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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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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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High, Anna Jane – McGill Journal of Education, 2017
The protection and promotion of dignity is a foundational objective of restorative justice. Dignity-enhancing restorative justice practices, which are rooted in the traditional practices of Indigenous people groups, have been widely adopted in schools reactively, as a response to specific infractions. A growing number of schools are adopting…
Descriptors: School Districts, Educational Practices, Program Implementation, Cost Effectiveness
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Gallagher, Tiffany L.; Rowsell, Jennifer – McGill Journal of Education, 2017
This article examines the extent to which the competencies of the 21st century learner are reflected in the learning outcomes within the English language arts curriculum standards documents for the Canadian provinces. Manifest summative content analysis was used to code learning outcomes in accordance with themes derived from the competencies of…
Descriptors: Foreign Countries, Outcomes of Education, Behavioral Objectives, Language Arts
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Nyika, Lawrence; McPherson, Charmaine; Murray-Orr, Anne – McGill Journal of Education, 2017
In this essay, we review empirical, theoretical, and substantial grey literature in relation to immigrant youth and health promoting schools (HPS). We examine the health promotion concept to consider how it may inform the HPS model. Using Canada as an example, we examine current immigrant youth demographics and define several key terms including…
Descriptors: Immigrants, Health Promotion, Foreign Countries, Models
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Thériault, Pascale; Allaire, Stéphane; Gagnon, Vincent – McGill Journal of Education, 2017
Although the affective dimension of writing is important and well documented, we know less about how teachers and students are making use of the blog in classrooms to advance specifically cognitive goals connected to writing. It is with this in mind that a case study was carried out to closely document the effect of classroom blogs on the…
Descriptors: Electronic Publishing, Diaries, Web Sites, Elementary School Students
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Bouchard, Karen L.; Hollweck, Trista; Smith, J. David – McGill Journal of Education, 2016
Classroom circles have been recognized as a valuable pedagogical approach to develop students' social-emotional learning and to establish a sense of community within a classroom. Until recently, there has been little consideration that teachers, themselves, may benefit from circling experiences. To garner a deeper understanding of circling for…
Descriptors: Communities of Practice, Classroom Communication, Classroom Techniques, Preservice Teacher Education
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Rushton, Claire; Webb, Andrea S. – McGill Journal of Education, 2016
This paper discusses a series of inquiry-based seminars that are central to the teacher education program at the University of British Columbia. This teacher education program reflects the changing curriculum in the province. The new inquiry-based provincial curriculum is being implemented between 2015 and 2018 and the teacher education program is…
Descriptors: Foreign Countries, Inquiry, Active Learning, Seminars
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Wiebe, Sean; Smith, Claire Caseley – McGill Journal of Education, 2016
In this article, we summarize research on Prince Edward Island where a Prince Edward Island teacher, identifying as an a/r/tographer, designed a digital and multiliteracies unit, as part of a directed studies course in her Master of Education program. Small in scope, this single participant case study was designed to give a fuller picture to three…
Descriptors: Curriculum Design, Multiple Literacies, Masters Programs, Educational Theories
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Egan, Kieran; Bullock, Shawn Michael; Chodakowski, Anne – McGill Journal of Education, 2016
We propose that "teacher candidates need to have extended experiences with learning to teach imaginatively," which is to say that teacher candidates need to have experiences that enable them to consider new possibilities in education. We first attend to the general theoretical framework offered by imaginative education before moving on…
Descriptors: Creative Teaching, Imagination, Preservice Teacher Education, Methods Courses
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McLean, Lorna R.; Truong-White, Hoa H. – McGill Journal of Education, 2016
Previous scholarship has examined how teachers' civic knowledge and conceptions of citizenship influence their goals, pedagogical practices, and confidence in teaching citizenship, but few studies have probed how teacher candidates develop identities as civic educators through community service-learning projects. This case study draws upon Baxter…
Descriptors: Teacher Education Programs, Service Learning, Preservice Teacher Education, Professional Identity
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Doerksen, Rose – McGill Journal of Education, 2016
Through the lens of a student, this Note from the Field responds to a historical research project which engages pre-service teachers in critical citizenship and social imagination. Looking inward facilitates a personal learning experience of identity that is applied to learning in the 21st century. When 21st century pre-service teacher education…
Descriptors: Preservice Teacher Education, Preservice Teachers, Citizenship Education, Citizenship
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Kyte, Darlene – McGill Journal of Education, 2016
This paper examines the effects of mindfulness practice through "pranayama," hatha yoga, and meditation on practicing teachers in an inner city school to determine if practices of this nature could contribute to sustainable sense of self, sustainable happiness, and well-being for practicing teachers and pre-service teachers. Furthermore,…
Descriptors: Metacognition, Relaxation Training, Urban Schools, Psychological Patterns
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