In this article, two teacher educators examine two curriculum moments they have experienced, one with children and the other with pre ‐ service teachers. They find possibilities for shifts in their understandings and insights into their own identity making and that of students. Drawing upon Connelly and Clandinin’s (1992) notion of teachers as curriculum makers, they consider how students shape curriculum alongside teachers in classrooms. Students’ and teachers’ actions and words shape not only events of the classroom but also ways that they compose and recompose their lives in school. In this way, curriculum making and identity making become intertwined. Key words : narrative inquiry, curriculum, teacher education, teacher knowledge, student learning, identity Dans cet article, deux professeurs de pedagogie analysent deux experiences qu’elles ont vecues, l’une avec des enfants et l’autre avec des etudiants en formation a l’enseignement. Elles trouvent des avenues pouvant favoriser l’evolution de la perception de leur propre identite et de celle des etudiants. S’inspirant d’une notion de Connelly et de Clandinin (1992) voulant que les enseignants soient des bâtisseurs de curriculum, elles voient comment des eleves faconnent le curriculum en meme temps que les enseignants. Les actions et les propos des eleves et des enseignants modelent non seulement les evenements qui ont lieu en classe, mais aussi les facons qu’ils composent et recomposent leur vie a l’ecole. De ce point de vue, l’evolution du curriculum et l’evolution de l’identite sont etroitement liees. Mots cles: recherche narrative, curriculum, formation a l’enseignement, connaissances de l’enseignant, apprentissage des eleves, identite
在本文中，两位教师教育家考察了他们所经历的两个课程时刻，一个是与儿童一起，另一个是与职前教师一起。他们发现了他们对自己和学生身份塑造的理解和见解发生转变的可能性。根据Connelly和Clandinin(1992)关于教师是课程制定者的观点，他们考虑了学生如何在课堂上与教师一起塑造课程。学生和教师的行为和言语不仅塑造了课堂上的事件，也塑造了他们组成和重新组成学校生活的方式。这样，课程制定和身份制定就交织在一起了。关键词:叙事性探究，课程，教师教育，教师知识，学生学习，身份认同，双教授教学分析，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验，双体验我们的智慧是我们的智慧，我们的智慧是我们的智慧，我们的智慧是我们的智慧。S 'inspirant d 'une notion de Connelly et de Clandinin(1992):“你的观点是什么?你的观点是什么?”“你的观点是什么?”动作、提议、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件、事件。De ce point De value, l 'evolution du curriculum, l 'evolution De l 'identite not etritement lies。主题:研究叙述，课程，形成一种科学的形式，科学的内涵，学徒的内涵，认同
{"title":"Transforming Narrative Encounters.","authors":"Anne Murray Orr, M. Olson","doi":"10.2307/20466664","DOIUrl":"https://doi.org/10.2307/20466664","url":null,"abstract":"In this article, two teacher educators examine two curriculum moments they have experienced, one with children and the other with pre ‐ service teachers. They find possibilities for shifts in their understandings and insights into their own identity making and that of students. Drawing upon Connelly and Clandinin’s (1992) notion of teachers as curriculum makers, they consider how students shape curriculum alongside teachers in classrooms. Students’ and teachers’ actions and words shape not only events of the classroom but also ways that they compose and recompose their lives in school. In this way, curriculum making and identity making become intertwined. Key words : narrative inquiry, curriculum, teacher education, teacher knowledge, student learning, identity Dans cet article, deux professeurs de pedagogie analysent deux experiences qu’elles ont vecues, l’une avec des enfants et l’autre avec des etudiants en formation a l’enseignement. Elles trouvent des avenues pouvant favoriser l’evolution de la perception de leur propre identite et de celle des etudiants. S’inspirant d’une notion de Connelly et de Clandinin (1992) voulant que les enseignants soient des bâtisseurs de curriculum, elles voient comment des eleves faconnent le curriculum en meme temps que les enseignants. Les actions et les propos des eleves et des enseignants modelent non seulement les evenements qui ont lieu en classe, mais aussi les facons qu’ils composent et recomposent leur vie a l’ecole. De ce point de vue, l’evolution du curriculum et l’evolution de l’identite sont etroitement liees. Mots cles: recherche narrative, curriculum, formation a l’enseignement, connaissances de l’enseignant, apprentissage des eleves, identite","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466664","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234366","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}
Artist‐in‐residence programs frequently act as professional development initiatives for teachers. Little understanding of the relational nature of artist‐teacher learning exists. In this article, we discuss Learning Through The Arts ™, describing conflicting expectations as artists and teachers learn from each other, and explore the relationship of artists’ growth and learning to teacher development. Using participants’ narratives, we illustrate existing tensions and challenges for visual art education. We present the need to open spaces for artists to construct new understandings of themselves as teachers in relation to themselves as artists, and for teachers to develop artist selves alongside their teacher selves.
{"title":"ARTIST-TEACHER PARTNERSHIPS IN LEARNING: THE IN/BETWEEN SPACES OF ARTIST-TEACHER PROFESSIONAL DEVELOPMENT","authors":"Sylvia Kind, A. Cosson, R. Irwin, K. Grauer","doi":"10.2307/20466665","DOIUrl":"https://doi.org/10.2307/20466665","url":null,"abstract":"Artist‐in‐residence programs frequently act as professional development initiatives for teachers. Little understanding of the relational nature of artist‐teacher learning exists. In this article, we discuss Learning Through The Arts ™, describing conflicting expectations as artists and teachers learn from each other, and explore the relationship of artists’ growth and learning to teacher development. Using participants’ narratives, we illustrate existing tensions and challenges for visual art education. We present the need to open spaces for artists to construct new understandings of themselves as teachers in relation to themselves as artists, and for teachers to develop artist selves alongside their teacher selves.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466665","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234545","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}
E. Bloom, Anastasia Karagiannakis, Jessica R. Toste, N. Heath, Effie Konstantinopoulos
This study explored the differences in the rated social skills of elementary ‐ aged students at ‐ risk for emotional/behavioural disorders (E/BD) based on severity of academic difficulties. Teachers nominated students at ‐ risk for E/BD who were classified into four groups of academic difficulty based on the Wide Range Achievement Test ‐ 3. Students, parents, and teachers completed the Social Skills Rating System. Teachers’ ratings indicated that academic strengths did not significantly affect perceptions of students’ social competence; all children were rated with notable social skills deficits. Consistent with previous positive research, self ‐ ratings were uniformly positive across groups. Parents’ ratings indicated highest social competence for children with most severe academic deficits. Key words: emotional disorders, behavioural disorders, academic performance, elementary school, social competence;,self ‐ perceptions, parent perceptions, teacher perceptions Cette etude a explore les differences chez des eleves du primaire presentant des risques de troubles affectifs et du comportement dans l’evaluation de leurs habiletes sociales , par rapport a la gravite de leurs difficultes academiques. Les enseignants ont designe ces eleves a risque, qui ont ete repartis en quatre groupes en fonction de leurs difficultes academiques evaluees en utilisant le Wide Range Achievement Test ‐ 3 . Les eleves, les parents et les enseignants ont rempli le questionnaire sur les aptitudes sociales ( Social Skills Rating System ). Les evaluations des enseignants revelent que les aptitudes scolaires n’ont pas une incidence importante sur les perceptions des aptitudes sociales des eleves ; tous les enfants ont ete evalues comme ayant d’importants deficits quant aux aptitudes sociales. Conformement a des recherches anterieures, les auto ‐ evaluations sont uniformement positives dans tous les groupes. Les evaluations des parents font etat d’aptitudes sociales plus fortes chez les enfants ayant les deficits scolaires les plus graves. Mots cles : troubles affectifs et du comportement, rendement scolaire, ecole primaire, aptitude sociale, autoperceptions, perceptions des parents et des enseignants
本研究探讨了具有情绪/行为障碍(E/BD)风险的小学年龄学生在学业困难严重程度上的社会技能评分差异。教师提名有患E/BD风险的学生，根据广谱成就测试(Wide Range Achievement Test‐3)将他们分为四组。学生、家长和老师完成了社会技能评分系统。教师的评分显示，学业优势对学生社会能力的感知没有显著影响;所有的孩子都被评为有明显的社交技能缺陷。与之前的积极研究一致，自我评价在各组中都是一致的积极的。父母的评分表明，学业缺陷最严重的孩子的社交能力最高。关键词:情绪障碍，行为障碍，学业成绩，小学，社会能力，自我感知，父母感知，教师感知，凯特研究与探索，与初级水平的差异，现状，风险，问题，影响，行为，社会适应能力评估，关系融洽，学习困难的严重程度。在设计水平测试中表现不佳，在四分之一组中表现不佳，在功能水平测试中表现不佳，在学术水平评估中表现不佳，在实用性测试中表现不佳。学生、家长和学生都不需要填写社交能力评估系统问卷。对学生相关能力的评价不高，对学生的能力评价不高，对学生的能力评价不高，对学生的能力评价不高;我们的孩子对社会价值的看法是错误的，这是社会能力的重要缺陷。合规性是指研究前瞻，减少自动评价，形成统一的积极因素，形成不同的群体。对父母的评价是社会能力加长处，对孩子的评价是缺陷加缺点，对孩子的评价是缺陷加坟墓。心理障碍:心理障碍影响心理行为、心理特征、学校倾向、社会倾向、自我认知、父母认知和学生认知
{"title":"SEVERITY OF ACADEMIC ACHIEVEMENT AND SOCIAL SKILLS DEFICITS","authors":"E. Bloom, Anastasia Karagiannakis, Jessica R. Toste, N. Heath, Effie Konstantinopoulos","doi":"10.2307/20466668","DOIUrl":"https://doi.org/10.2307/20466668","url":null,"abstract":"This study explored the differences in the rated social skills of elementary ‐ aged students at ‐ risk for emotional/behavioural disorders (E/BD) based on severity of academic difficulties. Teachers nominated students at ‐ risk for E/BD who were classified into four groups of academic difficulty based on the Wide Range Achievement Test ‐ 3. Students, parents, and teachers completed the Social Skills Rating System. Teachers’ ratings indicated that academic strengths did not significantly affect perceptions of students’ social competence; all children were rated with notable social skills deficits. Consistent with previous positive research, self ‐ ratings were uniformly positive across groups. Parents’ ratings indicated highest social competence for children with most severe academic deficits. Key words: emotional disorders, behavioural disorders, academic performance, elementary school, social competence;,self ‐ perceptions, parent perceptions, teacher perceptions Cette etude a explore les differences chez des eleves du primaire presentant des risques de troubles affectifs et du comportement dans l’evaluation de leurs habiletes sociales , par rapport a la gravite de leurs difficultes academiques. Les enseignants ont designe ces eleves a risque, qui ont ete repartis en quatre groupes en fonction de leurs difficultes academiques evaluees en utilisant le Wide Range Achievement Test ‐ 3 . Les eleves, les parents et les enseignants ont rempli le questionnaire sur les aptitudes sociales ( Social Skills Rating System ). Les evaluations des enseignants revelent que les aptitudes scolaires n’ont pas une incidence importante sur les perceptions des aptitudes sociales des eleves ; tous les enfants ont ete evalues comme ayant d’importants deficits quant aux aptitudes sociales. Conformement a des recherches anterieures, les auto ‐ evaluations sont uniformement positives dans tous les groupes. Les evaluations des parents font etat d’aptitudes sociales plus fortes chez les enfants ayant les deficits scolaires les plus graves. Mots cles : troubles affectifs et du comportement, rendement scolaire, ecole primaire, aptitude sociale, autoperceptions, perceptions des parents et des enseignants","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466668","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234196","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 case study addresses a middle class family ʹ s role in their son ʹ s literacy development through an investigation of the socio ‐ cultural practices that support his literacy acquisition. Rogoff ʹ s socio ‐ cultural framework, which proposes three planes of analysis for observation of human development, is used for the analysis. The literacy practices of Max (age 8) are the central focus. The analysis explores how community, interpersonal, and personal literacy activities connect to form holistic literacy practices for him. Insights into the nature of peer interactions around literacy, gender considerations in family literacy, and boys ʹ out ‐ of ‐ school literacy practices emerge from this analysis. Key words: socio ‐ cultural perspectives on literacy; multiliteracies; family literacy; gender and literacy L’etude de cas presentee ici porte sur le role de parents de classe moyenne dans le developpement de la litteratie de leur fils. Le cadre socioculturel de Rogoff, qui propose trois axes d’analyse pour l’observation du developpement de l’etre humain, est utilise dans l’analyse des pratiques socioculturelles qui favorisent la litteratie. L’article porte essentiellement sur les pratiques de litteratie de Max (8 ans). L’auteur analyse le lien entre diverses activites communautaires, interpersonnelles et personnelles en matiere de litteratie et l’apparition subsequente de pratiques de litteratie holistiques chez Max. L’analyse fournit des points de repere sur la litteratie et les interactions entre des pairs, les differences entre les sexes et la litteratie familiale ainsi que les pratiques de litteratie chez les garcons en dehors du milieu scolaire. Mots cles : perspectives socioculturelles sur la litteratie, multilitteraties, litteratie familiale, litteratie et sexes
本案例研究通过对支持儿子识字的社会文化实践的调查，探讨了中产阶级家庭在儿子识字发展中的作用。本文采用了Rogoff的社会文化框架，该框架提出了观察人类发展的三个分析层面。识字实践的马克斯(8岁)是中心焦点。分析探讨了社区、人际和个人扫盲活动如何联系起来，形成他的整体扫盲实践。从这一分析中，我们可以深入了解围绕扫盲的同伴互动的本质、家庭扫盲中的性别考虑以及男孩的校外扫盲实践。关键词:社会文化视角;multiliteracies;家庭素养;性别和扫盲的研究结果表明，父母的作用和孩子的识字能力的发展是有关系的。罗格夫的社会文化理论提出了人类社会发展的三个分析轴和观察轴，利用了人类社会文化发展的三个分析轴和观察轴。文章porte essentielement sur les pratiques de literative de Max(8分)。作者分析了各种各样的活动，社区，人际关系和人际关系，以及文学作品和文学作品的幻影，随后的文学作品和马克思的作品。我将分析四个方面:文学的相互作用，文学的相互作用，文学的两性关系，文学的两性关系，文学的两性关系，文学的两性关系，文学的两性关系，文学的两性关系，文学的两性关系，文学的两性关系，文学的两性关系。文化、社会、文学、多元文学、文学家庭、文学和性别的观点
{"title":"FROM STORYBOOKS TO GAMES, COMICS, BANDS, AND CHAPTER BOOKS: A YOUNG BOY'S APPROPRIATION OF LITERACY PRACTICES","authors":"Kimberly Lenters","doi":"10.2307/20466628","DOIUrl":"https://doi.org/10.2307/20466628","url":null,"abstract":"This case study addresses a middle class family ʹ s role in their son ʹ s literacy development through an investigation of the socio ‐ cultural practices that support his literacy acquisition. Rogoff ʹ s socio ‐ cultural framework, which proposes three planes of analysis for observation of human development, is used for the analysis. The literacy practices of Max (age 8) are the central focus. The analysis explores how community, interpersonal, and personal literacy activities connect to form holistic literacy practices for him. Insights into the nature of peer interactions around literacy, gender considerations in family literacy, and boys ʹ out ‐ of ‐ school literacy practices emerge from this analysis. Key words: socio ‐ cultural perspectives on literacy; multiliteracies; family literacy; gender and literacy L’etude de cas presentee ici porte sur le role de parents de classe moyenne dans le developpement de la litteratie de leur fils. Le cadre socioculturel de Rogoff, qui propose trois axes d’analyse pour l’observation du developpement de l’etre humain, est utilise dans l’analyse des pratiques socioculturelles qui favorisent la litteratie. L’article porte essentiellement sur les pratiques de litteratie de Max (8 ans). L’auteur analyse le lien entre diverses activites communautaires, interpersonnelles et personnelles en matiere de litteratie et l’apparition subsequente de pratiques de litteratie holistiques chez Max. L’analyse fournit des points de repere sur la litteratie et les interactions entre des pairs, les differences entre les sexes et la litteratie familiale ainsi que les pratiques de litteratie chez les garcons en dehors du milieu scolaire. Mots cles : perspectives socioculturelles sur la litteratie, multilitteraties, litteratie familiale, litteratie et sexes","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466628","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233546","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 article focuses on the educational experiences of African ‐ Canadian youth. Traditionally, researchers have tended to emphasize the poor academic performance of Black students, or issues and problems related to their academic failure, or to stereotype them as loud, lazy, criminal, athletic, deprived, dangerous, and deviant. In contrast, this article looks at Black students in Alberta who have achieved academic success in spite of considerable adversity. The data presented here show that factors such as the home environment and parental encouragement contribute to academic success. Key words: Black students, school success, family status, Alberta education Cet article porte sur les experiences scolaires de jeunes Africano ‐ Canadiens. D’habitude, les chercheurs ont tendance a souligner le pietre rendement scolaire des eleves noirs ou les problemes relies a leur echec scolaire ou encore a les presenter de facon stereotypee comme des personnes bruyantes, paresseuses, portees a commettre des crimes, athletiques, demunies, dangereuses ou ayant un comportement deviant. Cet article decrit plutot des eleves noirs albertains qui reussissent bien leurs etudes en depit de conditions tres difficiles. Les donnees presentees indiquent que les facteurs comme le milieu familial et les encouragements des parents contribuent au succes scolaire. Mots cles : eleves noirs, succes scolaire, milieu familial, education en Alberta
本文的重点是非洲裔加拿大青年的教育经历。传统上，研究人员倾向于强调黑人学生的学习成绩差，或者与他们的学业失败有关的问题和问题，或者把他们刻板印象为吵闹、懒惰、犯罪、运动、贫困、危险和离经叛道。相比之下，这篇文章关注的是阿尔伯塔省的黑人学生，他们在相当大的逆境中取得了学业上的成功。这里提供的数据表明，家庭环境和父母的鼓励等因素有助于学业成功。关键词:黑人学生，学业成功，家庭状况，艾伯塔省教育，文章描述了非洲裔加拿大青年学者的经验。习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯，习惯Cet(中央东部东京)文章decrit成黑色des eleves albertains reussissent好他们练习曲en depit条件非常困难的。孩子们表现出个体的独特、家庭的环境、家庭的鼓励、父母对孩子成功的贡献。Mots cles: eleves noirs, succes scolaire，环境家庭，教育在阿尔伯塔
{"title":"THE IMPORTANCE OF HOME ENVIRONMENT AND PARENTAL ENCOURAGEMENT IN THE ACADEMIC ACHIEVEMENT OF AFRICAN‐ CANADIAN YOUTH","authors":"Henry M. Codjoe","doi":"10.2307/20466629","DOIUrl":"https://doi.org/10.2307/20466629","url":null,"abstract":"This article focuses on the educational experiences of African ‐ Canadian youth. Traditionally, researchers have tended to emphasize the poor academic performance of Black students, or issues and problems related to their academic failure, or to stereotype them as loud, lazy, criminal, athletic, deprived, dangerous, and deviant. In contrast, this article looks at Black students in Alberta who have achieved academic success in spite of considerable adversity. The data presented here show that factors such as the home environment and parental encouragement contribute to academic success. Key words: Black students, school success, family status, Alberta education Cet article porte sur les experiences scolaires de jeunes Africano ‐ Canadiens. D’habitude, les chercheurs ont tendance a souligner le pietre rendement scolaire des eleves noirs ou les problemes relies a leur echec scolaire ou encore a les presenter de facon stereotypee comme des personnes bruyantes, paresseuses, portees a commettre des crimes, athletiques, demunies, dangereuses ou ayant un comportement deviant. Cet article decrit plutot des eleves noirs albertains qui reussissent bien leurs etudes en depit de conditions tres difficiles. Les donnees presentees indiquent que les facteurs comme le milieu familial et les encouragements des parents contribuent au succes scolaire. Mots cles : eleves noirs, succes scolaire, milieu familial, education en Alberta","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466629","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233599","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 research, conducted with an introductory sociology class at the University of British Columbia during the 2001 ‐ 2002 academic year, explored community service ‐ learning as a pedagogy and philosophy. The theoretical focus of this paper is Nancy Fraser’s (1997) criticisms of Jurgen Habermas’ (1992) bourgeois liberal model of the public sphere. We analyzed the class experiences with community service that emerged from students’ contributions to a database of community organizations, concept maps, and a student ‐ driven course evaluation. The outcomes of this research include a description of potentially useful course strategies and a narrative of a unique type of community ‐ service learning. Key words: community ‐ service learning, public sphere, citzenship, learning Cette recherche menee dans le cadre d’un cours d’introduction a la sociologie a l’Universite de Colombie ‐ Britannique au cours de l’annee universitaire 2001 ‐ 2002 portait sur l’apprentissage par l’engagement communautaire en tant que pedagogie et philosophie. La theorie sous ‐ jacente a cet article est tiree des critiques de Nancy Fraser (1997) au sujet du modele liberal bourgeois de la sphere publique de Jurgen Habermas (1992). Les auteurs ont analyse les experiences du service communautaire qu’ont pu vivre les etudiants a travers leurs contributions a une base de donnees d’organisations communautaires, a des cartes conceptuelles et a une evaluation du cours. Les resultats de cette recherche comprennent une description de strategies pedagogiques potentiellement utiles et un recit portant sur un type unique d’apprentissage par l’engagement communautaire Mots cles: apprentissage par l’engagement communautaire, sphere publique, citoyennete, apprentissage
{"title":"RESEARCH IN THE SERVICE OF CO-LEARNING: SUSTAINABILITY AND COMMUNITY ENGAGEMENT","authors":"R. Vanwynsberghe, C. Andruske","doi":"10.2307/20466638","DOIUrl":"https://doi.org/10.2307/20466638","url":null,"abstract":"This research, conducted with an introductory sociology class at the University of British Columbia during the 2001 ‐ 2002 academic year, explored community service ‐ learning as a pedagogy and philosophy. The theoretical focus of this paper is Nancy Fraser’s (1997) criticisms of Jurgen Habermas’ (1992) bourgeois liberal model of the public sphere. We analyzed the class experiences with community service that emerged from students’ contributions to a database of community organizations, concept maps, and a student ‐ driven course evaluation. The outcomes of this research include a description of potentially useful course strategies and a narrative of a unique type of community ‐ service learning. Key words: community ‐ service learning, public sphere, citzenship, learning Cette recherche menee dans le cadre d’un cours d’introduction a la sociologie a l’Universite de Colombie ‐ Britannique au cours de l’annee universitaire 2001 ‐ 2002 portait sur l’apprentissage par l’engagement communautaire en tant que pedagogie et philosophie. La theorie sous ‐ jacente a cet article est tiree des critiques de Nancy Fraser (1997) au sujet du modele liberal bourgeois de la sphere publique de Jurgen Habermas (1992). Les auteurs ont analyse les experiences du service communautaire qu’ont pu vivre les etudiants a travers leurs contributions a une base de donnees d’organisations communautaires, a des cartes conceptuelles et a une evaluation du cours. Les resultats de cette recherche comprennent une description de strategies pedagogiques potentiellement utiles et un recit portant sur un type unique d’apprentissage par l’engagement communautaire Mots cles: apprentissage par l’engagement communautaire, sphere publique, citoyennete, apprentissage","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466638","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233956","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}
To investigate issues in transition to kindergarten for children with special needs, we explored several sources of information (peer‐reviewed literature, government websites, parent surveys, and interviews with professionals). We found that administrative issues like lack of integration and the evaluation of services available to children and families, and parent support issues like promoting advocacy were recurring themes in all sources. Although some barriers are very clear, more systematic research is needed to identify factors facilitating successful adjustment to kindergarten among children with special needs.
{"title":"STARTING KINDERGARTEN: TRANSITION ISSUES FOR CHILDREN WITH SPECIAL NEEDS","authors":"M. Janus, J. Lefort, R. Cameron, L. Kopechanski","doi":"10.2307/20466656","DOIUrl":"https://doi.org/10.2307/20466656","url":null,"abstract":"To investigate issues in transition to kindergarten for children with special needs, we explored several sources of information (peer‐reviewed literature, government websites, parent surveys, and interviews with professionals). We found that administrative issues like lack of integration and the evaluation of services available to children and families, and parent support issues like promoting advocacy were recurring themes in all sources. Although some barriers are very clear, more systematic research is needed to identify factors facilitating successful adjustment to kindergarten among children with special needs.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234056","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 conceptualized union ‐ management relations using an organizational justice framework. I consider organizational justice theory, including distributive, procedural, interactional, and what I call relational justice perspectives. Utilizing examples from my experience and research, I illustrate and discuss various forms of organizational justice operating in school systems and influencing teachers’ perspectives and union actions. I urge researchers and practising educational leaders to use an organizational justice perspective to better understand teachers’ per ‐ spectives and union ‐ management relations in education. Key words: teacher identity, educational leadership, teacher unions, school leadership, board ‐ teacher relations, government ‐ teacher relations, relational justice Dans cet article, l’auteure analyse les relations patronales ‐ syndicales a l’aide d’un cadre axe sur la justice organisationnelle. Elle fait appel a des theories sur la justice organisationnelle, notamment les theories sur la justice distributive, procedurale et interactionnelle, et a ce qu’elle appelle la justice relationnelle. A l’aide d’exemples tires de son experience et de ses recherches, elle illustre et analyse diverses formes de justice organisationnelle a l’œuvre dans des systemes scolaires et ayant une influence sur les points de vue des enseignants et les actions des syndicats. Elle incite fortement les chercheurs et les leaders dans le monde de l’education a adopter le point de vue de la justice organisationnelle afin de mieux comprendre les points de vue des enseignants et les relations patronales ‐ syndicales dans les milieux de l’enseignement. Mots cles : identite des enseignants, leadership et education, syndicats d’enseignants, direction d’ecole, relations entre la commission scolaire et les enseignants, justice relationnelle
{"title":"ORGANIZATIONAL JUSTICE AS A FRAMEWORK FOR UNDERSTANDING UNION‐ MANAGEMENT RELATIONS IN EDUCATION","authors":"W. Poole","doi":"10.2307/20466660","DOIUrl":"https://doi.org/10.2307/20466660","url":null,"abstract":"In this article, I have conceptualized union ‐ management relations using an organizational justice framework. I consider organizational justice theory, including distributive, procedural, interactional, and what I call relational justice perspectives. Utilizing examples from my experience and research, I illustrate and discuss various forms of organizational justice operating in school systems and influencing teachers’ perspectives and union actions. I urge researchers and practising educational leaders to use an organizational justice perspective to better understand teachers’ per ‐ spectives and union ‐ management relations in education. Key words: teacher identity, educational leadership, teacher unions, school leadership, board ‐ teacher relations, government ‐ teacher relations, relational justice Dans cet article, l’auteure analyse les relations patronales ‐ syndicales a l’aide d’un cadre axe sur la justice organisationnelle. Elle fait appel a des theories sur la justice organisationnelle, notamment les theories sur la justice distributive, procedurale et interactionnelle, et a ce qu’elle appelle la justice relationnelle. A l’aide d’exemples tires de son experience et de ses recherches, elle illustre et analyse diverses formes de justice organisationnelle a l’œuvre dans des systemes scolaires et ayant une influence sur les points de vue des enseignants et les actions des syndicats. Elle incite fortement les chercheurs et les leaders dans le monde de l’education a adopter le point de vue de la justice organisationnelle afin de mieux comprendre les points de vue des enseignants et les relations patronales ‐ syndicales dans les milieux de l’enseignement. Mots cles : identite des enseignants, leadership et education, syndicats d’enseignants, direction d’ecole, relations entre la commission scolaire et les enseignants, justice relationnelle","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234115","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}
The concept of diaspora describes the dispersal of persons from their traditional homeland, across national and cultural borders. We explore disasporic (dis)location as it disrupts and recreates teacher identity. The nomadic movement across borders in professional development is best understood through narrative; hence we examine the self‐constructed narratives of three participants in a graduate class representing diverse cultural backgrounds who traced their complex and shifting teacher stories as a construct to understand the complex shifts in their identities. In a rapidly changing global migration, these narratives provide insight into the navigations and negotiations of diasporic journeys and shifting, evolving perceptions of teacher identities.
{"title":"The Diaspora Sensibility in Teacher Identity: Locating Self through Story.","authors":"M. Kooy, E. Freitas","doi":"10.2307/20466666","DOIUrl":"https://doi.org/10.2307/20466666","url":null,"abstract":"The concept of diaspora describes the dispersal of persons from their traditional homeland, across national and cultural borders. We explore disasporic (dis)location as it disrupts and recreates teacher identity. The nomadic movement across borders in professional development is best understood through narrative; hence we examine the self‐constructed narratives of three participants in a graduate class representing diverse cultural backgrounds who traced their complex and shifting teacher stories as a construct to understand the complex shifts in their identities. In a rapidly changing global migration, these narratives provide insight into the navigations and negotiations of diasporic journeys and shifting, evolving perceptions of teacher identities.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466666","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234631","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 study, the authors’ determined the individual learner characteristics of educators enrolled in online courses that influenced social presence (affective social communication). Findings reveal that the number of online courses taken, followed by computer‐mediated communication proficiency, are significant predictors of social presence. Recommendations for the effective use of online learning recognize that instructors must deliberately structure interaction patterns to overcome the potential lack of social presence of the medium. Similarly, quality instructional design and course development strategies need be incorporated with supportive pre‐course instructional activities provided to acquaint novice learners with online learning expectations. Cet article porte sur les experiences scolaires de jeunes africano‐canadiens. D’habitude, les chercheurs ont tendance a souligner le pietre rendement scolaire des eleves noirs ou les problemes relies a leur echec scolaire ou encore a les presenter de facon stereotypee comme des personnes bruyantes, paresseuses, portees a commettre des crimes, athletiques, demunies, dangereuses ou ayant un comportement deviant. Cet article decrit plutot des eleves noirs albertains qui reussissent bien leurs etudes en depit de conditions tres difficiles. Les donnees presentees indiquent que les facteurs comme le milieu familial et les encouragements des parents contribuent au succes scolaire.
{"title":"Learner Characteristics as Predictors of Online Social Presence","authors":"David B. Mykota, Randy Duncan","doi":"10.2307/20466630","DOIUrl":"https://doi.org/10.2307/20466630","url":null,"abstract":"In this study, the authors’ determined the individual learner characteristics of educators enrolled in online courses that influenced social presence (affective social communication). Findings reveal that the number of online courses taken, followed by computer‐mediated communication proficiency, are significant predictors of social presence. Recommendations for the effective use of online learning recognize that instructors must deliberately structure interaction patterns to overcome the potential lack of social presence of the medium. Similarly, quality instructional design and course development strategies need be incorporated with supportive pre‐course instructional activities provided to acquaint novice learners with online learning expectations. Cet article porte sur les experiences scolaires de jeunes africano‐canadiens. D’habitude, les chercheurs ont tendance a souligner le pietre rendement scolaire des eleves noirs ou les problemes relies a leur echec scolaire ou encore a les presenter de facon stereotypee comme des personnes bruyantes, paresseuses, portees a commettre des crimes, athletiques, demunies, dangereuses ou ayant un comportement deviant. Cet article decrit plutot des eleves noirs albertains qui reussissent bien leurs etudes en depit de conditions tres difficiles. Les donnees presentees indiquent que les facteurs comme le milieu familial et les encouragements des parents contribuent au succes scolaire.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466630","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233244","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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