https://journals.sfu.ca/cje/index.php/cje-rce/issue/feed Canadian Journal of Education/Revue canadienne de l'éducation 2020-07-07T10:14:52-07:00 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/4675 An Active Relational Quest 2020-07-06T11:19:42-07:00 Blaine E. Hatt blaineh@nipissingu.ca 2020-06-25T12:50:03-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3897 “Teaching is a learning experience”: 2020-07-06T11:19:43-07:00 Alan Bourke alangbourke@gmail.com James Vanderveken jim.vanderveken@mohawkcollege.ca Emily Ecker emily.ecker@mohawkcollege.ca Hayley Bell hayley.bell2@mohawkcollege.ca Kimberly Richie ritchk2@mcmaster.ca <p>This article examines interview data with faculty teaching in a college-community partnership program for low-income adult students in an urban setting. The purpose of the study was to explore faculty understandings of the diverse learning needs of their students and the perceptions they have of the efficacy of their teaching practices regarding course design and delivery. Findings highlight the central dynamic of teaching as a negotiated relationship and process of mutual learning between faculty and students, and the means by which faculty work to create engaging and empowering classroom environments. Our research is relevant to educators interested in designing and delivering courses from a social justice perspective in order to encourage adults from low-income communities to pursue a post-secondary pathway.</p> <p><br><strong>Keywords</strong>: post-secondary access, adult learners, low-income student engagement, social<br>justice education</p> 2020-06-22T13:41:00-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4031 De la procrastination scolaire à la flexibilité psychologique : 2020-07-06T11:19:48-07:00 Natan Plouffe natan.plouffe@usherbrooke.ca Frédérick Dionne Frederick.Dionne@uqtr.ca Guylaine Côté guylaine.cote@usherbrooke.ca <p>The acceptance and commitment therapy (ACT) model is a promising approach in conceptualizing academic procrastination. It is also relevant to study the efficacy of ACT’s interventions on academic procrastination and to gain a better understanding of the mechanisms involved in this problem. This article has three aims: 1) to present new approaches in treating academic procrastination among university students, 2) to review the present state of knowledge of academic procrastination from an ACT perspective and 3) to propose a new intervention protocol based on ACT for academic procrastination.</p> <p><strong>Keywords</strong>: academic procrastination, acceptance and commitment therapy (ACT), psychological flexibility, cognitive and behavioural therapy (CBT)</p> 2020-06-22T13:42:54-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3927 Examining Factors Related to Teachers’ Decisions to Adopt Teacher-Training Resources for Inclusive Physical Education 2020-07-06T11:19:50-07:00 Lauren Katherine Tristani tristani@yorku.ca Jennifer Tomasone tomasone@queensu.ca Jessica Fraser-Thomas jft@yorku.ca Rebecca Bassett-Gunter rgunter@yorku.ca <p><em>Steps to Inclusion</em> is a teacher-training resource specifically designed to facilitate inclusive physical education. Teacher-training resources, such as Steps to Inclusion, can only be effective when systematic and effective adoption is achieved. The diffusion of innovations theory (DOI) provides a useful framework to contextualize and understand factors related to teachers’ adoption of various teacher-training resources. Guided by the DOI, this study identified factors that teachers perceived to be important in facilitating resource adoption. Results indicate that improved adoption of resources could be achieved by: (a) communicating/promoting resources to key educational leaders, and (b) providing curated content. Additional practical implications and future directions are discussed.</p> <p><strong>Keywords</strong>: inclusive education, physical education, students with disabilities, teacher training</p> 2020-06-22T14:00:21-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4075 Le « spirituel » en éducation : une conceptualisation 2020-07-06T11:19:54-07:00 Jacques Cherblanc jacques_cherblanc@uqac.ca Marie-Anne Risdon risdon31@hotmail.com <p>The Quebec public school system has been secular since 2000 and the Education Act states that its role is to “facilitate the spiritual development of students so as to promote self-fulfilment” (EA, 2019, art. 36). Moreover, every student has the right to benefit from a complementary educational service whose facilitators are called animators of spiritual care and guidance and community involvement (ASCGCI). ASCGCI’s activities are secular and intended for all students. Based on an analysis of the grounded theory of 12 ASCGCI practise narratives, we developed a typological model of the spiritual as practised by these ASCGCIs.</p> <p><strong>Keywords</strong>: Quebec, spirituality, spiritual, education, public school, spiritual and community life animation, complementary service, grounded theory, practice narrative</p> 2020-06-22T14:01:49-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3975 Indigenous University Student Persistence: 2020-07-06T11:19:56-07:00 Patrick D Walton patrickdwalton@gmail.com Kristen Hamilton khamilton@tru.ca Natalie Clark nclark@tru.ca Michelle Pidgeon michelle_pidgeon@sfu.ca Mike Arnouse nil@nil.com <p>The tumultuous history of Indigenous education in Canada has negatively affected the persistence of Indigenous peoples at university. The research goals of this study were to identify the key supports and obstacles related to Indigenous university student persistence and to make recommendations as to how to improve levels of persistence. Combining interview, survey, and database information with 527 Indigenous students revealed that the strongest factors related to persistence were (a) social engagement, including good relationships with faculty and students, and support services provided by the Indigenous gathering place for Indigenous students on campus; (b) cognitive, such as academic support at university, learning effectively on their own, and hands-on teaching; (c) physical, including insufficient financial support and availability of affordable housing and child care; and (d) cultural, including connections with Indigenous faculty and culture. Age, home location, and parental education were not found to be related to persistence.</p> <p><br><strong>Keywords</strong>: Indigenous, Aboriginal, persistence, university, graduation, Indigenous student experience, Canada</p> 2020-06-30T00:00:00-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4131 Obstacles et facilitateurs perçus par les étudiants en situation de handicap à l’université et l’appréciation des services 2020-07-07T10:14:52-07:00 Anne-Louise Fournier Anne-Louise.Fournier@aide.ulaval.ca Bruno Hubert bruno.hubert@aide.ulaval.ca Louise Careau louise.careau@aide.ulaval.ca <p>Recognizing the diversity of educational pathways for students with disabilities (SD), a large consultation was conducted with all students who consulted the office of support services of a Canadian university. Thus, 417 respondents completed an online survey. The findings highlight some barriers perceived by SD, such as financial barriers, inappropriate teaching methods and the fear of being discriminated against. However, a significant proportion of respondents report that they have experienced no barriers, and identify facilitators, such as support services, faculty openness and the use of accommodations.</p> <p><br><strong>Keywords</strong>: student with disabilities, accommodation, postsecondary, inclusion</p> 2020-06-22T14:20:41-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4033 Teaching and Learning Design Thinking (DT): 2020-07-06T11:20:03-07:00 Eden Hennessey ehennessey@wlu.ca Julie Mueller jmueller@wlu.ca <p>As a problem-solving approach, design thinking (DT) emphasizes iterative, user-focused designing. While DT is being readily adopted into education, little is known about how educators integrate DT across curricula. To address this question, we collaborated with a tech-ed industry partner and a focus group of experienced educators to assess curriculum content developed using a DT framework. Results showed that educators expressed positive impressions of the DT framework and lesson plans, but also identified potential challenges to integrating DT into classrooms (e.g., assessing skills and attitudes related to DT). Findings suggest that DT-based learning aligns with a shift from project-based instruction to experiential learning aimed at achieving global competencies.</p> <p>&nbsp;</p> <p><strong>Keywords</strong>: design thinking, education, teaching, assessment, creativity, global competencies</p> 2020-06-22T14:22:37-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4159 La dynamique de construction du jugement évaluatif du superviseur lors de l’évaluation de stages en enseignement 2020-07-06T11:20:07-07:00 Olivier Maes olivier.maes@uclouvain.be Catherine Van Nieuwenhoven catherine.vannieuwenhoven@uclouvain.be Stéphane Colognesi stephane.colognesi@uclouvain.be <p>In the context of initial teacher training courses, and more particularly in the Frenchspeaking part of Belgium, this contribution attempts to answer the question: how to characterize the construction of the supervisor’s evaluative judgment during the co-assessment interview? To answer this question, we conducted an exploratory study. This is a multicase study based on two co-evaluation interviews conducted by two supervisors from the same training institute. The results show that the process is dynamic and iterative, taking into account a series of partial and provisional judgments in order to construct the final evaluative judgment that meets the characteristics of professional judgment in evaluation.</p> <p><br><strong>Keywords</strong>: traineeship, supervisor, co-assessment, professional judgment in evaluation</p> 2020-06-22T14:23:16-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4037 Investigating Math Achievement Patterns over Time Among Ontario Elementary School Students with Different Language and Literacy Characteristics 2020-07-06T11:20:10-07:00 Ellen Fesseha ellen.fesseha@mail.utoronto.ca Hanna Wickstrom hanna.wickstrom@mail.utoronto.ca Eunice Eunhee Jang eun.jang@utoronto.ca <p>Downward trends in Ontario’s math achievement have raised concerns about the need for effective identification of students struggling to meet math achievement standards. This study identified latent profiles from math achievement patterns of students from Grades 3 to 6, examining how specific language and literacy characteristics predicted profile membership. Participants’ test scores were collected from longitudinal cohort data of provincial math assessments. Latent class analysis identified two achievement pattern profiles: consistent and declining achievement groups. Subsequent logistic regression analyses revealed English Language Learners’ (ELL) as likelier to decline in math achievement, suggesting the need for greater instructional support for ELL students.</p> <p><strong>Keywords</strong>: math achievement patterns, English Language Learners, standardized assessments, test-driven accountability, latent class analysis</p> 2020-06-22T00:00:00-07:00 Copyright (c) 2020 Canadian Society for the Study of Education https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4225 L’ambiguïté autour du numérique : une problématique associée à l’usage 2020-07-06T11:20:14-07:00 Charles Bourgeois Charles.bourgeois@usherbrooke.ca Jean Gabin Ntebutse jean.gabin.ntebutse@usherbrooke.ca <p>Scientific knowledge, to be valid, must be produced according to certain rigorous procedures which common sense is not required (Van Campenhoudt et al., 2017). From this perspective, this article aims to offer an epistemological reflection on a commonsense term sometimes used imprecisely, specifically the French term “le numérique”. The objective of this article is to carry out a documentary analysis to establish a conceptualization of that term on a scientific level. The results obtained by a thematic analysis of scientific articles and theoretical works show the relevance for researchers of moving away from the terms used by the actors to describe their activity. This allows us to offer a conceptualization of « le numérique » as a technical object that is socially constructed and oriented by uses. The analysis shows that the ways people use technologies are influenced by social inequalities. To conclude, we show the implications of this work of intelligibility for the development of a digital competence.</p> <p>&nbsp;</p> <p><strong>Keywords</strong>: digital, digital uses, digital inequalities, technology, digital competency</p> 2020-06-22T14:27:53-07:00 Copyright (c) 2020 Canadian Society for the Study of Education