https://journals.sfu.ca/cje/index.php/cje-rce/issue/feed Canadian Journal of Education/Revue canadienne de l'éducation 2020-04-08T20:44:11-07:00 Sharon Hu journalrevue@csse-scee.ca Open Journal Systems <p><strong>CANADA'S PREMIER JOURNAL OF EDUCATIONAL RESEARCH | LA PRINCIPALE REVUE CANADIENNE AXÉE SUR LA RECHERCHE EN ÉDUCATION <br></strong></p> https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4499 Inclusive Habitus 2020-03-18T17:59:36-07:00 Thomas Ryan thomasr@nipissingu.ca 2020-03-18T17:45:07-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3663 Description des pratiques pédagogiques différenciées mises en place par les enseignants de musique à l’égard des élèves du primaire présentant un trouble d’anxiété 2020-03-20T14:05:32-07:00 Martin Blouin martin.blouin@usherbrooke.ca Jacques Joly jacques.joly@usherbrooke.ca Pascale Nootens pascale.nootens@usherbrooke.ca <p>Inclusion of students with anxiety issues in music classes is a challenge for teachers. To ensure the success of all students, the school must look into the means available in educational environments. Differentiated instruction appears as a preferred measure. However, the studies reported mention that teachers seldom use them systematically. In this context, this article aims to describe the differentiated pedagogical practices implemented within music classes. To achieve this, self-reported data from 101 respondents were analyzed.</p> <p>Keywords: differentiated instruction, teaching practices, music teaching, anxiety disorders, elementary students</p> 2020-03-18T17:45:07-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3801 Holding It Down? The Silencing of Black Female Students in the Educational Discourses of the Greater Toronto Area 2020-03-18T17:44:38-07:00 Rhonda C. George rc.george@live.com <p class="Correspondencedetails">This article grapples with the ways in which Black female students tend to be obscured from the discourses around the educational experiences and outcomes of Black students in the Greater Toronto Area (GTA). I employ intersectionality as a theoretical frame, using content analysis and case study approaches to elucidate the mechanics of how these absences and silences persist in the national, provincial, and local contexts in which they occur. Despite the necessity and validity of research on the various educational experiences of Black GTA students, I find that the research tends to focus primarily on Black males, often using their narratives to define the experiences of all Black students in the region. I also find that it is in the very methodological questions and applications of those methodological approaches, that this exclusion of Black female students takes place, creating and maintaining gaps and silences in the scholarship, resulting in the absence of vital sociological knowledge. The implications and potential negative effects of the normalization and perpetuation of this exclusion on Black female students and their mental and physical well-being is also explored. I conclude by calling for reflexivity and a rethinking of current methodological approaches in this context in order incite more inclusive and fulsome engagement with the educational experiences of Black female students.</p> <p class="Correspondencedetails">Keywords: intersectionality, race, education, Black female students, Greater Toronto Area, sociology of education, research methodology</p> 2020-03-18T17:45:07-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3803 Élaboration et premiers pas de validation de questionnaires pour évaluer la fidélité du modèle de réponse à l’intervention en littératie dans les écoles primaires francophones québécoises 2020-03-18T20:22:29-07:00 Catrine Demers cdeme009@uottawa.ca André C. Moreau andre.moreau@uqo.ca Pascal Lefebvre plefebvre2@laurentian.ca <p>Many French-speaking elementary schools in Quebec implementing the Response to Intervention (RTI) model in literacy need to evaluate the accuracy (or fidelity) of its implementation. In collaboration with schools, this study is aimed at developing and validating instruments to evaluate the fidelity of RTI and its implementation strategies. Self-evaluation questionnaires were developed, including the completion of group meetings with 50 participants to adapt the content to the context and cognitive interviews with 35 participants to pretest the questionnaires. These questionnaires will help inform feedback on the implementation of RTI, and are essential to evaluate the efficacy of RTI.</p> <p>Keywords: response to intervention, fidelity, implementation, reading, writing, literacy,<br>questionnaires, validity</p> 2020-03-18T17:45:07-07:00 Copyright (c) 2019 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3831 Contribution de la motivation en éducation physique sur la pratique d’activités physiques : comparaison entre classes spéciales et classes ordinaires 2020-04-08T20:44:11-07:00 Dominique Blais dominique.blais@uqtr.ca Stéphanie Girard stephanie.girard3@uqtr.ca Jean Lemoyne jean.lemoyne@uqtr.ca <p>This study examines the contribution of the goals pursued in physical education to the practice of leisure-time physical activity (LTPA) among high school students (N = 277) according to class type (regular or special education). Path analysis revealed positive relationships between LTPA and the students’ attitudes and their perceived competence (PC). Their attitudes were positively associated with mastery climate, PC, and mastery goals, and negatively associated with performance-avoidance goals. Invariance analyses revealed that the model was statistically invariant for both types of classes. This research supports the importance of motivational climate as a determinant of students’ predispositions to be active outside of physical education classes.</p> <p>Keywords: motivational climate, achievement goals, perceived competence, special education, invariance</p> 2020-03-18T17:45:07-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3999 The Use of a Multidimensional Support Model to Examine Policies and Practices for Immigrant Students across Canada 2020-03-18T17:44:47-07:00 Louis Volante lvolante@brocku.ca Camila Lara clara@brocku.ca Don Klinger dklinger@waikato.ac.nz Melissa Siegel siegel@merit.unu.edu <p>In the larger context of migration, the education and integration of immigrant children within Canadian school systems has become a pressing concern for education policy makers. Through a systematic content analysis, this study developed a Multidimensional Support Model to examine education policies and support measures that have been articulated by Ministries and Departments of Education across Canada to facilitate the integration and success of immigrant students in K–12 public education systems. The discussion underscores the timeliness and rationale for Ministries and Departments of Education to develop a stand-alone policy document to address all of the unique needs of immigrant students comprehensively and devote greater attention to the socio-economic challenges immigrant students disproportionately face. Developing this document would also address the importance of greater policy coherence and collaboration among ministry sectors. The utility of the proposed support model, which drew on the existing literature, is also discussed in relation to future research studies.</p> <p>Keywords: immigrant children, integration policies, inclusive education</p> 2020-03-18T17:45:07-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4055 Internationalizing Teachers’ Preparedness: The Missing Link in Ontario’s Strategy for K–12 International Education? 2020-03-18T17:44:51-07:00 Roopa Trilokekar roopat@edu.yorku.ca Amira El-Masri amira_elmasri@edu.yorku.ca <p>While the need to internationalize teacher education is recognized by scholars and practitioners, little attention is paid to the role of policies and policy makers in supporting this endeavour. This study focuses on the enactment of Ontario’s K–12 international education strategy by examining four key policy actors—the Ontario Ministry of Education, the Ontario College of Teachers, school boards, and Faculties of Education—and their role in realizing (or not) the internationalization of teachers’ preparedness. A siloed approach, conflict in policy messaging, overlooked policy alignments, and weak policy framing result in weakening the relevance and importance of the internationalization of teachers’ preparedness to meet Ontario’s objectives of inclusivity, diversity, and equity in its public education.</p> <p>Keywords: internationalization, teacher education, K–12 international education, policy enactment</p> 2020-03-18T17:45:07-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4087 Le lien entre le biais d’auto-évaluation de compétence et la performance scolaire : rôle de l’autorégulation et de la compréhension des attentes de l’enseignant par l’élève 2020-03-18T20:04:42-07:00 Ludivine Jamain ludivine.jamain@univ-grenoble-alpes.fr Thérèse Bouffard bouffard.therese@uqam.ca Pascal Pansu pascal.pansu@univ-grenoble-alpes.fr <p>Some students perceive themselves as performing less well or better in school than they actually do. In these cases, we talk about a bias in the self-evaluation of their academic competence. Several studies have shown that bias in self-evaluation of school competence is linked to student adaptation and academic success. However, little attention has been paid to the processes that explain these relationships. The purpose of this study is to examine whether students’ motivation and understanding of teacher expectations mediate the links between the self-evaluation of competence bias, selfregulation, and future performance in French language arts. The participants were 501 students aged 8–9 years (278 girls) who met three times (at the middle and at the end of the third year, and in the middle of the fourth year of elementary school). A structural equation modelling with latent and manifest variables revealed that while student understanding of teacher expectations and motivation both mediate the link between self-evaluation of competence bias and self-regulation, only student understanding of teacher expectations mediates the link between students’ bias and performance.</p> <p>Keywords: self-regulation learning, motivation, self-evaluation of school competence, school achievement, understanding teacher expectations</p> 2020-03-18T17:45:07-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4099 Politics and Religion: Identifying the Correlates of Support for Merging the Public and Separate School Systems in Ontario 2020-03-18T17:44:57-07:00 Adrienne Davidson adrienne.davidson@queensu.ca Jack Lucas jack.lucas@ucalgary.ca Michael McGregor mmcgregor@ryerson.ca <p>This article explores the factors associated with support for a merger of Ontario’s two publicly funded school systems (secular and Catholic). Drawing upon survey data from over 2,000 Ontarians, it investigates the sociodemographic and attitudinal correlates of opinions toward school system reform. We find evidence that both political attitudes and religious identities are associated with school system attitudes, but that religious identity—specifically Catholicism—has a much more powerful impact. Our findings suggest that coalitions of support and opposition to a school system merger in Ontario are complex and not driven by a single obvious cleavage.</p> <p>Keywords: religious education, public opinion, Ontario</p> 2020-03-18T17:45:07-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4167 Interactive E-Texts and Students: A Scoping Review 2020-03-25T10:51:59-07:00 Rebecca Spencer becky.spencer@Dal.Ca Emilie Comeau emc878@mun.ca Brittany Matchett Brittany.Matchett@dal.ca Maya Biderman maya.biderman@Dal.Ca Phillip Joy pjoy@dal.ca Nicole Doria nicole.doria@dal.ca Matthew Numer numer@dal.ca <p>The purpose of this article is to explore the scope of available evidence regarding the use of interactive e-texts and their relationship to student learning experiences in post-secondary education. Following the framework of Arksey and O’Malley, this scoping review identified and reported on 33 articles. Study characteristics are presented alongside four themes that were found across the included articles: (1) the effect of interactive e-texts on student learning experiences; (2) the relationship between interactive e-texts and academic performance; (3) factors influencing student adoption and experience of interactive e-texts; and (4) roles, responsibilities, and recommendations. While the adoption of interactive e-texts is becoming increasingly common in post-secondary education, their effect on student learning experiences remains complex. This review emphasizes the importance of user-friendliness, affordability, accessibility, portability, and the role of educators. Using interactive e-texts shows promise, though future research should explore how barriers might be minimized and benefits might be maximized to have the strongest impact on student learning experiences.</p> <p>Keywords: interactive e-text, student experience, scoping review, post-secondary education</p> 2020-03-18T17:45:07-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4065 Processus de changement vers une nécessaire cohérence entre la gestion de la classe et la didactique des mathématiques dans un paradigme constructiviste 2020-03-18T17:45:03-07:00 Mélanie Dumouchel dumouchel.melanie@uqam.ca Catherine Lanaris catherine.lanaris@uqo.ca <p>This article presents, based on an analysis of the data collected as part of the first author’s doctoral research (Dumouchel, 2017), a description of the paths of three teachers engaged in a process of change (Collerette et al., 2013) towards appropriating a coherent link between the constructivist approach in the teaching of mathematics and classroom management. The article ends by examining the role of accompaniment as a condition facilitating the appropriation of this change towards a coherent relationship.</p> <p>Keywords: classroom management, didactics of mathematics, constructivist, change, coherence</p> 2020-03-18T17:45:07-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4501 Digital Literacy Skills for FE Teachers 2020-03-18T18:05:56-07:00 Michael Ampong mampong@upei.ca 2020-03-18T17:45:07-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4503 Science in the City: Culturally Relevant STEM Education 2020-03-18T18:07:23-07:00 Katie A. Mathew katie.mathew@drexel.edu 2020-03-18T17:45:07-07:00 Copyright (c) 2020 Canadian Society for the Study of Education