Érick Falardeau, Marie-Andrée Lord, Marion Sauvaire
Our research aims to build an interactionist model of explicit teaching of writing strategies for the primary and secondary levels adapted to Quebecois programs. The objective of this contribution is to present this model, implementation results, as well as the limits inherent in implementing explicit teaching on a large scale, particularly in the field of writing. Starting with a critique of behaviourist models of explicit teaching, we show how numerous researchers have adapted this pedagogical model to competency-based approaches, anchoring their work in cognitivist and socioconstructivist theories. The results obtained through our experimentations bring forward a reflection on the conditions that can facilitate the successful implementation of explicit teaching.
{"title":"Mise à l’épreuve d’un modèle interactionniste d’enseignement explicite des stratégies d’écriture","authors":"Érick Falardeau, Marie-Andrée Lord, Marion Sauvaire","doi":"10.7202/1108998ar","DOIUrl":"https://doi.org/10.7202/1108998ar","url":null,"abstract":"Our research aims to build an interactionist model of explicit teaching of writing strategies for the primary and secondary levels adapted to Quebecois programs. The objective of this contribution is to present this model, implementation results, as well as the limits inherent in implementing explicit teaching on a large scale, particularly in the field of writing. Starting with a critique of behaviourist models of explicit teaching, we show how numerous researchers have adapted this pedagogical model to competency-based approaches, anchoring their work in cognitivist and socioconstructivist theories. The results obtained through our experimentations bring forward a reflection on the conditions that can facilitate the successful implementation of explicit teaching.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481722","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}
Kelly Tremblay, M. Poulin, Fanny-Alexandra Guimond
Bullying in primary schools is a concern, especially for students with special needs. Despite the implementation of preventative programmes, teachers are lacking intervention strategies. This review focuses on teachers’ interventions in bullying situations experienced by students with special needs and their effects on bullying and victimization rates. Four databases were searched for a total of 417 articles. Ten of these articles (2008 to 2019) were selected and none report results specific to students with special needs. Teachers prioritize strategies that are not supported by research, such as punishment. The results are discussed in relation to research and real-live needs.
{"title":"Revue systématique : stratégies d’intervention des enseignants auprès des élèves ayant des besoins particuliers en situation d’intimidation","authors":"Kelly Tremblay, M. Poulin, Fanny-Alexandra Guimond","doi":"10.7202/1109007ar","DOIUrl":"https://doi.org/10.7202/1109007ar","url":null,"abstract":"Bullying in primary schools is a concern, especially for students with special needs. Despite the implementation of preventative programmes, teachers are lacking intervention strategies. This review focuses on teachers’ interventions in bullying situations experienced by students with special needs and their effects on bullying and victimization rates. Four databases were searched for a total of 417 articles. Ten of these articles (2008 to 2019) were selected and none report results specific to students with special needs. Teachers prioritize strategies that are not supported by research, such as punishment. The results are discussed in relation to research and real-live needs.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485711","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}
A. Moreau, Nancy Granger, Frédérique Gingras, Cynthia Lavoie Vezeau
This article presents a praxeological expost facto study with secondary school teachers working in interdisciplinary teams and wanting to improve their learning assessment practices. We specify the factors that helped to sustain new teaching practices one year after the end of a project aimed at implementing collaborative team functioning and highlight success factors for students with literacy difficulties. Data collected with five teachers enabled us to describe a renewed practice of learning assessment, including the use of a coding tool. We discuss issues that may help or hinder the drive for sustainable changes in learning assessment practices and raise avenues for future research. The study contributes an illustration of a learning assessment practice relevant for both teachers and learners.
{"title":"Évaluer des apprentissages au secondaire en équipe collaborative","authors":"A. Moreau, Nancy Granger, Frédérique Gingras, Cynthia Lavoie Vezeau","doi":"10.7202/1109001ar","DOIUrl":"https://doi.org/10.7202/1109001ar","url":null,"abstract":"This article presents a praxeological expost facto study with secondary school teachers working in interdisciplinary teams and wanting to improve their learning assessment practices. We specify the factors that helped to sustain new teaching practices one year after the end of a project aimed at implementing collaborative team functioning and highlight success factors for students with literacy difficulties. Data collected with five teachers enabled us to describe a renewed practice of learning assessment, including the use of a coding tool. We discuss issues that may help or hinder the drive for sustainable changes in learning assessment practices and raise avenues for future research. The study contributes an illustration of a learning assessment practice relevant for both teachers and learners.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the distinct and complementary roles of the components of teachers’ sense of personal efficacy (SPE) (instructional strategies deployment, classroom management, student engagement) in relation to their organizational performance (subjective performance, organizational citizenship behaviours individuals [OCBI] and organizations [OCBO]). Data were collected from 250 college teachers in Quebec. The results of the analyses show that only the instructional strategies deployment component of the SPE predict a single component of performance, namely OCBI. The study’s findings support the separate study of SPE components in relation to teachers’ organizational performance, as they do have distinct and complementary roles on organizational performance.
{"title":"Performance organisationnelle : le rôle du sentiment d’efficacité personnelle des enseignants","authors":"Alice Levasseur, L. Clément","doi":"10.7202/1109005ar","DOIUrl":"https://doi.org/10.7202/1109005ar","url":null,"abstract":"This study examines the distinct and complementary roles of the components of teachers’ sense of personal efficacy (SPE) (instructional strategies deployment, classroom management, student engagement) in relation to their organizational performance (subjective performance, organizational citizenship behaviours individuals [OCBI] and organizations [OCBO]). Data were collected from 250 college teachers in Quebec. The results of the analyses show that only the instructional strategies deployment component of the SPE predict a single component of performance, namely OCBI. The study’s findings support the separate study of SPE components in relation to teachers’ organizational performance, as they do have distinct and complementary roles on organizational performance.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485851","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 contribution documents the professional integration of novice second-career teachers working in technical and vocational schools. We studied the experiences of this particular population of teachers through a qualitative study design with seven participants. The results highlight the harshness, difficulty, and complexity of this process. They experience institutional, organizational, and individual difficulties. In particular, the familiarization with the school as a new workplace is experienced as a complex process. The conclusions of the study provide insights on the consequences of the legal framework regulating access for second-career teachers to the teaching profession and the necessary training and support for these kinds of teachers.
{"title":"Rencontre entre l’enseignant de deuxième carrière et son établissement scolaire : un mariage sans idylle","authors":"Thibault Coppe, Virginie März, I. Raemdonck","doi":"10.7202/1109003ar","DOIUrl":"https://doi.org/10.7202/1109003ar","url":null,"abstract":"This contribution documents the professional integration of novice second-career teachers working in technical and vocational schools. We studied the experiences of this particular population of teachers through a qualitative study design with seven participants. The results highlight the harshness, difficulty, and complexity of this process. They experience institutional, organizational, and individual difficulties. In particular, the familiarization with the school as a new workplace is experienced as a complex process. The conclusions of the study provide insights on the consequences of the legal framework regulating access for second-career teachers to the teaching profession and the necessary training and support for these kinds of teachers.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482114","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":"Éditorial","authors":"A. Lanoix, Émilie Tremblay-Wragg, K. Péloquin","doi":"10.7202/1108993ar","DOIUrl":"https://doi.org/10.7202/1108993ar","url":null,"abstract":"","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484587","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 individualized education plan is a pedagogical tool designed to support the educational progress of pupils with difficulties. To be relevant, the implementation of the intervention plan must involve the parents. The objective of this paper is to compare the forms of parental involvement with primary school pupils with and without an intervention plan. A comparative quantitative and qualitative analysis is carried out on the dimensions of parental involvement and parents’ perceptions of the school-family-community relationship with 108 parents. The results indicate that the intervention plan does not bring significant differences in the forms of parental implication.
{"title":"Le plan d’intervention influence-t-il l’implication des parents auprès des élèves en difficulté ? Étude comparative selon les perspectives des parents","authors":"Enkeleda Arapi, Philippe Tremblay, S. Larivée","doi":"10.7202/1108996ar","DOIUrl":"https://doi.org/10.7202/1108996ar","url":null,"abstract":"The individualized education plan is a pedagogical tool designed to support the educational progress of pupils with difficulties. To be relevant, the implementation of the intervention plan must involve the parents. The objective of this paper is to compare the forms of parental involvement with primary school pupils with and without an intervention plan. A comparative quantitative and qualitative analysis is carried out on the dimensions of parental involvement and parents’ perceptions of the school-family-community relationship with 108 parents. The results indicate that the intervention plan does not bring significant differences in the forms of parental implication.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481010","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 article explores how teachers in francophone Ontarian schools conceptualize the planning of a Maker activity. Anchored in the do-it-yourself tradition, the unprecedented enthusiasm in education for this type of activity raises certain planning challenges and issues. The results of our qualitative analyses of interviews with two teachers (6th grade and 11th grade technical) underscore that teachers undertake three actions when planning a Maker activity: 1) create a Maker community spirit; 2) implement a Maker mentality through actions; and 3) adopt a planning-in-action approach. Our research underscores that a form of planning that we define as planning-in-action seems specific to Maker activities in a classroom at the primary or secondary level.
{"title":"La planification dans l’action : les trois actions du personnel enseignant pour planifier une activité maker","authors":"Jean-Luc Ciocca, Megan Cotnam-Kappel","doi":"10.7202/1109000ar","DOIUrl":"https://doi.org/10.7202/1109000ar","url":null,"abstract":"The article explores how teachers in francophone Ontarian schools conceptualize the planning of a Maker activity. Anchored in the do-it-yourself tradition, the unprecedented enthusiasm in education for this type of activity raises certain planning challenges and issues. The results of our qualitative analyses of interviews with two teachers (6th grade and 11th grade technical) underscore that teachers undertake three actions when planning a Maker activity: 1) create a Maker community spirit; 2) implement a Maker mentality through actions; and 3) adopt a planning-in-action approach. Our research underscores that a form of planning that we define as planning-in-action seems specific to Maker activities in a classroom at the primary or secondary level.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483960","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}
University level midwifery education programs include theoretical contents and practical experiences. In Quebec (Canada), a practising midwife, called preceptor, is responsible for supervising students in the clinical setting. The aim of this paper is to present the concept of professional representations to all professionals who contribute to the practical education of students. In order to do so, numerous texts support the explanations on preceptorship and the concept of professional representations. This concept is presented in relation to midwifery, but more specifically using the example of preceptorship in midwifery training. The concept of professional representations is presented according to its functions, its content, and its levels of analysis.
{"title":"Le concept de représentations professionnelles : l’exemple des préceptrices sages-femmes","authors":"Josée Lafrance","doi":"10.7202/1109008ar","DOIUrl":"https://doi.org/10.7202/1109008ar","url":null,"abstract":"University level midwifery education programs include theoretical contents and practical experiences. In Quebec (Canada), a practising midwife, called preceptor, is responsible for supervising students in the clinical setting. The aim of this paper is to present the concept of professional representations to all professionals who contribute to the practical education of students. In order to do so, numerous texts support the explanations on preceptorship and the concept of professional representations. This concept is presented in relation to midwifery, but more specifically using the example of preceptorship in midwifery training. The concept of professional representations is presented according to its functions, its content, and its levels of analysis.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483295","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 discusses the perceptions of students with emotional and behavioral difficulties (EBD) regarding the effectiveness of teachers’ classroom management practices. The interviews with fourteen PDC students enrolled in secondary school special class were analyzed using a qualitative thematic analysis approach. Based on the model of the five components of classroom management, the results offer an unprecedented perspective on classroom management and reveal a large inventory of practices perceived effective by participants to manage the classroom. They also reveal that the type of school attended and attitudes towards it particularly influence their perceptions. Finally, the perceptions of students with EBD are quite consistent with the practices recommended by research in the field.
{"title":"Les pratiques de gestion de classe des enseignants : efficacité perçue par les élèves présentant des difficultés comportementales","authors":"Vincent Bernier, N. Gaudreau, Line Massé","doi":"10.7202/1108997ar","DOIUrl":"https://doi.org/10.7202/1108997ar","url":null,"abstract":"This article discusses the perceptions of students with emotional and behavioral difficulties (EBD) regarding the effectiveness of teachers’ classroom management practices. The interviews with fourteen PDC students enrolled in secondary school special class were analyzed using a qualitative thematic analysis approach. Based on the model of the five components of classroom management, the results offer an unprecedented perspective on classroom management and reveal a large inventory of practices perceived effective by participants to manage the classroom. They also reveal that the type of school attended and attitudes towards it particularly influence their perceptions. Finally, the perceptions of students with EBD are quite consistent with the practices recommended by research in the field.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482795","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：