https://journals.sfu.ca/cje/index.php/cje-rce/issue/feed Canadian Journal of Education/Revue canadienne de l'éducation 2020-12-16T19:19:28-08:00 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/4983 Editorial 2020-12-16T19:19:07-08:00 Blaine E. Hatt blaineh@nipissingu.ca 2020-12-18T00:00:00-08:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4287 On Conceptualizing Child Well-Being: Drawing on Disciplinary Understandings of Childhood 2020-12-16T19:19:08-08:00 Thomas Falkenberg Thomas.Falkenberg@umanitoba.ca Heather Krepski krepskih@myumanitoba.ca <p>Given the greater attention to student well-being as a concern for school education in Canada and beyond, this article is concerned with the questions of whether, and in what way, the well-being of children should be differently conceptualized than that of adults. This theoretical article responds to these questions and argues that the conceptual distinction needs to be grounded in an understanding of childhood (i.e., the socially constructed understanding of the life of children). First, the article extracts core understandings of childhood from four scholarly disciplines that are each concerned with children. Then the article develops an integrative view of childhood by drawing on these four disciplinary understandings. Finally, the article identifies implications of this integrative view of childhood for any conceptualization of child well-being.</p> <p>Keywords: child well-being, student well-being, childhood</p> 2020-12-18T00:00:00-08:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4293 La mise en œuvre des principes de flexibilité de la pédagogie universelle : une étude de cas en contexte universitaire québécois 2020-12-16T19:19:09-08:00 Marie-Élaine Desmarais mdesmarais@ustboniface.ca Nadia Rousseau nadia.rousseau@uqtr.ca Brigitte Stanké brigitte.stanke@umontreal.ca <p>The heterogenization of Quebec university students raises several challenges (Vagneux &amp; Girard, 2014), including the exclusivity of access to specialized services for diagnosed students. Universities must find solutions that meet the diverse educational needs of all their students while maintaining their high standards (Macé &amp; Landry, 2012) without forcing students to present diagnostic evidence. Universal Design for Learning, by its flexibility, appears promising since it considers this diversity differently than by a diagnosis (Orr &amp; Bachman Hammig, 2009). This case study aims to understand better the process of implementing Universal Design for Learning for Quebec academics. The results, from interviews and observations, describe the stages of this implementation as well as the educational strategies deployed. This study offers concrete solutions to support universities in responding collectively and flexibly to the varied educational needs of all their students.</p> <p><br>Keywords: case study, denormalization, disability studies, inclusive practice, universal design for learning</p> 2020-12-18T00:00:00-08:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4345 Improving Educational Experiences for Children in Our Care: An Ethic of Hospitality 2020-12-16T19:19:11-08:00 Melanie Janzen melanie.janzen@umanitoba.ca Kathryn Levine kathryn.levine@umanitoba.ca Dawn Sutherland dawn.sutherland@umanitoba.ca <p>The number of children in care in Canada is at epic proportions. Children in care perform at lower rates academically and have far lower graduation rates than children not in care. As children in care enter our schools at increasing rates and experience poor school success, it is of dire importance to understand how to better support these children. Drawn from a larger study seeking to improve systems change for children in care, this aspect of the study focused on school leaders’ strategies for improving the experiences of children in care in their schools. Using Derrida’s and Ruitenberg’s articulations of an ethic of hospitality, we will illustrate participants’ experiences and argue for the need for the education system to more justly engage in ethical relations with children, particularly those who are most vulnerable.</p> <p><br>Keywords: children in care, foster care, ethical engagements, hospitality</p> 2020-12-18T00:00:00-08:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4393 Quelles influences ont les programmes et les formateurs sur les attitudes des futures enseignantes envers les élèves ayant des difficultés comportementales ? 2020-12-16T19:19:13-08:00 Catherine Gauthier catherine.gauthier44@gmail.com Marie-France Nadeau marie-france.z.nadeau@usherbrooke.ca Line Massé line.masse@uqtr.ca Nancy Gaudreau Nancy.Gaudreau@fse.ulaval.ca Sandy Nadeau sandy.nadeau2@usherbrooke.ca Anne Lessard anne.lessard@usherbrooke.ca <p>Inclusive education is not always positively experienced by teachers of students with behavioural difficulties (DC); the use of certain practices would be particularly harmful to their success (Payne, 2015). These practices would be associated with teachers’ attitudes, which in turn would be influenced by the training received (Kim, 2011). Based on the tripartite model and a series of regressions, this article examines the attitudes of 1491 preservice teachers and explores the influence of teaching training programs. The results show that these programs positively influence the components of attitude, although the explained variance remains low.</p> <p>Keywords: teacher training, students with emotional and behavioural difficulties, preservice teachers, university trainers, field mentor, mainstreaming</p> 2020-12-18T00:00:00-08:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4349 Are There Types of Academically Entitled Students? A Cluster Analysis 2020-12-16T19:19:15-08:00 Dennis L. Jackson djackson@uwindsor.ca Chelsea McLellan mclellac@uwindsor.ca Marc P. Frey frey@uwindsor.ca Carolyn M. Rauti rautic@uwindsor.ca <p>Academic entitlement (AE), which includes some students’ tendencies to express deservingness of academic outcomes, not based on achievement, may have serious implications, such as academic dishonesty and classroom incivility. Some researchers have suggested that there may be different types of students with regard to AE, implying that motives for entitled behaviour may not be uniform. The current study extends previous work in identifying subtypes of AE. A sample of 751 undergraduate students responded to measures of AE, narcissism, and performance avoidance learning orientation. Cluster analysis revealed five distinct clusters: Entitled Narcissist, Entitled Non-Narcissist, Unobtrusive Entitlement, Not Entitled, and Performance Avoidant. The Entitled Narcissist cluster is small in size and members generally have a higher sense of entitlement. The Entitled Non-Narcissist cluster is larger in size and members tend to have high performance avoidance scores. Understanding typologies of AE could lead to different strategies for addressing highly entitled students.</p> <p>Keywords: academic entitlement, student entitlement, cluster analysis, typologies</p> 2020-12-18T00:00:00-08:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4449 Les programmes d’insertion professionnelle pour les enseignants débutants au Québec : mesures offertes et retombées perçues 2020-12-16T19:19:17-08:00 Joséphine Mukamurera Josephine.Mukamurera@USherbrooke.ca Sawsen Lakhal sawsen.lakhal@usherbrooke.ca Benjamin Kutsyuruba ben.kutsyuruba@queensu.ca <p>In order to facilitate socialization of new teachers and avoid early career attrition, schools and education systems around the world offer induction programs. The purpose of this article is to examine the supports offered to early career teachers [ECTs] and the perceived benefits of induction programs in the province of Quebec. The data are derived from a survey (n = 101) and semi-structured interviews (n = 15) with ECTs who participated in the induction programs. The results highlighted the variety of supports during the early career teaching and their positive psychological, professional, and ecological impacts on beginning teachers. However, the level of satisfaction among beginning teachers was found to be somewhat uneven. Negative experiences related in particular to the relevance of the support provided to teachers, their interaction with professional tasks, perceived overload, and the resulting feelings of stress. In short, the provision of induction programs requires discernment in order to increase their quality, accessibility, and efficiency, while minimizing the potential adverse effects for ECTs.</p> <p>Keywords: teacher induction, induction programs, teacher support, effects, typology, beginning teachers, Quebec</p> 2020-12-07T22:21:32-08:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4403 Decolonizing Possibilities in Special Education Services 2020-12-16T19:19:19-08:00 Nikki L. Yee nikki.yee@alumni.ubc.ca Deborah L. Butler deborah.butler@ubc.ca <p>Colonial contexts continue to shape the experiences of Indigenous students, especially in special education, even as educators work to respond to Indigenous perspectives. In this article we first apply a decolonizing critique to consider how colonialism affects special education programming, then survey Indigenous and decolonizing scholarship to (re)imagine how educators may start to address these concerns. Our analysis suggests that educators (1) engage in critical self-examination, (2) adopt holistic assessment strategies, (3) explore teaching practices emerging from decolonizing perspectives, and (4) examine and (re)imagine service delivery models. Educators may use these ideas as a springboard for exploring more contextualized decolonizing possibilities.</p> <p>Keywords: inclusive education, special education, decolonization</p> 2020-12-18T00:00:00-08:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4609 Des processus interactifs qui façonnent l’intégration d’enseignants formés à l’étranger dans l’école québécoise : entre identification et soumission 2020-12-16T19:19:20-08:00 Joëlle Morrissette joelle.morrissette@umontreal.ca Caroline Gagnon gagnon.caroline.21@courrier.uqam.ca Annie Malo annie.malo@umontreal.ca <p>This research aims to shed light on the growing phenomenon professional integration of foreign-trained teachers in Quebec school. We invited 12 of them to an individual interview to understand the specifics of their integration process. An inductive analysis attentive to biographical paths and work interactions has led to identify four types of integration process: identification, accommodation, recomposition and submission. Shedding light on these processes shows the disparities between their respective re-socialization contexts of their to the profession.</p> <p>Keywords: foreign-trained teachers, professional integration, work interactions, socialization, working conventions</p> 2020-12-18T00:00:00-08:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4405 Teacher Candidates’ Policy Agency to Reframe the Meaning of Citizenship in the Ontario Secondary School Curriculum 2020-12-16T19:19:23-08:00 Jesse Butler jessekbutler@gmail.com Peter Milley pmilley@uottawa.ca <p>Curriculum policy implementation occurs within a network of state, district, school, and classroom level policies that operate within and around educators’ use of formal curriculum policy documents. Starting from this observation, we report a study of teacher candidates’ policy framing activities in their use of citizenship education curriculum policy documents in the Province of Ontario, Canada. We use a frame analysis methodology to examine how four teacher candidates from one Teacher Education Program in Ontario (1) frame citizenship, (2) perceive their use of the curriculum policy document, and (3) perceive the influence of a network of curriculum policy influences in their schools. Findings reveal that the candidates each have unique ways of framing citizenship, which align to varying degrees with how the documents frame citizenship. Candidates portray themselves as able to work around policy requirements and pressures where those are misaligned with their own framings of citizenship. They needed to do this to foster student civic action. On balance, broader policy pressures appear to reinforce formal curriculum policy that does not explicitly encourage civic engagement. We conclude the formal curriculum should incorporate a specific requirement in this area to provide policy leverage to educators interested in teaching through student civic action. We also take up the issue of potential politicization of the citizenship education through teacher education programs, with our findings suggesting this is highly unlikely.</p> <p>Keywords: curriculum, policy, politics, citizenship, citizenship education, frame analysis, Canada, secondary school, high school</p> 2020-12-18T00:00:00-08:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4615 Regards d’enseignants québécois sur les élèves doués : points de vue diversifiés 2020-12-16T19:19:25-08:00 Jeanne Lagacé-Leblanc jeanne.lagace.leblanc@uqtr.ca Amélie Courtinat-Camps amelie.courtinat@univ-tlse2.fr Line Massé line.masse@uqtr.ca Valérie Capdevielle valerie.capdevielle-mougnibas@univ-tlse2.fr Claire Baudry claire.baudry@uqtr.ca Jean-Yves Bégin jean-yves.begin@uqtr.ca Caroline Couture caroline.couture@uqtr.ca Claudia Verret verret.claudia@uqam.ca Marie-France Nadeau Marie-France.Z.Nadeau@USherbrooke.ca <p>This study examines teachers’ perceptions of gifted students in their class, in a Quebec school service centre, and the influence of personal and contextual variables. The sample consists of 21 primary school teachers (18 women and 3 men). After the lexical analysis carried out with the Alceste software, four specific classes of statements emerge from the teachers’ discourse. In addition, age, teaching cycle, type of class, number of years of experience, involvement in an intervention plan and experience with giftedness predict the heterogeneity of the perceptions of teachers towards giftedness. The results suggest more traditional and stereotypical perceptions of giftedness by teachers.</p> <p>Keywords: perceptions, representations, teachers, giftedness, characteristics, high potential, lexical analysis</p> 2020-12-18T00:00:00-08:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4863 Book Review: Decolonizing and Indigenizing Education in Canada 2020-12-16T19:19:27-08:00 Zuhra Abawi zuhra.abawi@mail.utoronto.ca 2020-12-18T00:00:00-08:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4961 Book Review: Race, sports, and education: Improving opportunities and outcomes for Black male college athletes 2020-12-16T19:19:27-08:00 Chouaib El Bouhali nil@nil.com 2020-12-18T00:00:00-08:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4963 Book Review: Cross-Cultural Schooling Experiences of Chinese immigrant Families: In Search of Home in Times of Transition 2020-12-16T19:19:27-08:00 Chenkai Chi nil@nil.com 2020-12-18T00:00:00-08:00 Copyright (c) 2020 Canadian Society for the Study of Education