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Showing 16 to 30 of 330 results Save | Export
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Wiseman, Dawn – McGill Journal of Education, 2018
This paper focuses on how I have been attending to the TRC's [Truth and Reconciliation Commission's] calls to action within science teacher education. It draws on personal experiences, my dissertation, Canadian policy regarding Indigenous education, and academic literature to explore what the calls ask of teacher educators. Throughout, I consider…
Descriptors: Science Teachers, Indigenous Knowledge, Preservice Teacher Education, Public Policy
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MacDonald, Jennifer; Markides, Jennifer – McGill Journal of Education, 2018
Education for reconciliation is centered on renewing Indigenous-settler relations. In this article, two graduate students share their experiences as they endeavour to take up a praxis for reconciliation. Positioned by their different cultural identities, they join in a duoethnographic conversation, to reflect on their learning and to share their…
Descriptors: Graduate Students, Self Concept, Foreign Countries, Land Settlement
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Conrad, Diane; Jagger, Patricia; Bleeks, Victoria; Auger, Sarah – McGill Journal of Education, 2018
Our arts-based curriculum encounter occurred in a graduate course on arts-based research methods. For a class project we engaged in an inquiry on the question: "What does it mean to live on this land?" which we explored through various arts-based activities. The question challenged us to think deeply about our relationship with and…
Descriptors: Art Education, Graduate Students, Place Based Education, History
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Keliipio, Kau?i; Perry, Kimberly; Elderton, Colleen – McGill Journal of Education, 2018
This paper emerges from the particular field experiences of three "settler" colleagues working in a teacher education program, each of whom found that their personal and professional relationships with First Nations, Metís, and Inuit people had a positive and constructive bearing on how they responded to provincial mandates and the Truth…
Descriptors: Canada Natives, Eskimos, Teacher Educators, Indigenous Knowledge
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Kearns, Laura-Lee; Tompkins, Joanne; Borden, Lisa Lunney – McGill Journal of Education, 2018
This study traces the learning journey of primarily non-Indigenous educators who challenged the legacy of colonization in schools, and worked to decolonize their practice, through their participation in a specialized graduate cohort. Drawing upon sharing circle conversations, we highlight themes that emerged from our research. Educators reported…
Descriptors: Land Settlement, Graduate Students, Educational Change, Cultural Awareness
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Korteweg, Lisa; Fiddler, Tesa – McGill Journal of Education, 2018
Before the TRC's Calls to Action, we were a collaborative teacher-education partnership of Anishinaabekwe and White settler researching and teaching reconciliation as pedagogical practice with five cohorts of settler teacher-candidates. Engaging theories of settler-colonialism, decolonization and Indigenous studies, we outline the obstacles and…
Descriptors: Land Settlement, Self Concept, Professional Identity, Conflict Resolution
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Koelwyn, Ryan – McGill Journal of Education, 2018
This paper draws on "reintegrative shame" (engaging the offender(s) in discussions of the moral dimensions of the act), and scholars who position shame as transformative. This paper reasserts shame as an ethical matter arguing that reconciliation is a particular response to the historical shame generated from the establishment of the…
Descriptors: Foreign Countries, Psychological Patterns, Ethics, Canada Natives
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Jean-Pierre, Johanne; Parris-Drummond, Sylvia – McGill Journal of Education, 2018
Increasing evidence shows that punitive discipline is ineffective and detrimental. Using empowerment theory and the opportunity-to-learn conceptual framework, this literature review seeks to broaden school personnel's knowledge of alternative discipline interventions. Searching ERIC and JSTOR databases, we looked for English language, North…
Descriptors: Discipline, Discipline Policy, Punishment, Intervention
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Preston, Jane P.; Macphee, Mary M.; O'Keefe, Alaina Roach – McGill Journal of Education, 2018
We examine how kindergarten teachers on Prince Edward Island depict both parent involvement in school and its perceived challenges. Data consisted of written responses to two open-ended survey questions completed by 62 participants or 94% of the kindergarten teachers on PEI. Results showed that teachers recognized parent involvement in traditional…
Descriptors: Kindergarten, Preschool Teachers, Parent Participation, Teacher Attitudes
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Russo, James Anthony – McGill Journal of Education, 2018
This essay explores how elementary school teachers can support students in becoming effective peer tutors. Drawing on the author's personal experience as an elementary educator and researcher, it discusses how cognitive load theory can be used to generate a framework to support practicing teachers in implementing peer tutoring in their own…
Descriptors: Peer Teaching, Tutoring, Elementary School Students, Theory Practice Relationship
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Arnett, Katy; Mady, Callie – McGill Journal of Education, 2018
This longitudinal case study examines four new FSL teachers' beliefs regarding the best and worst FSL program for English language learners and students with learning difficulties; the data are drawn from qualitative semi-structured interviews that occurred at the end of the participants' Bachelor of Education program and near the end of each…
Descriptors: Language Teachers, Second Language Instruction, French, English Language Learners
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Segedin, Lauren – McGill Journal of Education, 2018
The Specialist High Skills Majors (SHSM) program has been implemented in Ontario as a way to increase secondary graduation rates. This study's aim was to understand how the implementation of the SHSM program impacts student outcomes. The conceptual framework consists of an amended version of Fullan's (2007) critical factors that affect policy…
Descriptors: Foreign Countries, Outcomes of Education, High School Students, Program Implementation
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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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