https://journals.sfu.ca/cje/index.php/cje-rce/issue/feed Canadian Journal of Education/Revue canadienne de l'éducation 2021-10-07T12:56:19-07:00 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/5339 Editorial 2021-10-07T12:56:04-07:00 Blaine E. Hatt nil@nil.com 2021-09-22T21:56:52-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4461 Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools 2021-10-07T12:55:26-07:00 Danielle Tessaro danielle.tessaro@mail.utoronto.ca Laura Landertinger landertingerl@hartwick.edu Jean-Paul Restoule jpr@uvic.ca <p>This article seeks to contribute to the knowledge base regarding efforts to increase the supply of employed Indigenous teachers. In addition to supporting the learning and well-being of Indigenous students, increasing Indigenous teachers is critical for remote Indigenous communities with chronically understaffed schools. This study was conducted as a scoping review of 50 Teacher Education Programs (TEPs) across Canada, Australia, New Zealand, and the United States that have enacted efforts to increase Indigenous teachers. The study found a range of effective strategies, and this article will depict three strategies that can be enacted by TEPs to support Indigenous teacher graduates as they transition to employment. The strategies are: (1) creating employment opportunities, (2) identifying community needs and collaborating over practicum placements, and (3) providing ongoing support. The article concludes with a call for collaboration, funding, and data collection for the continued evaluation and improvement of strategies to increase Indigenous teachers.</p> <p>Keywords: teacher retention, teacher support, teacher employment, Indigenous teacher education, job transition, Indigenous teachers, Indigenous education, teacher education programs</p> 2021-09-30T00:00:00-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4195 Réalisation d’une démarche d’analyse technologique par des élèves de science et technologie au secondaire : trois cas de figure 2021-10-07T12:55:29-07:00 Jolyane Damphousse jolyane.damphousse@uqtr.ca Audrey Groleau audrey.groleau@uqtr.ca Ghislain Samson ghislain.samson@uqtr.ca <p>Technological analysis involves examining an object to understand how it works. In this article, we study how high school students proceed while they perform a technological analysis in technology classes. Based on observations and interviews with twelve students, our results show that they use at least three different ways to do so, which we have labelled: sequential dissection (completely disassemble the object, then try to understand how it works), system-based dissection (partially disassemble the object to understand how its systems fit together), and circular dissection (disassemble one piece at the time and try to understand its function).</p> <p>Keywords: technological analysis, mechanical dissection, science and technology</p> 2021-09-30T00:00:00-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4611 Barriers to Including Indigenous Content in Canadian Health Professions Curricula 2021-10-07T12:55:23-07:00 Nicole Doria nicole.doria@dal.ca Maya Biderman maya.biderman@Dal.Ca Jad Sinno jad.sinno@dal.ca Jordan Boudreau JDBoudreau@Dal.Ca Michael P. Mackley Michael.Mackley@Dal.Ca Amy Bombay Amy.Bombay@Dal.Ca <p>Indigenous peoples in Canada continue to face health care inequities despite their increased risk for various negative health outcomes. Evidence suggests that health professions students and faculty do not feel their curriculum adequately prepares learners to address these inequities. The aim of this study was to identify barriers that hinder the inclusion of adequate Indigenous content in curricula across health professions programs. Semi-structured interviews were conducted with 33 faculty members at a university in Canada from various health disciplines. Employing thematic analysis, four principal barriers were identified: (1) the limited number and overburdening of Indigenous faculty, (2) the need for non-Indigenous faculty training and capacity, (3) the lack of oversight and direction regarding curricular content and training approaches, and (4) the limited amount of time in curriculum and competing priorities. Addressing these barriers is necessary to prepare learners to provide equitable health care for Indigenous peoples.</p> <p>Keywords: Indigenous health, health professions, curricula, faculty perspectives, barriers, Canada</p> 2021-09-30T00:00:00-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4597 L’engagement affectif dans les tâches de production orale : l’apport du portfolio numérique d’apprentissage et de la vidéo 2021-10-07T12:56:19-07:00 Maxime Paquet maxime.paquet@umontreal.ca <p>This article describes the e-portfolio and the video’s contribution to the emotional engagement of high school Quebec students, second cycle, in oral production tasks. A content analysis of self-assessments and individual interviews, as well as data from questionnaires demonstrate that the use of the portfolio and the metacognitive activities that characterize it, support high school students learning by allowing a mindfulness of performance in the oral competency, thus ensuring a better management of the affective scope of the associated tasks.</p> <p>Keywords: e-portfolio, self-recording video, affective engagement, oral production</p> 2021-09-20T19:13:07-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4663 Absent on Absenteeism: Academic Silence on Student Absenteeism in Canadian Education 2021-10-07T12:55:21-07:00 Anton Birioukov abiri066@uottawa.ca <p>Despite mandatory school attendance policies, many students in Canada are frequently absent from school. Absenteeism is linked to numerous negative educational outcomes and is a growing educational issue internationally. This has lead universities in many countries to study the factors associated with absenteeism in order to reduce it. However, the Canadian educational discourse is largely absent on absenteeism. A review of faculty profiles revealed that no Canadian educational scholar investigates absenteeism as their primary area of research. The lack of empirical knowledge concerning student absenteeism is a contributing factor to the high levels of absenteeism evident in Canada. This article serves as a call to action for Canadian academics to research student absenteeism in order to alleviate the behaviour.</p> <p>Keywords: school attendance, student absenteeism, truancy, school refusal, school anxiety, school withdrawal</p> 2021-09-30T00:00:00-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4763 Analyse des retombées intermédiaires d’un dispositif de développement professionnel sur le soutien du développement langagier en centre de la petite enfance 2021-10-07T12:56:15-07:00 Lisandre Bergeron-Morin lisandre.bergeron-morin.1@ulaval.ca Christine Hamel Christine.Hamel@fse.ulaval.ca Caroline Bouchard Caroline.Bouchard@fse.ulaval.ca <p>This study documents the implementation of a professional development initiative to support language development for children in early childhood centres. The initiative, which includes a co-intervention modality with a speech-language pathologist, was offered to four educators. Using a mixed design and the Coldwell and Simkins (2011) logic model, the intermediate outcomes of the system are analyzed, namely the educators’ reactions, the new knowledge they acquired and the skills they developed, as well as the changes in their practices to support language development. A triangulation between data on the frequency of use of fifteen language development support practices and the analysis of interviews with educators underlines the importance of anchoring this new knowledge and skills in educators’ daily lives and provides a better understanding of certain challenges inherent to changes in practices.</p> <p>Keywords: early childhood education and care, professional development, language development supporting practices, logic model, interprofessional collaboration</p> 2021-09-20T19:14:18-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4709 Survey of Nunavut Post-Secondary Students: Determinants of School Completion, Post-Secondary Education, and Education Success 2021-10-07T12:55:18-07:00 Moriah Sallaffie moriah.sallaffie@qhrc.ca Maria Cherba cherba.maria@gmail.com Gwen K. Healey Akearok gwen.healeyakearok@qhrc.ca Jessica Penney jessica.penney@qhrc.ca <p>Little is known about Nunavut students’ experiences in high school and post-secondary education, in particular their self-defined determinants of success. This study aimed to understand factors that influence secondary school completion, post-secondary education, and education success for students from Nunavut. An online survey was conducted with 91 current post-secondary students in 2018–19. Results found that students articulated complex support needs that influence their success, with roles for parents, teachers, and the community. Students identified support needs gaps, primarily in the form of funding distribution and delivery. Recommendations include increased financial, counselling, and mental health support for Nunavut students.</p> <p>Keywords: Inuit education, Nunavut education, Indigenous post-secondary students</p> 2021-09-30T00:00:00-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4809 L’utilisation d’un outil numérique d’aide à la révision et à la correction à la fin du secondaire : effets sur la qualité de l’écriture 2021-10-07T12:56:11-07:00 Pascal Grégoire Pascal.Gregoire@uqat.ca <p>This paper reports on a quasi-experimental research investigating the effects of using a writing assistance software (WAS) on the students’ quality of writing. Three hundred and four teenagers enrolled in French public schools in Quebec participated in this study. Students wrote a first text by hand, and then a second text under one of the following modalities: 1) handwriting; 2) word processor (WP) only; 3) WP and WAS; 4) WP, a WAS and prior training. Data has been analyzed from a quantitative perspective (ANOVAs, paired t-tests). Findings showed that WAS users made less grammar and spelling mistakes than their counterparts did. However, they tended to make more vocabulary mistakes. On the other hand, students using only WP did less well with digital tool than by hand. Overall, these findings emphasize that learning to write in a digital environment is a complex process: such complexity should be taken into account in schools.</p> <p>Keywords: writing, digital, word processing, writing assistance software, grammar, spelling, syntax, text grammar, assessment</p> 2021-09-20T19:16:07-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4869 The Effectiveness of Social-Emotional Learning Strategies and Mindful Breathing with Biofeedback on the Reduction of Adolescent Test Anxiety 2021-10-07T12:55:16-07:00 Carolyn McLeod cmcleod@rvschools.ab.ca Mike Boyes boyes@ucalgary.ca <p>Educational programs that incorporate social emotional-learning (SEL) strategies, study skills, and mindful breathing using biofeedback can help adolescents decrease worry and social stress, increase test preparedness self-efficacy, and improve academic performance due to lowered levels of test anxiety. The current study examined the efficacy of a SEL intervention (implemented into a high school psychology course) focused on study skills and mindful breathing and its impact on student attitude and behavioural changes (e.g., test anxiety, self-efficacy), academic performance, and physical changes. A quasi-experimental explanatory mixed methods study conducted at a rural Alberta high school examined pre- and post-intervention results between two groups of Grades 9–12 students (N = 105) with one group receiving the intervention (mindful breathing sessions, emotional regulation techniques, study and test-taking skills, and coping strategies) while the other received regular programming. Quantitative data included a Test Anxiety Survey (TAS), Student Opinion Survey–Short Form (SOS-SF), and reading comprehension (RC) tests to measure attitude and behavioural changes, followed by qualitative data obtained from student semi-structured interviews and focus groups for further interpretation. Quantitative results from repeated-measures (RM) ANOVAs indicated significant increases in self-efficacy for preparation and test-taking, increased academic achievement, decreased worry about future social stress, and increased positive affect. Effect sizes for significant impacts ranged from .45 to .65. Qualitative data indicated that students acquired new SEL strategies to help them handle stressful test situations more effectively. The current study addresses topics of interest to educators (e.g., test anxiety, social emotional learning) with a discussion of applications for extension and development of the program in junior and senior high classrooms.</p> <p>Keywords: test anxiety, adolescents, social-emotional learning, mindfulness, biofeedback</p> 2021-09-30T00:00:00-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4825 Perceptions des enseignants et des garçons à l’égard de la relation enseignant-élève au secondaire : quand les stéréotypes de genre s’immiscent en classe 2021-10-07T12:56:08-07:00 Carl Beaudoin carl.beaudoin@usherbrooke.ca <p>This article aims to identify the gender stereotypes conveyed by male teachers and male high school students in their stated perceptions of their teacher-student relationships (TSR). Using an interpretative qualitative approach, this study highlights the statements of 18 teachers and 86 boys in high school collected through three data collection strategies, namely the semi-structured interview, the focus group and the survey questionnaire. The qualitative data obtained were analyzed using the conceptualizing categories. The main results highlight that some teachers mention communication with boys is based on stereotypical male interests. In counterpart, some boys report the teachers being emotionally distant from them.</p> <p>Keywords: gender stereotypes, teacher-student relationship, stereotypical interests, traditional masculinity, gendered intervention</p> 2021-09-20T19:17:39-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5349 Recension d’ouvrage : Accompagner les stagiaires en enseignement à l’aide du numérique 2021-10-07T12:56:01-07:00 Andréanne Gagné nil@nil.com 2021-09-22T21:57:26-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5351 Recension d’ouvrage : Pour une éthique ouverte à l’inattendu. Libérer la face lumineuse de l’incertitude. Avec Guy Bourgeault 2021-10-07T12:55:57-07:00 Thomas Rajotte nil@nil.com 2021-09-22T21:59:02-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5353 Book Review: Mindful and relational approaches to social justice, equity, and diversity in teacher education 2021-10-07T12:55:54-07:00 Enoch Leung nil@nil.com 2021-09-22T22:00:08-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5355 Book Review: Joyful Math: Invitations to Play and Explore in the Early Childhood Classroom 2021-10-07T12:55:51-07:00 Timothy Sibbald nil@nil.com 2021-09-22T22:01:00-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5357 Book Review: Leading in a Culture of Change, Second Edition 2021-10-07T12:55:48-07:00 Shezadi Khushal nil@nil.com 2021-09-22T22:01:48-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5359 Book Review: Growing up Greek: A Review of Educating Greek Americans: Historical Perspectives and Contemporary Pathway 2021-10-07T12:55:45-07:00 Theodore Christou nil@nil.com 2021-09-22T22:02:16-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5365 Book Review: The State of the System: A Reality Check on Canada’s Schools 2021-10-07T12:55:42-07:00 Lin Li nil@nil.com 2021-09-22T22:03:12-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5367 Book Review: Cultivating Writers: Elevate your writing instruction beyond the skills to ignite the will 2021-10-07T12:55:40-07:00 David Calverley nil@nil.com 2021-09-22T22:03:47-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5369 Book Review: Powerful Writing Structures: Brain Pocket Strategies for Supporting a Year-Long Writing Program 2021-10-07T12:55:37-07:00 Zhengxi Liu nil@nil.com 2021-09-22T22:04:48-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5371 Book Review: Learning to Leave: The Irony of Schooling in a Coastal Community 2021-10-07T12:55:34-07:00 Kathleen Sandy-Thompson nil@nil.com 2021-09-22T22:05:30-07:00 Copyright (c) 2021 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5373 Book Review: On the Cusp of Contact: Gender, Space and Race in the Colonization of British Columbia 2021-10-07T12:55:32-07:00 m d caroline lefebvre nil@nil.com 2021-09-22T22:06:07-07:00 Copyright (c) 2021 Canadian Society for the Study of Education