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Chesnais, Aurelie; Horoks, Julie; Robert, Aline; Rogalski, Janine – McGill Journal of Education, 2022
In this article, we analyze moments of teacher telling (MTT) involving the exposition of new knowledge to students. We first specify the theoretical framework used for our analyses and describe our global methodology, focusing on teacher telling moments as taking part in the students' mathematics learning. Then, we review the literature on this…
Descriptors: Mathematics, Grade 10, Foreign Countries, Scaffolding (Teaching Technique)
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Sivia, Awneet; Britton, Vandy – McGill Journal of Education, 2021
This study explores teachers' professional learning (TPL) in the context of a school-wide implementation of Project Based Learning (PBL).Using phenomenology, we studied the narratives of two teachers engaged in the implementation. The questions driving this research are: How do teachers conceptualize their learning as professionals involved in a…
Descriptors: Faculty Development, Curriculum Implementation, Active Learning, Student Projects
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Rajabali, Anar – McGill Journal of Education, 2020
In this photo essay, I enact how a creative pedagogue engages with artistic practice and contemplative inquiry. As a poet, at home in words, photography represents a creative risk. This vulnerability is felt in the sharing of the work through the lens of (re)search. Hence, I ask: Does it have wings? By delving in expressive forms toward the…
Descriptors: Inquiry, Photography, Creativity, Teaching Methods
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Zhang, Zheng; Li, Wanjing – McGill Journal of Education, 2020
This research investigated potentials of bilingual digital story making to engage the creativity of 13 Canadian and Chinese biliteracy learners aged 11-15. Findings in this paper draw on six focal participants and their digital story creation. Informed by asset-oriented multiliteracies, new media literacies, and new materialism, this research…
Descriptors: Bilingual Students, Story Telling, Multiple Literacies, Computer Software
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Vincent, Adam – McGill Journal of Education, 2020
This Artistic and Creative Inquiry (ACI) uses personal narrative to share examples of how poetry has been successfully used in both classroom and academic support settings to enhance students' understanding of course concepts and to identity their own learning preferences. This pragmatic discussion of poetry as a teaching tool is then coupled with…
Descriptors: Inquiry, Active Learning, Teaching Methods, Poetry
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James, Kedrick; Horst, Rachel; Takeda, Yuya Peco; Morales, Esteban – McGill Journal of Education, 2020
The Patch workshop explores creative/critical analyses that can map the collectively relevant topoi of semiosis in linguistic texts according to the three ecologies as articulated by Félix Guattari. As creative pedagogues both in service and critical of creative economics, we valourize a generative practice, one that results in successive creative…
Descriptors: Semiotics, Computer Software, Computational Linguistics, Collaborative Writing
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Elsherief, Heba – McGill Journal of Education, 2020
This short story illustrates an occasion of culturally responsive and sustaining pedagogical practices in relation to the canonical texts which are often used in urban classrooms. In it, a lesson on Jane Eyre's childhood point of view and mode of introspectiveness delves into a tale of dancing and Otherness. The story shows that in spaces where…
Descriptors: Classics (Literature), Minority Group Students, Culturally Relevant Education, Teaching Methods
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Schnellert, Leyton; Kozak, Donna – McGill Journal of Education, 2019
In this study, a university professor and school district literacy coordinator co-designed and co-taught a literacy methods course where teacher candidates participated in dynamic learning in classrooms, exploring how theory can meet practice when students' funds of knowledge are valued through responsive teaching. Case study methodology was taken…
Descriptors: Situated Learning, College Faculty, Coordinators, School Districts
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Maxwell, Bruce – McGill Journal of Education, 2019
Quebec's Ethics and Religious Culture program (ERC) requires teachers to adopt a professional stance of pedagogical impartiality. This article examines the complex regulatory framework surrounding the impartiality requirement from the perspectives of teachers' legally recognized right to professional autonomy, their constitutional rights to…
Descriptors: Foreign Countries, Ethics, Teacher Behavior, Professional Autonomy
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Carpentier, Geneviève; Mukamurera, Joséphine; Leroux, Mylène; Lakhal, Sawsen – McGill Journal of Education, 2019
The first years of teaching are challenging. Knowledge of the kind of support new teachers require is essential. Existing typologies date back from the 1980s and the early 2000s. The aim of this article is twofold: 1) to validate a typology of novice teachers' support needs using confirmatory factor analysis and 2) to compare these needs in…
Descriptors: Beginning Teachers, Factor Analysis, Classification, Teacher Characteristics
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Miles, James – McGill Journal of Education, 2018
This paper argues that history educators and teachers are uniquely implicated in the Truth and Reconciliation Commission's Calls to Action through their responsibility to teach Indigenous and Canadian history, including the injustices of settler colonialism. After examining the politics of Canada's ongoing truth and reconciliation process, this…
Descriptors: History Instruction, Foreign Countries, Public Policy, Teacher Responsibility
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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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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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Heppner, Denise H. – McGill Journal of Education, 2017
This article reports on the results of a literature review addressing the research questions: What strategies for writing instruction have proven to be effective in promoting writing development in preschool-primary aged children? What research on writing instruction has been conducted within Canada on preschool-primary aged children? An…
Descriptors: Foreign Countries, Writing Instruction, Preschool Children, Elementary School Students
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