Pub Date : 2023-07-11DOI: 10.36510/learnland.v16i1.1105
Turker Kurt, Pınar Ayyildiz, Tuncer Fidan
We analyzed the links between access to higher education, exams, and equity in education in Türkiye. Next, we made numerous recommendations and referred to a phenomenon: ”The Magnus Effect” to delve into the problems of the relevant processes. After conducting a review of the literature, we came up with four core sources that produce equity issues: tracking, stratification, socioeconomic status, and the qualifying elimination system. One of the ironies was that access to higher education institutions is enabled via high-stakes national exams, which seem to legitimize the process while leading to countless more inequities.
{"title":"The Magnus Effect Behind the Transition to Higher Education in Türkiye: Uncovering Equity Issues","authors":"Turker Kurt, Pınar Ayyildiz, Tuncer Fidan","doi":"10.36510/learnland.v16i1.1105","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1105","url":null,"abstract":"We analyzed the links between access to higher education, exams, and equity in education in Türkiye. Next, we made numerous recommendations and referred to a phenomenon: ”The Magnus Effect” to delve into the problems of the relevant processes. After conducting a review of the literature, we came up with four core sources that produce equity issues: tracking, stratification, socioeconomic status, and the qualifying elimination system. One of the ironies was that access to higher education institutions is enabled via high-stakes national exams, which seem to legitimize the process while leading to countless more inequities.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43849096","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1106
Lynn Butler-Kisber
LEARNing LandscapesTM Journal is an open access, peer-reviewed, online education journal supported by LEARN (Leading English Education and Resource Network). Published in the spring of each year, it attempts to make links between theory and practice and is built upon the principles of partnership, collaboration, inclusion, and attention to multiple perspectives and voices. The material in each publication attempts to share and showcase leading educational ideas, research, and practices in Quebec, and beyond. We welcome articles, interviews, visual representations, arts-informed work, and multimedia texts to inspire teachers, administrators, and other educators to reflect upon and develop innovative possibilities within their own practices.
《LEARNing landscape》是由LEARN (Leading English education and Resource Network)支持的开放获取、同行评议的在线教育期刊。它于每年春季出版，试图将理论与实践联系起来，并建立在伙伴关系、合作、包容和关注多种观点和声音的原则之上。每份出版物中的材料都试图分享和展示魁北克及其他地区的领先教育理念、研究和实践。我们欢迎文章、采访、视觉表现、艺术作品和多媒体文本，以激励教师、管理人员和其他教育工作者在自己的实践中反思和发展创新的可能性。
{"title":"Statement of Purpose","authors":"Lynn Butler-Kisber","doi":"10.36510/learnland.v16i1.1106","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1106","url":null,"abstract":"LEARNing LandscapesTM Journal is an open access, peer-reviewed, online education journal supported by LEARN (Leading English Education and Resource Network). Published in the spring of each year, it attempts to make links between theory and practice and is built upon the principles of partnership, collaboration, inclusion, and attention to multiple perspectives and voices. The material in each publication attempts to share and showcase leading educational ideas, research, and practices in Quebec, and beyond. We welcome articles, interviews, visual representations, arts-informed work, and multimedia texts to inspire teachers, administrators, and other educators to reflect upon and develop innovative possibilities within their own practices.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41722688","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1109
S. Jafralie
As educators, the need to adapt, change, and help students is always at the forefront. Today, there is a growing demand for teachers to innovate the curriculum to ensure accessibility and representation of student diversity as well as address inequities in education. This is an educator’s professional reflections on the relationship between innovation in education and the use of social justice in Quebec’s pedagogy, how to reduce injustices in the classrooms, and why it is necessary.
{"title":"Teacher’s Choice: Agents of Harm or Help? Innovation as a Lever for Social Justice and Intersectionality","authors":"S. Jafralie","doi":"10.36510/learnland.v16i1.1109","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1109","url":null,"abstract":"As educators, the need to adapt, change, and help students is always at the forefront. Today, there is a growing demand for teachers to innovate the curriculum to ensure accessibility and representation of student diversity as well as address inequities in education. This is an educator’s professional reflections on the relationship between innovation in education and the use of social justice in Quebec’s pedagogy, how to reduce injustices in the classrooms, and why it is necessary.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41948315","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1093
Dany Dias
When trying to promote empathy, it is not sufficient to merely learn about other people and cultures if we seek to understand them better (Case, 1993). As a language arts teacher and researcher, the author sought to explore the potential for multicultural literature to expand adolescent learners’ worldviews and shape their perceptions as global citizensthrough classroom inquiry. This doctoral research features the case study of her Grade 8 class. Findings revealed that through narrative imagination (Nussbaum, 1997), learners’ experiences led to emerging themes of empathy, insight, and agency. This article focuses on the most prominent of these themes: empathy.
{"title":"By Way of the Heart: Cultivating Empathy Through Narrative Imagination","authors":"Dany Dias","doi":"10.36510/learnland.v16i1.1093","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1093","url":null,"abstract":"When trying to promote empathy, it is not sufficient to merely learn about other people and cultures if we seek to understand them better (Case, 1993). As a language arts teacher and researcher, the author sought to explore the potential for multicultural literature to expand adolescent learners’ worldviews and shape their perceptions as global citizensthrough classroom inquiry. This doctoral research features the case study of her Grade 8 class. Findings revealed that through narrative imagination (Nussbaum, 1997), learners’ experiences led to emerging themes of empathy, insight, and agency. This article focuses on the most prominent of these themes: empathy.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48070247","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1100
Andrea Van Vliet
Child care and school are similar and interrelated, yet the comparison of school to child care seems contentious. The Covid-19 pandemic revealed pressure points in labeling these educational and care institutions essential—or not. This paper encourages collaboration between schools and child care as a vital component to reimagining education.
{"title":"Are We in This Together? Why Embracing Aspects of Child Care in School Is Vital to Reimagining Education","authors":"Andrea Van Vliet","doi":"10.36510/learnland.v16i1.1100","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1100","url":null,"abstract":"Child care and school are similar and interrelated, yet the comparison of school to child care seems contentious. The Covid-19 pandemic revealed pressure points in labeling these educational and care institutions essential—or not. This paper encourages collaboration between schools and child care as a vital component to reimagining education.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45802557","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1091
K. Cline, Maureen A. Wikite Lee, Merlene Gilb, Lauren Bielicki
This article shares the story of a preschool teacher who courageously embarked on a yearlong journey of re-envisioning how an important milestone in children’s lives—their birthdays—were celebrated in the classroom. She accepted the preschool leadership’s invitation to align birthday practices with the center’s identity influenced by the Reggio Emilia Approach. What resulted was the teacher co-constructing a new set of rituals with the children that contributed to more equitable spaces that celebrated children’s individuality and fostered agency within an inclusive child-centered, children-driven learning environment.
{"title":"Bigger Than a Cupcake: Reimagining Birthday Celebrations Through an Equity and Inclusion","authors":"K. Cline, Maureen A. Wikite Lee, Merlene Gilb, Lauren Bielicki","doi":"10.36510/learnland.v16i1.1091","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1091","url":null,"abstract":"This article shares the story of a preschool teacher who courageously embarked on a yearlong journey of re-envisioning how an important milestone in children’s lives—their birthdays—were celebrated in the classroom. She accepted the preschool leadership’s invitation to align birthday practices with the center’s identity influenced by the Reggio Emilia Approach. What resulted was the teacher co-constructing a new set of rituals with the children that contributed to more equitable spaces that celebrated children’s individuality and fostered agency within an inclusive child-centered, children-driven learning environment.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47067388","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1103
Melissa Daoust, V. Caine, L. Schaefer
In this paper, we draw upon a narrative inquiry alongside two creators of an out-of-doors Nipugtugewei Kindergarten program within a Mi’gmaw community, in northeastern Canada. Our intention was to understand their schooling, educational, and communal experiences over time. Diverse field texts were composed and interpreted alongside participants. We turned towards narrative conceptions of knowledge to show how attending to teachers’ personal practical knowledge and stories to live by on their professional knowledge landscape is sustaining who they are as teachers and people. It is also a way for teachers to live their responsibility to Indigenous communities and students.
{"title":"Living Out-of-Doors: A Narrative Inquiry Alongside Nipugtugewei Forest Kindergarten Teachers","authors":"Melissa Daoust, V. Caine, L. Schaefer","doi":"10.36510/learnland.v16i1.1103","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1103","url":null,"abstract":"In this paper, we draw upon a narrative inquiry alongside two creators of an out-of-doors Nipugtugewei Kindergarten program within a Mi’gmaw community, in northeastern Canada. Our intention was to understand their schooling, educational, and communal experiences over time. Diverse field texts were composed and interpreted alongside participants. We turned towards narrative conceptions of knowledge to show how attending to teachers’ personal practical knowledge and stories to live by on their professional knowledge landscape is sustaining who they are as teachers and people. It is also a way for teachers to live their responsibility to Indigenous communities and students.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44945649","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1095
S. Ho
During a two-term observational study of my Secondary English Language Arts (ELA) class, I introduced “surrealism” to the existing curriculum. Jot notes, personal interviews, and a self-study comprised my data strands. The Covid-19 pandemic struck shortly before my scheduled in-person interviews. This uncertainty disrupted my doctoral study plans, but offered a valuable opportunity for critical reflection. The fears and questions prompted by the pandemic were captured in the vulnerable “safe space” of our at-home Zoom interviews. This process thus prompted my contemplation about interviews as a continued method for combatting the stagnancy of educational spaces.
{"title":"Capturing the Shift: Interviews During Pivotal Covid-19 Debut","authors":"S. Ho","doi":"10.36510/learnland.v16i1.1095","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1095","url":null,"abstract":"During a two-term observational study of my Secondary English Language Arts (ELA) class, I introduced “surrealism” to the existing curriculum. Jot notes, personal interviews, and a self-study comprised my data strands. The Covid-19 pandemic struck shortly before my scheduled in-person interviews. This uncertainty disrupted my doctoral study plans, but offered a valuable opportunity for critical reflection. The fears and questions prompted by the pandemic were captured in the vulnerable “safe space” of our at-home Zoom interviews. This process thus prompted my contemplation about interviews as a continued method for combatting the stagnancy of educational spaces.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44582298","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1092
R. Córdova, Nikki Gamrath, Sarah Colmaire
Emerging from the Covid-19 pandemic, a school’s teacher-leaders draw on an Interactional Ethnographic Approach to co-construct an inquiry community of Professionals Developing Professionals called Depth of Study (DOS). The study examines the three premises that undergird DOS: Making Visible the Invisible through an Interactional Ethnographic Perspective, Culture-in-the-Making, and The Over-Time Nature of Change: Periphery to Center. Through the analysis of three Telling Cases, the authors make visible how each of the three premises learned within the DOS setting affect student learning in the classroom setting.
{"title":"Intentionally Collaborating, Instructing, and Reflecting: Core Principles of Teaching Practice","authors":"R. Córdova, Nikki Gamrath, Sarah Colmaire","doi":"10.36510/learnland.v16i1.1092","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1092","url":null,"abstract":"Emerging from the Covid-19 pandemic, a school’s teacher-leaders draw on an Interactional Ethnographic Approach to co-construct an inquiry community of Professionals Developing Professionals called Depth of Study (DOS). The study examines the three premises that undergird DOS: Making Visible the Invisible through an Interactional Ethnographic Perspective, Culture-in-the-Making, and The Over-Time Nature of Change: Periphery to Center. Through the analysis of three Telling Cases, the authors make visible how each of the three premises learned within the DOS setting affect student learning in the classroom setting.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41514328","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1090
J. Arnold, Mary-Kate Sableski
Significant traumatic events affect communities and schools. Teachers need tools to help navigate challenging conversations with their students. Consequently, we utilized our children’s literature course on the use of picture books that would invite dialogue supporting children responding to traumatic events. Specifically, we reconceptualized an existing read-aloud assignment to focus on selecting and using literature that facilitates children’s responses to challenging life experiences. This article describes the read-aloud assignment, providing a content analysis of the books the preservice teachers selected, and examples of both preservice teachers’ responses and K-12 students’ responses to the literature.
{"title":"Fostering Hope and Resilience Through Children’s Literature","authors":"J. Arnold, Mary-Kate Sableski","doi":"10.36510/learnland.v16i1.1090","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1090","url":null,"abstract":"Significant traumatic events affect communities and schools. Teachers need tools to help navigate challenging conversations with their students. Consequently, we utilized our children’s literature course on the use of picture books that would invite dialogue supporting children responding to traumatic events. Specifically, we reconceptualized an existing read-aloud assignment to focus on selecting and using literature that facilitates children’s responses to challenging life experiences. This article describes the read-aloud assignment, providing a content analysis of the books the preservice teachers selected, and examples of both preservice teachers’ responses and K-12 students’ responses to the literature.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44902062","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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