Using semi-structured interviews, this study aims to document the perceptions of fifteen parents of autistic adolescents regarding their transition towards a special-needs class in a regular high school setting. This study has found an important presence of co-occurring conditions among this population. It also concludes that the transition towards high school is difficult, that an imbalance exists among school staff’s roles, and that resources are limited. Finally, parents are satisfied with the teachers’ qualities as well as with the collaboration established among the teaching staff and professionals within the private and public health system. However, cooperation among school professionals and the principals is considered suboptimal.
{"title":"La perception des parents d’adolescents présentant un trouble du spectre de l’autisme concernant la transition vers la classe spéciale en école ordinaire de niveau secondaire","authors":"C. Taieb-Lachance, N. Poirier, Nadia Abouzeid","doi":"10.7202/1087049ar","DOIUrl":"https://doi.org/10.7202/1087049ar","url":null,"abstract":"Using semi-structured interviews, this study aims to document the perceptions of fifteen parents of autistic adolescents regarding their transition towards a special-needs class in a regular high school setting. This study has found an important presence of co-occurring conditions among this population. It also concludes that the transition towards high school is difficult, that an imbalance exists among school staff’s roles, and that resources are limited. Finally, parents are satisfied with the teachers’ qualities as well as with the collaboration established among the teaching staff and professionals within the private and public health system. However, cooperation among school professionals and the principals is considered suboptimal.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47705230","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 field note outlines the reflections that arose from the use of the participant observation method as an immersive process during my doctoral research fieldwork on writing retreats. The observations made during a Thèsez-vous retreat held in January 2020 resulted in findings on the process of such a retreat and on-site interactions between participants and facilitators. This process not only highlighted the merits of this method, but also elucidated my doctoral research interests and questions. This note encourages readers to apply the participant observation method in their own research to reveal their subjectivity toward their topic of study.
{"title":"L’observation participante d’un terrain de recherche : une avenue pour discerner ses intérêts et questions de recherche","authors":"Cynthia Vincent, Émilie Tremblay-Wragg","doi":"10.7202/1087057ar","DOIUrl":"https://doi.org/10.7202/1087057ar","url":null,"abstract":"This field note outlines the reflections that arose from the use of the participant observation method as an immersive process during my doctoral research fieldwork on writing retreats. The observations made during a Thèsez-vous retreat held in January 2020 resulted in findings on the process of such a retreat and on-site interactions between participants and facilitators. This process not only highlighted the merits of this method, but also elucidated my doctoral research interests and questions. This note encourages readers to apply the participant observation method in their own research to reveal their subjectivity toward their topic of study.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47984538","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}
J. Dodd, D. Clandinin, Gillian Vigneau, Hiroko Kubota, V. Caine
This paper offers a review of the research literature on the experiences of young children and their families who left Syria as refugees and resettled in Canada. We identify five key factors that influence Syrian refugees’ experience of social inclusion within the context of the public-school systems as well as unveil the silences in and across the current studies. The five factors are pre-arrival experiences, mental health, social supports, acquisition of English language skills, and lack of preparedness of teachers and schools. Based on limited availability of research, we outline needed research to better understand social inclusion of Syrian refugee families with young children in Canada. There is a call to pay particular attention to their educational and social encounters.
{"title":"Factors to Consider in Syrian Refugee Families' Journeys to Social Inclusion: A Literature Review","authors":"J. Dodd, D. Clandinin, Gillian Vigneau, Hiroko Kubota, V. Caine","doi":"10.7202/1087046ar","DOIUrl":"https://doi.org/10.7202/1087046ar","url":null,"abstract":"This paper offers a review of the research literature on the experiences of young children and their families who left Syria as refugees and resettled in Canada. We identify five key factors that influence Syrian refugees’ experience of social inclusion within the context of the public-school systems as well as unveil the silences in and across the current studies. The five factors are pre-arrival experiences, mental health, social supports, acquisition of English language skills, and lack of preparedness of teachers and schools. Based on limited availability of research, we outline needed research to better understand social inclusion of Syrian refugee families with young children in Canada. There is a call to pay particular attention to their educational and social encounters.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44087889","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 explores the success factors in a professional Massive Open Online Course (MOOC). On the one hand, we are investigating whether professional goals, success goals, and certification goals are linked to success. On the other hand, we seek to verify whether socio-professional, demographic factors or the time available for training are also linked to success. Our results show that external factors such as gender, occupational group, being employed or not, and availability influence success in continuing online education, rather than conative factors related to professional and learning goals. These results underline the importance of ecological elements in the educational accomplishment in a training situation.
{"title":"Les liens entre les objectifs de formation, les facteurs sociodemographiques et la reussite chez des participants a un MOOC professionnalisant","authors":"Théodore Njingang Mbadjoin, Rawad Chaker","doi":"10.7202/1087053ar","DOIUrl":"https://doi.org/10.7202/1087053ar","url":null,"abstract":"This article explores the success factors in a professional Massive Open Online Course (MOOC). On the one hand, we are investigating whether professional goals, success goals, and certification goals are linked to success. On the other hand, we seek to verify whether socio-professional, demographic factors or the time available for training are also linked to success. Our results show that external factors such as gender, occupational group, being employed or not, and availability influence success in continuing online education, rather than conative factors related to professional and learning goals. These results underline the importance of ecological elements in the educational accomplishment in a training situation.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44129967","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 paper reports on the postmigration experiences of a group of Somali refugee students attending public schools in a southwestern city in Ontario, Canada. The findings were drawn from a qualitative study conducted to investigate the participants’ postmigration experiences. Data were collected through semi-structured, one-on-one interviews with six participants. Study participants faced many postmigration learning difficulties and socio-cultural challenges. The findings show the strengths of the participants related to resiliency and perseverance. Educators, administrators, peer students, and members of the school community could play a central role in supporting Somali refugee students after resettlement. This paper proposes strategies and approaches to support educators and the school community in their work with refugee students of Somali background and other cultural backgrounds.
{"title":"Somali Refugee Students In Canadian Schools: Postmigration Experiences","authors":"Mohamad Ayoub, George Zhou","doi":"10.7202/1087047ar","DOIUrl":"https://doi.org/10.7202/1087047ar","url":null,"abstract":"This paper reports on the postmigration experiences of a group of Somali refugee students attending public schools in a southwestern city in Ontario, Canada. The findings were drawn from a qualitative study conducted to investigate the participants’ postmigration experiences. Data were collected through semi-structured, one-on-one interviews with six participants. Study participants faced many postmigration learning difficulties and socio-cultural challenges. The findings show the strengths of the participants related to resiliency and perseverance. Educators, administrators, peer students, and members of the school community could play a central role in supporting Somali refugee students after resettlement. This paper proposes strategies and approaches to support educators and the school community in their work with refugee students of Somali background and other cultural backgrounds.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49534147","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}
Catherine Fréchette-Simard, Isabelle Plante, N. Planté, Annie Dubeau
The transition from elementary to secondary school involves choosing from a growing selection of specialized programs. Traditionally, there is a ranking of secondary schools in Quebec based almost exclusively on student achievement. However, other indicators would make it possible to target the best environment for the child, particularly the offer of programs and services. Drawing from interviews with nine school principals, this article documents a variety of indicators that qualify the portrait of secondary schools in Quebec. The results of the thematic analysis revealed a wide variety of management practices, sometimes contrary to popular beliefs, which highlights the importance of considering all the indicators that accurately describe schools.
{"title":"Pratiques de gestion rapportées par des directions d’écoles en région non-métropolitaine : portrait descriptif et exploratoire","authors":"Catherine Fréchette-Simard, Isabelle Plante, N. Planté, Annie Dubeau","doi":"10.7202/1087054ar","DOIUrl":"https://doi.org/10.7202/1087054ar","url":null,"abstract":"The transition from elementary to secondary school involves choosing from a growing selection of specialized programs. Traditionally, there is a ranking of secondary schools in Quebec based almost exclusively on student achievement. However, other indicators would make it possible to target the best environment for the child, particularly the offer of programs and services. Drawing from interviews with nine school principals, this article documents a variety of indicators that qualify the portrait of secondary schools in Quebec. The results of the thematic analysis revealed a wide variety of management practices, sometimes contrary to popular beliefs, which highlights the importance of considering all the indicators that accurately describe schools.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42062194","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}
With an increasing number of international students coming to Canada for higher education, Canadian universities are offering diverse English language improvement programs (ELIPs) to improve international students’ English proficiency. However, some Chinese international students struggle to pass such programs and eventually withdraw. This study examines the living and learning experiences of Chinese international students who dropped out of ELIPs and identifies the factors associated with their decisions to drop out. The findings indicate that Chinese international students dropped out due to academic failure that was related to low learning motivation, lack of time management and self-regulation, and insufficient academic and social integration. Implications for educators in higher education, study support services, and students are presented.
{"title":"A Study Of Chinese International Student Dropout: Acculturation Experiences And Challenges In A Pre-University English Language Improvement Program","authors":"Peiyu Wang, George Zhou","doi":"10.7202/1087048ar","DOIUrl":"https://doi.org/10.7202/1087048ar","url":null,"abstract":"With an increasing number of international students coming to Canada for higher education, Canadian universities are offering diverse English language improvement programs (ELIPs) to improve international students’ English proficiency. However, some Chinese international students struggle to pass such programs and eventually withdraw. This study examines the living and learning experiences of Chinese international students who dropped out of ELIPs and identifies the factors associated with their decisions to drop out. The findings indicate that Chinese international students dropped out due to academic failure that was related to low learning motivation, lack of time management and self-regulation, and insufficient academic and social integration. Implications for educators in higher education, study support services, and students are presented.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49614500","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. Habak, J. Desbiens, Enrique Correa Molina, Brigitte Caselles-Desjardins
Considered a central component of teacher training, the internship represents a professionalization situation. However, difficulties experienced by trainees may influence this potential. During the semi-structured interviews, associate teachers (n = 7) seemed to attribute the difficulties mainly to trainees while trainees (n = 14) and supervisors (n = 9) link more causes to the environment. Our results suggest a shared responsibility between concerned individuals and organizations. Based on the bioecological theory and its environments, primary dyad and development constructs, our avenues of reflection tackle initial training, support and internship methods.
{"title":"Analyse bioécologique des difficultés et du développement professionnel de stagiaires en enseignement","authors":"A. Habak, J. Desbiens, Enrique Correa Molina, Brigitte Caselles-Desjardins","doi":"10.7202/1087051ar","DOIUrl":"https://doi.org/10.7202/1087051ar","url":null,"abstract":"Considered a central component of teacher training, the internship represents a professionalization situation. However, difficulties experienced by trainees may influence this potential. During the semi-structured interviews, associate teachers (n = 7) seemed to attribute the difficulties mainly to trainees while trainees (n = 14) and supervisors (n = 9) link more causes to the environment. Our results suggest a shared responsibility between concerned individuals and organizations. Based on the bioecological theory and its environments, primary dyad and development constructs, our avenues of reflection tackle initial training, support and internship methods.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46745354","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 short story illustrates an occasion of culturally responsive and sustaining pedagogical practices in relation to the canonical texts which are often used in urban classrooms. In it, a lesson on Jane Eyre’s childhood point of view and mode of introspectiveness delves into a tale of dancing and Otherness. The story shows that in spaces where the majority of students are marginalized, opportunities wherein diverse bodies are encouraged to respond in ways that are meaningful to them, to “write themselves” into narratives, are crucial for inclusive and equity-building engagement.
{"title":"Sock Hops and Red Rooms: On Teaching Jane Eyre to Marginalized Students","authors":"Heba Elsherief","doi":"10.7202/1083431ar","DOIUrl":"https://doi.org/10.7202/1083431ar","url":null,"abstract":"This short story illustrates an occasion of culturally responsive and sustaining pedagogical practices in relation to the canonical texts which are often used in urban classrooms. In it, a lesson on Jane Eyre’s childhood point of view and mode of introspectiveness delves into a tale of dancing and Otherness. The story shows that in spaces where the majority of students are marginalized, opportunities wherein diverse bodies are encouraged to respond in ways that are meaningful to them, to “write themselves” into narratives, are crucial for inclusive and equity-building engagement.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45627426","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 Artistic and Creative Inquiry (ACI) uses personal narrative to share examples of how poetry has been successfully used in both classroom and academic support settings to enhance students’ understanding of course concepts and to identity their own learning preferences. This pragmatic discussion of poetry as a teaching tool is then coupled with a poetic exploration of artist-teacher identity and how this identity influences teaching approaches. The inquiry concludes with a discussion of the power that exists when there is an awareness and ownership of the role of artist-teacher (and researcher) and the impacts that it can have on students and ultimately society.
{"title":"(Un)seen Undulation: Reflecting on the Ripples made by Artist-Teachers and Researchers","authors":"Adam Vincent","doi":"10.7202/1083428ar","DOIUrl":"https://doi.org/10.7202/1083428ar","url":null,"abstract":"This Artistic and Creative Inquiry (ACI) uses personal narrative to share examples of how poetry has been successfully used in both classroom and academic support settings to enhance students’ understanding of course concepts and to identity their own learning preferences. This pragmatic discussion of poetry as a teaching tool is then coupled with a poetic exploration of artist-teacher identity and how this identity influences teaching approaches. The inquiry concludes with a discussion of the power that exists when there is an awareness and ownership of the role of artist-teacher (and researcher) and the impacts that it can have on students and ultimately society.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48563377","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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