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  Subjects -> EDUCATION (Total: 1675 journals)
    - ADULT EDUCATION (24 journals)
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EDUCATION (1395 journals)                  1 2 3 4 5 6 7 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Full-text available via subscription   (Followers: 58)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 52)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 47)
Accounting & Finance     Hybrid Journal   (Followers: 41)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 13)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
Across the Disciplines     Open Access   (Followers: 7)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 54)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 229)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 135)
Adult Education Quarterly     Hybrid Journal   (Followers: 134)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 23)
Advances in High Energy Physics     Open Access   (Followers: 21)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 2)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 4)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access  
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al Ibtida : Jurnal Pendidikan Guru MI     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 11)
American Biology Teacher     Full-text available via subscription   (Followers: 12)
American Educational Research Journal     Hybrid Journal   (Followers: 131)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 28)
American Journal of Education     Full-text available via subscription   (Followers: 153)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 25)
American Journal of Physics     Full-text available via subscription   (Followers: 55)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Annual Review of Economics     Full-text available via subscription   (Followers: 29)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 13)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 29)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 9)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 17)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 6)
ASp     Open Access   (Followers: 1)
Assessing Writing     Hybrid Journal   (Followers: 10)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 117)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 11)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 18)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 28)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 375)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Autism     Hybrid Journal   (Followers: 176)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 6)
BMC Medical Education     Open Access   (Followers: 40)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 155)
British Journal of Educational Studies     Hybrid Journal   (Followers: 129)
British Journal of Educational Technology     Hybrid Journal   (Followers: 120)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 45)
British Journal of Special Education     Hybrid Journal   (Followers: 36)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 10)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 97)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 22)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 12)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 14)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 8)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 1)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 25)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 15)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 6)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 16)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)
Computer Applications in Engineering Education     Hybrid Journal   (Followers: 6)
Computer Science Education     Hybrid Journal   (Followers: 12)
Computers & Education     Hybrid Journal   (Followers: 123)
Computers in the Schools     Hybrid Journal   (Followers: 7)
Conhecimento & Diversidade     Open Access  

        1 2 3 4 5 6 7 | Last

Journal Cover Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation
  [7 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1916-9221
   Published by Canadian Society for the Study of Education Homepage  [2 journals]
  • Introduction: Historical thinking, historical consciousness

    • Authors: Lorna R. McLean, Sharon A. Cook, Stéphane Lévesque, Timothy J. Stanley, Pamela Rogers, Jamilee Baroud
      Pages: 1 - 5
      Abstract: In September, 2014, the University of Ottawa Education Research Unit, Making History / Faire l’histoire, hosted Canadian History at the Crossroads, a SSHRC-funded symposium in collaboration with the Canadian Museum of History in Gatineau, Québec. The symposium brought together multiple stakeholders, historians, history and museum educators, classroom teachers—including Governor General’s award winners as well as teacher education and graduate students—to stimulate further public dialogue on pedagogies of history and the politics of remembrance. Building on some of the symposium’s original contributions as well as other submissions, this Canadian Journal of Education Special Capsule advances current debates in history education, historical thinking, and historical consciousness, and forges new directions for collective understandings of the past, by connecting with everyday lived experiences in the present. The contributions range from discussions of how young people themselves understand their past to the link- ages between forms of remembering and conceptions of the nation itself.  
      PubDate: 2017-03-28
      Issue No: Vol. 40, No. 1 (2017)
  • Quand un film historique controversé devient une opportunité pour
           problématiser la nation canadienne

    • Authors: Vincent Boutonnet
      Pages: 1 - 23
      Abstract: Cette analyse de contenu s’intéresse aux commentaires du public, dont de jeunes adoles- cents, sur la réception d’un lm historique controversé du réalisateur Pierre Falardeau: 15 février 1839 (Payeur et Falardeau, 2001). Ce lm traite de la pendaison de Patriotes à Montréal et semble exacerber les sentiments d’opposition entre francophones et anglo- phones. L’étude illustre qu’au-delà du biais apparent du réalisateur, les réactions aux lms semblent plutôt dictées par le niveau de conscience historique du public ainsi que par la construction collective d’identités liées à la nation et à la race. Il est discuté du potentiel d’un lm controversé sur la problématisation de la nation et la possibilité de favoriser une discussion critique a n de dépasser les lieux communs. Des implications didactiques à l’usage du lm historique sont proposées pour une intégration en classe.
      PubDate: 2017-03-28
      Issue No: Vol. 40, No. 1 (2017)
  • La conscience historique en didactique de l’histoire au Canada

    • Authors: Nathalie Popa
      Pages: 1 - 25
      Abstract: La discussion sur la conscience historique en enseignement de l’histoire au Canada s’inscrit dans un contexte intellectuel et social particulier, marqué par de profondes transformations dans nos rapports au passé et nos compréhensions de l’histoire. En effet, les historiens, didacticiens et enseignants en histoire, ici comme ailleurs, sont aux prises d’un problème qui, selon Seixas (2012b), est à la fois épistémologique (comment arrivons- nous à connaître le passé') et ontologique (comment nous situons-nous dans le temps en tant qu’êtres dotés d’historicité'). D’où l’intérêt, réellement ressenti en didactique de l’histoire canadienne, de mieux comprendre la notion de conscience historique. Toutefois, la discussion demeure disparate et dispersée. Mon intention dans cet article est donc d’en faire un état des lieux par l’entremise d’une revue critique de la littérature. Je présenterai d’abord le contexte dans lequel s’insère la discussion sur la conscience historique et tenterai, ensuite, de dresser un portrait des dé nitions, des études et des justi cations du concept. Cet article fait valoir le besoin crucial d’approfondir la question de la conscience historique, afin qu’elle puisse servir dans les débats portant sur l’histoire scolaire et publique au Canada.
      PubDate: 2017-03-28
      Issue No: Vol. 40, No. 1 (2017)
  • S’intégrer à une nation passe-t-il par l’assimilation de son
           récit historique' Réflexion à partir du cas québécois

    • Authors: Jocelyn Létourneau, Raphaël Gani
      Pages: 1 - 27
      Abstract: On dit souvent que connaître l’histoire d’une nation aide à s’intégrer à cette nation. Pour cette raison, on estime qu’il y aurait lieu d’enseigner davantage l’histoire du Québec aux jeunes Québécois issus de l’immigration pour favoriser leur intégration à la nation qué- bécoise. Mais sait-on vraiment ce que ces jeunes en particulier savent de l’histoire du Québec ' Le présent article tire profitt d’une vaste enquête menée sur le rapport des jeunes Québécois à l’histoire du Québec pour approfondir la question. Fort de leurs trouvailles, les auteurs abordent ensuite directement le problème posé par le titre de leur article : peut- on effectivement soutenir que les jeunes Québécois issus de l’immigration s’intégreraient mieux à la nation québécoise s’ils en connaissaient l’histoire (en admettant qu’ils ne la connaissent pas, ce que ce texte remet en cause)'
      PubDate: 2017-03-28
      Issue No: Vol. 40, No. 1 (2017)
  • “I like to take everything and put it in my own words”: Historical
           Consciousness, Historical Thinking, and Learning with Community History

    • Authors: Cynthia Dawn Wallace-Casey
      Pages: 1 - 28
      Abstract: This article presents ndings from a recent case study involving seventh-grade students (n = 25) and a group of community history museum adult volunteers (n = 5). Over 14 weeks, participants engaged in a series of scaffolding activities designed around a Material History Framework for Historical Thinking. The purpose of the inquiry was to explore pragmatic applications for historical thinking within a community history museum. Data collection included pre- and post-Canadians and Their Pasts surveys, written assignments, photovoice photography, in-depth interviews, and a nal class- room museum project. Conclusions are discussed within the context of Rüsen’s (1987, 1993, 2004) typology of historical consciousness. This article presents a “call to action” for community history museums in Canada. It points to ways in which students can be empowered to become active members of a museum’s community of inquiry.
      PubDate: 2017-03-28
      Issue No: Vol. 40, No. 1 (2017)
  • The Stories Nations Tell: Sites of Pedagogy, Historical Consciousness, and
           National Narratives

    • Authors: Stephanie Anderson
      Pages: 1 - 38
      Abstract: As Canada prepares to turn 150, this article discusses what curricular shifts are necessary to reconcile history education’s disciplinary tools with practices of historical consciousness that will encourage learners to consider the moral dilemmas associated with Canada’s colonial legacy, silenced histories, and multiple shifting identities in the present. It introduces a conceptual Framework of Canadian National Narratives that captures current constructions of Canadian national identity communicated in Canadian sites of pedagogy. Taking into consideration debates around historical consciousness as a pedagogical project, this article recommends that curricular imperatives in history education critically expose students to a country’s master national narrative templates and those narratives that contest and rebuke them through frameworks such as the Canadian one detailed in this article. Given the current historical moment, it suggests such national narrative frameworks would form part of a new curricular imperative titled the Narrative Dimension that would offer a way forward for history education in Canada and throughout the world.
      PubDate: 2017-03-28
      Issue No: Vol. 40, No. 1 (2017)
  • The Pop-History Spectacle: Curating Public Memory and Historical
           Consciousness through the Visual

    • Authors: Pamela Rogers, Nichole Grant
      Pages: 1 - 24
      Abstract: Hosted in the nation’s capital, the multisensory/digital historical performances displayed on Centre Block at Parliament Hill have had over one million viewers, making the shows a popular summer attraction. Upon closer inspection, however, the historical narratives in both Mosaika and Northern Lights focus on limited, exclusionary, and mythological representations of Canada’s beginnings, but perhaps more importantly, the artistic and technological element, “the spectacle,” creates something new altogether—which we are calling pop-history. Pop-history, a cultural understanding of popular history, is the emphasis of the theatrical over the historical, making history a performance to be consumed, but not critically thought through, or engaged with. Through this, we argue that although technologically striking, the narrowly imagined pop-history spectacle contributes to the shaping of a limited Canadian historical consciousness based on a normalized version of the past.
      PubDate: 2017-03-28
      Issue No: Vol. 40, No. 1 (2017)
  • Review: Exploring School Leadership in England and the Caribbean

    • Authors: Clinton Beckford
      Pages: 1 - 3
      PubDate: 2017-03-28
      Issue No: Vol. 40, No. 1 (2017)
  • Recension d’ouvrage : Vers une conscience nouvelle : Éduquer
           pour humaniser

    • Authors: Gervais Deschênes
      Pages: 1 - 6
      PubDate: 2017-03-28
      Issue No: Vol. 40, No. 1 (2017)
  • Review: A Most Canadian Odyssey: Education Diplomacy and Federalism, 1844
           - 1984

    • Authors: Larry A. Glassford
      Pages: 1 - 4
      PubDate: 2017-03-19
      Issue No: Vol. 40, No. 1 (2017)
  • Éditorial

    • Authors: Rollande Deslandes
      Pages: 1 - 2
      PubDate: 2017-03-18
      Issue No: Vol. 40, No. 1 (2017)
  • A Comparison of Readability in Science-Based Texts: Implications for
           Elementary Teachers

    • Authors: Tiffany L. Gallagher, Xavier Fazio, Katia Ciampa
      Pages: 1 - 29
      Abstract: Science curriculum standards were mapped onto various texts (literacy readers, trade books, online articles). Statistical analyses highlighted the inconsistencies among readability formulae for Grades 2–6 levels of the standards. There was a lack of correlation among the readability measures, and also when comparing different text sources. Online texts were the most disparate with respect to text difficulty. These findings suggest implications for elementary teachers to support students who learn through reading online, science-based resources. As 21st-century learning through multi-modal literacies evolves, the readability of online, content-based text should be evaluated to ensure accessibility to all readers.
      PubDate: 2017-03-14
      Issue No: Vol. 40, No. 1 (2017)
  • Reconciliation or Racialization' Contemporary Discourses about
           Residential Schools in the Canadian Prairies

    • Authors: Amanda M Gebhard
      Pages: 1 - 30
      Abstract: The residential school system is one of the darkest examples of Canada’s colonial policy. Education about the residential schools is believed to be the path to reconciliation; that is, the restoration of equality between Aboriginal and non-Aboriginal peoples in Canada. While the acquisition of the long-ignored history of residential schools has the potential to centre marginalized perspectives and narratives, knowledge acquisition alone is not necessarily a reconciliatory endeavour. The critical discourse analysis offered in this article reveals how dominant narratives about residential schools, cited by well-meaning educators, re-inscribe harmful colonial subjectivities about Aboriginal peoples. Through a post-structural lens and drawing from interviews conducted across one prairie province, I demonstrate how citing popular, contemporary discourses about residential schools continues to racialize Aboriginal peoples while positioning non-Aboriginal peoples as supportive and historically conscious. Readers are brought to think about how learning about residential schools for reconciliation might be approached as the disruption of subjectivities and the refusal to (re)pathologize Aboriginal peoples. Otherwise, efforts at reconciliation risk re-inscribing the racism that justified residential schools in their inception.
      PubDate: 2017-03-14
      Issue No: Vol. 40, No. 1 (2017)
  • Quelles stratégies d’acculturation de nouveaux enseignants issus de
           l’immigration privilégient-ils face aux défis culturels et
           identitaires de leur insertion professionnelle'

    • Authors: Claire Duchesne
      Pages: 1 - 24
      Abstract: Un nombre croissant de nouveaux enseignants issus de l’immigration tentent de s’insérer dans la profession enseignante en Ontario. Une multitude de défis se présentent à eux en ce qui concerne, notamment, le développement d’une identité et d’une culture professionnelles s’harmonisant à leur identité et à leur culture d’origine. Douze nouveaux enseignants issus de l’immigration, oeuvrant dans un conseil scolaire francophone de l’Ontario, ont témoigné de leur expérience d’insertion professionnelle au cours d’entretiens de recherche. Cet article porte sur les stratégies d’acculturation qu’ils ont mises en action de même que sur les éléments intervenant dans le développement de leurs nouvelles identité et culture professionnelles d’enseignant canadien.
      PubDate: 2017-03-10
      Issue No: Vol. 40, No. 1 (2017)
  • Le sentiment d’appartenance à l’école : une analyse

    • Authors: Jerome St-Amand, François Bowen, Terry Wan Jung Lin
      Pages: 1 - 32
      Abstract: Le sentiment d’appartenance à l’école est considéré comme un phénomène qui favorise la réussite scolaire et l’adaptation des jeunes à l’école. Malgré son importance, les études ne permettent pas d’en arriver à une représentation conceptuelle exhaustive de ce concept. Cet article vise à identifier les attributs définitionnels du sentiment d’appartenance à l’école dans le but de favoriser sa compréhension. La méthode conceptuelle privilégiée est celle de Walker et Avant (2011) qui comporte huit étapes distinctes permettant de mener un tel examen. La revue de la documentation a été menée par le biais de moteurs de recherche généralistes (p. ex. : Google, Google Scholar) et spécialisés (p. ex. : PsyInfo, Eric, Francis) en considérant les définitions en langues anglaise et française. En se basant sur l’analyse conceptuelle ayant été menée, quatre attributs définitionnels sont suggérés. L’élève doit : (1) ressentir une émotion positive à l’égard du milieu scolaire ; (2) entretenir des relations sociales positives avec les membres du milieu scolaire ; (3) s’impliquer activement dans les activités de la classe ou celles de l’école ; (4) percevoir une certaine synergie (harmonisation), voire une similarité, avec les membres de son groupe. En plus d’être abordés dans la perspective des principaux modèles théoriques en sciences de l’éducation qui tiennent compte du sentiment d’appartenance à l’école, ces attributs ont donné lieu à l’élaboration d’une nouvelle définition que nous présentons dans le présent article.
      PubDate: 2017-03-10
      Issue No: Vol. 40, No. 1 (2017)
  • Perception des étudiants en psychologie à l’égard du plagiat aux
           études postsecondaires et évaluation d’un outil de prévention

    • Authors: Sophie Dubé, Marie-Claude Richard
      Pages: 1 - 24
      Abstract: Cette étude explore les motivations d’étudiants universitaires à plagier en contexte de rédaction de travaux et évalue un enseignement sur les règles de rédaction scientifique. Vingt-neuf étudiants (N = 29) de premier cycle d’une université francophone québécoise ont rempli un questionnaire en classe. Les résultats indiquent que la forme de plagiat la plus courante consiste à reformuler inadéquatement ses sources en raison d’une méconnaissance des normes de rédaction scientifique. L’article souligne la pertinence d’offrir de la formation sur les stratégies pour éviter le plagiat et propose des pistes de réflexion et d’intervention pour prévenir ce problème.
      PubDate: 2017-03-10
      Issue No: Vol. 40, No. 1 (2017)
  • Learning What Schooling Left Out: Making an Indigenous Case for Critical
           Service-Learning and Reconciliatory Pedagogy within Teacher Education

    • Authors: Yvonne Poitras Pratt, Patricia Danyluk
      Pages: 1 - 29
      Abstract: As teacher educators, we argue that the colonial history of First Peoples, coupled with alarming educational disparities, warrants a specialized approach to Indigenous service-learning within teacher training that requires a critical examination of positionality by service-learners. Our study examines the service-learning experiences of non-Indigenous pre-service teachers working in Indigenous classrooms over a three-month period through reflections and focus groups. The results underscore the risk that a lack of critical reflection by service-learners could play in widening existing educational gaps, and concludes that a reversal of perspective on the education gap could enact the possibility of reconciliatory pedagogy.
      PubDate: 2017-03-10
      Issue No: Vol. 40, No. 1 (2017)
  • Forms of Fighting: A Micro-Social Analysis of Bullying and In-School

    • Authors: Nicole Malette
      Pages: 1 - 29
      Abstract: Current empirical research on youth bullying rarely asks students to describe their violent encounters. This practice conflates incidents of aggression that may actually have different forms and features. In this article I provide the results of a qualitative analysis of retrospective interviews with high school youth about their experiences of in-school violence. I test for and confirm the occurrence of five types of violence: bullying, scapegoating, peer-to-peer honour contests, group fights, and retaliatory violence. My testing method involves analyzing whether the social dynamics, such as offender–victim social status and the ratio of aggressors to victims, identified in theoretical work, occur empirically. I show that there is variability in the social dynamics that map onto the five types of violence, listed above. In ignoring these differences, violence prevention policy and practice runs the risk of prolonging student conflict.
      PubDate: 2017-03-10
      Issue No: Vol. 40, No. 1 (2017)
  • Transphobia and Cisgender Privilege: Pre-Service Teachers Recognizing and
           Challenging Gender Rigidity in Schools

    • Authors: Laura-Lee Kearns, Jennifer Mitton-Kukner, Joanne Tompkins
      Pages: 1 - 27
      Abstract: Our study provides examples of how critical curricula and social justice education can be brought together to inform teacher education. Building upon our ongoing longitudinal study, which investigates the impact of an integrated LGBTQ awareness program, we focus in this article on five pre-service teachers who identified critical incidents in schools related to transphobia and gender construction, and who were concerned about the enduring gender binary that presents itself in schools. Their experiences highlight the ways in which gender surveillance, both overtly and covertly, reinscribes heteronormativity, and that homophobia, transphobia, and gender stereotypes need to be continuously challenged.
      PubDate: 2017-03-10
      Issue No: Vol. 40, No. 1 (2017)
  • The Rights and Responsibility of Test Takers when Large-Scale Testing Is
           Used for Classroom Assessment

    • Authors: Christina van Barneveld, Karieann Brinson
      Pages: 1 - 22
      Abstract: The purpose of this research was to identify conflicts in the rights and responsibility of Grade 9 test takers when some parts of a large-scale test are marked by teachers and used in the calculation of students’ class marks. Data from teachers’ questionnaires and students’ questionnaires from a 2009–10 administration of a large-scale test of Grade 9 mathematics were analyzed using descriptive statistics. Written comments by teachers were analyzed into themes. Results were interpreted using a framework comprised of a policy document and two theories that are relevant to large-scale testing: the rights and responsibility of test takers as documented in the Standards for Educational and Psychological Testing (AERA/APA/NCME/JCSEPT, 2014), expectancy-value theory of motivation, and theory regarding the developmental stage of students in Grade 9. Several conflicts were identified. Potential solutions to conflicts were presented.
      PubDate: 2017-03-10
      Issue No: Vol. 40, No. 1 (2017)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
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