Journal Cover
  • Global Social Innovation Lab: Theoretical Perspectives

    • Authors: Tatjana Brkic, Tejal Shah
      Abstract: This paper examines the use of education theories in designing and implementing innovative digital education strategies at a global scale. The text overviews issues associated with research and theory-based teaching in education practice. For the purposes of this investigation, the authors focus on a single case, a Global Social Innovation Lab that has been implemented in November 2021. The Lab was designed to enable students from four continents to engage in a collaborative problem-solving exercise, aimed at developing creative, entrepreneurial ideas to address global health and wellness problems in Covid times. The Lab creator and three co-authors, share their perspectives on the Lab design and implementation, contrasting the pedagogical challenges they encountered with educational theories that can be consulted in such situations.
      PubDate: 2022-12-14
      Issue No: Vol. 13, No. 3 (2022)
  • Supporting Safer Spaces: How School Administrators Shape the School
           Culture for Sexual and Gender Minority Students

    • Authors: Ariadne Jevnikar
      Abstract: This review highlights gaps in existing literature concerning how sexual and gender minority (SGM) students can be best supported at school, as influenced by school administration. SGM students experience additional challenges to their gender normative, heterosexual peers that affect their physical, mental, and social well-being. Student groups which support SGM youth such as Gay-Straight or Gender-Sexuality Alliances (GSAs) have a positive impact on students’ sense of belonging and a school’s overall climate compared to schools without similar groups. School climate is also influenced by school leaders through policy interpretation, resource allocation, and their individual leadership practices. Research shows that support from school administrators for SGM students is crucial for teachers to initiate more inclusion of this at-risk group. Existing research does not provide sufficient insight into the complex task of leading a school while fostering a sense of belonging for SGM students; my research aims to fill this gap.
      PubDate: 2022-12-14
      Issue No: Vol. 13, No. 3 (2022)
  • Bicultural Identity and Academic Achievement: The Second- Generation
           Immigrant Student Experience

    • Authors: Karimeh Haddad Haddad
      Abstract: By comparing the academic processes of immigrant groups, this review aimed to explore the impact of immigration status and cultural backgrounds on academic achievement. By exploring acculturation, parental expectations, self-efficacy, goal adjustment, motivation, and control beliefs of university students, the constructs best correlated to academic achievement were explored. In investigating first, second, and third-generation immigrant groups, many contrasts were evident amongst these groups. It was found that not only do these groups differ in their academic achievements, but these groups are unique from one another in key areas. This article specifically explores the differences in constructs amongst immigrant groups with an analysis provided to highlight existing results of quantitative comparisons supplementing the literature.
      PubDate: 2022-12-14
      Issue No: Vol. 13, No. 3 (2022)
  • Elementary School and Spelling Bees as Sites of Struggle: Akeela and the

    • Authors: Tessa Troughton
      Abstract: In the popular film, “Akeela and the Bee”, a struggle between power and non-power discourse unfolds in a working-class community. Akeela’s determination and the cohesiveness of the community ultimately challenge the social boundaries of discourse. Representations of literacy and language are analyzed through Gee’s definition of discourse and Verdoodt’s notion of a Pygmalion film. Key themes found in the film are discourse in contact and conflict, the mentor/mentee relationship, community support for learning, and the negative impact of a performance-focused learning environment. Ultimately, consolidations and opportunities are proposed through critical literacy and Culturally Sustaining Pedagogy”.
      PubDate: 2022-12-14
      Issue No: Vol. 13, No. 3 (2022)
  • Hip Hop as Critical Pedagogy: Re-Imagining Education

    • Authors: Hyacinth Campbell
      Abstract: Hip hop as a form of Black popular culture can help to create opportunities to generate new knowledge on how to re-imagine a culturally sustaining pedagogy for Black youth. In this literature review, I examine hip hop as an example of critical pedagogy that can be used to reframe and re-imagine learning and actively addresses the various forms of systemic racism and anti-Black oppression. Research has explored the impact of hip hop on youth's identity construction. Less research explores hip hop as a form of critical pedagogy. I draw on participatory methods to inquire how they are used to radically re-imagine a culturally sustaining and empowering vision. As critical pedagogy, hip hop can become a text and curriculum for revolutionary and transformative opportunities to critically interrogate intersecting forms of systemic racism while opening spaces for new generative learning by and for Black youth.
      PubDate: 2022-12-14
      Issue No: Vol. 13, No. 3 (2022)
  • A Literature Review of AI Education for K-12

    • Authors: Li Li
      Abstract: The rapidly evolving artificial intelligence (AI) technology has a significant impact on how humans work and live. As a result, it is critical and timely for educators to guide students in reflecting on how AI may impact people’s lives and to equip them with the ability to responsibly maximize benefits while mitigating potential harms. However, there is a lack of educational research on how to teach K-12 students about AI technology and AI ethics to prepare them to deal with these issues as future citizens. In this context, my colleagues and I are developing curricula for K-12 students that incorporate AI technology and AI ethics. As part of our research, this literature review investigates the evolution of AI education for grades K-12. It provides context for AI educational research by us and other researchers in related fields.
      PubDate: 2022-12-14
      Issue No: Vol. 13, No. 3 (2022)
  • Decision-making of Early Career Academics: The Possibilities for the
           Objective Knowledge Growth Framework

    • Authors: Wenefe Capili-Balbalin, Stephanie Chitpin
      Abstract: Early career academics (ECAs), those who are within the first five years of completing their Ph.D. studies, go through an intense transition process as they deal with career shifts, increasing workload, and job insecurity. As they navigate this new role, they must approach career decision-making effectively and efficiently. This paper aims to review the Objective Knowledge Growth Framework (OKGF) and argue its viability for career decision-making of early career academics. Furthermore, this paper demonstrates the cyclic process of the OKGF and how it facilitates decision-making. This paper will interest those in their early academic years searching for a straightforward and systematic self-implementing approach to career decision-making.
      PubDate: 2022-12-14
      Issue No: Vol. 13, No. 3 (2022)
  • Beyond Cultural Self-awareness: Enhancing Intercultural Learning Among
           Educational Leaders Through Cultural Field-Awareness

    • Authors: Derek Martin
      Abstract: Educational leaders, notably ESL/EAP leaders, must be able to engage with increasingly diverse social contexts. Although these people tend to have considerable international experience, they may seek to further enhance their intercultural skills through various professional development (PD) opportunities, especially those offered by prominent organizations in their field. The theoretical or conceptual approaches to interculturality were examined for PD offerings in the Ontario (Canada) ESL/EAP context, as well as other approaches in the literature. Since these approaches fail to account for sociopolitical field, what is missing is an acknowledgement of the tension leaders may experience between authentic leadership ideals and actual practice. Applying Bourdieu’s concepts of field and intercultural capital, this paper presents a call to move beyond the typical emphasis on cultural self-awareness to cultural field-awareness to enhance the intercultural learning of educational leaders in the ESL/EAP sector.
      PubDate: 2022-12-14
      Issue No: Vol. 13, No. 3 (2022)
  • Supporting Graduate Students and Emerging Scholars in the Field of
           Education: Insightful Work Shared at CCGSE

    • Authors: Cameron Smith, Harrison Campbell, Aide Chen
      PubDate: 2022-12-14
      Issue No: Vol. 13, No. 3 (2022)
  • Une approche d’enseignement des mathématiques par la résolution de
           problèmes : qu’en disent les enseignants du primaire '

    • Authors: Marie-Pier Forest, Dominic Voyer
      Abstract: In mathematics curricula, there are mainly three approaches to problem-solving (PS) instruction: teaching about PS, teaching for PS and teaching through PS. Although these approaches are consensual, their implementation in class is not clear. More specifically, we question teaching through PS approach when teaching new mathematical concepts. It seems even more important when we consider the benefits associated with such an approach, like the development of pupils’ conceptual understanding. Our objectives are to provide an overall picture of the practices declared by elementary school teachers when they teach a new mathematical concept and to identify conditions that are favorable for teaching through problem solving. This text presents the problematic, the conceptual framework and the methodology of this research.
      PubDate: 2022-12-02
      Issue No: Vol. 13, No. 3 (2022)
  • Rapport aux savoirs disciplinaires : moteur d’innovation pour les
           enseignantes du primaire en insertion professionnelle

    • Authors: Andrea Gicquel
      Abstract: Several research have demonstrated the influence of teachers', and pre-service teachers', relationship to disciplinary knowledge on students (Beaucher, 2010; Plonczak, 2003). Indeed, personal comfort with the disciplinary knowledge to be taught plays a role in the way it is transmitted and received by primary school students (Vincent, 2019). The objective of the master's research is to identify and describe the nature of the relationship to disciplinary knowledge of novice elementary school teachers. A better understanding of the meaning and value that these novices attach to disciplinary content makes it possible to understand the influence of their relationship to disciplinary knowledge on their propensity to innovate in their teaching methods. The results show that there is a link between the nature of the relationship to disciplinary knowledge of the pre-service teachers questioned and the mastery, ease and confidence they have when teaching disciplinary knowledge, which would influence their ability to innovate in their teaching.
      PubDate: 2022-12-02
      Issue No: Vol. 13, No. 3 (2022)
  • Brosser le portrait des classes flexibles au primaire et leur pérennité
           post pandémique au Québec dans un contexte de pandémie

    • Authors: Gabrielle Adams
      Abstract: Jaspal (2019) recommends that classrooms be student-centered, personalized, and collaborative. Considering that flexible classroom (FC) offers the ability to choose one's seating in the classroom and that school furniture has a strong influence on students' physical comfort (Benade, 2017), some therefore see the FC as a solution to this recommendation. Yet, Abbasi and Fisher (2010) pointed out that most teachers would not necessarily have the knowledge or training to effectively operate the classroom environment. The rapid proliferation of flexible classrooms thus suggests a greater need than ever to engage in research focused on the topic (Leroux et al., 2021). Our goal was to document the process of implementing a flexible classroom and its functioning in a post-pandemic context. This paper briefly presents the problematic and conceptual framework, then more thoroughly presents the results of the second objective and their discussion.
      PubDate: 2022-12-02
      Issue No: Vol. 13, No. 3 (2022)
  • Regard sur les croyances des enseignants et sur le bilinguisme

    • Authors: Eve-Lyne Leclerc, Edith Jolicoeur, Marianne Paul
      Abstract: The Bas-St-Laurent region is becoming increasingly diverse. Indeed, the rate of immigrant students is increasing, with only seven of the 85 schools in the area without immigrant students in 2016 (Borri-Anadon & Hirsch, 2021). Furthermore, the rate of students with special needs is also increasing (BDSOQ, 2021). However, very little research has examined the bilingualism of students with special needs (Conner & al., 2020; Howard & al., 2021). This conference proceedings offer to look into two concepts that will be investigated in this research: teacher beliefs and bilingualism. After defining these concepts, teachers’ beliefs from previous research will be presented. Finally, a methodology for studying teachers’ beliefs about bilingual students with special needs will be considered.
      PubDate: 2022-12-02
      Issue No: Vol. 13, No. 3 (2022)
  • Étude de l’influence de la scène visuelle d’une tâche mathématique
           sur la motivation d’élèves de la sixième année - Résultats

    • Authors: Raphaëlle Dufour
      Abstract: Despite the significant resources in place to fight against school dropout, too many students leave the educational system without a diploma (Secrétariat à la jeunesse du Québec, 2016 in Bourgeois, 2016). As the demotivation is a determinant element in a young person's decision to drop out of school (Blanchette, 2006), it would be in our interest to encourage the motivation (Plante et al., 2013; Steinmayr et Spinath, 2009 dans Fréchette-Simard et al., 2019). Moreover, studies highlight the contribution of teachers in building the motivational profile of students (Bouffard, Brodeur et Vezeau, 2005). We wonder if the visual scene of the documents presented to the students can act as an effective motivational strategy. It is in this perspective that quantitative datas were collected form a sample of sixth grade primary students. Primary descriptive results are exposed in this article.
      PubDate: 2022-12-02
      Issue No: Vol. 13, No. 3 (2022)
  • Un dispositif orthodidactique de négociation pour des élèves du 3e
           cycle du primaire ayant des difficultés en morphosyntaxe

    • Authors: Josianne Parent
      Abstract: Dans ce texte, nous présentons une recherche-développement menée dans le cadre d’une thèse de doctorat. L’objectif de cette recherche était de développer un dispositif orthodidactique de négociation morphosyntaxique pour amener des élèves du 3e cycle du primaire ayant des difficultés en morphosyntaxe à améliorer leur réflexion métalinguistique. Nous avons adapté un dispositif déjà existant, les ateliers de négociation graphique (ANG), au contexte spécifique de l’orthopédagogie. Dans cet article, nous décrivons cette recherche et nous mettons en exergue la démarche de développement qui a été suivie. Nous terminons en mettant en exergue les principaux constats en lien avec l’étayage de l’orthopédagogue, la planification de situations-problèmes pour faire évoluer les conceptions des élèves, l’enseignement de connaissances morphosyntaxiques et de techniques liées à la négociation ainsi que la création de situations d’écriture signifiantes pour favoriser le transfert des apprentissages.
      PubDate: 2022-12-02
      Issue No: Vol. 13, No. 3 (2022)
  • Collaborer pour mieux évaluer : analyse des croyances épistémologiques
           d’enseignants d’histoire du Québec et du Canada

    • Authors: Arianne Dufour, Catherine Duquette, Marie-Hélène Brunet
      Abstract: The Fédération des écoles privées du Québec, in collaboration with the Historical Thinking for Canada's Future project, have joined force to create an examination template for the third year Secondary history course. During working meetings, the research team, composed of teachers, researchers and a pedagogical advisor, formulated a first prototype on the theme of Jacques Cartier's travels. The assessment grid decided upon had vague criteria as teachers wanted to have more leeway in deciding the quality of students’ response. After administering the test to their students, the team has analyzed the students' answers in order to highlight the grading criteria that the teachers seemed to value. In the end, we can conclude that these criteria are very specific and are based on the epistemology of history thus illustrating a form of contradiction between the vague grading criteria shared with students and the true criteria used by teachers.
      PubDate: 2022-12-02
      Issue No: Vol. 13, No. 3 (2022)
  • Développer un prototype de dispositif d’apprentissage immersif pour des
           apprenants collégiaux : la réalité virtuelle au service de

    • Authors: Edith Potvin-Rosselet
      Abstract: Misconceptions about the evolution theory are common among adult learners. The difficulties of its understanding, as well as the consequences of its misunderstanding are well documented. In education, the use of virtual reality can improve learning since learners who experience a phenomenon in a cognitive, physical and affective way are more likely to modify for the best their conceptions. This research project aims to develop a prototype of an immersive virtual reality learning experience to improve the understanding of evolutionary theory in CEGEP. To reach this goal, the research and development approach was chosen, since it allows for the elaboration of a functional solution to improve the understanding of the theory, in collaboration with college stakeholders. The following text summarizes elements of the problematic, the theoretical framework, the methodological choices and the expected results of the project.
      PubDate: 2022-12-02
      Issue No: Vol. 13, No. 3 (2022)
  • L’accompagnement dans la communication et la publication
           d’actes de colloque

    • Authors: Marilyn Dupuis Brouillette, Naomie Fournier Dubé, Charlaine St-Jean
      Abstract: Cet éditorial aborde une définition de ce qui est entendu par « acte de colloque » dans la communauté scientifique, et ce, particulièrement dans les Sciences de l’Éducation. L’objectif étant de faire un bref état des lieux et de présenter, par la suite, la démarche d’accompagnement qui a été offerte par le comité éditorial dans le cadre d’un colloque étudiant réalisé à l’été 2022. Les étudiants et
      les étudiantes intéressés ont donc pu se référer aux différentes modalités d’accompagnement pour les guider dans l’élaboration d’une communication orale scientifique dans le colloque, d’une part, et dans la rédaction d’un acte de colloque publié dans ce numéro spécial de la RCJCÉ, d’autre part. Ceci entre en cohérence avec la visée de la revue scientifique étudiante qui est de se familiariser avec
      l’ensemble des étapes du processus de publication, d’acquérir de l’expérience et de diffuser leurs résultats de recherche en bénéficiant d’un accompagnement bienveillant et selon leurs besoins.
      PubDate: 2022-12-02
      Issue No: Vol. 13, No. 3 (2022)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762

Your IP address:
Home (Search)
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-