Authors:Naomie Fournier Dubé, Marilyn Dupuis Brouillette, Louise Chetaille Pages: 4 - 8 Abstract: Cet éditorial aborde la place de l’évaluation et de la notation dans le cadre de la venue du nouveau Programme-cycle de l’éducation préscolaire en vigueur depuis septembre 2021 dans les écoles québécoises. Plusieurs questionnements découlent de ce changement de programme de formation, notamment avec les différents vocables utilisés pour témoigner du cheminement de l’enfant dans le développement de ses compétences. Un questionnement qui nous préoccupe également est l’absence de cadre d’évaluation pour ce niveau scolaire. Une réflexion est approfondie sur les effets des décisions ministérielles dans la pratique des enseignantes d’éducation préscolaire au Québec. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:frederick farmer Pages: 9 - 19 Abstract: The present qualitative case-study features the voices of the three educators-founders of a small alternative school in Québec, CA. Firstly, the paper explores the underlying factors that pushed the trio to leave the traditional system to create an alternative school and, secondly, presents some of the challenges encountered during the inaugural year. The most salient theme to emerge was a critique of the teachers' previous working conditions in state-sponsored education system. They reported incongruences between individual and organizational goals; low level of collegiality and stimulating professional interactions; a lack of support for professional risk-taking and experimentation; and the inability to influence school decisions. In the second part of the paper, challenges of the inaugural year highlighted the absence of well-defined educational aims and goals; development of collegiality among the staff; and relationships with the families / households. All these aspects will need to be addressed moving forward to ensure the sustainability of the school. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Daniel Piedra Pages: 20 - 37 Abstract: Despite the recent growth in the development of alternative digital credentials within post-secondary education, students remain uncertain about their value and use. This article presents findings of a study conducted at McMaster University involving the implementation of an open digital badge to validate virtual collaboration within an experiential learning undergraduate-level course. The experience enabled students to demonstrate skills specific to talent acquisition within the human resources management diploma program while working collaboratively and virtually on an industry business project. Students who were successful in acquiring the virtual collaboration digital badge were surveyed both at the end of the course and 6-months following the completion of the course. The two questionnaires revealed that while the value of virtual collaboration as a skill-set was perceived as important, there is still uncertainty as to what an open digital badge is and how it can be of benefit to individuals. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Mahdi Albishi Pages: 38 - 46 Abstract: This paper describes factors that intrinsically and extrinsically motivate elementary teachers in an all-boys elementary school in Saudi Arabia. Using a qualitative case study research methodology, data were collected via 14 semi-structured individual interviews, two focus group interviews, and a month of classroom observations of Grades 4, 5, and 6 teachers. Using an inductive approach, the data were analyzed using thematic analysis. The analysis was conducted in five phases: transcription of interviews in Arabic, transcript translation from Arabic to English, data analysis for emerging themes, and triangulation of the data from the interviews, focus groups and classroom observations. The findings revealed Saudi Arabian teachers were motivated intrinsically through (a) their religious beliefs associated with teachers, (b) social connection with colleagues and students, and (c) their pride when witnessing the students’ academic achievement. Extrinsic motivations were (a) awards and rewards, (b) salary and tenure, and (c) proximity to family. Analyzing the findings using self-determination theory (SDT), the intrinsic motivation was based on their psychological needs, and extrinsic motivation was linked to commitment to their profession. The study concludes with a call for the Saudi education system to use educational research to inform policies, such as creating professional development opportunities, which further lends to teacher motivations. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Audrey-Anne de Guise, Stéphanie Girard, Jean Lemoyne, Jérémy Deschênes-Gagné Pages: 47 - 57 Abstract: Physical and health education (PSE) teachers report having difficulty supporting student motivation. In order to be able to influence the initial training in such a way as to counter this difficulty, the perceptions of future students in PSE teaching, 51 participants (M = 22.4 years; S-T =. 39) were recruited during admission tests. They filled out a questionnaire and gave their opinion according to two teaching scenarios. The results showed that their perceptions are quite mixed and that they have an unvaried repertoire of motivational strategies. Initial training should therefore offer opportunities for students to learn how to mobilize strategies to establish an engaging motivational climate in PSE. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Naomie Fournier Dubé, Marie-Hélène Hébert, Sylvain Letscher, Charlaine St-Jean Pages: 58 - 67 Abstract: The content of this text is the result of a study on the assessment practices carried out by teachers to document the child’s progress in gross motor skills in preschool education at age 5. The results show that the teachers document a set of motor behaviours that are not very complex when the child is independent. Documentation was mainly done using a collection and recording tool such as a grid or a personal record book, and more in close environments than in natural environments outside the school. In general, teachers rated their comfort with documenting children’s gross motor skills as ’good’. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Jody-Lynn Rebek Pages: 68 - 77 Abstract: As an entrepreneur, instructor, and new mother, becoming a student again was no easy task. It was important for me to find the right balance to energize my pursuit of learning, nurture my young family, and attend to work obligations all while achieving doctoral program outcomes. I could not conceive of program expectations thoroughly enough to prepare. Yet, by investing time to make a plan and establish routines, tools, and techniques at the onset, I managed obligations effectively and efficiently. My plan translated into a mindfulness routine that maintained consistent levels of motivation, and inspired me to apply methods to help me succeed. Drawing on my doctoral experiences and empirical research in mindfulness and motivation, this article illustrates approaches to assist students with managing personal, professional, and scholastic expectations. By dedicating time to be mindful and cultivating a mindset to manage priorities, students can engage in a healthy pursuit of learning and achievement, and strengthen their human potential. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Danielle Milln Pages: 78 - 87 Abstract: Education is well-established by the United Nations (1948) as a fundamental human right, though there is a paucity of literature specifically surrounding higher education as a human right. Financial access to post-secondary education is a growing issue in Canada as provincial governments implement neoliberal policies that increasingly privatize higher education, passing the burden of affordability to students. This paper explores Canada’s commitment to higher education as a human right through international human rights law and examines neoliberal policies preventing the equitable realization of this right through case studies of Ontario and Alberta while recommending a reimagined system of PSE management to ensure equitable and inclusive participation in PSE throughout Canada. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Lawrence White Pages: 88 - 97 Abstract: As the world undergoes rapid transition, at the same time that it faces unprecedented global challenges, it becomes increasingly apparent that our focus ought to be on teaching learners how to learn, how to be mindfully and critically evaluative and reflective, and how to be resilient and adapt to the challenges expected in an uncertain future. For educators to meet the ever-changing learning needs of society, the ability to weave together knowledge of pedagogy, content, and instructional design is a prerequisite for effective future teaching and learning. This paper illustrates these relationships by applying a constructivism lens to an existing Creative Commons lesson plan. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Harrison Campbell, Andrea Madsen Pages: 98 - 105 Abstract: Within this position paper, we describe the use of Fiasco, a tabletop role-playing game (TRPG), as it relates to the creation of literacy experiences. Fiasco is a TRPG that utilizes prompts inspired by genre fiction to collaboratively generate, establish, and resolve scenes between a varied cast of characters in several rounds improvisational roleplay. To explore the range of literacy experience opportunities, present in its play, we present our experiences designing and playing a Fiasco session and reflect upon the transformative potential of tabletop games in creating literacy experiences. The position we undertake, in favor of the considered use of TRPGs for learning through serious gaming in classrooms, is reflective of the experiences within our local gaming and learning communities. Based upon this experience and relevant literature, we contend that table-top gaming fits well within literacy pedagogy and explore how they can be used in classrooms. Therefore, our discussion is centered upon the potential of tabletop games experiences to be considered inventive, specifically in relation to the teaching and learning of literacy skills within a serious gaming framework. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Rihab Saidane, Kathleen Whissell-Turner, Anila Fejzo Pages: 106 - 114 Abstract: Scientific writing is a laborious task for student researchers. The multiple knowledge and skills required throughout a process made up of several stages, namely planning, writing and revision (Hayes & Flower, 1980), make many people feel powerless when faced with this task. when they experience it for the first time. This article aims to provide them with strategies, tools, and tips for each of these steps when writing an empirical article. The authors share resources discovered or developed within the framework of their writing experiences. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Hannah Allen Pages: 115 - 125 Abstract: In response to global environmental, economic, and social issues, universities and colleges have begun to create and expand leadership courses and programs that aspire to foster sustainability change agents. This literature review explores these courses and programs in greater detail and identifies the characteristics they share. In doing so, it maintains a common focus on education that is collaborative, experiential, and transformative while providing examples of effective pedagogies, skills, and learning outcomes that support these themes. This review contributes to emerging research on best practices for sustainability education and can potentially provide insights for sustainability educators, researchers, and students at the post-secondary level. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Pamela Farrell Pages: 126 - 134 Abstract: Food literacy is a complex and multifaceted concept but generally encompasses the knowledge, skills, behaviour and attitudes related to food. Over the last decade, the definition of food literacy has been expanded beyond food skills and nutrition knowledge to include food environments and the food system, but also contextual influences such as sociocultural and socio-economic factors. More recently scholars argue for a critical view of food literacy that takes into account the power imbalances of our food system prompting us to consider questions related to healthy food access, increased corporate food system control, who profits, and who loses (Renwick & Powell, 2019; Sumner, 2015). As schools, community organizations, and policy makers continue to turn to food literacy to promote healthier dietary behaviours and increase population health, this review seeks to conceptualize the broadened understanding of food literacy and shed light on the critical and contextual aspects of food literacy. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Jing Mao Pages: 135 - 142 Abstract: In recent years, Canadian universities and colleges have experienced increased enrollment in students who speak English as an additional language (EAL). Although previous scholarship has focused on the academic challenges that EAL learners encounter in academic writing, little attention has been paid to their holistic writing experiences in First-year Composition (FYC) courses in a Canadian context. Drawing on the impact of higher education internationalization, academic writing scholarship of EAL students, as well as features of Canadian composition courses, this critical review argues for the need to reframe EAL writers’ experiences from a holistic view and concludes with practical suggestions for supporting EAL students in improving their academic writing experiences. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Noah Arney Pages: 143 - 149 Abstract: This literature review examines the current research into Work-Integrated Learning and Indigenous Educational Philosophies and how the two can be woven together. This was done by examining the theoretical backing, benefits and future direction of work-integrated learning as well as the Indigenous philosophical concepts of land, rationalism, and holism as well as and the cyclical and experiential educational concepts. It is shown how a relational and holistic perspective can support students in work-integrated learning and how the concept of iteration is core to strong work-integrated learning experiences. This will be helpful for educators developing or improving work-integrated learning programs and wish to focus on person centered benefits rather than labour market improvements. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Alicia Noreiga-Mundaroy Pages: 150 - 158 Abstract: Trinidad and Tobago has been unsuccessful in evading global trends of neglect that historically plague the country’s rural education. This paper employs theoretical perspectives developed internationally to provide comprehensive insights into rural education challenges in Trinidad and Tobago. This critical review systematically highlights rural controversies by exploring conceptual underpinnings that place rural Trinidad and Tobago in a unique position within a continually evolving global space. The arguments put forward in this literature review analyze the challenges of the country’s rural communities and promote rural schools as functional in address rural community challenges while noting the challenges that these very schools are confronted with daily. The paper offers initial steps to tackle the challenges of the schools as a basis to empower them to create an opportunity for meaningful discourse toward addressing not only Trinidad and Tobago’s challenges, but also rural challenges globally. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Virginie Abat-Roy Pages: 159 - 168 Abstract: The purpose of this article is to situate school exclusion in Ontario at the social, legislative and practices levels through the identification and exploration of various initiatives. School exclusion in Ontario is a phenomenon that has undergone numerous legislative changes. Thus, although discrimination is still present in schools, systemic exclusion has given way to the promotion of practices that respect the progressive discipline continuum. The various legislative developments are first explored in order to better situate the angles of progressive discipline, i.e. school-family-community partnerships, prevention programs and intervention programs. A review of the scientific literature identified five Canadian programs and initiatives related to each angle. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Zina Kharchi Pages: 169 - 174 Abstract: Considering the complexity of the concept of perseverance (Hedhili, 2016; Roland, 2017; Sauvé, Debeurme, Fournier, Fontaine et Wright, 2006), this article aims to provide some guidelines for defining it in the context of postsecondary education. To begin with, after the introduction, the concept is defined in a broad sense in order to identify what school perseverance represents and then to arrive at the implications it has in the postsecondary context in particular. To this end, two perspectives are presented, that of the institution and that of the student, with a view to investigating the different positions taken by the authors in this regard. Following the presentation of definitions related to the postsecondary context, elements to be considered are finally highlighted in order to delimit the definition of the concept mainly from the student's perspective. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Adlin Présumé, Marie-Hélène Brunet Pages: 175 - 188 Abstract: Educational assessment has been the subject of much investigation during the last three decades. The competency-based approach to school curricula beginning in the 1995s (Conseil supérieur de l’éducation [CSE], 2003; Dionne, 2005; Laurier, 2014) has impacted research in this field. Challenges in incorporating evaluation within a competency-based approach led us to conduct a systematic review of the literature in these areas from 1995 to 2021 in order to offer readers a global view of this field at the secondary level. This allowed us to select a set of 37 articles for analysis. This review of the literature shows that the research that was conducted during this period can be grouped into three themes: How to attest to the level of competence of students' How to integrate the assessment of learning into teaching approaches' Why evaluates students' These three themes are not mutually exclusive, but the analysis of themes and objectives in the literature makes it possible to delineate them. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Authors:Nancy Proulx, Nathalie Bigras, Lise Lemay Pages: 189 - 202 Abstract: Educational childcare services play a key role in children's development (OECD, 2019). However, the state of knowledge is more limited concerning children from 0 to 3 years old. It therefore appears relevant to study the educational quality offered to them. As the Piklerian approach is interested in children from 0 to 3 years old and has been adopted by SGÉEs in Quebec, this article presents a targeted review of the literature on this pedagogical approach. Three study themes emerge: the quality of interactions, the knowledge, perceptions and beliefs of educators, and the privileged relationship between educator and child. Although these studies tackle educational quality in a fragmented way, the results suggest that certain elements could contribute to enhancing educational quality in ESMS. However, more in-depth studies of educational quality in the context of this pedagogical approach are essential. PubDate: 2021-12-24 Issue No:Vol. 12, No. 2 (2021)
Open Access journal
[3 journals]
