Alberta Journal of Educational Research
type: channel
description: The Alberta Journal of Educational Research (AJER) is a scholarly quarterly journal, published in Canada, that is devoted to the dissemination, interpretation, critique, and support of all forms of scholarly inquiry into education, broadly construed, and the fields associated with education both locally and globally. Digitized back issues of Volumes 1 through 44 can be found here: Alberta Journal of Educational Research Collection
publisher: University of Alberta
language: en-US
publication name: Alberta Journal of Educational Research
issn: 0002-4805
copyright: UNIVERSITY OF ALBERTA COPYRIGHT LICENSE AND PUBLICATION AGREEMENT If accepted, authors will be asked to sign a copyright agreement with the following points: A. Where there is any inconsistency between this Copyright License and Publication Agreement and any other document or agreement in relation to the same subject matter, the terms of this Agreement shall govern. B. This document sets out the rights you are granting in relation to publication of your article, book review, or research note entitled (the “Article”) through inclusion in the academic journal titled Alberta Journal of Educational Research (the “Journal”) published through the Faculty of Education, representing the Governors of the University of Alberta (the “Journal Editor”). C. There will be no payment to you for this publication and grant of rights. In consideration of the agreement to publish the Article in the Journal: 1. You are warranting that: the content of the Article is your original work, and its content does not contain any material infringing the copyright of others; or, where the Article is not entirely your original work, you have obtained all necessary permissions in writing to grant the rights you are giving in this agreement; the content of the Article does not contain any material that is defamatory of, or violates the privacy rights of, or discloses the confidential information of, any other person; the Article has not been published elsewhere in whole or in part, and you will not allow publication of the Article elsewhere without the consent of the Journal Editor; the names of all co-authors and contributors to the Article are: 2. You agree to license the copyright in the Article to the Journal Editor, on a worldwide, perpetual, royalty free basis; and to the extent required by the terms of this agreement. You shall retain the right at all times to be acknowledged as the/an author of the Article. 3. You further agree that the Journal Editor has the entitlement to deal with the Art…
items: AJER Issue 70.2 Front Matter
items: AJER Issue 70.2 Table of Contents
items: Interests, Knowledge and Evaluation: Alternative Approaches to Curriculum Evaluation
items: Teaching as Indwelling Between Two Curriculum Worlds: The Coming Into Being of a Pedagogical Situation
items: Editor's Note
items: Playbuilding as Arts-Based Research Health, Wellness, Social Justice and Higher Education (2nd ed., 2024) by Joe Norris, Kevin Hobbs, & Mirror Theatre
items: AJER Issue 70.1 Front Matter
items: AJER Issue 70.1 Table of Contents
items: Truth and Reconciliation Through Education Stories of Decolonizing Practices (2023), by Yvonne Poitras Pratt & Sulyn Bodnaresko
items: AJER at 70: Looking Back, Looking Forward
items: Perceptions and Difficulties of Distance Learning Among Beginning Teachers and Kindergarteners During the Covid-19 Pandemic Period
items: "Snow days are the best days." Exploring Teachers' and Administrators’ Perceptions of Weather-Related School Disruptions
items: AJER Issue 69.4 Front Matter
items: AJER Issue 69.4 Table of Contents
items: AACES Advertisement
items: Prevalence of Motor Difficulties in Greek Preschoolers: The Effect of Gender, Age, BMI, Place of Residence, and Hand Preference
items: Exploring United Arab Emirates School Teachers’ Perceptions, Motivation and Benefits of Game-Based Teaching and Learning Environments
items: Defending Francophone and Indigenous Perspectives in Alberta’s Social Studies Curriculum: The Views of 13 Francophone Education Stakeholders
items: AJER Issue 69.3 Table of Contents
items: AJER Issue 69.3 Front Matter
items: The Self Who Meets the Other: Deconstructing the “Well-Intentioned” Researcher Through an Ethic of Hospitality
items: How Much Snot is Too Much Snot? Community-Making Amid Pandemic Times in Early Childhood Education
items: “They know how to navigate…but they don’t know where to go”: Students’ Feedback on Mathematics Teachers’ Practices
items: Knowing, Doing, and Becoming Reflective Practitioners: A Narrative Inquiry of STEAM Educators
items: AJER Issue 69.2: Front Matter
items: AJER Issue 69.2: Table of Contents
items: Assessment of the Effectiveness of a Pilates Program on Physical Fitness Among Adolescent Students in School
items: Effective School Literacy Culture and Learning Outcomes: The Multifaceted Leadership Role of the Principal
items: Making Kin with Multispecies’ Flourishing in the Anthropocene: A Multiperspectival Narrative Into Environmental and Sustainability Education
items: Changing the Story: Indigenous Youth Belong in Post-Secondary Education
items: The Effect of Drama-Based Social Studies Education on Psychological Resilience and Well-Being Levels of Secondary School Students Affected by the Earthquake
items: Harold Rugg's Social Studies in Alberta
items: Collaborative Concept Mapping: Investigating the Nature of Discourse Patterns and Features of a Concept Map
items: AJER Issue 69.1: Front Matter
items: AJER Issue 69.1: Table of Contents
items: Reflecting on the Junior High Instrumental Music Curriculum in Alberta Through the Lens of the Tanglewood Declaration
items: Educator Understandings of Wellness: Barriers and Supports in Northern Alberta First Nations Schools
items: The Effect of School Capacity and Teacher Capacity on Student Experience in Using Digital Devices: A Comparative Study in Thailand and Taiwan
items: Post-Traumatic Growth and Protection From Burnout in Teachers During the COVID-19 Pandemic
items: AJER Issue 68.4 Front Matter
items: AJER Issue 68.4 Table of Contents
items: Single-Sex schooling at an Elite Independent School: A Multi-Methods Case Study
items: Early Absenteeism and Academic Outcomes: Evidence from a Longitudinal Study
items: An Investigation of the Effectiveness of 5th Grade Guided Inquiry-Based Activities in Terms of Skills and Perception
items: AJER Issue 68.3 Front Matter
items: AJER Issue 68.3 Table of Contents
items: Examining the Braiding and Weaving of Indigenous Ways of Knowing, Being, and Doing in Alberta Teacher Education
items: “I wasn’t that good at it but I pretended to be”: Students’ Experiences of the Impostor Phenomenon in Academic Settings
items: Microlearning in the Digital Age: The Design and Delivery of Learning in Snippets (2021), edited by Joseph Rene Corbeil, Badrul H. Khan, & Maria Elena Corbeil
items: Stress, Coping, and Well-being in Teachers and School Administrators
items: Conceptualizations of Student Wellness in Alberta Public School Results Reports
items: Evaluating Online Environments for Elementary Teachers’ Literacy-Oriented Professional Learning
items: AJER Issue 68.2 Front Matter
items: AJER Issue 68.2 Table of Contents
items: Making Sense of Homeschooling Approaches Through Content Analysis
items: The Growth of Computer Science Education in Alberta: An Analysis of High School Course Completion Trends
items: Himawari House, (2021), by Harmony Becker
items: Pedagogy of the Oppressor: Experiential Education on the US/Mexico Border, (2021) by Jerry H. Gill
items: Jordanian Women’s Quest for Social Justice
items: Self-Directed Learning, Academic Achievement and Motivation: A Meta-Analytical Study
items: Connection, Engagement, and Belonging: Exploring Young Women’s Positive Experiences for Building Inclusive STEM Classrooms
items: Play and Literacy Learning in Grades 1 and 2: An Exploratory Study of Teacher Perspectives
items: AJER Issue 68.1 Front Matter
items: AJER Issue 68.1 Table of Contents
items: Scrutinizing Teachers’ Awareness of Global Citizenship Education (GCED) in Jordan
items: “Beg, Borrow, and Steal”: School Division Perspectives of Assessment Policy Creation in Saskatchewan
items: Multi-Graded, Rural Alberta Schools: Quality Education or Not?
items: Online Learning Experiences of Canadian Black Nova Scotians during Covid-19: Adopting an Intersectionality Framework
items: Reframing Teacher Engagement: A Framework for Improving Workplace Conditions to Foster Teacher Engagement
items: The Power of Affect: Teacher Activism as Resistance to Neoliberalism in Saskatchewan
items: Science Teachers' Perceptions of Social-Emotional Learning: Lessons from Oman

AJER Issue 70.2 Front Matter
type: item
creator: AJER Editor
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v70i2.79718

AJER Issue 70.2 Table of Contents
type: item
creator: AJER Editor
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v70i2.79717

Interests, Knowledge and Evaluation: Alternative Approaches to Curriculum Evaluation
type: item
description: Reprinted with permission from Aoki, T. (1986). Interests, knowledge and evaluation: Alternative approaches to curriculum evaluation. Journal of Curriculum Theorizing, 6(4), pp. 27–44. https://journal.jctonline.org/index.php/jct/issue/view/95
creator: Ted T. Aoki
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 386
ending page: 396
doi: 10.55016/ojs/ajer.v70i2.79716

Teaching as Indwelling Between Two Curriculum Worlds: The Coming Into Being of a Pedagogical Situation
type: item
description: Reprinted with permission from: Aoki, T. T. (1986). Teaching as indwelling between two curriculum worlds. The B.C. Teacher, 65(3), 8–10. https://www.bctf.ca/docs/default-source/publications/publications-teacher-magazine/v65n3aprmay1986.pdf?sfvrsn=f6f5397a_1
creator: Ted T. Aoki
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 381
ending page: 385
doi: 10.55016/ojs/ajer.v70i2.79715

Editor's Note
type: item
creator: Anna Kirova
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: i
ending page: i
doi: 10.55016/ojs/ajer.v70i2.79714

Playbuilding as Arts-Based Research Health, Wellness, Social Justice and Higher Education (2nd ed., 2024) by Joe Norris, Kevin Hobbs, & Mirror Theatre
type: item
creator: Kathryn Dawson
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 400
ending page: 403
doi: 10.55016/ojs/ajer.v70i2.79384

AJER Issue 70.1 Front Matter
type: item
creator: AJER Editor
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-03-13
publication date: 2024-03-13
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v70i1.79085

AJER Issue 70.1 Table of Contents
type: item
creator: AJER Editor
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-03-13
publication date: 2024-03-13
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v70i1.79084

Truth and Reconciliation Through Education Stories of Decolonizing Practices (2023), by Yvonne Poitras Pratt & Sulyn Bodnaresko
type: item
creator: Jackson Pind
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 397
ending page: 399
doi: 10.55016/ojs/ajer.v70i2.78956

AJER at 70: Looking Back, Looking Forward
type: item
creator: Anna Kirova
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-03-13
publication date: 2024-03-13
volume: 70
number: 2
starting page: 1
ending page: 11
doi: 10.55016/ojs/ajer.v70i1.78940

Perceptions and Difficulties of Distance Learning Among Beginning Teachers and Kindergarteners During the Covid-19 Pandemic Period
type: item
description: Exploring the perceptions and challenges faced by beginning teachers and kindergarten teachers in the realm of distance learning reveals critical insights into the evolving landscape of early education in a digital age. The present study explored the challenges and difficulties experienced by beginning teachers and kindergarteners in the context of distance learning. Qualitative research was conducted through semi-structured interviews involving 254 novice teachers and kindergarten educators. The findings revealed a range of difficulties new teachers face in the distance learning environment. These included challenges in conveying educational content, issues with Wi-Fi and internet connectivity, a lack of resources and technological tools, difficulties in engaging students in Zoom meetings, poor communication between teachers and students, insufficient preparation and training for distance teaching, inadequate digital skills, and a lack of experience among parents with the new method of learning. Understanding the challenges and difficulties that novice teachers encounter, particularly during their initial professional years and in exceptional circumstances like the COVID-19 pandemic, is crucial. This understanding not only aids in addressing and surmounting these challenges but also contributes to the enhancement and development of current distance teaching models. Such improvements should consider the specific needs and challenges of new teachers. L'étude des perceptions et des difficultés rencontrées par les enseignants débutants et les enseignants de maternelle dans le domaine de l'enseignement à distance révèle des informations essentielles sur l'évolution du paysage de l'éducation préscolaire à l'ère numérique. La présente étude a exploré les défis et les difficultés rencontrés par les enseignants débutants et les enseignants de maternelle dans le contexte de l'enseignement à distance. La recherche qualitative a été menée par le biais d'entrevues semi-structur…
creator: Raed Zedan
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 362
ending page: 380
doi: 10.55016/ojs/ajer.v70i2.78831

"Snow days are the best days." Exploring Teachers' and Administrators’ Perceptions of Weather-Related School Disruptions
type: item
description: Extreme weather events are becoming increasingly common and have the potential to impact the school day. This study aimed to explore teachers’ and administrators’ perspectives on weather-related school closures. Semi-structured interviews were conducted with ten key informants and analyzed using content analysis. Informants took a strengths-based approach and discussed the benefits of weather-related disruptions for student mental health and planning time. However, informants did mention that if these days continued to rise, it might be a cause for concern. School boards need to begin monitoring the impact of weather events. Les phénomènes météorologiques extrêmes sont de plus en plus fréquents et peuvent avoir une incidence sur la journée scolaire. Cette étude visait à explorer les perspectives des enseignants et des administrateurs sur les fermetures d'écoles liées aux conditions météorologiques. Des entrevues semi-structurées ont été menées avec dix informateurs clés et analysés à l'aide d'une analyse de contenu. Les informateurs ont adopté une approche fondée sur les points forts et ont discuté des avantages des perturbations liées aux conditions météorologiques pour la santé mentale des élèves et le temps de planification. Cependant, les informateurs ont mentionné que si ces jours continuaient à augmenter, cela pourrait être une source d'inquiétude. Les conseils scolaires doivent commencer à surveiller l'incidence des événements météorologiques.
creator: Brenton Button
creator: Carson Ouellette
creator: Gina Martin
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 353
ending page: 361
doi: 10.55016/ojs/ajer.v70i2.78469

AJER Issue 69.4 Front Matter
type: item
creator: AJER Editor
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-12-12
publication date: 2023-12-12
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v69i4.78518

AJER Issue 69.4 Table of Contents
type: item
creator: AJER Editor
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-12-12
publication date: 2023-12-12
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v69i4.78517

AACES Advertisement
type: item
creator: AJER Editor
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-12-12
publication date: 2023-12-12
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v69i4.78511

Prevalence of Motor Difficulties in Greek Preschoolers: The Effect of Gender, Age, BMI, Place of Residence, and Hand Preference
type: item
description: The main aim of the present study was to identify motor difficulties in Greek preschoolers. Secondary aims were to identify possible differences in prevalence of motor difficulties related to gender, age, body mass index, place of residence, and hand preference. 302 preschoolers were assessed using the first age band (3–6 years) of the Movement Assessment Battery for Children (2nd edition). The results showed high prevalence of significant (12.3%) and moderate (12.3%) motor difficulties in preschool children. Moreover, gender, age, BMI, residence, and hand preference effects showed no statistically significant differences (p > 0.05) and need further consideration among preschool children. However, there was evidence that some differences may exist between boys and girls, 4- and 5-year-old children, children with high and typical body mass index, children living in rural or urban areas, and right and left-handed children, regarding the occurrence of motor difficulties. These findings highlighted the need for early assessment in domains of motor development, such as hand dexterity, ball skills and balance in order for developmentally appropriate preschool physical education programs to be applied, with the aim to help preschoolers improve their difficulties and be physically active later in life. L'objectif principal de la présente étude était d'identifier les difficultés motrices chez les enfants grecs d'âge préscolaire. Les objectifs secondaires étaient d'identifier les différences possibles dans la prévalence des difficultés motrices liées au sexe, à l'âge, à l'indice de masse corporelle, au lieu de résidence et à la préférence manuelle. 302 enfants d'âge préscolaire ont été évalués à l'aide de la première tranche d'âge (3-6 ans) de la batterie d'évaluation du mouvement pour les enfants (2e édition). Les résultats ont montré une forte prévalence de difficultés motrices importantes (12,3 %) et modérées (12,3 %) chez les enfants d'âge préscolaire. Deuxièmement, les e…
creator: Olga Kechagia
creator: Ermioni Katartzi
creator: Eleni Fotiadou
creator: Paraskevi Giagazoglou
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 328
ending page: 352
doi: 10.55016/ojs/ajer.v70i2.78379

Exploring United Arab Emirates School Teachers’ Perceptions, Motivation and Benefits of Game-Based Teaching and Learning Environments
type: item
description: Recent research specifies that game-based learning effectively engages students in classroom activities. Although there has been a prominent upsurge in game-based teaching and learning, this area has not received significant attention within the context of Gulf nations. This study investigates the perceptions, motivations, and benefits of game-based teaching-learning among school teachers, aiming to enhance the interactive learning environment. This study used a quantitative method and survey data from 505 school teachers who were actively teaching around the United Arab Emirates to reach its objectives. The majority of teachers believed that using games as a teaching tool in the classroom was a good idea. The study revealed the potential for game-based learning in the classroom and identified challenges, such as the need for rigorous game-based instructional design. We examined game-based teaching and learning’s role in contributing to interactive learning environments and its apparent benefits of improving teamwork and lowering stress among teachers. Des recherches récentes précisent que l'apprentissage par le jeu permet d'impliquer efficacement les étudiants dans les activités de la classe. Bien que l'enseignement et l'apprentissage par le jeu aient connu un essor important, ce domaine n'a pas reçu une attention particulière dans le contexte des pays du Golfe. Cette étude examine les perceptions, les motivations et les avantages de l'enseignement et de l'apprentissage par le jeu chez les enseignants, dans le but d'améliorer l'environnement d'apprentissage interactif. Pour atteindre ses objectifs, cette étude a utilisé une méthode quantitative et des données d'enquête provenant de 505 enseignants dans les écoles de la région des Émirats arabes unis. La majorité des enseignants ont estimé que l'utilisation des jeux comme outil d'enseignement en classe était une bonne idée. L'étude a révélé le potentiel de l'apprentissage par le jeu en classe et a identifié des défi…
creator: Ghadah Al Murshidi
creator: Agus Budi Wahyudi
creator: M Monjurul Islam
creator: S V Karthiga
creator: Laily Rahmatika
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 310
ending page: 327
doi: 10.55016/ojs/ajer.v70i2.78197

Defending Francophone and Indigenous Perspectives in Alberta’s Social Studies Curriculum: The Views of 13 Francophone Education Stakeholders
type: item
description: Many social studies teachers have argued that the mandate to distinctively value Francophone and Indigenous perspectives is unjust without similarly valuing other perspectives within Alberta’s K–12 social studies curriculum (Gani, 2022a; Gani & Scott, 2017; Scott & Gani, 2018). Rather than outlining why these two sets of perspectives need to be specifically taught, the current curriculum justifies this mandate based on vague and undefined “historical and constitutional reasons” (Alberta Education, 2005, p. 4). Using an online survey and a focus group interview, Raphaël Gani asked 13 Francophone education stakeholders in Alberta (e.g., teachers, heritage group representatives, education consultants) to justify the distinct attention given to Francophone and Indigenous perspectives in the social studies curriculum. To facilitate this process, participants were asked to respond to quotes from Alberta educators questioning the need to distinctly acknowledge these perspectives. The participants’ responses offered a vision of Canada, a goal for education in Alberta, and a means to achieve this goal. They also offered an original view on the nature of Francophone perspectives, their relationship with Indigenous perspectives, along with how both Francophone and Indigenous perspectives are distinct from the many other diverse perspectives in Alberta today. De nombreux enseignants trouvent que le mandat de valoriser distinctement les perspectives des francophones et des Autochtones est injuste puisque d’autres perspectives ne sont pas valorisées de la même manière dans le programme albertain d’études sociales pour la maternelle à la 12e année (Gani, 2022a ; Gani et Scott, 2017 ; Scott et Gani, 2018). Plutôt que d’expliciter pourquoi ces deux types de perspectives se doivent d’être spécifiquement enseignés, le programme d’études actuel justifie ce mandat en s’appuyant sur de vagues « raisons historiques et constitutionnelles » qui ne sont pas définies (Alberta Education, 2005,…
creator: Raphaël Gani
creator: David Scott
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 288
ending page: 309
doi: 10.55016/ojs/ajer.v70i2.78178

AJER Issue 69.3 Table of Contents
type: item
creator: AJER Editor
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-09-25
publication date: 2023-09-25
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v69i3.78168

AJER Issue 69.3 Front Matter
type: item
creator: AJER Editor
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-09-25
publication date: 2023-09-25
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v69i3.78167

The Self Who Meets the Other: Deconstructing the “Well-Intentioned” Researcher Through an Ethic of Hospitality
type: item
description: The pursuit of anti-oppressive, cross-racial research has become ubiquitous in educational settings. Although some attention has been given to the complexities such an endeavor involves, more intricate and profound aspects that undergird such projects are revealed when examined through the lens of an ethic of hospitality. Based on a case-study focused on the experiences of Black refugee students in Manitoba, this article deconstructs the research journal that I kept throughout that project. Four overarching and intertwined themes are evidenced and discussed: the methodological decisions I had to make along the study, personal ambivalences experienced, feelings of powerlessness, and the (explicit) implications of my White identity. As such, the research journal here analyzed not only reveals the aporetic nature of hospitality but also several ethical complexities involved in the pursuit of hospitable, anti-oppressive research in a cross-racial setting, which have not received enough attention in current literature. La recherche anti-oppressive et interraciale est devenue omniprésente dans les milieux éducatifs. Bien qu'une certaine attention ait été accordée aux complexités qu'une telle entreprise implique, des aspects plus complexes et plus profonds qui sous-tendent de tels projets sont révélés lorsqu'ils sont examinés à travers le prisme d'une éthique de l'hospitalité. Basé sur une étude de cas centrée sur les expériences d'étudiants réfugiés noirs au Manitoba, cet article déconstruit le journal de recherche que j'ai tenu tout au long de ce projet. Quatre thèmes primordiaux et entrelacés sont mis en évidence et discutés : les décisions méthodologiques que j'ai dû prendre tout au long de l'étude, les ambivalences personnelles vécues, les sentiments d'impuissance et les implications (explicites) de mon identité blanche. Ainsi, le journal de recherche analysé ici révèle non seulement la nature aporétique de l'hospitalité, mais aussi plusieurs complexités éthiques liée…
creator: Rebeca Heringer
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 265
ending page: 287
doi: 10.55016/ojs/ajer.v70i2.77869

How Much Snot is Too Much Snot? Community-Making Amid Pandemic Times in Early Childhood Education
type: item
description: This article details a pedagogical inquiry research project, Crafting Pedagogies with(in) Suspension: Viral Pedagogies in COVID times in Early Childhood Education, where educator co-researchers collaborated with a pedagogist-researcher to explore how we might craft early childhood education pedagogies relevant to pandemic times. In particular, we trace how questions of community-making emerged as quotidian conceptions of community failed in the conditions of the pandemic. Thinking with the question “how much snot is too much snot?”—a question educators were asked to assess as a marker of community participation—we share three tensions of community-making: policing bodies, normalcy, and community-making as an ongoing process. Importantly, we work to share our pedagogical thinking with these tensions, asking how they create different possibilities for making community with children and families in educational contexts. Cet article décrit un projet de recherche sur l'enquête pédagogique, intitulé Crafting Pedagogies with(in) Suspension : Viral Pedagogies in COVID times in Early Childhood Education, dans le cadre duquel des co-chercheurs éducateurs ont collaboré avec un chercheur-pédagogue pour explorer la manière dont nous pourrions concevoir des pédagogies d'éducation de la petite enfance adaptées aux périodes de pandémie. En particulier, nous montrons comment les questions relatives à la création de communautés ont émergé lorsque les conceptions quotidiennes de la communauté ont échoué dans les conditions de la pandémie. En réfléchissant à la question "quelle quantité de morve est trop importante ?" - une question que les éducateurs ont été invités à évaluer en tant que marqueur de la participation communautaire - nous partageons trois tensions liées à la création de la communauté : le maintien de l'ordre des corps, la normalité et la création de la communauté en tant que processus continu. Plus important encore, nous nous efforçons de partager notre réflexion pédago…
creator: Nicole Land
creator: Andrea Thomas
creator: Sanja Todorovic
creator: Angélique Sanders
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 249
ending page: 264
doi: 10.55016/ojs/ajer.v70i2.77814

“They know how to navigate…but they don’t know where to go”: Students’ Feedback on Mathematics Teachers’ Practices
type: item
description: The goal of this paper is to explore aspects of the work of mathematics teachers that students consider problematic and in need of improvement. By using an inductive thematic analysis, we present three themes generated from interviews conducted with 15 students in Alberta, Canada who were participating in high school mathematics upgrading courses. The three themes are: 1) responsiveness, 2) contextualizing the mathematics, and 3) empathy. Our findings show that the majority of the students felt a need for teachers to value the social and emotional dimensions of students’ learning and to listen to students’ concerns rather than adhering to pre-planned or standardized lessons. Students had conflicting views on the extent to which teachers should contextualize the mathematics they are teaching. Keywords: Student feedback on teaching; social and emotional relationships; teachers’ attitudes; mathematics teaching and learning. L'objectif de cet article est d'explorer les aspects du travail des enseignants de mathématiques que les élèves considèrent comme problématiques et devant être améliorés. En utilisant une analyse thématique inductive, nous présentons trois thèmes générés à partir d'entretiens menés avec 15 élèves de l'Alberta, au Canada, qui participaient à des cours de mise à niveau en mathématiques au secondaire. Ces trois thèmes sont les suivants : la réactivité, la contextualisation des mathématiques et l'empathie. Nos résultats montrent que la majorité des élèves estiment que les enseignants doivent valoriser les dimensions sociales et émotionnelles de l'apprentissage des élèves et être à l'écoute de leurs préoccupations plutôt que de s'en tenir à des leçons préétablies ou standardisées. Les élèves ont des avis divergents sur la mesure dans laquelle les enseignants devraient contextualiser les mathématiques qu'ils enseignent. Mots-clés : commentaires des élèves sur l'enseignement ; relations sociales et émotionnelles ; attitudes des enseignants ; enseignement e…
creator: Everton Lacerda Jacinto
creator: Jo Towers
creator: Lyndon Martin
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-03-13
publication date: 2024-03-13
volume: 70
number: 2
starting page: 130
ending page: 141
doi: 10.55016/ojs/ajer.v70i1.77811

Knowing, Doing, and Becoming Reflective Practitioners: A Narrative Inquiry of STEAM Educators
type: item
description: Reflective practice can guide educators toward enhancing their abilities, comprehension, and expertise, reflecting on their experiences to grow personally, professionally, and academically, thereby elevating the overall standard of their work. This paper aims to narrate the perception, practice, challenges, opportunities, and outcomes of reflective practices among STEAM (Science, Technology, Engineering, Arts, Math) educators in Nepal. Using narrative inquiry, we explored the reflective practice experiences of four STEAM educators, (three female and one male). Interview guidelines were used as a data collection tool to generate the participants' narratives. The guiding theoretical referents for this study were Dewey’s theory of experience and Mezirow’s transformative learning theory. The findings of this study show that STEAM educators perceived reflective practice as a tool to reflect on their actions, evaluate them, and learn from their experiences. Participants emphasized that teaching is a dynamic job with many challenges; however, reflective practices helped them realize their weaknesses and refine their efforts to create a better learning environment. It also enabled them to shift from traditional pedagogical practices to progressive ones, where learners were empowered through authentic and meaningful engagement in the learning process. Time management was seen as a significant challenge when practicing reflective practices; sometimes, the ego clash demotivated them to reflect on their actions. Despite challenges, participants also accepted that reflective practices allow them to explore and apply new ideas in their profession and transform their practices. Consequently, the perspectives offered in this paper may prove beneficial for other educators in cultivating reflective practitioners. Keywords: reflective practice, transformation, STEAM educators, narrative inquiry La pratique réflexive peut guider les éducateurs vers l'amélioration de leurs capacités, de…
creator: Pushpa Kumari Sunar
creator: Binod Prasad Pant
creator: Niroj Dahal
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-03-13
publication date: 2024-03-13
volume: 70
number: 2
starting page: 114
ending page: 129
doi: 10.55016/ojs/ajer.v70i1.77719

AJER Issue 69.2: Front Matter
type: item
creator: AJER Editor
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-06-27
publication date: 2023-06-27
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v69i2.77696

AJER Issue 69.2: Table of Contents
type: item
creator: AJER Editor
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-06-27
publication date: 2023-06-27
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v69i2.77695

Assessment of the Effectiveness of a Pilates Program on Physical Fitness Among Adolescent Students in School
type: item
description: The purpose of the present study was to examine the effectiveness of a Pilates program in the context of the physical education course at school, on aerobic capacity, muscular strength, muscular endurance, and flexibility of high school students. The voluntary participants were 42 high school students, aged 15 to 17 years, randomly divided into a Pilates group (PG; n = 24) that were taught and practiced Pilates exercises and a control group (CG; n = 18) that participated in the regular physical education school program, during physical education course at school, twice a week, for 45 minutes, for 10 weeks. After the 10-week period, PG significantly improved in all physical fitness parameters, while CG only in muscular endurance. The results demonstrated the very positive effects of the Pilates program as an alternative form of physical activity during the physical education course at school, on physical fitness parameters of high school students. Keywords: aerobic capacity, muscular strength, muscular endurance, flexibility. Le but de cette étude était d'examiner l'efficacité de l’entrainement base sur des exercices “Pilâtes” dans le cadre d’un cours d'Éducation Physique à l'école, sur la capacité aérobie, la force musculaire, l'endurance musculaire et la flexibilité des élèves de la classe secondaire. Les participants volontaires étaient 42 élèves du secondaire, âgés de 15 à 17 ans, répartis au hasard en un groupe Pilates (PG ; n = 24) qui a appris et pratiqué des exercices de Pilates, et un groupe témoin (CG ; n = 18) qui a participé au programme scolaire régulier d'éducation physique, pendant le cours d'éducation physique à l'école, deux fois par semaine, pendant 45 minutes, pendant 10 semaines. Après la période de 10 semaines, le PG s’est amélioré de manière significative dans tous les paramètres de condition physique, tandis que le CG n’a amélioré que l’endurance musculaire. Les résultats ont démontré les effets très positifs du programme Pilâtes, comme forme a…
creator: Ifigeneia Kaouri
creator: Eirini Argiriadou
creator: Ermioni Katartzi
creator: Anastasia-Kassiani Praskidou
creator: Ioannis Vrabas
creator: Fotios Mavrovouniotis
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-03-13
publication date: 2024-03-13
volume: 70
number: 2
starting page: 98
ending page: 113
doi: 10.55016/ojs/ajer.v70i1.77592

Effective School Literacy Culture and Learning Outcomes: The Multifaceted Leadership Role of the Principal
type: item
description: The purpose of this study was to explore the multifaceted leadership role an effective principal assumed in the deployment of evidence-based literacy practices in her school. We conducted a mixed methods case study integrating the lived experiences of 11 school staff (principal, learning support teacher, and classroom teachers) with the reading scores of 122 Grade 1 to 3 students in Alberta (Canada). A merged mixed analysis strategy revealed four interdependent influences pointing to key contributions of the principal in igniting awareness, developing expertise, creating momentum, and leveraging data in relation to literacy school practices. Our findings shed light on the complexity inherent in the roles of principals and their interactions with others in developing evidence-based literacy school cultures that improve students’ performance. Keywords: leadership, mixed methods, principal, reading. L'objectif de cette étude était d'explorer le rôle de leadeurship à multiples facettes qu'une directrice d'école efficace a assumé dans le déploiement de pratiques de littératie fondées sur des données probantes dans son école. Nous avons mené une étude de cas à méthodes mixtes intégrant les expériences vécues de 11 membres du personnel de l'école (directrice, enseignant de soutien à l'apprentissage et enseignants) et les résultats en lecture de 122 élèves de la première à la troisième année de l'Alberta (Canada). Une stratégie d'analyse mixte fusionnée a révélé quatre influences interdépendantes soulignant les contributions clés de la directrice d'école à la sensibilisation, au développement de l'expertise, à la création d'une dynamique et à l'exploitation des données en relation avec les pratiques scolaires en matière d'alphabétisation. Nos résultats mettent en lumière la complexité inhérente aux rôles des directions d'école et à leurs interactions avec d'autres personnes dans le développement de cultures scolaires fondées sur des données probantes qui améliorent le rende…
creator: Matthew Kierstead
creator: George Georgiou
creator: Cheryl Poth
creator: Emily Mack
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-12-12
publication date: 2023-12-12
volume: 70
number: 2
starting page: 551
ending page: 567
doi: 10.55016/ojs/ajer.v69i4.77510

Making Kin with Multispecies’ Flourishing in the Anthropocene: A Multiperspectival Narrative Into Environmental and Sustainability Education
type: item
description: The development of Environmental and Sustainability Education (ESE) in pre-service teacher education in Canada has shown slow but steady progress over the past 40 years. A detailed history of how individuals and groups have influenced its praxis does not yet exist (Elliott & Inwood, 2019, p. 37). This paper attends to the experiences of six teacher educators/graduate students who have been composing their lives in different landscapes in relation to ESE. We employ collaborative autoethnography as our research methodology. Together, we are involved in the process of telling, retelling, and reliving our stories of who we are in relation to ESE. We also pay deep attention to the resonances echoed across our experiences and curate our forward-looking thoughts for/with the future of ESE. We hope to expand current ESE with a more holistic and sustainable approach, which includes integrating place-based wisdom with environmental education; collaborating with material presences not as resources but as partners for multispecies’ flourishing; and sustaining the intergenerational reverberations of familial and cultural practices and quantitative literacy. Le développement de l'éducation à l'environnement et à la durabilité (EED) dans la formation initiale des enseignants au Canada a connu des progrès lents mais constants au cours des 40 dernières années. Il n’existe pas encore d’histoire détaillée de la manière dont les individus et les groupes ont influencé sa pratique (Elliott & Inwood, 2019, p. 37). Cet article s’intéressé aux expériences de six formateurs/étudiants diplômés qui ont composé leurs vies dans différents paysages en relation avec l’EED. Nous employons l'autoethnographie collaborative comme méthodologie de recherche. Ensemble, nous participons au processus de raconter, de redire et de revivre nos histoires en relation avec l'EED. Nous accordons également une grande attention aux résonances de nos expériences et rassemblons nos pensées prospectives pour/avec l’av…
creator: Thi Thuy Hang Tran
creator: Tram-Anh Bui
creator: Dianne J. Kenton
creator: Sreedevi Rajasekharan
creator: Olivia Lu
creator: Steven Khan
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 224
ending page: 248
doi: 10.55016/ojs/ajer.v70i2.77474

Changing the Story: Indigenous Youth Belong in Post-Secondary Education
type: item
description: This article describes a collaboration between an urban school board and a faculty of education aimed at supporting Indigenous youth transitions to post-secondary education. Drawing upon strengths-based approaches including wise practices, we offer a model for how postsecondary transition events can illuminate pathways for young people to see that they belong in higher education. We highlight the importance of connecting with Elders, hearing from successful Indigenous speakers, and seeing campus. The theme of our event reiterates to Indigenous youth that they have a story and that they can take the next steps to a new beginning in post-secondary education. Keywords: Indigenous education, Indigenous youth, post-secondary education, school transitions, virtual events Cet article décrit une collaboration entre une autorité scolaire en milieu urbain et une faculté d'éducation visant à soutenir la transition des jeunes autochtones vers l'enseignement postsecondaire. Puisant dans des approches fondées sur les forces, y compris les pratiques sages, nous offrons un modèle de la façon dont les événements liés à la transition vers l'enseignement postsecondaire peuvent éclairer les passerelles permettant aux jeunes de voir qu'ils ont leur place dans l'enseignement supérieur. Nous soulignons l'importance d'établir des liens avec les aînés, d'écouter des conférenciers autochtones qui ont réussi et de visiter le campus. Le thème de notre événement rappelle aux jeunes autochtones qu'ils ont une histoire et qu'ils peuvent franchir les prochaines étapes vers un nouveau départ dans l'enseignement postsecondaire. Mots-clés : Éducation autochtone, jeunesse autochtone, éducation postsecondaire, transitions scolaires, événements virtuels
creator: Wanda First Rider
creator: Aubrey Jean Hanson
creator: Angela Houle
creator: Patricia McCallum
creator: Teresa M. Miles
creator: Maureen Plante
creator: Erin Spring
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-03-13
publication date: 2024-03-13
volume: 70
number: 2
starting page: 83
ending page: 97
doi: 10.55016/ojs/ajer.v70i1.77459

The Effect of Drama-Based Social Studies Education on Psychological Resilience and Well-Being Levels of Secondary School Students Affected by the Earthquake
type: item
description: The aim of this research is to examine the effect of drama-based social studies education on the psychological resilience and well-being levels of secondary1 school students affected by the earthquake that took place in Turkey in 2023. The embedded design from mixed methodology was used in the research. The participant group of the research was formed by multi-stage mixed sampling method. A total of 57 middle school fifth grade students, 28 in the experimental group and 29 in the control group, took part in the experimental research. The data of the research were collected with Stirling Children's Well-being Scale, Child and Youth Resilience Measure-12, semi-structured interview forms, and unstructured observations. Independent samples t-test, analysis of covariance, and content analysis were used to analyse the data of the research in which quantitative and qualitative data were collected together. Research findings concluded that drama-based social studies education increased students' psychological resilience and well-being levels. It was also determined that the students perceived that drama-based social studies education contributed to their resilience, self-belief, calmness, happiness, playfulness, and helped them to deal with challenges, reduce stress, and eliminate anxiety. The results suggest that researchers and educational planners would be well served to increase the use of drama in social studies courses to improve students' psychological resilience and well-being levels. Keywords: Social studies education, drama, psychological resilience, psychological well-being, secondary school students Résumé L'objectif de cette recherche est d'examiner l'effet de l'éducation des études sociales basé sur le drame sur la résilience psychologique et les niveaux de bien-être des élèves de l’intermédiaire affecté par le tremblement de terre qui a eu lieu en Turquie en 2023. La conception intégrée de la méthodologie mixte a été utilisée dans la recherche. Le groupe de p…
creator: Hüseyin Bayram
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-03-13
publication date: 2024-03-13
volume: 70
number: 2
starting page: 60
ending page: 82
doi: 10.55016/ojs/ajer.v70i1.77424

Harold Rugg's Social Studies in Alberta
type: item
description: This historical inquiry analyzes the appeal of Harold Rugg’s social reconstructionist social studies for Alberta educators in the 1930s. It demonstrates why and how this small, rural province adapted Rugg’s curriculum, a program and resources he developed to guide American students’ understanding of what he called “the American problem.” It identifies key elements of Rugg’s program, including its philosophical orientation and its practical teaching resources that were particularly appealing to educational leaders. The inquiry identifies legacies of the origins of the program for the provincial social studies curriculum. Keywords: Social studies, Harold Rugg, social reconstructionism, curriculum reform, Alberta Cette enquête historique analyse l'attrait des études sociales reconstructionnistes de Harold Rugg pour les éducateurs de l'Alberta dans les années 1930. Elle démontre pourquoi et comment cette petite province rurale a adapté le curriculum de Rugg, un programme et des ressources qu'il a développés pour aider les élèves américains à comprendre ce qu'il appelait "le problème américain". Elle identifie les éléments clés du programme de Rugg, notamment son orientation philosophique et ses ressources pédagogiques pratiques qui attiraient particulièrement les leadeurs en éducation. L'enquête identifie les retombées des origines du programme sur le programme provincial d'études sociales. Mots clés : études sociales, Harold Rugg, reconstruction sociale, réfonte du curriculum, Alberta
creator: Amy von Heyking
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-12-12
publication date: 2023-12-12
volume: 70
number: 2
starting page: 529
ending page: 550
doi: 10.55016/ojs/ajer.v69i4.77342

Collaborative Concept Mapping: Investigating the Nature of Discourse Patterns and Features of a Concept Map
type: item
description: Research in science education has established the significance of collaborative concept mapping as a powerful strategy in fostering conceptual learning. During such collaboration, students talk about concept map features (i.e., concepts to include, linking words, and cross-links) in constructing a joint map. The quality of the concept map produced depends on the nature of discourses that happen in these collaborative interactions. We explored the nature of discourses between pairs of biology students collaborating on concept mapping and how these discourses contribute to the enhancement of different features of the concept maps. Six students individually constructed weekly individual maps on different topics and then came together in pairs to construct a joint concept map. Their discussions during collaboration were audio-recorded. Both the individual and joint concept maps were analyzed for knowledge of breadth, knowledge of depth, and knowledge of connectedness. To analyze the discussions and understand the nature of the discourses, both deductive and inductive coding approaches were used. The coded episodes were then categorised into the nine discourse patterns identified by Fu et al. (2016). We then matched the episodes with the concept map features that were discussed. Findings indicate that the biology students’ collaboration exhibited mostly knowledge-sharing discourses when deliberating on the three features of a concept map. In turn, the number of valid concepts and propositions improved from individual to joint maps. Although the students’ discussions of cross-links were characterized by knowledge-sharing discourses, most of the joint maps did not show improvement in terms of the number cross-links. We discuss these findings and provide implications regarding the value of understanding the intricacies of discourse patterns in collaborative concept mapping. La recherche dans le domaine de l'enseignement des sciences a établi l'importance de la cartographie …
creator: Hlologelo Climant Khoza
creator: Bob Maseko
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 201
ending page: 223
doi: 10.55016/ojs/ajer.v70i2.77325

AJER Issue 69.1: Front Matter
type: item
creator: AJER Editor
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-03-17
publication date: 2023-03-17
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v69i1.77190

AJER Issue 69.1: Table of Contents
type: item
creator: AJER Editor
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-03-17
publication date: 2023-03-17
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v69i1.77189

Reflecting on the Junior High Instrumental Music Curriculum in Alberta Through the Lens of the Tanglewood Declaration
type: item
description: In 1967, The Tanglewood Symposium was convened in the United States to address the multifaceted issues in music education. The discussion in the Symposium led to the creation of the Tanglewood Declaration, which includes eight statements of implications and recommendations for the music curriculum and has been considered a critical part of the music education profession. Although it was produced 56 years ago, the insight into pedagogical and curricular adjustments is still deemed to be needed in music classrooms across both the United States and Canada today, as the issues in music education in these two nations were found to be similar. In Alberta, the most recent junior high music curriculum was designed in 1988, 21 years after the announcement of the Tanglewood Declaration. This study investigated whether the ideas in the Tanglewood Declaration have permeated the current junior high instrumental music curriculum in Alberta from three aspects: (a) musical multiculturalism, (b) individualization, and (c) technology. It is evident that parts of the ideas in the Declaration could be traced in the Alberta curriculum. This paper concludes with recommendations for future curriculum development made through the perspectives of the Tanglewood Declaration. Keywords: Alberta, instrumental music, music curriculum, Tanglewood Declaration, Tanglewood Symposium En 1967, le symposium de Tanglewood a été organisé aux États-Unis pour aborder les multiples facettes de l'éducation musicale. Les discussions du symposium ont abouti à la création de la déclaration de Tanglewood, qui comprend huit déclarations d'implications et de recommandations pour le programme d'études de musique et qui est considérée comme un élément essentiel de la profession d'éducateur de musique. Bien que la déclaration ait été rédigée il y a 56 ans, la vision des ajustements à apporter à la pédagogie et aux programmes est toujours jugée nécessaire dans les classes de musique aux États-Unis et au Canada aujourd…
creator: Chi Kai Lam
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-09-25
publication date: 2023-09-25
volume: 70
number: 2
starting page: 430
ending page: 438
doi: 10.55016/ojs/ajer.v69i3.77141

Educator Understandings of Wellness: Barriers and Supports in Northern Alberta First Nations Schools
type: item
description: School communities thrive when educators actively foster wellness. Educators working in First Nations communities conceptualize wellness in unique ways and are active agents in creating opportunities to meet their own wellness needs. This research explores conceptions, supports, and challenges related to wellness from the perspectives of teachers and educational assistants from three First Nation schools in northern Alberta. This qualitative case study includes interviews with 19 educators, and preliminary understandings revealed that educators situate their own wellness within the context of the school and larger community. They prioritize physical wellness and understand that emotional and psychological wellness are also often important. Finally, factors such as isolation, land, access, distance, and cost are seen as barriers to wellness by many. These same factors also represent opportunities to engage in wellness in ways that are less accessible to educators working and living in urban centers. We conclude that attention must be paid to the unique educator wellness needs in First Nations community schools as wellness-promoting initiatives are explored. Keywords: wellness, Indigenous education, educator wellness, northern, First Nations Les communautés scolaires s'épanouissent lorsque les éducateurs favorisent activement le bienêtre. Les éducateurs travaillant dans les communautés des Premières nations conceptualisent le bienêtre de façon unique et sont des agents actifs dans la création d'occasions pour répondre à leurs propres besoins en matière de bienêtre. Cette recherche explore les conceptions, les soutiens et les défis liés au bienêtre du point de vue des enseignants et des assistants pédagogiques de trois écoles des Premières nations du nord de l'Alberta. Cette étude de cas qualitative comprend des entrevues avec 19 éducateurs, et les résultats préliminaires révèlent que les éducateurs situent leur propre bienêtre dans le contexte de l'école et de la comm…
creator: Elaine Greidanus
creator: Dawn Burleigh
creator: Daphne Mai'Stonia
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-12-12
publication date: 2023-12-12
volume: 70
number: 2
starting page: 514
ending page: 528
doi: 10.55016/ojs/ajer.v69i4.77008

The Effect of School Capacity and Teacher Capacity on Student Experience in Using Digital Devices: A Comparative Study in Thailand and Taiwan
type: item
description: This study aimed to compare the levels and relationships between school capacity, teacher capacity, and student experience in Thailand and Taiwan. Moreover, school types and school locations were examined to explore these differences. The secondary data from PISA 2018 were analyzed by quantitative approach. The results revealed that only school types had differences in teacher capacity in Thailand, whereas other demographic information did not. Other results showed different directions of correlations between school capacity, teacher capacity, and student experience. School capacity in both countries was able to predict teacher capacity. Other factors as predictors of the student experience are recommended. Keywords: comparative study, digital learning, school capacity, student experience, teacher capacity Cette étude visait à comparer les niveaux et les relations entre la capacité des écoles, la capacité des enseignants et l'expérience des étudiants en Thaïlande et à Taïwan. En outre, les types d'écoles et les lieux d'enseignement ont été examinés pour explorer ces différences. Les données secondaires de PISA 2018 ont été analysées en employant une approche quantitative. Les résultats ont révélé que seuls les types d'écoles étaient associés aux différences dans la capacité des enseignants en Thaïlande, alors que les autres informations démographiques ne l’étaient pas. D'autres résultats ont montré différents types de corrélations entre la capacité des écoles, la capacité des enseignants et l'expérience des élèves. Dans les deux pays, la capacité des écoles a permis de prédire la capacité des enseignants. Il est recommandé d'utiliser d'autres facteurs pour prédire l'expérience des élèves. Mots clés : étude comparative, apprentissage numérique, capacité de l'école, expérience de l'élève, capacité de l'enseignant
creator: Nguyen-Bich-Thy Bui
creator: Romi Aswandi Sinaga
creator: Suphannee Arsairach
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-06-27
publication date: 2023-06-27
volume: 70
number: 2
starting page: 272
ending page: 295
doi: 10.55016/ojs/ajer.v69i2.76902

Post-Traumatic Growth and Protection From Burnout in Teachers During the COVID-19 Pandemic
type: item
description: Teachers have demonstrated a wide range of responses to the challenges of teaching within a pandemic. The current study investigated the relationship between resilience and post-traumatic growth in teachers during the COVID-19 pandemic. Based on administration of the Maslach Burnout Inventory in 2022, four teachers demonstrated high levels of resilience, indicating the potential that they had experienced post-traumatic growth. Follow-up interviews were therefore conducted to investigate whether these teachers demonstrated all seven characteristics of post-traumatic growth. Although all four resilient teachers indicated experiencing several characteristics, only two teachers demonstrated post-traumatic growth. The findings support a clear distinction between resilience and post-traumatic growth. Implications related to future research using both qualitative and quantitative methods to further illuminate the processes and conditions of post-traumatic growth are discussed. Keywords: Post-traumatic growth, teachers, pandemic, resilience, Canada Les enseignants ont fait preuve d'un large éventail de réactions face aux défis de l'enseignement dans le cadre d'une pandémie. La présente étude a examiné la relation entre la résilience et la croissance post-traumatique chez les enseignants pendant la pandémie de COVID-19. L'administration du Maslach Burnout Inventory, un questionnaire évaluant les symptômes de l’épuisement professionnel, en 2022 a révélé des niveaux élevés de résilience chez quatre enseignants, indiquant la possibilité qu'ils aient connu une croissance post-traumatique. Des entrevues de suivi ont donc été menés pour déterminer si ces enseignants présentaient les sept caractéristiques de la croissance post-traumatique. Bien que les quatre enseignants résilients aient indiqué avoir vécu plusieurs de ces éléments, seuls deux enseignants ont fait preuve d'une croissance post-traumatique. Les résultats soutiennent une distinction claire entre la résilience et la cr…
creator: Laura Sokal
creator: Lesley Eblie Trudel
creator: Carl Heaman-Warne
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-06-27
publication date: 2023-06-27
volume: 70
number: 2
starting page: 254
ending page: 271
doi: 10.55016/ojs/ajer.v69i2.76706

AACES Advertisement
type: item
creator: AJER Editor
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-12-21
publication date: 2022-12-21
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v68i4.76654

AJER Issue 68.4 Front Matter
type: item
creator: AJER Editor
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-12-21
publication date: 2022-12-21
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v68i4.76653

AJER Issue 68.4 Table of Contents
type: item
creator: AJER Editor
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-12-21
publication date: 2022-12-21
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v68i4.76652

Single-Sex schooling at an Elite Independent School: A Multi-Methods Case Study
type: item
description: This article focuses upon the milieu of single-sex schooling within an elite independent school in a Canadian urban centre. This research served as an exploratory and critical examination of single-sex schooling in a specific context, and considered its relevance, pedagogical effectiveness, and ability to meet its purported goals. Using an interpretative methodological framework, and employing a multi-methods case study design, the purpose of this research was to investigate the strengths, limitations, and possibilities of single-sex schooling in a particular educational context as informed by its students, parents of students, graduates, and teachers. We found little evidence to support the idea that single-sex schooling overwhelmingly impacted student academic or social development. Implications for practice at schools offering single-sex schooling are addressed and focus upon the importance of gender-inclusive schooling; the school as the key, rather than the school’s single-sex classes; and addressing boys’ behaviour. Key words: single-sex, gender, schooling, independent school, private school Cet article se penche sur un milieu de scolarisation non mixte au sein d’une école privée élitiste d’un centre urbain canadien. Cette recherche a permis d’examiner de façon exploratoire et critique la scolarisation non mixte dans un contexte précis, ainsi que sa pertinence, son efficacité pédagogique et sa capacité à atteindre les objectifs escomptés. Par l’utilisation d’un cadre méthodologique interprétatif et le recours à une étude de cas multimodale, cette recherche poursuivait l’objectif d’examiner les forces, les limites et les possibilités de l’enseignement en milieu non mixte, dans un contexte éducatif particulier, comme le décrivent les élèves, leurs parents, les diplômés et les enseignants. À la suite de cet examen, peu de preuves viennent soutenir l’idée que la scolarisation en milieu non mixte a un impact considérable sur le développement scolaire et social des …
creator: Daniel B. Robinson
creator: Gregory R. L. Hadley
creator: Jennifer Mitton
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-03-13
publication date: 2024-03-13
volume: 70
number: 2
starting page: 37
ending page: 59
doi: 10.55016/ojs/ajer.v70i1.76625

Early Absenteeism and Academic Outcomes: Evidence from a Longitudinal Study
type: item
description: Socioeconomically Marginalized Youth of Color (SMYoC) across global contexts tend to receive lower academic grades and standardized test scores due to systemic racism and classism. Research suggests that preschool enrollment is associated with short-term positive academic effects, yet little is known about how absenteeism relates to later academic outcomes particularly among SMYoC. This is a crucial area of study as preschool can help to close opportunity gaps and promote educational equity, yet absenteeism may buffer its benefits. The present study investigated long-term associations between preschool absenteeism and academic outcomes and whether later absenteeism mediates this association among SMYoC in New York City. Analyses revealed significant negative associations between preschool absenteeism and both math and English language arts achievement in third through sixth grades. Additionally, we found mediation effects of assessment grade absenteeism (i.e., absenteeism rate during the year of the assessment) in third and sixth-grade math. Results highlight the importance of identifying strategies to increase preschool attendance rates to support academic outcomes. Keywords: attendance, absenteeism, opportunity gap, academic outcomes, preschool Partout au monde, les jeunes de couleur marginalisés sur le plan socio-économique ont tendance à obtenir de moins bonnes notes à l'école et de moins bons résultats aux tests standardisés en raison du racisme systémique et du classisme. La recherche suggère que l'inscription à l'école maternelle est associée à des retombées scolaires positives à court terme, mais on sait peu de choses sur la façon dont l'absentéisme est lié aux résultats scolaires ultérieurs, en particulier chez ces jeunes. Il s'agit d'un domaine d'étude crucial, car si l'éducation préscolaire offre la possibilité de combler l’inégalité des chances et de promouvoir l'équité en matière d'éducation, l'absentéisme peut en atténuer les avantages. La présente étu…
creator: Peter D. Goldie
creator: Frances C. Hogan
creator: Jill Gandhi
creator: Erin E. O'Connor
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-03-13
publication date: 2024-03-13
volume: 70
number: 2
starting page: 12
ending page: 36
doi: 10.55016/ojs/ajer.v70i1.76497

An Investigation of the Effectiveness of 5th Grade Guided Inquiry-Based Activities in Terms of Skills and Perception
type: item
description: We investigated the effects of guided inquiry-based laboratory activities on the perceptions of the research skills and inquiry learning skills in science of 5th grade students. The sample of this study consisted of 38 students enrolled in a public secondary school located in the northwest part of Türkiye. This study is based on the non-equivalent control group pretest/posttest model of the quasi-experimental design. Data collection tools were a Research Skills Test, Scale of Inquiry Learning Skills Perception in Science, and a semi-structured interview form. We analyzed the quantitative data with the Mann-Whitney U test from nonparametric statistical methods and the qualitative data by using content analysis. We established a significant difference between the two groups’ research skills and perception about the inquiry-based learning skills of science, in favor of the experimental group. Keywords: inquiry skills, guided-inquiry laboratory, secondary school students. Nous avons étudié les effets des activités de laboratoire guidées basées sur l’enquête sur les perceptions des compétences de recherche et des compétences d'apprentissage par l’enquête en sciences des élèves de 5e année. Pour cette étude, l'échantillon était composé de 38 élèves inscrits dans une école secondaire publique située dans le nord-ouest de la Turquie. Cette étude est basée sur le modèle prétest/post-test de groupe de contrôle non-équivalent de la conception quasi-expérimentale. Les outils de collecte des données étaient un test de compétences de recherche, une échelle de perception des compétences d'apprentissage de l'enquête en sciences et un formulaire d'entrevue semi-structurée. Nous avons analysé les données quantitatives à l'aide du test U de Mann-Whitney à partir de méthodes statistiques non-paramétriques et les données qualitatives à l'aide de l'analyse de contenu. Nous avons établi une différence significative entre les compétences de recherche des deux groupes et leur perception des…
creator: Hüsnüye Durmaz
creator: Medat Mutlu
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-09-25
publication date: 2023-09-25
volume: 70
number: 2
starting page: 406
ending page: 429
doi: 10.55016/ojs/ajer.v69i3.76256

AJER Issue 68.3 Front Matter
type: item
creator: Ajer Editor
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-10-07
publication date: 2022-10-07
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v68i3.76178

AJER Issue 68.3 Table of Contents
type: item
creator: Ajer Editor
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-10-07
publication date: 2022-10-07
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v68i3.76177

Examining the Braiding and Weaving of Indigenous Ways of Knowing, Being, and Doing in Alberta Teacher Education
type: item
description: Alberta’s Teaching Quality Standard requires that all teachers possess and apply a foundational knowledge of Indigenous Peoples to their teaching. In 2020, representatives from ten Alberta teacher education programs came together to examine how they were braiding and weaving Indigenous ways of knowing, being, and doing into their programs. They also considered the challenges and successes encountered and the ways programs might work together to improve and combat anti-Indigenous racism. Drawing upon a collective case study methodology, representatives responsible for the design and delivery of Indigenous education within each of the programs completed an 18-question survey. Results demonstrate the Teaching Quality Standard (Alberta Education, 2018) served as a catalyst for deepening Indigenous ways of knowing, being and doing in preservice teacher training. The levels of integration are examined through the concept of differentiation (Tomlinson & Imbeau, 2010) and Kanu’s (2011) five levels of integration. Keywords: Indigenous ways of knowing, being and doing, teacher education programs, Teaching Quality Standard La norme de qualité pour l'enseignement de l'Alberta exige que tous les enseignants possèdent et appliquent une connaissance fondamentale des peuples autochtones dans leur enseignement. En 2020, des représentants de dix programmes de formation des enseignants de l'Alberta se sont réunis pour examiner la façon dont ils intègrent à leurs programmes les façons autochtones de savoir, d'être et de faire. Ils se sont également penchés sur les défis et les réussites rencontrés et sur les façons dont les programmes pourraient collaborer pour améliorer et combattre le racisme anti-autochtone. En s'appuyant sur une méthodologie d'étude de cas collective, les représentants responsables de la conception et de la prestation de l'éducation portant sur les autochtones dans chacun des programmes ont répondu à un sondage de 18 questions. Les résultats démontrent que la norme…
creator: Patricia Danyluk
creator: Amy Burns
creator: Yvonne Poitras Pratt
creator: Astrid Kendrick
creator: Maureen Plante
creator: Samara Wessel
creator: Kathryn Crawford
creator: Eva Lemaire
creator: Joshua Hill
creator: Robin Bright
creator: Dawn Burleigh
creator: Chloe Weir
creator: Laurie Hill
creator: Lorelei Boschman
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-09-25
publication date: 2023-09-25
volume: 70
number: 2
starting page: 384
ending page: 405
doi: 10.55016/ojs/ajer.v69i3.76174

“I wasn’t that good at it but I pretended to be”: Students’ Experiences of the Impostor Phenomenon in Academic Settings
type: item
description: The impostor phenomenon (IP) is an internalized feeling of fraudulence characterized by beliefs that one’s personal successes are due to external factors (e.g., luck) rather than internal attributes. Individuals who suffer from impostor feelings may feel that they are not really intelligent or capable but have instead fooled others. Written descriptions of IP experiences were provided by 879 graduate and undergraduate students and submitted to content analysis. Nine major themes were identified across three categories: causes (i.e., novel experiences, challenges, everyday academic interactions, and high expectations), feelings and impact (i.e., negative psychophysiological symptoms and negative thoughts and emotions), and management (i.e., negative, neutral, and positive). Implications for addressing these feelings in post-secondary settings are considered. Keywords: higher education; individual differences; stress/coping; content analysis; qualitative research Le phénomène de l'imposteur (PI) est un sentiment de fraude intériorisé, caractérisé par la conviction que les succès personnels sont dus à des facteurs externes (par exemple, la chance) plutôt qu'à des attributs internes. Les personnes qui souffrent du sentiment d'imposture peuvent avoir l'impression qu'elles ne sont pas vraiment intelligentes ou capables, mais qu'elles ont plutôt trompé les autres. Des descriptions écrites d'expériences de PI ont été fournies par 879 étudiants de premier et deuxième cycles et ont été soumises à une analyse de contenu. Neuf thèmes principaux ont été identifiés dans trois catégories : les causes (expériences nouvelles, défis, interactions académiques quotidiennes et attentes élevées), les sentiments et l'impact (symptômes psychophysiologiques négatifs, pensées et émotions négatives) et la gestion (négative, neutre et positive). Les implications de la prise en compte de ces sentiments dans le cadre de l'enseignement post-secondaire sont examinées. Mots clés : enseignement supé…
creator: Amy Menard
creator: Michelle Bondy
creator: Madison Jones
creator: Lauren Desjardins
creator: Lana Milidrag
creator: Alanna Foulon
creator: Laura Chittle
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-09-25
publication date: 2023-09-25
volume: 70
number: 2
starting page: 363
ending page: 383
doi: 10.55016/ojs/ajer.v69i3.76167

Microlearning in the Digital Age: The Design and Delivery of Learning in Snippets (2021), edited by Joseph Rene Corbeil, Badrul H. Khan, & Maria Elena Corbeil
type: item
creator: Gregg French
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-03-17
publication date: 2023-03-17
volume: 70
number: 2
starting page: 141
ending page: 143
doi: 10.55016/ojs/ajer.v69i1.76120

Stress, Coping, and Well-being in Teachers and School Administrators
type: item
description: This study explored educators’ self-reported state of well-being, perceived stressors, and use of coping strategies. Data collection consisted of an online survey and semi-structured focus groups. In total, 115 educators completed the online survey and 18 educators participated in the focus groups. Educators reported overall experiences of poor well-being, low resilience, high levels of compassion fatigue, and high levels of emotional exhaustion. Participants identified ongoing stressors related to supporting student learning and well-being, overseeing classroom environments, navigating limited community-based resources and supports, and managing increasing administrative demands and functions. Implications of the findings for practice are discussed. Keywords: Stress; Coping; Well-being; Educators; Mental Health Cette étude a exploré l'état de bienêtre déclaré par les éducateurs, les facteurs de stress perçus et l'utilisation de stratégies d'adaptation. La collecte des données a consisté en une enquête en ligne et des groupes de discussion semi-structurés. Au total, 115 éducateurs ont répondu à l'enquête en ligne et 18 éducateurs ont participé aux groupes de discussion. Les éducateurs ont fait état d'expériences globales de malêtre, de faible résilience, de niveaux élevés d'usure de la compassion et de niveaux élevés d'épuisement émotionnel. Les participants ont identifié des facteurs de stress permanents liés au soutien de l'apprentissage et du bienêtre des élèves, à la supervision des environnements de classe, à la navigation dans les ressources et soutiens communautaires limités, et à la gestion des demandes et fonctions administratives croissantes. On discute des implications des résultats pour la pratique. Mots clés : stress ; adaptation ; bienêtre ; éducateurs ; santé mentale
creator: Vera Woloshyn
creator: Michael Savage
creator: Kimberly Maich
creator: Sharon Penney
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-12-12
publication date: 2023-12-12
volume: 70
number: 2
starting page: 492
ending page: 513
doi: 10.55016/ojs/ajer.v69i4.75886

Conceptualizations of Student Wellness in Alberta Public School Results Reports
type: item
description: As concern for student wellness permeates into educational objectives, educators require high-quality tools to better understand wellness. A content analysis of a representative sample of the Annual Education Results Reports from Alberta public school divisions revealed patterns in the framing of student wellness through the five wellness domains outlined in the Alberta K–12 Student Wellness Framework (Alberta Education, 2009). Three key discoveries were highlighted: Most wellness language focused on emotional and social wellness, physical wellness was underrepresented, and ambiguity characterized a significant portion of wellness mentions. We applied a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis to our results, which revealed opportunities for improvement regarding how educators speak about, address, and measure issues of student wellness. Creating a new assurance category for student wellness arose as a significant opportunity. Keywords: student wellness, Alberta Education Results Reports, wellness domains, content analysis, wellness framework, SWOT analysis La préoccupation pour le bienêtre des élèves s’infiltrant dans les objectifs éducatifs, les éducateurs ont besoin d'outils de qualité pour mieux comprendre le bienêtre. Une analyse du contenu d'un échantillon représentatif des rapports annuels sur les résultats en éducation des autorités scolaires publiques de l'Alberta a révélé des tendances dans le cadrage du bienêtre des élèves à travers les cinq domaines du bienêtre décrits dans le cadre du bienêtre des élèves de la maternelle à la 12e année de l'Alberta (Alberta Education, 2009). Trois découvertes clés ont été mises en évidence : La plupart des termes relatifs au bienêtre sont axés sur le bienêtre émotionnel et social, le bienêtre physique est sous-représenté et l'ambiguïté caractérise une grande partie des mentions relatives au bienêtre. Nous avons appliqué une analyse des forces, faiblesses, opportunités et menaces (FFOM) à nos rés…
creator: Matthew Nielsen
creator: Joseph Amundrud
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-09-25
publication date: 2023-09-25
volume: 70
number: 2
starting page: 342
ending page: 362
doi: 10.55016/ojs/ajer.v69i3.75817

Evaluating Online Environments for Elementary Teachers’ Literacy-Oriented Professional Learning
type: item
description: As elementary teachers increasingly turn to online environments for their literacy-oriented professional learning, evaluating website quality is of growing importance. Using screen capture recordings of participants’ navigations, the purpose of this study was to identify the types of online learning environments that elementary teachers use to enhance their literacy practice as well as to evaluate website quality. Findings reveal that teachers access ten main types of online environments. Those that were resource-based were accessed with the highest frequency despite having the lowest quality. Implications for the design of online learning environments as well as self-directed learning are explored in depth. Keywords: teacher professional development; teacher professional learning; self-directed learning; website evaluation; literacy Comme les enseignants du primaire se tournent de plus en plus vers les environnements en ligne pour leur apprentissage professionnel axé sur la littératie, l'évaluation de la qualité des sites Web revêt une importance croissante. Reposant sur des enregistrements de captures d'écran de la navigation des participants, l'objectif de cette étude était d'identifier les types d'environnements d'apprentissage en ligne que les enseignants du primaire utilisent pour améliorer leur pratique de l'alphabétisation ainsi que d'évaluer la qualité des sites Web. Les résultats révèlent que les enseignants accèdent à dix types principaux d'environnements en ligne. Ceux qui sont basés sur les ressources sont les plus utilisés, même si leur qualité est la plus faible. Les implications pour la conception d'environnements d'apprentissage en ligne ainsi que pour l'apprentissage autodirigé sont explorées en profondeur. Mots clés : développement professionnel des enseignants ; apprentissage professionnel des enseignants ; apprentissage autodirigé ; évaluation des sites Web ; alphabétisation.
creator: Alexandra Minuk
creator: Pamela Beach
creator: Elena Favret
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-03-17
publication date: 2023-03-17
volume: 70
number: 2
starting page: 118
ending page: 140
doi: 10.55016/ojs/ajer.v69i1.75743

AJER Issue 68.2 Front Matter
type: item
creator: AJER Editor
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-06-21
publication date: 2022-06-21
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v68i2.75559

AJER Issue 68.2 Table of Contents
type: item
creator: AJER Editor
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-06-21
publication date: 2022-06-21
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v68i2.75558

Making Sense of Homeschooling Approaches Through Content Analysis
type: item
description: A common problem for new homeschoolers is understanding how to choose and implement specific educational approaches. In response, I conducted a qualitative content analysis on key texts representative of popular homeschooling approaches, including The Well-Trained Mind (classical), Home Education (Charlotte Mason), and Teach Your Own (unschooling); and compared these to current classroom-based learning. This paper finds that classical homeschooling and modern-day classroom teaching are similar; the Charlotte Mason approach is the most varied in teaching methods; and unschooling makes little mention of teaching methods. This report also suggests that homeschooling families can be defined by the teaching methods they regularly employ. Keywords: homeschooling, teaching method, classical, Charlotte Mason, unschooling Un problème courant pour les nouveaux enseignants à domicile est de comprendre comment choisir et mettre en œuvre des approches éducatives spécifiques. J'ai donc procédé à une analyse qualitative du contenu de textes clés représentatifs des approches populaires de l'enseignement à domicile, notamment The Well-Trained Mind (classique), Home Education (Charlotte Mason) et Teach Your Own (non-scolarisation), et je les ai comparés à l'apprentissage actuel en classe. Cet article constate que l'enseignement classique à domicile et l'enseignement moderne en classe sont similaires, que l'approche de Charlotte Mason est la plus variée en termes de méthodes d'enseignement et que l'approche de non-scolarisation ne mentionne guère les méthodes d'enseignement. Cet article suggère également que les familles qui font l'école à la maison peuvent être définies par les méthodes d'enseignement qu'elles emploient régulièrement. Mots clés : enseignement à domicile, méthode d'enseignement, classique, Charlotte Mason, non‑scolarisation
creator: Andrea Lai
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-09-25
publication date: 2023-09-25
volume: 70
number: 2
starting page: 322
ending page: 341
doi: 10.55016/ojs/ajer.v69i3.75433

The Growth of Computer Science Education in Alberta: An Analysis of High School Course Completion Trends
type: item
description: Computer Science (CS) education is an emergent growth area in schools worldwide. This paper explores how CS education has evolved at the high school level (grades 10–12) in the Canadian province of Alberta over the past decade after a reorganization and curriculum redesign of its Computing Science Education (CSE) program. In partnership with Alberta Education, a complete list of course records was obtained for high school students who had taken CSE course credits between 2009 and 2019. These course completions were analyzed for overall growth trends and then further examined with respect to course level, urbanicity, and gender. We found that growth in course credit completion has been consistent over the 10-year study period (annual average growth rate of 33.5%). Advanced course credits have grown faster than introductory course credits, urban areas have grown faster than rural areas, and gender growth rates have been similar for males and females. Understanding the growth rates of CSE course enrollments at the high school level will contribute to identifying some of the challenges encountered during the implementation of the CSE program of studies in Alberta. Keywords: High School Computer Science Education; Gender Participation. L'enseignement de l'informatique est un domaine de croissance émergent dans les écoles du monde entier. Cet article explore l'évolution de l'enseignement de l'informatique au niveau secondaire (10e à 12e année) dans la province canadienne de l'Alberta au cours de la dernière décennie, après une réorganisation et une refonte du programme d'études de l'informatique. En partenariat avec le ministère de l'éducation de l'Alberta, on a obtenu une liste complète des dossiers de cours pour les élèves du secondaire qui ont reçu des crédits pour des cours d’informatique entre 2009 et 2019. Ces cours ont été analysés pour déterminer les tendances générales de croissance, puis examinés plus en détail en fonction du niveau de cours, de l'urbanité et du…
creator: Quinn McCashin
creator: Catherine Adams
creator: Michael Carbonaro
creator: Lance Pedersen
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-09-25
publication date: 2023-09-25
volume: 70
number: 2
starting page: 296
ending page: 321
doi: 10.55016/ojs/ajer.v69i3.75299

Himawari House, (2021), by Harmony Becker
type: item
creator: Anah-Jayne Samuelson
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-10-07
publication date: 2022-10-07
volume: 70
number: 2
starting page: 459
ending page: 462
doi: 10.55016/ojs/ajer.v68i3.75165

Pedagogy of the Oppressor: Experiential Education on the US/Mexico Border, (2021) by Jerry H. Gill
type: item
creator: Nancy Bepple
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-12-21
publication date: 2022-12-21
volume: 70
number: 2
starting page: 604
ending page: 607
doi: 10.55016/ojs/ajer.v68i4.75151

Jordanian Women’s Quest for Social Justice
type: item
description: This research paper aims to analyze the perspectives of a selection of Jordanian women between the ages of 20 and 50 on social justice and explore if ingrained gender discrimination prevents women from attaining equality in Jordan. It tries to pinpoint the factors that hinder or motivate women to pursue social justice in Jordan while identifying their views on the existing opportunities and barriers to achieving social justice. Results reveal that the profoundly ingrained dynamics of the Jordanian social structure—culture, socialization, and gender discrimination—play an integral part in preventing women from attaining social justice in Jordan. Moreover, the results show that collaboration between women and their political representatives in society is a must for fostering social justice in Jordan; it is not enough to rely only on providing a good education for women. Ce document de recherche vise à analyser les perspectives d'une sélection de femmes jordaniennes âgées de 20 à 50 ans sur la justice sociale et à explorer si la discrimination sexuelle enracinée empêche les femmes d'atteindre l'égalité en Jordanie. Il tente de mettre en évidence les facteurs qui empêchent ou motivent les femmes à poursuivre la justice sociale en Jordanie tout en identifiant leurs points de vue sur les opportunités et les barrières existantes pour atteindre la justice sociale. Les résultats révèlent que les dynamiques profondément ancrées dans la structure sociale jordanienne - la culture, la socialisation et la discrimination sexuelle - jouent un rôle essentiel pour empêcher les femmes d'atteindre la justice sociale en Jordanie. En outre, les résultats montrent que la collaboration entre les femmes et leurs représentants politiques dans la société est indispensable pour promouvoir la justice sociale en Jordanie ; il n'est pas suffisant de se contenter de fournir une bonne éducation aux femmes.
creator: Hind Al-Braizat
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 182
ending page: 200
doi: 10.55016/ojs/ajer.v70i2.75114

Self-Directed Learning, Academic Achievement and Motivation: A Meta-Analytical Study
type: item
description: This study is a meta-analytical examination of the relationships between academic achievement, motivation, and self-directed learning. It aims to review scientific studies investigating how self-directed learning readiness relates to both motivation and academic achievement to find a common effect level and to synthesize the study results. According to the meta-analytical results, it can be seen that academic achievement increases in line with an increase in the level of self-directed learning readiness. The results reveal that the relationship between self-directed learning and both motivation and academic achievement, which are two important indicators of the educational process, constitutes an important structure. It is recommended that relational studies conducted at the K–12 level of the relationship between self-directed learning and motivation should be compared with the results of this study through a separate meta-analysis. Keywords: self-directed learning, academic achievement, motivation, lifelong learning, meta-analysis Cette étude est un examen méta-analytique des relations entre les résultats scolaires, la motivation et l'apprentissage autodirigé. Elle vise à passer en revue les études scientifiques portant sur la manière dont la préparation à l'apprentissage autodirigé est liée à la fois à la motivation et aux résultats scolaires, afin de trouver un niveau d'effet commun et de synthétiser les résultats de l'étude. Les résultats de la méta-analyse montrent que les résultats scolaires augmentent en fonction du niveau de préparation à l'apprentissage autodirigé. Les résultats révèlent que la relation entre l'apprentissage autodirigé et la motivation et les résultats scolaires, qui sont deux indicateurs importants du processus éducatif, constitue une structure importante. Il est recommandé que les études relationnelles menées au niveau M à 12 sur la relation entre l'apprentissage autodirigé et la motivation soient comparées aux résultats de cette étude pa…
creator: Mustafa Onur Yurdal
creator: Çetin Toraman
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-06-27
publication date: 2023-06-27
volume: 70
number: 2
starting page: 233
ending page: 253
doi: 10.55016/ojs/ajer.v69i2.75098

Connection, Engagement, and Belonging: Exploring Young Women’s Positive Experiences for Building Inclusive STEM Classrooms
type: item
description: This qualitative study was designed from an appreciative and positive research focus to examine how and why young women engage in, succeed, and persevere in STEM courses. The objective was to gain student perspectives on improving gender equality in STEM education. From the questionnaire and focus groups with participating women university students enrolled in STEM courses three themes emerged (a) Relational Connection with teachers and/or students, (b) Engagement with STEM Curriculum that reflected influential pedagogical learning cultures, and (c) Cultures of Belonging and inclusion. This research offers insight into positive factors for women’s success in STEM academics and careers. Keywords: Female students in STEM; STEM Education; STEM Engagement; Inclusivity; Gender Bias Cette étude qualitative a été conçue dans une optique de recherche appréciative et positive afin d'examiner comment et pourquoi les jeunes femmes s'engagent, réussissent et persévèrent dans les cours de science, technologie, ingénierie et mathématiques (STIM). L'objectif était d'obtenir le point de vue des étudiantes sur l'amélioration de l'égalité des sexes dans l'enseignement des STIM. Le questionnaire et les groupes de discussion auxquels ont participé des étudiantes universitaires inscrites à des cours de STIM ont permis de dégager trois thèmes : (a) le lien relationnel avec les enseignants et/ou les étudiants, (b) l'engagement dans le programme de STIM qui reflète des cultures d'apprentissage pédagogiques influentes, et (c) les cultures d'appartenance et d'inclusion. Cette recherche offre un aperçu des facteurs positifs pour la réussite des femmes dans les études et les carrières en STIM. Mots clés : étudiantes dans les STIM ; éducation aux STIM ; engagement dans les STIM ; inclusion ; préjugés sexistes
creator: Elizabeth Saville
creator: Sabre Cherkowski
creator: Jennifer Jakobi
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-03-17
publication date: 2023-03-17
volume: 70
number: 2
starting page: 103
ending page: 117
doi: 10.55016/ojs/ajer.v69i1.75063

Play and Literacy Learning in Grades 1 and 2: An Exploratory Study of Teacher Perspectives
type: item
description: Responding to concerns that play is at risk in the early years of education, this article investigates teachers’ current use of play in language and literacy instruction in Grade 1 and 2 Alberta classrooms. It addresses what teachers say they need to make play part of school-based language and literacy education. Survey findings show a recognition of contested views on the role of play in instruction yet a press for play as a meaningful pedagogy in the early elementary grades. The article contributes teachers’ perspectives on play in literacy teaching beyond preschool and kindergarten. It offers recommendations for conceptual, pragmatic, and research-focused supports that would allow teachers to leverage play in the development of children’s literacies. Keywords: play, literacy, play-based teaching, playful learning, elementary school En réponse aux préoccupations selon lesquelles le jeu est menacé dans les premières années scolaires, cet article porte sur l'utilisation actuelle du jeu par les enseignants dans l'enseignement de la langue et de la littératie dans les classes de première et deuxième année de l'Alberta. L’article s'intéresse à ce dont les enseignants disent avoir besoin pour intégrer le jeu dans l'enseignement de la langue et de la littératie à l'école. Les résultats de l'enquête montrent que les enseignants reconnaissent que leurs points de vue sur le rôle du jeu dans l'enseignement sont contestés, mais qu'ils insistent pour que le jeu soit une pédagogie significative dans les premières années de l'enseignement au primaire. L'article présente le point de vue des enseignants sur le jeu dans l'enseignement de la littératie au-delà de la prématernelle et de la maternelle. Il propose des recommandations pour un soutien conceptuel, pragmatique et axé sur la recherche qui permettrait aux enseignants de tirer parti du jeu dans le développement de la littératie chez les enfants. Mots clés : jeu, littératie, enseignement basé sur le jeu, apprentissage ludique,…
creator: Ronna Mosher
creator: Kimberly Lenters
creator: Harrison Boss
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-06-27
publication date: 2023-06-27
volume: 70
number: 2
starting page: 207
ending page: 232
doi: 10.55016/ojs/ajer.v69i2.75043

AJER Issue 68.1 Front Matter
type: item
creator: AJER Editor
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-03-10
publication date: 2022-03-10
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v68i1.74967

AJER Issue 68.1 Table of Contents
type: item
creator: AJER Editor
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-03-10
publication date: 2022-03-10
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v68i1.74966

Scrutinizing Teachers’ Awareness of Global Citizenship Education (GCED) in Jordan
type: item
description: This study aimed to determine the Global Citizenship Education (GCED) awareness level of teachers of different subjects in Jordan and to investigate whether their global citizenship awareness levels varied in terms of different demographic variables. The sample comprised 4305 teachers. Data were gathered using an awareness scale and an interview. Findings revealed that teachers showed an unsatisfactory level of awareness of GCED; females were more aware of GCED. Based on the results, it is recommended that teachers’ knowledge should be fostered in teaching GCED concepts, skills, and values, and to transcend the teacher-centered approach as it doesn’t promote the outcomes of creating global citizens. Keywords: Teachers’ Awareness, Global Citizenship Education, Demographic Variables, Teacher Development. Cette étude avait pour but de déterminer le niveau de sensibilisation à l'éducation à la citoyenneté mondiale des enseignants de différentes matières en Jordanie et d'examiner si leur niveau de sensibilisation à la citoyenneté mondiale variait en fonction de différentes variables démographiques. L'échantillon comprenait 4 305 enseignants. Les données ont été recueillies à l'aide d'une échelle de sensibilisation et d'un entretien. Les résultats ont révélé que les enseignants ont montré un niveau insatisfaisant de sensibilisation à la citoyenneté mondiale ; les femmes étaient plus sensibilisées à la citoyenneté mondiale. Sur la base des résultats, il est recommandé de renforcer les connaissances des enseignants dans l'enseignement des concepts, des compétences et des valeurs de la citoyenneté mondiale, et de transcender l'approche centrée sur l'enseignant car elle ne favorise pas la création de citoyens du monde. Mots clés : Sensibilisation des enseignants, éducation à la citoyenneté mondiale, variables démographiques, développement des enseignants.
creator: Naima Al-husban
creator: Mohammad Tawalbeh
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-12-21
publication date: 2022-12-21
volume: 70
number: 2
starting page: 581
ending page: 603
doi: 10.55016/ojs/ajer.v68i4.74900

“Beg, Borrow, and Steal”: School Division Perspectives of Assessment Policy Creation in Saskatchewan
type: item
description: This study focused on school division needs pertaining to classroom-based assessment policies in Saskatchewan. Using a critical policy analysis framework, this project narrowed in on the creation of assessment policies within school divisions in the province through the lens of superintendents (n = 16). Applying Verhoest et al.’s (2004) organizational autonomy framework, school divisions were interpreted as having both a minimum level of financial autonomy and a higher (though ultimately ambiguous) level of policy autonomy. Interviews revealed a tension between policy creation at the school-division level and within the Ministry, highlighted the impact of higher policy autonomy and lower financial autonomy on policy development and implementation at the division level, and called attention to a desire from school divisions for provincial guidance. Keywords: Classroom-based assessment; policy; school divisions; Saskatchewan; Ministry of Education Cette étude a porté sur les besoins des divisions scolaires en matière de politiques d'évaluation en classe en Saskatchewan. À l'aide d'un cadre d'analyse critique des politiques, ce projet s'est concentré sur la création de politiques d'évaluation au sein des divisions scolaires de la province dans l'optique des directions générales (n = 16). En appliquant le cadre d'autonomie organisationnelle de Verhoest et al. (2004),on a perçu les divisions scolaires comme ayant à la fois un niveau minimum d'autonomie financière et un niveau plus élevé (bien qu'en fin de compte ambigu) d'autonomie en matière de politiques. Les entrevues ont révélé une tension entre la création de politiques au niveau de la division scolaire et au sein du ministère, ont mis en évidence l'impact d'une autonomie politique plus élevée et d'une autonomie financière plus faible sur l'élaboration et la mise en œuvre de politiques au niveau de la division et ont attiré l'attention sur le désir des divisions scolaires d'obtenir une orientation de la part de la p…
creator: Cristyne Hebert
creator: Kent LeNouail
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-06-27
publication date: 2023-06-27
volume: 70
number: 2
starting page: 182
ending page: 206
doi: 10.55016/ojs/ajer.v69i2.74894

Multi-Graded, Rural Alberta Schools: Quality Education or Not?
type: item
description: Small rural schools utilize multi-graded classes to maintain their viability. When the majority of classes are combined, the result is a multi-graded school. In Alberta alone, there are approximately 90 schools that would be defined as a multi-graded school, and every rural school board has at least one on its roster. In Alberta, students and their caregivers are promised that their children will receive a quality education from their public school, regardless of size or location. This quantitative, descriptive research study found that according to parent, teacher, and student surveys, multi-graded, rural Alberta schools provide quality education but do poorer on provincial standardized tests. By acknowledging an academic issue for multi-graded rural schools, the focus can move to how to utilize the unique education provided at these schools to improve results and maintain cultural importance in the community. multi-graded, rural, education, quality, viability Les petites écoles rurales utilisent des classes à plusieurs niveaux pour maintenir leur viabilité. Lorsque la majorité des classes sont combinées, il s'agit d'une école à niveaux multiples. Rien qu'en Alberta, il existe environ 90 écoles que l'on pourrait définir comme des écoles à niveaux multiples, et chaque conseil scolaire rural en compte au moins une sur sa liste. En Alberta, on promet aux enfants et aux personnes qui s'occupent d'eux que les élèves recevront une éducation de qualité dans leur école publique, quelle que soit sa taille ou sa situation géographique. Cette étude quantitative descriptive a révélé que, selon les enquêtes menées auprès des parents, des enseignants et des élèves, les écoles rurales albertaines à classes multiples dispensent un enseignement de qualité, mais obtiennent de moins bons résultats aux tests standardisés provinciaux. En reconnaissant l'existence d'un problème académique dans les écoles rurales à classes multiples, on peut se concentrer sur la manière d'utiliser l'ense…
creator: Elizabeth Siemens
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-06-27
publication date: 2023-06-27
volume: 70
number: 2
starting page: 167
ending page: 181
doi: 10.55016/ojs/ajer.v69i2.74854

Online Learning Experiences of Canadian Black Nova Scotians during Covid-19: Adopting an Intersectionality Framework
type: item
description: Though school closures due to the COVID-19 pandemic affected all students globally, the effect was significantly more for students from marginalized and vulnerable communities. In Nova Scotia, Canada, the concern was the racial achievement gap that the education system is addressing through an inclusive education policy. The worry, especially for Black Nova Scotian students, was the online learning demands and the associated challenges. Through an analysis of a household survey and intersectionality framework, we explored these challenges. We argue that students have multiple and simultaneously acting identities that lead to differential learning experiences and outcomes, and an intersectionality approach should be considered to inform education improvement decisions. Keywords: online learning, Black Canadians, intersectionality, household survey, structural equation modelling Bien que les fermetures d'écoles dues à la pandémie de COVID-19 aient touché tous les élèves du monde, l'effet a été nettement plus marqué pour les élèves issus de communautés marginalisées et vulnérables. En Nouvelle-Écosse, au Canada, l'inquiétude portait sur l'écart de réussite raciale que le système d’éducation s'efforce de combler par une politique d'éducation inclusive. L'inquiétude, en particulier pour les élèves noirs de Nouvelle-Écosse, portait sur les exigences de l'apprentissage en ligne et les défis qui y sont associés. Par l'analyse d'une enquête auprès des ménages et d'un cadre d'intersectionnalité, nous avons exploré ces défis. Nous soutenons que les élèves ont des identités multiples qui agissent simultanément et mènent à des expériences et des résultats d'apprentissage différents, et qu'une approche d'intersectionnalité devrait être considérée pour informer les décisions portant sur l’amélioration de l'éducation. Mots clés : apprentissage en ligne, Canadiens noirs, intersectionnalité, enquête auprès des ménages, modélisation par équations structurelles.
creator: George Frempong
creator: Raavee Kadam
creator: Joyline Makani
creator: Michelle McPherson
creator: Nyasha Mandeya
creator: Timi Idris
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-03-17
publication date: 2023-03-17
volume: 70
number: 2
starting page: 86
ending page: 102
doi: 10.55016/ojs/ajer.v69i1.74846

Reframing Teacher Engagement: A Framework for Improving Workplace Conditions to Foster Teacher Engagement
type: item
description: Historically, the factors contributing to teacher engagement have been premised on the idea that engagement is grounded in intrinsic motivation and intrapersonal characteristics. This narrative literature review offers an alternative perspective, whereby teacher engagement is enhanced through creating policies to improve workplace conditions and foster engagement. Within the findings, three essential conditions to foster teacher engagement were identified: a supportive organization, active leadership, and healthy interpersonal relationships. A conceptual framework based on these findings is constructed and proposed as an aid to school leaders in policy development to improve teacher engagement. Keywords: Teacher engagement, conditions, policy, framework, school leaders Historiquement, les facteurs contribuant à l'engagement des enseignants ont été basés sur l'idée que l'engagement est fondé sur la motivation intrinsèque et les caractéristiques intrapersonnelles. Cette analyse documentaire narrative propose une autre perspective, selon laquelle l'engagement des enseignants est renforcé par la création de politiques visant à améliorer les conditions de travail et à favoriser l'engagement. Dans les conclusions, trois conditions essentielles pour favoriser l'engagement des enseignants ont été identifiées : une organisation de soutien, un leadership actif et des relations interpersonnelles saines. On construit un cadre conceptuel basé sur ces résultats et on le propose au leadership scolaire comme appui au développement de politiques visant à améliorer l'engagement des enseignants. Mots clés : Engagement des enseignants, conditions, politique, cadre, leadeurship scolaire
creator: Katrin Heim
creator: Kurtis Marshall
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-12-21
publication date: 2022-12-21
volume: 70
number: 2
starting page: 561
ending page: 580
doi: 10.55016/ojs/ajer.v68i4.74708

The Power of Affect: Teacher Activism as Resistance to Neoliberalism in Saskatchewan
type: item
description: With prevailing global neoliberal ideology, teachers and teacher unions must respond to market-driven governmental policies intended to undermine public education. In Saskatchewan, Canada, teacher activists feel compelled to both counter neoliberal discourses and proactively advocate for equitable, high-quality public education. To explore acts of resistance, semi-structured interviews with four teacher activists were employed to understand how teachers enact advocacy within their union and through grassroots activism. Harding et al.’s (2018) framework of alliances, assemblages, and affects informed data analysis, which included the creation of narrative vignettes characterizing teacher voice. This paper specifically discusses findings which suggest that affect, or how emotions do things, presented teachers with new potentialities for shaping educational policy. Keywords: narrative inquiry, teacher unions, grassroots teacher activism, neoliberalism, poststructuralism, affect Face à l'idéologie néolibérale mondiale dominante, les enseignants et les syndicats d'enseignants doivent répondre aux politiques gouvernementales axées sur le marché et destinées à saper l'éducation publique. En Saskatchewan, au Canada, les enseignants militants se sentent obligés de contrer les discours néolibéraux et de défendre de manière proactive une éducation publique équitable et de qualité. Des entretiens semi-structurés avec quatre enseignants militants ont été utilisés pour explorer les actes de résistance et comprendre comment les enseignants défendent leurs intérêts au sein de leur syndicat et par le biais du militantisme de base. Le cadre d'alliances, d'agencements et d'affects de Harding et al. (2018) a guidé l'analyse des données, qui comprenait la création de vignettes narratives caractérisant la voix des enseignants. Cet article traite spécifiquement des résultats qui suggèrent que l'affect, ou la façon dont les émotions font les choses, a présenté aux enseignants de nouvelles …
creator: Trudy Keil
creator: Pamela Osmond-Johnson
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-12-21
publication date: 2022-12-21
volume: 70
number: 2
starting page: 537
ending page: 560
doi: 10.55016/ojs/ajer.v68i4.74586

Science Teachers' Perceptions of Social-Emotional Learning: Lessons from Oman
type: item
description: The study aimed to identify science teachers' perceptions of social-emotional learning. A descriptive approach using quantitative methodology was followed, and a nationally representative sample of male and female science teachers (n = 1034) was used. A questionnaire was designed and used for data collection. The results revealed that science teachers have negative perceptions of emotional-social learning. Statistically significant differences were found between females and males. Also, there was a statistically significant difference based on grade level taught. However, there were no statistically significant differences in science teachers' perceptions due to years of teaching experience. Implications are discussed and recommendations are offered for promoting teachers' social-emotional competence. Keywords: Science Teacher, perception, Social-Emotional Learning, Sultanate of Oman L'étude visait à identifier les perceptions des enseignants de sciences sur l'apprentissage socio-émotionnel. L’étude a suivi une approche descriptive utilisant une méthodologie quantitative et elle repose sur un échantillon représentatif au niveau national de enseignants de sciences masculins et féminins (n = 1 034). Un questionnaire a été conçu et utilisé pour la collecte des données. Les résultats ont révélé que les enseignants de sciences ont des perceptions négatives de l'apprentissage émotionnel et social. On a constaté des différences statistiquement significatives entre les femmes et les hommes. De même, une différence statistiquement significative a été constatée en fonction du niveau scolaire enseigné. Cependant, aucune différence statistiquement significative dans les perceptions des enseignants de sciences n’a été constaté en fonction des années d'expérience d'enseignement. Les implications sont discutées et des recommandations sont proposées pour promouvoir la compétence socio-émotionnelle des enseignants. Mots clés : enseignant de sciences, perception, apprentissage socio-…
creator: Mohamed A. Shahat
creator: Abdullah K. Ambusaidi
creator: Abir Al-Busaidi
creator: Manal Al-Qulhati
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-12-21
publication date: 2022-12-21
volume: 70
number: 2
starting page: 515
ending page: 536
doi: 10.55016/ojs/ajer.v68i4.74503

Table of Contents
type: item
creator: AJER Editor
rights: Copyright (c) 2021 Alberta Journal of Educational Research
date: 2021-12-02
publication date: 2021-12-02
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v67i4.74095

AJER Issue 67.4 Front Matter
type: item
creator: AJER Editor
rights: Copyright (c) 2021 Alberta Journal of Educational Research
date: 2021-12-02
publication date: 2021-12-02
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v67i4.74093

AACES Advertisement
type: item
creator: AJER Editor
rights: Copyright (c) 2021 Alberta Journal of Educational Research
date: 2021-12-02
publication date: 2021-12-02
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v67i4.74092

Teaching with the Virus: Sociomaterial Assemblages and the Production of Schooling During COVID-19
type: item
description: Using new materiality theory, we analyzed teachers’ and administrators’ descriptions of educational practices and everyday life in schools during the first year of the COVID-19 pandemic. During this time, the virus and the Provincial Health Authority were agential parts of classrooms that both restricted pedagogical possibilities, as well as created openings for something new to occur. As educators taught “with the virus,” pedagogy and curriculum unfolded rhizomatically shooting off in different and often unexpected directions. Our research makes visible how teaching is always a co-creative act of participating with the material, affective, and relational landscapes of practice. Keywords: pedagogy; COVID-19; sociomaterial assemblages; new materiality; K–12 schooling En utilisant la théorie de la nouvelle matérialité, nous avons analysé les descriptions faites par les enseignants et les administrateurs des pratiques éducatives et de la vie quotidienne dans les écoles au cours de la première année de la pandémie de COVID-19. Pendant cette période, le virus et l'autorité provinciale de santé ont fait partie intégrante des salles de classe, restreignant les possibilités pédagogiques tout en créant des ouvertures pour l’émergence de quelque chose de nouveau. Alors que les éducateurs enseignaient "avec le virus", la pédagogie et le programme scolaire se sont développés comme des rhizomes en prenant des directions différentes et souvent inattendues. Notre recherche met en évidence le fait que l'enseignement est toujours un acte cocréatif de participation avec les paysages matériels, affectifs et relationnels de la pratique. Mots clés : pédagogie ; COVID-19 ; assemblages sociomatériels ; nouvelle matérialité ; scolarité M-12
creator: Cher Hill
creator: Margaret MacDonald
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-12-12
publication date: 2023-12-12
volume: 70
number: 2
starting page: 473
ending page: 491
doi: 10.55016/ojs/ajer.v69i4.73625

Issue 67.3 Front Matter
type: item
creator: Ajer Editor
rights: Copyright (c) 2021 Alberta Journal of Educational Research
date: 2021-09-10
publication date: 2021-09-10
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v67i3.73514

Issue 67.3 Table of Contents
type: item
creator: Ajer Editor
rights: Copyright (c) 2021 Alberta Journal of Educational Research
date: 2021-09-10
publication date: 2021-09-10
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v67i3.73513

The Differential Experience and Educational Outcomes Among Two Cohorts of English Language Learning Students
type: item
description: This study examined the differential experience and educational outcomes among two English Language Learning (ELL) student cohorts, namely holders of a high school diploma and individuals who did not complete high school. Our analysis of 39 interviews with ELL respondents demonstrated that premigration experience; personal qualities; interactions at home, in school, and in the community; as well as peer influence, have shaped the differing experience and inequitable educational outcomes of ELL students. The findings brought attention to the areas of support for all ELL students, including quality classroom instruction, explicit and structured ELL education, supplementary academic and literacy programs, responsive psychosocial support, and access to positive mentors. Keywords: ELL students, educational experience, educational outcome Cette étude a examiné les différentes expériences et résultats scolaires de deux cohortes d'étudiants apprenant l'anglais (ELL), à savoir les titulaires d'un diplôme d'études secondaires et les personnes qui n'ont pas terminé leurs études secondaires. Notre analyse de 39 entretiens avec des répondants ELL a démontré que l'expérience antérieure à la migration, les qualités personnelles, les interactions à la maison, à l'école et dans la communauté, ainsi que l'influence des pairs, ont façonné l'expérience différente et les résultats scolaires inéquitables des étudiants ELL. Les résultats ont attiré l'attention sur les domaines de soutien pour tous les étudiants ELL, notamment un enseignement de qualité en classe, une éducation ELL explicite et structurée, des programmes académiques et d'alphabétisation supplémentaires, un soutien psychosocial adapté et l'accès à des mentors positifs. Mots clés : étudiants ELL, expérience éducative, résultats scolaires
creator: Hieu Van Ngo
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-03-17
publication date: 2023-03-17
volume: 70
number: 2
starting page: 66
ending page: 85
doi: 10.55016/ojs/ajer.v69i1.73438

Supporting Graduate Writers Through a Writing Commons
type: item
description: This paper reports on how we developed a Writing Commons to support graduate student needs within our faculty. Graduate writers often require more concentrated and specific support than traditional support sources (e.g., writing centres, supervisors) can provide. We argue that local writing support spaces, like a Writing Commons, can meet these needs for graduate writers by opening a flexible, student-centric space for both writing support and time to write. We detail how faculties can go beyond just establishing graduate communities and instead provide concentrated writing support for graduate students. A Writing Commons can mitigate the isolation and pressures of the high stakes writing experiences that graduate students face by providing feedback and support, space to discuss common writing challenges within a program, and community with other writers. Near the end of the paper, we discuss steps that others can take to increase support for graduate writers. Keywords: graduate education, graduate writing, writing support, writing groups, faculty support Cet article rend compte de la façon dont nous avons développé un centre d'écriture commune pour répondre aux besoins des étudiants diplômés au sein de notre faculté. Les écrivains diplômés ont souvent besoin d'un soutien plus concentré et plus spécifique que celui que les sources de soutien traditionnelles (p. ex., les centres d'écriture, les superviseurs) peuvent offrir. Nous soutenons que les espaces locaux de soutien à l'écriture, comme les centres d'écriture, peuvent répondre à ces besoins des écrivains diplômés en ouvrant un espace polyvalent, centré sur l'étudiant, à la fois pour le soutien à l'écriture et pour le temps d'écrire. Nous expliquons en détail comment les facultés peuvent aller au-delà de la simple création de communautés d'étudiants diplômés et offrir plutôt un soutien à l'écriture visant les étudiants diplômés. Un centre d'écriture peut atténuer l'isolement et la pression des expériences d'écrit…
creator: Christopher Eaton
creator: Jill Dombroski
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-12-21
publication date: 2022-12-21
volume: 70
number: 2
starting page: 499
ending page: 514
doi: 10.55016/ojs/ajer.v68i4.73428

Textual Analysis Speaks: Pedagogical Documentation as Relational Pedagogy
type: item
description: Despite growing international interest in pedagogical documentation, there is limited research investigating this professional practice. In strengthening the knowledge base, this paper offers textual analysis of material written about pedagogical documentation to enable greater understanding of its nature and purposes. The authors of this paper analyzed the contents of three publications they also contributed to and edited. International chapter authors and commentators shared their thinking related to definitions of pedagogical documentation, its processes and potentialities, as well as elements enabling or constraining engagement. Offering richly contextualised voices within analytical categories, this paper positions pedagogical documentation as conceived in different ways for various purposes. Analysis indicates a foundation of relational pedagogy throughout the data set, an element rarely apparent in current approaches to planning and assessment. Seeing these texts as a combined data source enables a clearer configuration of this phenomenon, thus foregrounding the potential of pedagogical documentation as an empowering transformative component of early childhood settings. Keywords: pedagogical documentation, relational pedagogy, textual analysis, pedagogical transformation, early childhood education Malgré l'intérêt international croissant pour la documentation pédagogique, il existe peu de recherches sur cette pratique professionnelle. Cet article propose une analyse textuelle de documents écrits sur la documentation pédagogique pour permettre une meilleure compréhension de sa nature et de ses objectifs, renforçant ainsi la base de connaissances. Les auteures de cet article ont analysé le contenu de trois publications auxquelles elles ont également contribué et qu'elles ont éditées. Les auteurs de sections internationales et les commentateurs ont partagé leurs réflexions sur les définitions de la documentation pédagogique, ses processus et ses potentialités, a…
creator: Alma Fleet
creator: Catherine Patterson
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-12-21
publication date: 2022-12-21
volume: 70
number: 2
starting page: 480
ending page: 498
doi: 10.55016/ojs/ajer.v68i4.73402

Student Perceptions of Performance-Based Assessments for In-Person and Online Courses
type: item
description: COVID-19 social distancing measures forced many university courses to be offered online. The performance-based assessments originally designed for in-person learning may not work well in online environments. This study investigated students’ perceptions of performance-based assessments, and their associated resources, during a course that was offered both in-person and online. The results from 312 undergraduate education students (n = 248 in-person and n = 64 online) indicated all the resources for one of the two assessments were rated statistically significantly higher by students who attended the course in-person. This indicated students who completed the course in-person had a stronger interaction with the assessment resources and rating having higher cognitive and affective skills needed to perform a similar assessment task in their future classrooms. Online students indicated some resources, such as assessment instructions and scoring rubrics, should be better explained during the course for more clarity regarding expectations. Les mesures de distanciation sociale ont contraint de nombreuses universités à proposer des cours en ligne. Les évaluations basées sur les performances, conçues à l'origine pour l'apprentissage en personne, peuvent ne pas fonctionner correctement dans les environnements en ligne. Cette étude s'est intéressée à la perception qu'ont les étudiants des évaluations basées sur les performances et des ressources associées, dans le cadre d'un cours dispensé à la fois en présentiel et en ligne. Les résultats obtenus auprès de 312 étudiants en éducation de premier cycle (n = 248 en personne et n = 64 en ligne) indiquent que toutes les ressources pour l'une des deux évaluations ont été évaluées de manière statistiquement significative plus élevée par les étudiants qui ont suivi le cours en personne. Cela indique que les étudiants qui ont suivi le cours en personne ont eu une interaction plus forte avec les ressources d'évaluation et qu'ils ont éval…
creator: Man-Wai Chu
creator: Heather Craig
creator: Felecia Hoey
rights: Copyright (c) 2024 Alberta Journal of Educational Research
date: 2024-07-30
publication date: 2024-07-30
volume: 70
number: 2
starting page: 165
ending page: 181
doi: 10.55016/ojs/ajer.v70i2.73401

Collaborative Inquiry and School Leadership Growth: Introduction to Special Issue
type: item
creator: William Edgar Boyd
creator: Martin Hayden
rights: Copyright (c) 2021 Alberta Journal of Educational Research
date: 2021-09-10
publication date: 2021-09-10
volume: 70
number: 2
starting page: 260
ending page: 261
doi: 10.55016/ojs/ajer.v67i3.73368

Effects of Robotic Coding Supported Design-Based Science Instruction on Students’ Science Process Skills
type: item
description: This study aimed to investigate the effects of robotic coding supported Design-Based Science Instruction (RC-DBSI) on sixth-grade students’ science process skills. One-group pretest-posttest experimental design was employed in the study. Participants consisted of thirty-nine sixth-grade students enrolled in a public middle school located in the eastern part of Turkey. The implementation phase lasted for five weeks during which a Force and Motion unit was being taught. The engineering design process, including the steps of determining the problem, researching possible solutions, determining the most suitable solution, making the prototype, and testing the prototype (Wendell et al., 2010), was followed in the study. Robotic coding activities were incorporated into the “researching possible solutions” step of DBSI. Twin Science Kit was distributed to the participants, and they engaged in robotic coding activities via this kit. Students completed Science Process Skills Test as a pretest and posttest. Paired samples t-test results demonstrated that being exposed to RC-DBSI improved the students’ science process skills. Based on the study's findings, some suggestions were presented for science teachers and teacher education programs. Keywords: Design-Based Science Instruction, robotic coding, science process skills, science education, middle school Cette étude avait pour but d'examiner les effets de l'enseignement des sciences basé sur la conception et soutenu par le codage robotique (RC-DBSI) sur les compétences en matière de processus scientifique des élèves de sixième année. L'étude a utilisé un modèle expérimental prétest/posttest avec un groupe. Trente-neuf élèves de sixième année inscrits dans une école publique située dans la partie orientale de la Turquie ont participé à l’étude. La phase de mise en œuvre a duré cinq semaines au cours desquelles une unité portant sur la force et mouvement a été enseignée. L’étude a suivi le processus de conception technique, qui c…
creator: Mirac Furkan Bayar
creator: Yasemin Taş
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-10-07
publication date: 2022-10-07
volume: 70
number: 2
starting page: 446
ending page: 458
doi: 10.55016/ojs/ajer.v68i3.73120

Examining School Principals' Conceptions of Assessment and Grading Practices
type: item
description: Principals play a key leadership role in school effectiveness and student success; however, one area that has received relatively little attention so far is principals’ embedded understanding of assessment and grading within the educational context where they work. We examined 141 Chinese school principals’ conceptions of assessment and grading practices using a survey research design. Our results indicated that principals viewed summative assessment as necessarily serving two purposes: (a) accountability, and (b) improvement of teaching and learning. Assessment that does not serve these dual purposes was not viewed as maximally supporting learning in this educational context. The study further found that accountability pressures influenced principals’ conceptions of assessment and consequently shaped their approaches to grading in China’s examination-oriented culture. This study provides implications for a heightened understanding of principals’ leadership in the crucial role that student assessment plays in both enhancing instruction and student learning and ever-expanding accountability mandates within the Chinese education context and other educational contexts globally. Keywords: principals, conceptions of assessment, grading practices, China. Les directeurs d'école jouent un rôle clé dans l'efficacité de l'école et la réussite des élèves. Cependant, un domaine qui a reçu relativement peu d'attention jusqu'à présent est la compréhension de l'évaluation et de la notation par les directeurs dans le contexte éducatif où ils travaillent. À l'aide d'une enquête, nous avons examiné les conceptions de 141 directeurs d'école chinois sur les pratiques d'évaluation et de notation. Nos résultats indiquent que les directeurs d'école considèrent que l'évaluation sommative doit nécessairement servir deux objectifs : (a) la responsabilité et (b) l'amélioration de l'enseignement et de l'apprentissage. L'évaluation qui ne sert pas ces deux objectifs n'est pas considérée comme u…
creator: Liying Cheng
creator: David Baidoo-Anu
creator: Christopher DeLuca
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-03-17
publication date: 2023-03-17
volume: 70
number: 2
starting page: 41
ending page: 65
doi: 10.55016/ojs/ajer.v69i1.73115

Turning to Greet the Unheard, Unseen, and Unknown in Western Thought: Autoethnographic Stories of Learning with the Blackfoot
type: item
description: The Truth and Reconciliation Commission of Canada has calls to action for the inclusion of Indigenous knowledges and teaching practices in classrooms. Western educators have different degrees of willingness, understanding, and skill in teaching Indigenous concepts and their teaching practices can be superficial. Highlighting autoethnographic accounts of learning from Blackfoot Elders through Indigenous land-based pedagogy with current literature review data, I argue that Western educators must understand that the more-than-human entities are animate and have agency in teaching and healing people. Findings suggest that all students benefit from the wise teaching practices of inviting the more-than-human as co-teachers. Key words: Indigenous education, Indigenous land-based pedagogy, Blackfoot, more-than-human, autoethnography La Commission de vérité et de réconciliation du Canada a lancé des appels à l'action pour l'intégration des connaissances et des pratiques d'enseignement autochtones dans les salles de classe. Les éducateurs occidentaux n'ont pas tous la même volonté, la même compréhension et les mêmes compétences pour enseigner les concepts autochtones, et leurs pratiques d'enseignement peuvent être superficielles. En mettant en évidence les récits autoethnographiques de l'apprentissage auprès des aînés pieds-noirs par le biais d'une pédagogie autochtone basée sur la terre, ainsi que les données d’une analyse documentaire actuelle, je soutiens que les éducateurs occidentaux doivent comprendre que les entités plus qu'humaines sont animées et ont un pouvoir d'action dans l'enseignement et dans la guérison des personnes. Les résultats suggèrent que tous les élèves bénéficient des pratiques d'enseignement sages qui consistent à inviter les entités plus qu'humaines en tant que co-enseignants. Mots clés : éducation autochtone, pédagogie autochtone basée sur la terre, Pieds-Noirs, plus-que-humain, autoethnographie
creator: Sherri Rinkel-Mackay
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-06-27
publication date: 2023-06-27
volume: 70
number: 2
starting page: 144
ending page: 166
doi: 10.55016/ojs/ajer.v69i2.73086

Considerations for Best Practice when Conducting Qualitative Research with Deaf and Hard of Hearing (D/HH) Participants
type: item
description: A review of existing research with deaf or hard of hearing students reveals a focus on academic and social outcomes utilizing predominantly quantitative methods of research. Quantitative research typically generates numerical data and the measurement of discrete variables, whereas qualitative research allows researchers to delve deeper into what cannot easily be put into numbers: lived experiences, meaning, and context. To gain a nuanced understanding of the experiences and perspectives of students who are deaf, more qualitative research is needed. Qualitative research on deaf students’ perspectives has the potential to contribute to the development of beneficial practices that will support students. This article describes considerations and best practices when conducting qualitative research with deaf participants, followed by an example of how such practices were applied in a research study on deaf students’ lived experiences of inclusion. Keywords: Qualitative research; Deaf participants; hard of hearing participants; best practices; participants’ perspectives Un examen des recherches existantes sur les élèves sourds ou malentendants révèle que l'accent est mis sur les résultats scolaires et sociaux en utilisant principalement des méthodes de recherche quantitatives. La recherche quantitative génère généralement des données numériques et la mesure de variables discrètes, alors que la recherche qualitative permet aux chercheurs d'approfondir ce qui n'est pas facilement quantifiable : les expériences vécues, la signification et le contexte. Pour parvenir à une compréhension nuancée des expériences et des perspectives des élèves sourds, il est nécessaire de mener davantage de recherches qualitatives. La recherche qualitative sur les perspectives des élèves sourds a le potentiel de contribuer au développement de pratiques bénéfiques qui soutiendront les élèves. Cet article décrit les considérations et les meilleures pratiques pour mener une recherche qualitative avec…
creator: Natalia Rohatyn-Martin
creator: K. Jessica Van Vliet
creator: Linda J. Cundy
creator: Denyse V. Hayward
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-12-12
publication date: 2023-12-12
volume: 70
number: 2
starting page: 459
ending page: 472
doi: 10.55016/ojs/ajer.v69i4.72904

The Design and Validation of a Self-Report Survey Examining Postsecondary Students’ Perceptions of Success: The Perceived Success in Study Survey (PSISS)
type: item
description: Postsecondary students' well-being is closely linked to success, which has predominantly been viewed from institutional perspectives rather than student experience. Addressing this gap, students and educators at a New Zealand postsecondary institution identified elements of overall success. Two existing measures were integrated with the student/educator feedback to form a 27-item questionnaire that was piloted twice via social media using snowball recruitment (n=225, n=237). There was strong internal consistency, and factor analysis identified five main factors of influence. The survey is found to be a comprehensive measure of perceptions of success and could be useful in identifying learners' levels of success-promoting attitudes and strategies, which may be of particular relevance during the COVID-19 pandemic Keywords: Motivation; perceptions of success; self-efficacy; student wellbeing; work-life balance Le bien-être des étudiants de l'enseignement postsecondaire est étroitement lié à la réussite, qui a été principalement considérée du point de vue des établissements plutôt que de l'expérience des étudiants. Pour combler cette lacune, des étudiants et des éducateurs d'un établissement postsecondaire de Nouvelle-Zélande ont identifié les éléments de la réussite globale. Deux mesures existantes ont été intégrées aux commentaires des étudiants et des éducateurs pour former un questionnaire de 27 éléments qui a été testé deux fois via les médias sociaux en utilisant le recrutement en boule de neige (n=225, n=237). La cohérence interne était forte et l'analyse factorielle a permis d'identifier cinq facteurs d'influence principaux. L'enquête s'est avérée être une mesure complète des perceptions de la réussite et pourrait être utile pour identifier les niveaux d'attitudes et de stratégies de promotion de la réussite chez les apprenants, ce qui pourrait être particulièrement pertinent pendant la pandémie de COVID-19. Mots clés : motivation ; perceptions de la réussite ; …
creator: Kaaryn Cater
creator: Mervyn Hyde
creator: Elizabeth Asbury
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-10-07
publication date: 2022-10-07
volume: 70
number: 2
starting page: 414
ending page: 445
doi: 10.55016/ojs/ajer.v68i3.72816

Teachers’ Experiences on Refugee Education and Their Views on Refugees’ Social Inclusion: Case of Turkey
type: item
description: This study had two aims: first, to reveal the experiences of educators who work with refugee students in Samsun (Turkey); and second, to divulge the views these teachers have on the social inclusion of refugees. The research was designed using a case study approach; 18 individuals participated in the research, who were selected from 12 schools within the criterion sample. A semi-structured interview form was utilized to collect data, which were analyzed using a content analysis approach. Some participants indicated that some refugee students were indifferent toward their lessons, would act in violent ways at school, experienced academic inadequacies, and possessed language and communication issues. Other teacher-participants pointed out that refugee students suffered from discrimination at school. In a general sense, the participants had a positive attitude towards refugee social inclusion, and they believed that refugees should be given employment opportunities; but refugees should also learn about Turkish culture and values. The study concluded that an equal distribution of refugees across schools and residential areas is necessary and that organizing events where refugees and Turkish citizens can join together provides the whole society with opportunities to learn about multiculturalism, which in turn can accelerate social inclusion. Keywords: Refugee, immigrant, social inclusion, discrimination, access to education. Cette étude avait deux objectifs : premièrement, révéler les expériences des éducateurs qui travaillent avec des étudiants réfugiés à Samsun (Turquie) ; et deuxièmement, rendre compte des points de vue de ces enseignants sur l'inclusion sociale des réfugiés. La recherche a été conçue selon une approche d'étude de cas ; 18 personnes ont participé à la recherche et ont été sélectionnées dans 12 écoles de l'échantillon de référence. Un formulaire d'entrevue semi-structurée a été utilisé pour collecter les données, qui ont été analysées à l'aide d'une mé…
creator: Hakan Topaloğlu
creator: Murat Özdemir
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-12-12
publication date: 2023-12-12
volume: 70
number: 2
starting page: 439
ending page: 458
doi: 10.55016/ojs/ajer.v69i4.72810

Issue 67.2 Table of Contents
type: item
creator: AJER Editor
rights: Copyright (c) 2021 Alberta Journal of Educational Research
date: 2021-05-31
publication date: 2021-05-31
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v67i2.72720

Issue 67.2 Front Matter
type: item
creator: AJER Editor
rights: Copyright (c) 2021 Alberta Journal of Educational Research
date: 2021-05-31
publication date: 2021-05-31
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v67i2.72719

Assessment of Self-Regulation in Ontario Secondary Schools
type: item
description: Self-regulation is positively associated with better academic, and life, outcomes. Consequently, many school systems aim to develop self-regulation, or related constructs. Thus, many teachers are asked to assess and report upon students’ self-regulation (or related constructs). How secondary teachers in Ontario, Canada accomplish this task was investigated using mixed methods research. Phase 1 involved semi-structured interviews with 26 secondary teachers. The second phase of the study involved the analysis of report card data to examine large scale trends in self-regulation grades. The third phase employed an online survey whose development was informed by the interviews of the first phase. The overall findings are that Ontario secondary teachers vary in their definitions of self-regulation, but the strongest influences on teachers' self-regulation assessments are negative student behaviours. Report card data suggest that teachers struggle to assess self-regulation independently from other constructs such as initiative or collaboration. Implications for practice are discussed. Keywords: Classroom Assessment, Self-regulation, Learning skills, Grading, Report Cards L'autorégulation est positivement associée à de meilleurs résultats scolaires et personnels. Par conséquent, de nombreux systèmes scolaires visent à développer l'autorégulation, ou des concepts connexes. Ainsi, on demande à de nombreux enseignants d'évaluer et de rendre compte de l'autorégulation des élèves (ou des concepts connexes). La manière dont les enseignants du secondaire de l'Ontario (Canada) accomplissent cette tâche a été étudiée à l'aide de méthodes de recherche mixtes. La première phase a consisté en des entretiens semi-structurés avec 26 enseignants du secondaire. La deuxième phase de l'étude a consisté à analyser les données des bulletins scolaires afin d'examiner les tendances à grande échelle des notes d'autorégulation. La troisième phase a fait appel à une enquête en ligne dont l'élaborat…
creator: Stefan Merchant
creator: John Kirby
creator: Don Klinger
rights: Copyright (c) 2023 Alberta Journal of Educational Research
date: 2023-03-17
publication date: 2023-03-17
volume: 70
number: 2
starting page: 20
ending page: 40
doi: 10.55016/ojs/ajer.v69i1.72647

High School is Over … Now What? Examining Students Plans for After High School
type: item
description: A new group of Grade12 students graduates from high school each year. This is an important time for young adults because they must make decisions for what life after high school will look like. The purpose of this study was twofold: (a) to investigate what decisions students in Alberta are making for after high school, and (b) to examine how such decisions are linked to students’ motivation in the form of underlying causality orientations as articulated by self-determination theory (SDT). A total of 237 Grade 12 students responded to a survey with closed and open-ended questions about their plans for after high school. The results showed that all participants had some type of plan for after high school, with 79% planning to pursue post-secondary education. Their reasons could be categorized by causality orientation theory (COT) and revealed differences in reasons between students bound for post-secondary and those not. The paper concludes with suggestions for future research and avenues to aid students in their decision-making process during high school. Keywords: High School; Motivation; Transitions; Students; Causality Orientation Theory Chaque année, un nouveau groupe d'élèves de 12e année obtient son diplôme d'études secondaires. Il s'agit d'une période importante pour les jeunes adultes, car ils doivent prendre des décisions sur ce à quoi ressemblera leur vie après le secondaire. L'objectif de cette étude était double : (a) enquêter sur les décisions que les élèves de l'Alberta prennent relatives à leur vie après le secondaire, et (b) examiner le lien entre ces décisions et la motivation des élèves sous la forme d'orientations de causalité sous-jacentes telles qu'articulées par la théorie de l'autodétermination (TAD). Au total, 237 élèves de 12e année ont répondu à une enquête comportant des questions fermées et ouvertes portant sur leurs projets après leurs études secondaires. Les résultats ont montré que tous les participants avaient un certain type de plan a…
creator: Lauren Goegan
creator: Devon Chazan
creator: Lia Daniels
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-10-07
publication date: 2022-10-07
volume: 70
number: 2
starting page: 396
ending page: 413
doi: 10.55016/ojs/ajer.v68i3.72602

Affect, Motivation, and Engagement in the Context of Mathematics Education: Testing a Dynamic Model of Their Interactive Relationships
type: item
description: The present analysis aimed to test the dynamic (interactive) model of affect, motivation, and engagement (Linnenbrink, 2007) in mathematics education with a nationally representative sample. Self-efficacy, self-concept, and mathematics anxiety were indicators of pleasant and unpleasant affect. Intrinsic and extrinsic motivation were indicators of mastery and performance approach. Educational persistence and cognitive activation were indicators of behavioral and cognitive engagement. The 2012 Programme for International Student Assessment (PISA) supplied a sample of 4,978 students from the United States for structural equation modeling. The results indicated that the PISA data overall supported the dynamic model. Specifically, the PISA data completely supported the specification of the relationship between motivation and affect, largely supported the specification of the relationship between affect and engagement, but failed to support the specification of the relationship between motivation and engagement. The PISA data largely supported the specification of the mediation effects of affect on the relationship between motivation and engagement. Keywords: affect; motivation; engagement; mathematics; structural equation modeling La présente analyse visait à tester le modèle dynamique (interactif) de l'affect, de la motivation et de l'engagement (Linnenbrink, 2007) dans l'enseignement des mathématiques avec un échantillon représentatif au niveau national. L'auto-efficacité, le concept de soi et l'anxiété liée aux mathématiques étaient des indicateurs de l'affect agréable et désagréable. La motivation intrinsèque et extrinsèque était des indicateurs de l'approche de la maîtrise et de la performance. La persistance éducative et l'activation cognitive étaient des indicateurs de l'engagement comportemental et cognitif. Le Programme international pour le suivi des acquis des élèves (PISA) de 2012 a fourni un échantillon de 4 978 élèves des États-Unis pour la modélisation des…
creator: Shanshan Hu
creator: Xin Ma
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-10-07
publication date: 2022-10-07
volume: 70
number: 2
starting page: 372
ending page: 395
doi: 10.55016/ojs/ajer.v68i3.72509

Elementary Students’ Argument Evaluation in a Science Classroom
type: item
description: Students’ ability to evaluate arguments is significant in democratic societies. Therefore, researchers argue that it is important to understand and facilitate students’ argument evaluation skills. Most research on students’ argument evaluation focuses on final products and outcomes instead of students’ decision-making processes. Thus, how students evaluate arguments constructed by others has not been fully clear to researchers and educators. This qualitative case study aimed to understand the process of students’ argument evaluation by exploring the affordance of a new data collection method. In addition to the written task, which is commonly used in the current research on argument evaluation, this study also employed stimulated recall interviews (SRIs) to access students’ inner awareness and thinking processes while they were engaged in the argument evaluation task. Data collected with SRIs were analyzed qualitatively, together with students’ written responses. Findings from this study reveal that students’ argument evaluation is a complex cognitive endeavor, and the actual process of argument evaluation is more sophisticated than what is demonstrated in students’ written responses. Based on these findings, this study suggests that only examining students’ written products might not be sufficient to achieve a comprehensive understanding of their argument evaluation skills. Considerations of using SRIs are also discussed. Keywords: argument evaluation, stimulated recall interview (SRI), thinking process, elementary science Dans les sociétés démocratiques, la capacité des élèves à évaluer des arguments est importante. Les chercheurs soutiennent qu'il est donc important de comprendre et de faciliter les compétences des élèves en matière d'évaluation des arguments. La plupart des recherches sur l'évaluation des arguments par les élèves portent sur les produits et les résultats finaux plutôt que sur les processus décisionnels des élèves. Les chercheurs et les éducateur…
creator: Qingna Jin
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-12-21
publication date: 2022-12-21
volume: 70
number: 2
starting page: 463
ending page: 479
doi: 10.55016/ojs/ajer.v68i4.72498

Establishing Rapport in Higher Education Classrooms
type: item
description: Teacher-student rapport has been discussed in previous research, but the communicative behaviors that foster it have yet to be identified. The current study looked at several teacher communicative behaviors to determine which are the best predictors of rapport building. The results suggest that students feel rapport is most influenced by a socially supportive teacher. Using humor and demonstrating homophily aid in building rapport as well. These findings suggest that teachers should strive to be socially supportive, humorous, and perceived as similar to students. However, nonverbal immediacy was not found to be a significant indicator of rapport. Studies have indicated that immediacy is an important characteristic for teachers to have, but these findings do not indicate that this characteristic has a positive influence on rapport building between teachers and students. In addition, teacher clarity was found to reduce rapport. This finding is interesting because instructors are taught to be clear, but this characteristic appears to have a negative effect on rapport built between teachers and students. Keywords: rapport, social support, homophily, teacher clarity, humor, immediacy Si des recherches antérieures ont abordé le rapport enseignant-étudiant, elles n’ont pas encore identifié les comportements communicatifs qui le favorisent. La présente étude s'est penchée sur plusieurs comportements communicatifs de l'enseignant afin de déterminer lesquels sont les meilleurs prédicteurs de l'établissement d'un rapport. Les résultats indiquent que les étudiants estiment que le rapport est le plus influencé par un enseignant qui les soutient socialement. Le recours à l'humour et la démonstration de l'homophilie aident également à établir un rapport. Ces résultats suggèrent que les enseignants devraient s'efforcer d'apporter un soutien social, d’avoir de l’humour et d’être perçus comme semblables aux étudiants. Cependant, l'immédiateté non verbale ne s'est pas avérée être un i…
creator: Joshua Fitzgerald
creator: John Hooker
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-10-07
publication date: 2022-10-07
volume: 70
number: 2
starting page: 357
ending page: 371
doi: 10.55016/ojs/ajer.v68i3.72342

AJER Issue 67.1 Front Matter
type: item
creator: AJER Editor
rights: Copyright (c) 2021 Alberta Journal of Educational Research
date: 2021-03-03
publication date: 2021-03-03
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v67i1.72211

AJER Issue 67.1 Table of Contents
type: item
creator: AJER Editor
rights: Copyright (c) 2021 Alberta Journal of Educational Research
date: 2021-03-03
publication date: 2021-03-03
volume: 70
number: 2
doi: 10.55016/ojs/ajer.v67i1.72210

Exploring the Personal and Professional Realities of Parenthood and Graduate Studies
type: item
description: This qualitative study using narrative inquiry as methodology explores the ways in which five parents experienced the phenomenon of graduate studies within the context of parenthood. The study uses Connelly and Clandinin’s (2006) three-dimensional narrative inquiry space to examine, deconstruct, analyze, and gain insight into dominant themes. The research question for exploration is How do graduate student parents navigate lived experiences in both parenthood and graduate studies? The inquiry broadens the field by focusing on the stories of participants as they reflect on their struggles balancing graduate work with parenthood, recognizing that although the experiences of parents are not identical, they share similar elements. Keywords: graduate studies, parenthood, academia, narrative, recommendations Cette étude qualitative utilise l'enquête narrative comme méthodologie et explore les façons dont cinq parents ont vécu le phénomène des études supérieures dans le contexte de la parentalité. L'étude utilise l'espace tridimensionnel d'enquête narrative de Connelly et Clandinin (2006) pour examiner, déconstruire, analyser et comprendre les thèmes dominants. La question de recherche à explorer est la suivante : comment les parents aux études supérieures composent-ils à la fois avec leurs expériences de parents et d’étudiants ? L'enquête élargit le champ d'investigation en se concentrant sur les récits des participants qui réfléchissent à leurs difficultés à concilier études supérieures et parentalité, en reconnaissant que si les expériences des parents ne sont pas identiques, elles partagent des éléments similaires. Mots clés : études supérieures, parentalité, milieu universitaire, récit, recommandations
creator: Melissa Corrente
rights: Copyright (c) 2022 Alberta Journal of Educational Research
date: 2022-10-07
publication date: 2022-10-07
volume: 70
number: 2
starting page: 340
ending page: 356
doi: 10.55016/ojs/ajer.v68i3.72163

Teacher Education and Teaching: An Introduction to Special Issue #2
type: item
creator: Bonnie Watt
rights: Copyright (c) 2021 Alberta Journal of Educational Research
date: 2021-03-03
publication date: 2021-03-03
volume: 70
number: 2
starting page: 1
ending page: 2
doi: 10.55016/ojs/ajer.v67i1.72133