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Showing 1 to 15 of 307 results Save | Export
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Janzen, Melanie D.; Schwartz, Karen – McGill Journal of Education, 2018
Discourses of children as deficient and deviant are common within the education system and shape the ways in which educators interact with and respond to children. To illustrate this, we conducted a critical discourse analysis of a provincial policy document that directs schools in the development of Codes of Conduct. Drawing on poststructural…
Descriptors: Child Behavior, Behavior Problems, Ethics, Educational Policy
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Barrett, Joe; Cherubini, Lorenzo; Robinson, Dan – McGill Journal of Education, 2018
This paper describes results from a study that arose to explore, alongside Aboriginal teacher candidates, emerging physical education (PE) practical theory utilizing reflective journaling practices. Practical theory can be described as an individual's personal and dynamic set of values, knowledge, and experience that guides, in part, teaching…
Descriptors: Physical Education Teachers, Physical Education, Preservice Teachers, Preservice Teacher Education
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Phelan, Anne M.; Hansen, Dion Rüsselbæk – McGill Journal of Education, 2018
A basic premise of teacher education is the value of teacher agency, that is, the teacher's capacity to take responsibility for one's knowledge, beliefs, judgements, and relationships. How can teacher educators sustain a commitment to agency in light of critiques of western modernity, specifically in relation to the existence of a rational…
Descriptors: Teacher Education, Ethics, Professional Autonomy, Teacher Attitudes
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Peterson, Shelley Stagg; Jang, Soon Young; Miguel, Jayson San; Styres, Sandra; Madsen, Audrey – McGill Journal of Education, 2018
Five Aboriginal Head Start early childhood educators from a northern Canadian community participated in interviews for the purpose of informing non-Indigenous teachers' classroom teaching. Their observations and experiences highlight the importance of learning from and on the land alongside family members, and of family stability and showing…
Descriptors: Preschool Teachers, Canada Natives, American Indians, Teacher Attitudes
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Bergeron, Pierre-Jérôme – McGill Journal of Education, 2017
This paper presents a critical analysis, from the point of view of a statistician, of the methodology used by Hattie in "Visible Learning," and explains why it must absolutely be called pseudoscience. We first discuss what appears to be the intentions of Hattie's approach. Then we describe the major mistakes in "Visible…
Descriptors: Scientific Concepts, Misconceptions, Statistics, Teaching Methods
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Rose, Ellen – McGill Journal of Education, 2017
In this position paper, I argue that a focus on achieving and increasing social presence in online courses tends to derail a consideration of the ethical implications and dimensions of the essential facelessness of asynchronous education. Drawing upon the work of Emmanuel Levinas and Nel Noddings, who contended that the face is the basis of…
Descriptors: Asynchronous Communication, Online Courses, Interpersonal Relationship, Computer Mediated Communication
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St-Amand, Jerome; Girard, Stéphanie; Hiroux, Marie-Hélène; Smith, Jonathan – McGill Journal of Education, 2017
This article outlines a strategy that we, as high school teachers, used in the academic year 2012-2013 to improve a student's school engagement. Extracurricular activities such as sports have proven useful (among other strategies) to counter school disengagement, specifically in enhancing positive social relations among the teachers and students…
Descriptors: Athletics, Extracurricular Activities, Learner Engagement, Student School Relationship
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Ivie, Stanley D. – McGill Journal of Education, 2017
Metaphor is a critical tool for thought. Lying at the heart of every systematic body of knowledge are three root metaphors--mechanism, organism, and mind. Historically, schools of philosophy--realism, naturalism, and idealism--have grown up around these metaphors. The root metaphors and their corresponding philosophies provide the paradigms…
Descriptors: Figurative Language, Educational Philosophy, Models, Educational History
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Murray-Orr, Anne; Mitton-Kukner, Jennifer – McGill Journal of Education, 2017
This paper focuses upon the case of one early career teacher, Don, a participant in a longitudinal study examining the transfer of learning about literacy practices from pre-service teacher education to the classrooms of secondary content area teachers. We followed Don from his B. Ed. program into his first two years of teaching in an Indigenous…
Descriptors: Foreign Countries, Beginning Teachers, Educational Practices, Teaching Experience
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Lewkowich, David – McGill Journal of Education, 2017
In this paper, I discuss the process of developing a piece of writing for publication. Written for an intended audience of graduate students in the field of education, I discuss writing for publication as an arrangement for significance, the question of finding a discursive and intellectual home, the selection of an appropriate journal in which to…
Descriptors: Writing for Publication, Graduate Students, Writing Skills, Writing Strategies
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Tse, Vanessa V.; Abra, Meaghan; Tanaka, Michele T. D. – McGill Journal of Education, 2017
Within the final teaching practica, pre-service teachers encounter the crucial challenge of redefining their teacher identities. Leaving behind personas formed as students, professional settings necessitate asking themselves what kind of teacher they want to be in a new context. In collaboration with their professor, two pre-service teachers…
Descriptors: Preservice Teachers, Practicums, Inquiry, Student Attitudes
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Tompkins, Joanne; Kearns, Laura-Lee; Mitton-Kükner, Jennifer – McGill Journal of Education, 2017
Critical challenges facing teacher educators at faculties of education is how to prepare teacher candidates to see schools situated in larger social contexts and support their ongoing learning as social justice advocates. Anti-oppressive work that challenges the marginalization of Lesbian, Gay, Bi-sexual, Transgender, Two-Spirited, Queering and/or…
Descriptors: Barriers, Teacher Educators, Social Justice, Advocacy
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Beck, Jamie L. – McGill Journal of Education, 2017
The teachers in this study identified the experiences related to increases in the intensity of teachers' work to be a misunderstood and under-discussed aspect of the profession. During research conversations that took place in the context of a year-long narrative inquiry, the term heavy hours was coined to describe these experiences. The salient…
Descriptors: Teaching Load, Decision Making, Time Management, Stress Variables
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Scheffel, Tara-Lynn – McGill Journal of Education, 2017
This article discusses what constitutes engagement in learning from the perspective of Grade 8 students. While a mixed methods approach was employed to gather quantitative and qualitative data, the focus of this article is the qualitative data collected from an interactive, participatory workshop. As part of this workshop, Grade 8 students were…
Descriptors: Middle School Students, Grade 8, Learner Engagement, Mixed Methods Research
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Stout, Rosana Mary; Cumming-Potvin, Wendy; Wildy, Helen – McGill Journal of Education, 2017
This paper is drawn from a mixed methods study, which examined the leadership practices of teachers in the Level Three Classroom Teachers program in Western Australia. Three archetypal characters, the Torch Bearer, Weary Juggler, and Heckler, are used to represent the diverse leadership experiences of these "expert" teachers and the…
Descriptors: Teacher Leadership, Mixed Methods Research, Foreign Countries, Leadership Styles
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