought to measure the effect of the contamination of the issue of school crisis on public opinion and in common. Key words: school crisis, France, media","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69040679","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}
In this article, I discuss a Canadian public school controversy and Supreme Court of Canada decision involving competing stakeholder rights to freedom of religion, safety and equality. Policy considerations that allowed one group of stakeholders to express their constitutional rights raised concerns among other stakeholders. A policy vacuum and a lack of guidelines for educational policy ‐ makers exist as Canadian schools become increasingly diverse, and as more individuals assert their rights under the Canadian Charter of Rights and Freedoms. I have provided a Stakeholder Model to help school officials navigate competing rights through non ‐ arbitrary and constitutionally compatible policy decisions. Key words: religious expression, secular education, safety, non ‐ arbitrary policy decisions Dans cet article, l’auteure se penche sur une controverse apparue dans les ecoles publiques canadiennes sur la base d’une decision de la Cour supreme du Canada au sujet d’un conflit de droits opposant liberte de religion, securite et egalite. Les considerations de principe qui ont permis a un groupe de personnes interessees d’exprimer leurs droits constitutionnels ont suscite des inquietudes au sein d’autres groupes. Il existe a ce propos un vide politique et une absence de directives a l’intention des decideurs en education au Canada. Or, les ecoles canadiennes deviennent de plus en plus diversifiees et un nombre accru de personnes affirment leurs droits en vertu de la Charte canadienne des droits et libertes. L’auteure fournit un modele pour les parties en presence permettant d’aider les autorites scolaires a naviguer a travers des droits qui se font concurrence dans des decisions d’orientation non arbitraires et compatibles avec la Constitution. Mots cles : expression des convictions religieuses, ecole laique, securite, decisions d’orientation non arbitraire
{"title":"BALANCING COMPETING RIGHTS: A STAKEHOLDER MODEL FOR DEMOCRATIC SCHOOLS","authors":"S. Shariff","doi":"10.2307/20054173","DOIUrl":"https://doi.org/10.2307/20054173","url":null,"abstract":"In this article, I discuss a Canadian public school controversy and Supreme Court of Canada decision involving competing stakeholder rights to freedom of religion, safety and equality. Policy considerations that allowed one group of stakeholders to express their constitutional rights raised concerns among other stakeholders. A policy vacuum and a lack of guidelines for educational policy ‐ makers exist as Canadian schools become increasingly diverse, and as more individuals assert their rights under the Canadian Charter of Rights and Freedoms. I have provided a Stakeholder Model to help school officials navigate competing rights through non ‐ arbitrary and constitutionally compatible policy decisions. Key words: religious expression, secular education, safety, non ‐ arbitrary policy decisions Dans cet article, l’auteure se penche sur une controverse apparue dans les ecoles publiques canadiennes sur la base d’une decision de la Cour supreme du Canada au sujet d’un conflit de droits opposant liberte de religion, securite et egalite. Les considerations de principe qui ont permis a un groupe de personnes interessees d’exprimer leurs droits constitutionnels ont suscite des inquietudes au sein d’autres groupes. Il existe a ce propos un vide politique et une absence de directives a l’intention des decideurs en education au Canada. Or, les ecoles canadiennes deviennent de plus en plus diversifiees et un nombre accru de personnes affirment leurs droits en vertu de la Charte canadienne des droits et libertes. L’auteure fournit un modele pour les parties en presence permettant d’aider les autorites scolaires a naviguer a travers des droits qui se font concurrence dans des decisions d’orientation non arbitraires et compatibles avec la Constitution. Mots cles : expression des convictions religieuses, ecole laique, securite, decisions d’orientation non arbitraire","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69040929","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}
W. Rogers, Xin Ma, D. Klinger, Teresa Dawber, L. Hellsten, Denise M. Nowicki, J. Tomkowicz
In this study , we identified factors that influence the academic performance of grade ‐ 6 students in a large city school system in language arts and mathematics. For language arts, five student variables, seven class variables, and two school level variables accounted for approximately 50 per cent, 75 per cent, and 90 per cent of the initial variability at the corresponding levels. For mathematics, seven student, five class, and three school level variables accounted for approximately 40 per cent, 60 per cent, and 90 per cent of the initial variability at the school level. Taken together, the results reveal that the majority of variability is at the student level, and additional variables need to be identified to better explain the variability at this level. Key words: school effectiveness, hierarchical linear multi ‐ level modeling, large ‐ scale testing Dans cette etude portant sur le systeme scolaire d’une grande ville, les auteurs identifient les facteurs ayant une incidence sur le rendement scolaire d’eleves de 6 e annee en langue (anglais) et en mathematiques. Pour le domaine de la langue, cinq variables ayant trait aux eleves expliquent environ la moitie de la variabilite initiale quant aux eleves, sept variables ayant trait a la classe expliquent environ 75 % de la variabilite initiale quant aux classes et deux variables ayant trait a l’ecole, environ 90 % de la variabilite initiale quant aux ecoles. En mathematiques, sept variables ayant trait aux eleves, cinq ayant trait aux classes et trois aux ecoles expliquent respectivement environ 40 %, 60 % et 90 % de la variabilite initiale. Pris en bloc, les resultats revelent que la majeure partie de la variabilite se situe au niveau des eleves et que d’autres variables doivent etre identifiees afin de mieux expliquer la variabilite a ce niveau. Mots cles : efficacite de l ʹ ecole, regression hierarchique multiple, tests communs.
{"title":"EXAMINATION OF THE INFLUENCE OF SELECTED FACTORS ON PERFORMANCE ON ALBERTA LEARNING ACHIEVEMENT TESTS","authors":"W. Rogers, Xin Ma, D. Klinger, Teresa Dawber, L. Hellsten, Denise M. Nowicki, J. Tomkowicz","doi":"10.2307/20054193","DOIUrl":"https://doi.org/10.2307/20054193","url":null,"abstract":"In this study , we identified factors that influence the academic performance of grade ‐ 6 students in a large city school system in language arts and mathematics. For language arts, five student variables, seven class variables, and two school level variables accounted for approximately 50 per cent, 75 per cent, and 90 per cent of the initial variability at the corresponding levels. For mathematics, seven student, five class, and three school level variables accounted for approximately 40 per cent, 60 per cent, and 90 per cent of the initial variability at the school level. Taken together, the results reveal that the majority of variability is at the student level, and additional variables need to be identified to better explain the variability at this level. Key words: school effectiveness, hierarchical linear multi ‐ level modeling, large ‐ scale testing Dans cette etude portant sur le systeme scolaire d’une grande ville, les auteurs identifient les facteurs ayant une incidence sur le rendement scolaire d’eleves de 6 e annee en langue (anglais) et en mathematiques. Pour le domaine de la langue, cinq variables ayant trait aux eleves expliquent environ la moitie de la variabilite initiale quant aux eleves, sept variables ayant trait a la classe expliquent environ 75 % de la variabilite initiale quant aux classes et deux variables ayant trait a l’ecole, environ 90 % de la variabilite initiale quant aux ecoles. En mathematiques, sept variables ayant trait aux eleves, cinq ayant trait aux classes et trois aux ecoles expliquent respectivement environ 40 %, 60 % et 90 % de la variabilite initiale. Pris en bloc, les resultats revelent que la majeure partie de la variabilite se situe au niveau des eleves et que d’autres variables doivent etre identifiees afin de mieux expliquer la variabilite a ce niveau. Mots cles : efficacite de l ʹ ecole, regression hierarchique multiple, tests communs.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69041133","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}
In this article, I analyse how schools in Alberta have defined the province’s identity and its role in Confederation. During two eras, the 1930s and the 1980s, social studies curriculum and teaching resources contained assertions of provincial uniqueness. In the late 1930s, the progressive curriculum implemented in Alberta’s schools represented the first time a strong provincial consciousness was evident. The resurgence of Western regionalism was reflected in reforms introduced in 1981. I note that schools have played a critical role in shaping a provincial, as well as national, identity.
{"title":"Fostering a Provincial Identity: Two Eras in Alberta Schooling.","authors":"A. V. Heyking","doi":"10.2307/20054213","DOIUrl":"https://doi.org/10.2307/20054213","url":null,"abstract":"In this article, I analyse how schools in Alberta have defined the province’s identity and its role in Confederation. During two eras, the 1930s and the 1980s, social studies curriculum and teaching resources contained assertions of provincial uniqueness. In the late 1930s, the progressive curriculum implemented in Alberta’s schools represented the first time a strong provincial consciousness was evident. The resurgence of Western regionalism was reflected in reforms introduced in 1981. I note that schools have played a critical role in shaping a provincial, as well as national, identity.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054213","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69041149","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}
One attempt to make scores from large ‐ scale assessments more interpretable has been to provide proficiency level scores to describe the meaning of student performance on tests. This study has examined the accuracy of Ercikan and Julian’s (2002) guidelines for developing proficiency level scores and the classification accuracy of proficiency level scores from British Columbia’s Foundation Skills Assessment tests. The guidelines were examined by comparing expected classification accuracies, based on these guidelines, to those estimated using a statistical procedure. The guidelines provided accurate expected classification accuracies to use in making decisions about assessment design. Key words: proficiency level scores, classification accuracy, assessment design, reliability L’une des facons utilisees pour faciliter l’interpretation des resultats d’epreuves communes a ete de fournir des scores de rendement comparatifs en fonction de normes de reference. Dans cet article, les auteurs analysent la pertinence des directives d’Ercikan et Julian (2002) ayant trait a l’elaboration des scores de rendement et l’exactitude du classement des scores de rendement dans les tests d’evaluation des competences fondamentales en Colombie ‐ Britannique. L’analyse des directives a donne lieu a une comparaison entre l’exactitude du classement en fonction des directives et l’exactitude du classement obtenue par une methode statistique. Les directives ont produit des classements exacts et conformes aux previsions et peuvent servir dans les decisions a prendre au sujet de la conception des evaluations. Mots cles : scores de rendement, exactitude du classement, conception de l’evaluation, fidelite
一种使大规模评估的分数更具可解释性的尝试是提供熟练程度分数来描述学生在测试中表现的意义。本研究检验了Ercikan和Julian(2002)制定熟练水平分数指南的准确性和不列颠哥伦比亚省基础技能评估测试熟练水平分数分类的准确性。通过比较基于这些准则的预期分类准确性与使用统计程序估计的分类准确性来检查这些准则。该指南提供了准确的预期分类精度，用于制定评估设计决策。关键词:熟练程度评分、分类准确性、评估设计、信度、被用者评分、解释者评分、结果评分、参照物评分、功能评分、规范评分、参考评分。在另一篇文章中，《作者分析的相关性》(ercikan et Julian, 2002年)，作者在《哥伦比亚-不列颠百科全书》(columbia - Britannique)中描述了一种特质，即“阐述性”、“分数性”、“准确性”、“分类性”、“分数性”、“测试性”和“基本能力评价”。对指令进行分析，并将其作为一个比较中心;对函数进行分析，将其作为一个比较中心;对函数进行分析，将其作为一个比较中心;在产品分类中使用的指令是精确的、符合的、预先设定的、预防服务的，在评估中使用的决策是预先设定的。关键词:分数划分，分类的准确性，评价的概念，精确度
{"title":"EXAMINING GUIDELINES FOR DEVELOPING ACCURATE PROFICIENCY LEVEL SCORES","authors":"Kadriye Ercikan","doi":"10.2307/20054197","DOIUrl":"https://doi.org/10.2307/20054197","url":null,"abstract":"One attempt to make scores from large ‐ scale assessments more interpretable has been to provide proficiency level scores to describe the meaning of student performance on tests. This study has examined the accuracy of Ercikan and Julian’s (2002) guidelines for developing proficiency level scores and the classification accuracy of proficiency level scores from British Columbia’s Foundation Skills Assessment tests. The guidelines were examined by comparing expected classification accuracies, based on these guidelines, to those estimated using a statistical procedure. The guidelines provided accurate expected classification accuracies to use in making decisions about assessment design. Key words: proficiency level scores, classification accuracy, assessment design, reliability L’une des facons utilisees pour faciliter l’interpretation des resultats d’epreuves communes a ete de fournir des scores de rendement comparatifs en fonction de normes de reference. Dans cet article, les auteurs analysent la pertinence des directives d’Ercikan et Julian (2002) ayant trait a l’elaboration des scores de rendement et l’exactitude du classement des scores de rendement dans les tests d’evaluation des competences fondamentales en Colombie ‐ Britannique. L’analyse des directives a donne lieu a une comparaison entre l’exactitude du classement en fonction des directives et l’exactitude du classement obtenue par une methode statistique. Les directives ont produit des classements exacts et conformes aux previsions et peuvent servir dans les decisions a prendre au sujet de la conception des evaluations. Mots cles : scores de rendement, exactitude du classement, conception de l’evaluation, fidelite","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69041301","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}
In this article, I have used the 2004 Greatest Canadian contest as an example of media’s educational function. Contrary to mainstream discourse of gender ‐ neutral citizenship, this contest reiterates a notion of Canadian citizenship as masculinized, classed, and raced. Gramsci’s concepts of “hegemony,” “ideology”, and “common sense” and Arnot’s concept of gender and class “codes” anchor this analysis. Drawing on Canadian feminist and critical race scholarship, and contrasting feminist liberal and feminist postmodern perspectives, I have explored the complications of gender and democratic citizenship, and exposed the limitations of liberal democracy for realizing equity and social justice. Key words: informal education, media, feminism, Antonio Gramsci Se servant du concours « The Greatest Canadian » organise par la chaine anglophone de Radio Canada en 2004, l’auteure illustre dans son article la fonction pedagogique des medias. Contrairement au discours dominant sur la citoyennete non sexiste, ce concours reitere la notion de citoyennete canadienne au masculin avec distinction de classe et de race. Les concepts d’« hegemonie », d’« ideologie » et de « bon sens » de Gramsci et le concept de « codes » de genre et de classe d’Arnot servent d’assises a cette analyse. Puisant dans des recherches sur les femmes et les races au Canada et s’eloignant des points de vue liberaux et postmodernes feministes, l’auteure explore les complications liees au genre et a la citoyennete democratique et expose les limites de la democratie liberale pour l’atteinte de l’equite et de la justice sociale. Mots cles : education informelle, medias, feminisme, Antonio Gramsci
{"title":"THEORIZING GENDER IN CONTEMPORARY CANADIAN CITIZENSHIP: LESSONS FROM THE CBC’S GREATEST CANADIAN CONTEST","authors":"Kaela Jubas","doi":"10.2307/20054177","DOIUrl":"https://doi.org/10.2307/20054177","url":null,"abstract":"In this article, I have used the 2004 Greatest Canadian contest as an example of media’s educational function. Contrary to mainstream discourse of gender ‐ neutral citizenship, this contest reiterates a notion of Canadian citizenship as masculinized, classed, and raced. Gramsci’s concepts of “hegemony,” “ideology”, and “common sense” and Arnot’s concept of gender and class “codes” anchor this analysis. Drawing on Canadian feminist and critical race scholarship, and contrasting feminist liberal and feminist postmodern perspectives, I have explored the complications of gender and democratic citizenship, and exposed the limitations of liberal democracy for realizing equity and social justice. Key words: informal education, media, feminism, Antonio Gramsci Se servant du concours « The Greatest Canadian » organise par la chaine anglophone de Radio Canada en 2004, l’auteure illustre dans son article la fonction pedagogique des medias. Contrairement au discours dominant sur la citoyennete non sexiste, ce concours reitere la notion de citoyennete canadienne au masculin avec distinction de classe et de race. Les concepts d’« hegemonie », d’« ideologie » et de « bon sens » de Gramsci et le concept de « codes » de genre et de classe d’Arnot servent d’assises a cette analyse. Puisant dans des recherches sur les femmes et les races au Canada et s’eloignant des points de vue liberaux et postmodernes feministes, l’auteure explore les complications liees au genre et a la citoyennete democratique et expose les limites de la democratie liberale pour l’atteinte de l’equite et de la justice sociale. Mots cles : education informelle, medias, feminisme, Antonio Gramsci","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054177","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69041488","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}
In this article, I offer a reading of the psychoanalytic concept of identification, with specific attention to its meaning in the context of children’s historical learning. In educational contexts, it is not identification but historical empathy that teachers and researchers typically regard as holding pedagogical status. Using examples from my visit to Historica’s 2004 Heritage Fair, I argue that identification is important for the way it marks the young subject’s ambivalent entry into a world of historical relations. A study of identification cannot advance historical consciousness, but it does highlight the senses of vulnerability and emotional conflict in trying to orient the self to a very old world and the losses this implies. Key words: historical empathy, children, elementary education, representation, Freud, Levinas L’auteure propose ici une lecture du concept psychanalytique de l’identification en analysant plus particulierement sa signification dans le contexte de l’apprentissage de l’histoire chez les enfants. Les enseignants et les chercheurs en education ont l’habitude d’accorder un statut pedagogique non pas a l’identification, mais plutot a «l’empathie historique». A l’aide d’exemples tires d’une visite a la Fete du patrimoine 2004 de Historica, l’auteure soutient que l’identification est importante, car elle marque l’entree ambivalente du jeune dans un monde de relations historiques. Une etude de l’identification ne peut faire progresser la conscience historique, mais elle met en lumiere le sentiment de vulnerabilite et le conflit emotif qui surgissent lorsqu’on essaie de s’orienter dans un univers tres ancien tout comme les pertes qu’implique cette demarche. Mots cles: empathie historique, enfants, enseignement primaire, representation, Freud, Levinas
{"title":"REPOSITIONING IDENTIFICATION: REFLECTIONS ON A VISIT TO HISTORICA’S HERITAGE FAIR","authors":"Lisa Farley","doi":"10.2307/20054209","DOIUrl":"https://doi.org/10.2307/20054209","url":null,"abstract":"In this article, I offer a reading of the psychoanalytic concept of identification, with specific attention to its meaning in the context of children’s historical learning. In educational contexts, it is not identification but historical empathy that teachers and researchers typically regard as holding pedagogical status. Using examples from my visit to Historica’s 2004 Heritage Fair, I argue that identification is important for the way it marks the young subject’s ambivalent entry into a world of historical relations. A study of identification cannot advance historical consciousness, but it does highlight the senses of vulnerability and emotional conflict in trying to orient the self to a very old world and the losses this implies. Key words: historical empathy, children, elementary education, representation, Freud, Levinas L’auteure propose ici une lecture du concept psychanalytique de l’identification en analysant plus particulierement sa signification dans le contexte de l’apprentissage de l’histoire chez les enfants. Les enseignants et les chercheurs en education ont l’habitude d’accorder un statut pedagogique non pas a l’identification, mais plutot a «l’empathie historique». A l’aide d’exemples tires d’une visite a la Fete du patrimoine 2004 de Historica, l’auteure soutient que l’identification est importante, car elle marque l’entree ambivalente du jeune dans un monde de relations historiques. Une etude de l’identification ne peut faire progresser la conscience historique, mais elle met en lumiere le sentiment de vulnerabilite et le conflit emotif qui surgissent lorsqu’on essaie de s’orienter dans un univers tres ancien tout comme les pertes qu’implique cette demarche. Mots cles: empathie historique, enfants, enseignement primaire, representation, Freud, Levinas","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054209","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69041526","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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