The family learning approach, home education, or homeschooling is an alternative pedagogical choice that enables parents to take charge of their school-aged child’s education by replacing full-time school attendance. Scientific research on the family learning approach is emerging and mainly conducted and published in English-speaking contexts. This article presents a brief concept note of recent and international scientific literature on the family learning approach in order to identify studied dimensions and current knowledge. The following themes are addressed: history, current picture, place in society, and issues of the family learning approach.
{"title":"THE FAMILY LEARNING APPROACH: A CONCEPT NOTE","authors":"Marine Dumond","doi":"10.7202/1069770ar","DOIUrl":"https://doi.org/10.7202/1069770ar","url":null,"abstract":"The family learning approach, home education, or homeschooling is an alternative pedagogical choice that enables parents to take charge of their school-aged child’s education by replacing full-time school attendance. Scientific research on the family learning approach is emerging and mainly conducted and published in English-speaking contexts. This article presents a brief concept note of recent and international scientific literature on the family learning approach in order to identify studied dimensions and current knowledge. The following themes are addressed: history, current picture, place in society, and issues of the family learning approach.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47362924","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}
Global increases in mental illness in children and youth have precipitated a wide range of therapies to address this concern. An alternative to this reactive approach is based on models of mental wellness that enhance children’s and youths’ perceptions of well-being and health. The current project examined the effects of a universal animal-assisted activity (AAA) program on a group of minority students who attended a boarding school in Germany. The intent of the current study was to determine whether the duration and types of AAA the students experienced were associated with higher levels of perceived mental well-being. Short-term gains in calmness were demonstrated under some AAA conditions, and long-term gains in well-being resulted from minority children’s participation in rabbit club.
{"title":"THE EFFECTS OF ANIMAL-ASSISTED ACTIVITIES (AAA) ON THE WELL-BEING OF MINORITY STUDENTS IN GERMANY","authors":"Laura Sokal, A. Kahl","doi":"10.7202/1069765AR","DOIUrl":"https://doi.org/10.7202/1069765AR","url":null,"abstract":"Global increases in mental illness in children and youth have precipitated a wide range of therapies to address this concern. An alternative to this reactive approach is based on models of mental wellness that enhance children’s and youths’ perceptions of well-being and health. The current project examined the effects of a universal animal-assisted activity (AAA) program on a group of minority students who attended a boarding school in Germany. The intent of the current study was to determine whether the duration and types of AAA the students experienced were associated with higher levels of perceived mental well-being. Short-term gains in calmness were demonstrated under some AAA conditions, and long-term gains in well-being resulted from minority children’s participation in rabbit club.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48563297","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 focuses on the results of a longitudinal study examining the English-language content of Francophone minority school boards’ websites throughout Canada, mindful of the changing profile of the boards’ parental population. A document analysis research approach was used to analyse how the content destined for a non-French-speaking audience has evolved, enabling the audience to have access to new and pertinent information. It was observed that the majority of boards in Western Canada and Ontario have increased the presence of English on their websites. Atlantic Canada (with the exception of New Brunswick) has followed this trend. It is worth noting that other languages and content areas have shown up on the web sites, confirming the changing demographics of Francophone minority communities in Canada.
{"title":"INCREASING THE ENGLISH-LANGUAGE CONTENT ON FRANCOPHONE MINORITY SCHOOL BOARDS’ WEBSITES IN CANADA: A LONGITUDINAL STUDY (2008-2016) IN SUPPORT OF NON-FRENCHSPEAKING PARENTS AND GUARDIANS","authors":"Jules Rocque","doi":"10.7202/1069769AR","DOIUrl":"https://doi.org/10.7202/1069769AR","url":null,"abstract":"This paper focuses on the results of a longitudinal study examining the English-language content of Francophone minority school boards’ websites throughout Canada, mindful of the changing profile of the boards’ parental population. A document analysis research approach was used to analyse how the content destined for a non-French-speaking audience has evolved, enabling the audience to have access to new and pertinent information. It was observed that the majority of boards in Western Canada and Ontario have increased the presence of English on their websites. Atlantic Canada (with the exception of New Brunswick) has followed this trend. It is worth noting that other languages and content areas have shown up on the web sites, confirming the changing demographics of Francophone minority communities in Canada.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44084580","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 presents a study of educators working in a multiethnic early childhood centre in Montreal. The purpose of this study is to examine how intercultural competency has developed among educators as a result of continuing education in the workplace initiated through a focus group in partnership with a university researcher. With reference to the Deardorff framework (2004, 2006), the results show that, following the focus group, the educators developed intercultural competency at the lower level (attitudes, skills, knowledge, and understanding) that contributed to the internal and external changes required at the higher level by setting new internal reference frameworks and updating intercultural competency. A qualitative methodology in an interpretative paradigm was chosen to achieve the research objective.
{"title":"LE DÉVELOPPEMENT D’UNE COMPÉTENCE INTERCULTURELLE CHEZ DES ÉDUCATRICES EN MILIEU DE GARDE ÉDUCATIF PLURIETHNIQUE","authors":"Manon Boily, Mélissa Bissonnette","doi":"10.7202/1069764AR","DOIUrl":"https://doi.org/10.7202/1069764AR","url":null,"abstract":"This article presents a study of educators working in a multiethnic early childhood centre in Montreal. The purpose of this study is to examine how intercultural competency has developed among educators as a result of continuing education in the workplace initiated through a focus group in partnership with a university researcher. With reference to the Deardorff framework (2004, 2006), the results show that, following the focus group, the educators developed intercultural competency at the lower level (attitudes, skills, knowledge, and understanding) that contributed to the internal and external changes required at the higher level by setting new internal reference frameworks and updating intercultural competency. A qualitative methodology in an interpretative paradigm was chosen to achieve the research objective.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47260568","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 presents the conclusions on the place and role of emotion in the thinking of high school students on the Holocaust/ The article presents a research approach that focuses on emotion as a facilitator and/or obstacle to the learning of history by the Holocaust in a museum context.
{"title":"SHOAH, ÉMOTION ET MODES DE PENSÉE DE LYCÉENS","authors":"Stanislas Hommet","doi":"10.7202/1069763AR","DOIUrl":"https://doi.org/10.7202/1069763AR","url":null,"abstract":"The article presents the conclusions on the place and role of emotion in the thinking of high school students on the Holocaust/ The article presents a research approach that focuses on emotion as a facilitator and/or obstacle to the learning of history by the Holocaust in a museum context.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45561365","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}
Instructional planning is a core professional competence of teachers. Studies illustrated the evolution of beliefs about instructional planning during their training. This paper offers another perspective by positioning teachers’ beliefs during their training in comparison with teacher educators and experienced peers. The results describe the lexicon used by the different groups and its modification during the training. This allows offering implications for teacher training and research on teaching.
{"title":"COMMENT LES CONCEPTIONS DE LA PLANIFICATION DES COURS D’ENSEIGNANTS DE LA FORMATION PROFESSIONNELLE EVOLUENT-ELLES ? UNE ANALYSE LEXICALE","authors":"Andréanne R. Gagné, J. Berger","doi":"10.7202/1069772AR","DOIUrl":"https://doi.org/10.7202/1069772AR","url":null,"abstract":"Instructional planning is a core professional competence of teachers. Studies illustrated the evolution of beliefs about instructional planning during their training. This paper offers another perspective by positioning teachers’ beliefs during their training in comparison with teacher educators and experienced peers. The results describe the lexicon used by the different groups and its modification during the training. This allows offering implications for teacher training and research on teaching.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47662932","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. Lebrun, Patrick Roy, Fatima Bousadra, Serge Franc
This text lays the conceptual foundations for a framework to analyse the relationships between school disciplines, particularly those in the natural sciences and the humanities, and “Éducations à” in order to conduct comparative analyses of curricula in the French-speaking world. The text first discusses the main characteristics of “Éducations à” and then circumscribes the areas of tension that arise from their handling by school disciplines. The conceptual basis presented subsequently leads to the identification of four theoretical configurations that can support the analysis of the relationships between school disciplines and “Éducations à” in terms of the educational purposes, targeted learning, status of disciplinary knowledge, and preferred modes of instruction.
{"title":"RELATIONS ENTRE DISCIPLINES SCOLAIRES ET « ÉDUCATIONS À » : PROPOSITION D’UN CADRE D’ANALYSE","authors":"J. Lebrun, Patrick Roy, Fatima Bousadra, Serge Franc","doi":"10.7202/1069774AR","DOIUrl":"https://doi.org/10.7202/1069774AR","url":null,"abstract":"This text lays the conceptual foundations for a framework to analyse the relationships between school disciplines, particularly those in the natural sciences and the humanities, and “Éducations à” in order to conduct comparative analyses of curricula in the French-speaking world. The text first discusses the main characteristics of “Éducations à” and then circumscribes the areas of tension that arise from their handling by school disciplines. The conceptual basis presented subsequently leads to the identification of four theoretical configurations that can support the analysis of the relationships between school disciplines and “Éducations à” in terms of the educational purposes, targeted learning, status of disciplinary knowledge, and preferred modes of instruction.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48599984","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 piece is an auto-biographical reflection on my year-long experience creating a new course called Oral Interpretations and Expressions. Teaching the course allowed me to find an authenticity and identity in my work, which had been eluding me as I conformed to administrative norms in education. Through the practice of story-telling in spoken word poetry, my students and I found healing and transformation. This note invites the reader to consider how story-telling might be used in their own teaching spaces to empower a deeper connection to authenticity within themselves and their students.
{"title":"FINDING AUTHENTICITY THROUGH STORYTELLING: REFLECTIONS FROM A HIGH SCHOOL CLASSROOM","authors":"J. Liu","doi":"10.7202/1069775AR","DOIUrl":"https://doi.org/10.7202/1069775AR","url":null,"abstract":"This piece is an auto-biographical reflection on my year-long experience creating a new course called Oral Interpretations and Expressions. Teaching the course allowed me to find an authenticity and identity in my work, which had been eluding me as I conformed to administrative norms in education. Through the practice of story-telling in spoken word poetry, my students and I found healing and transformation. This note invites the reader to consider how story-telling might be used in their own teaching spaces to empower a deeper connection to authenticity within themselves and their students.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43467862","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":"ALBERO B., SIMONIAN S., ENEAU J. (Dir). Des humains et des machines. Hommage aux travaux d’une exploratrice. 2019","authors":"B. Garnier","doi":"10.7202/1069777ar","DOIUrl":"https://doi.org/10.7202/1069777ar","url":null,"abstract":"<jats:p />","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45070200","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}
Hobos have been idealised for their supposed freedom from social restraints. A notable exception to this romantic tendency was the work of the Finnish-American anarchist newspaper columnist, songwriter and member of the Industrial Workers of the World (IWW), T-Bone Slim (Matt Valentine Huhta). T Bone Slim’s writings were radical interventions in debates around class, labour and exploitation in 1920s and 1930s America. His work was deeply satirical, with a scathing wit reminiscent of Mark Twain. Focussing on his representation of food, fame, and the body, this article argues that Slim’s work represents a challenge to the idealistic portrayal of the hobo that appears in many contemporary autobiographies and in later academic scholarship.
{"title":"Volume 54 Number 1: Editorial","authors":"Sarah Attfield, L. Giuffre","doi":"10.7202/1060857ar","DOIUrl":"https://doi.org/10.7202/1060857ar","url":null,"abstract":"Hobos have been idealised for their supposed freedom from social restraints. A notable exception to this romantic tendency was the work of the Finnish-American anarchist newspaper columnist, songwriter and member of the Industrial Workers of the World (IWW), T-Bone Slim (Matt Valentine Huhta). T Bone Slim’s writings were radical interventions in debates around class, labour and exploitation in 1920s and 1930s America. His work was deeply satirical, with a scathing wit reminiscent of Mark Twain. Focussing on his representation of food, fame, and the body, this article argues that Slim’s work represents a challenge to the idealistic portrayal of the hobo that appears in many contemporary autobiographies and in later academic scholarship.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41714853","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：