Pub Date : 2021-06-30DOI: 10.53967/CJE/RCE.V44I2.4551
Cathlene Hillier
Parent engagement is often promoted as a remedy for reducing achievement gaps between students from high socio-economic and low socio-economic backgrounds. However, researchers have found mixed results when examining parent engagement and student outcomes. Drawing on a study investigating the effectiveness of summer literacy camps offered by schools in Ontario, I compare the influence of parent engagement on two outcomes: (1) spring snapshot of cumulative learning, and (2) summer literacy growth/loss. In considering summer learning in regression analysis, I aim to investigate the effect of parent engagement without the influence of schools during the academic year. Out of 14 parent engagement measures, I find only three (parents’ aspirations, home resources, discussions of school with children) are positive predictors of spring literacy outcomes and that none predict summer literacy growth/loss. Family socio-economic status remains a powerful predictor of achievement for both outcomes. I interpret my findings within three proposed mechanisms of parent engagement: cultivation ethic, realist reaction, and expressive logic.
{"title":"A Seasonal Comparison of the Effectiveness of Parent Engagement on Student Literacy Achievement","authors":"Cathlene Hillier","doi":"10.53967/CJE/RCE.V44I2.4551","DOIUrl":"https://doi.org/10.53967/CJE/RCE.V44I2.4551","url":null,"abstract":"Parent engagement is often promoted as a remedy for reducing achievement gaps between students from high socio-economic and low socio-economic backgrounds. However, researchers have found mixed results when examining parent engagement and student outcomes. Drawing on a study investigating the effectiveness of summer literacy camps offered by schools in Ontario, I compare the influence of parent engagement on two outcomes: (1) spring snapshot of cumulative learning, and (2) summer literacy growth/loss. In considering summer learning in regression analysis, I aim to investigate the effect of parent engagement without the influence of schools during the academic year. Out of 14 parent engagement measures, I find only three (parents’ aspirations, home resources, discussions of school with children) are positive predictors of spring literacy outcomes and that none predict summer literacy growth/loss. Family socio-economic status remains a powerful predictor of achievement for both outcomes. I interpret my findings within three proposed mechanisms of parent engagement: cultivation ethic, realist reaction, and expressive logic.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47625370","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 : 2021-06-30DOI: 10.53967/CJE/RCE.V44I2.5231
Kara Ghobhainn Smith
{"title":"Joyful Math: Invitations to play and explore in the early childhood classroom","authors":"Kara Ghobhainn Smith","doi":"10.53967/CJE/RCE.V44I2.5231","DOIUrl":"https://doi.org/10.53967/CJE/RCE.V44I2.5231","url":null,"abstract":"","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42290731","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 : 2021-06-30DOI: 10.53967/CJE/RCE.V44I2.5229
Erin Creed
{"title":"It's All Good (Unless it's Not)-Mental Health Tips and Self-Care Strategies for Undergrad Years","authors":"Erin Creed","doi":"10.53967/CJE/RCE.V44I2.5229","DOIUrl":"https://doi.org/10.53967/CJE/RCE.V44I2.5229","url":null,"abstract":"","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49621234","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 : 2021-06-30DOI: 10.53967/CJE/RCE.V44I2.4249
G. Henderson, Pamela Beach, A. Coombs
Politicians are pushing school boards to do more to ensure students leave school with the financial literacy skills they will need to navigate an increasingly complex financial marketplace. Financial literacy education must start early to achieve this goal, yet there has been very little Canadian research on financial literacy education at the elementary level. This exploratory study used an anonymous, online survey to gain a preliminary understanding of full-time Ontario elementary teachers’ perceptions, attitudes, and practices with respect to financial literacy education. Respondents overwhelmingly favour teaching financial literacy in elementary school. Almost half of respondents currently incorporate financial literacy into their classroom practice. These teachers rely primarily on free, online resources. With respect to barriers to teaching financial literacy, respondents cited the lack of an appropriate curriculum and lack of support from schools and school boards. Respondents identified professional development as the main type of support they would like to see schools and school boards provide to support them in teaching financial literacy going forward.
{"title":"Financial Literacy Education in Ontario: An Exploratory Study of Elementary Teachers' Perceptions, Attitudes, and Practices","authors":"G. Henderson, Pamela Beach, A. Coombs","doi":"10.53967/CJE/RCE.V44I2.4249","DOIUrl":"https://doi.org/10.53967/CJE/RCE.V44I2.4249","url":null,"abstract":"Politicians are pushing school boards to do more to ensure students leave school with the financial literacy skills they will need to navigate an increasingly complex financial marketplace. Financial literacy education must start early to achieve this goal, yet there has been very little Canadian research on financial literacy education at the elementary level. This exploratory study used an anonymous, online survey to gain a preliminary understanding of full-time Ontario elementary teachers’ perceptions, attitudes, and practices with respect to financial literacy education. Respondents overwhelmingly favour teaching financial literacy in elementary school. Almost half of respondents currently incorporate financial literacy into their classroom practice. These teachers rely primarily on free, online resources. With respect to barriers to teaching financial literacy, respondents cited the lack of an appropriate curriculum and lack of support from schools and school boards. Respondents identified professional development as the main type of support they would like to see schools and school boards provide to support them in teaching financial literacy going forward.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46557730","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 : 2021-06-30DOI: 10.53967/CJE/RCE.V44I2.5235
J. Rocque, Corinne E. Barrett DeWiele
{"title":"Les violences en milieu scolaire : définir, prévenir, réagir","authors":"J. Rocque, Corinne E. Barrett DeWiele","doi":"10.53967/CJE/RCE.V44I2.5235","DOIUrl":"https://doi.org/10.53967/CJE/RCE.V44I2.5235","url":null,"abstract":"","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42465306","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 : 2021-03-31DOI: 10.53967/CJE-RCE.V44I1.5027
Pierre Canisius Kamanzi
This article analyzes the educational pathways of Black Québécois students with immigrant background from Sub-Saharan Africa and the Caribbean, all of whom are members of racialized groups, targets of discrimination and marginalization, and are at risk of vulnerable educational pathways. However, the results obtained from longitudinal data (N = 8415) show that these students are able to overcome these obstacles. Although they are more at risk of major academic difficulties, delays due to grade repetition, and are less likely to attend a private school or be admitted to enriched programs, these students access postsecondary education (college and university) in a proportion fairly comparable to that of their peers whose parents are Eurocanadian-born. Although the situation is somewhat reversed with respect to graduation, this article supports the resilience hypothesis put forward by some authors, such as Krahn and Taylor (2005), with respect those students.
{"title":"La résilience dans le parcours scolaire des jeunes noirs d’origine africaine et caribéenne au Québec","authors":"Pierre Canisius Kamanzi","doi":"10.53967/CJE-RCE.V44I1.5027","DOIUrl":"https://doi.org/10.53967/CJE-RCE.V44I1.5027","url":null,"abstract":"This article analyzes the educational pathways of Black Québécois students with immigrant background from Sub-Saharan Africa and the Caribbean, all of whom are members of racialized groups, targets of discrimination and marginalization, and are at risk of vulnerable educational pathways. However, the results obtained from longitudinal data (N = 8415) show that these students are able to overcome these obstacles. Although they are more at risk of major academic difficulties, delays due to grade repetition, and are less likely to attend a private school or be admitted to enriched programs, these students access postsecondary education (college and university) in a proportion fairly comparable to that of their peers whose parents are Eurocanadian-born. Although the situation is somewhat reversed with respect to graduation, this article supports the resilience hypothesis put forward by some authors, such as Krahn and Taylor (2005), with respect those students.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48781512","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 : 2021-01-01DOI: 10.53967/CJE/RCE.V44I2.5233
L. Cournoyer
{"title":"L’analyse fonctionnelle en psychoéducation. Guide théorique et pratique","authors":"L. Cournoyer","doi":"10.53967/CJE/RCE.V44I2.5233","DOIUrl":"https://doi.org/10.53967/CJE/RCE.V44I2.5233","url":null,"abstract":"","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70647552","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":"The Role of Evaluators in Curriculum Development","authors":"P. Tamir","doi":"10.4324/9780429453960","DOIUrl":"https://doi.org/10.4324/9780429453960","url":null,"abstract":"","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42742229","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":"Negotiating Learning and Identity in Higher Education: Access, Persistence and Retention","authors":"Clayton Smith","doi":"10.5040/9781350000223","DOIUrl":"https://doi.org/10.5040/9781350000223","url":null,"abstract":"","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42957066","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 : 2017-07-07DOI: 10.1093/oxfordhb/9780199324576.001.0001
Iman Tohidian
{"title":"The Oxford Handbook of Reading","authors":"Iman Tohidian","doi":"10.1093/oxfordhb/9780199324576.001.0001","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780199324576.001.0001","url":null,"abstract":"","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41879320","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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