bluuebunny/crossref_metadata_2025 huggingface dataset:
Fear and Laughing in Campus Literature: Contemporary Messages from a Comedic Tradition
Authors: Reynolds Katherine , Schwartz Robert , Bower Beverly
Published: September 2024

Twentieth century American literature has presented us with an impressive body of humorous fiction situated in the work and culture of higher education. An examination of some of the most popular and noteworthy texts in this genre reveals important messages that locate such fictional humor as complaint, comedy, and catharsis. However, in its determination to both vent and entertain, this literature generally does not rise to the instrumental levels of pure satire. Rather, it acts more as a wake-up call than a call to arms concerning the peculiarities, sometimes absurdities, of academic life.
The Employability Skills Discourse: A Conceptual Analysis of the Career and Personal Planning Curriculum
Authors: Hyslop -Margison Emery J.
Published: September 2024

The current focus on employability skills in Canadian public schooling raises important conceptual questions regarding this instructional approach to vocational education. In British Columbia, the Career and Personal Planning (CAPP) curriculum, introduced into secondary schools in 1995, reflects the growing trend toward skills education as a way to enhance the occupational relevance of schools. The career preparedness component of CAPP commits two fundamental category mistakes in its classification of employability skills both with potentially serious consequences for education. First, by incorrectly conflating distinct categories of concepts under the general rubric of generic skills, the contextual understanding, background know ledge, and epistemic attitudes required to achieve certain desired cognitive competencies are disregarded. Secondly, CAPP categorizes attitudes, values, and dispositions as skills and, in so doing, obscures important ethical distinctions between the contentious area of values education and basic skills instruction. By employing examples from both CAPP and the Conference Board of Canada's Employability Skills Profile (ESP), a mandatory supplement to the former program, this paper reveals how these category mistakes may prevent students from achieving program objectives, and circumvent important moral issues concerning the conveyance of values and attitudes to students.
Film Images of Private Schools
Authors: Resnick David
Published: September 2024

The public debate over private education is examined in one of its most influential forms, the Hollywood dramatic feature film. The four recent  films  highlighting   private schools  portray them  as homogeneously  negative, even  on  those dimensions  which private schools feel themselves  strongest, for example, effective leadership, parental involvement, and  character education. While films also portray public schools critically, minority  schools  show  dramatic improvement,  by dint of  hard work  alone. By  contrast, private schools  are portrayed  as socially divisive, unchangeable, and  opposed  to change. This negative  portrayal may be an important component of the "ordinary knowledge" which underlies policy decisions.
Relations of Power and Drama in Education: The Teacher and Foucault
Authors: Styslinger Mary
Published: September 2024

The advantages of interweaving drama into education appear numerous as opportunities exist for improved literacy, multiple interpretations, increased collaboration, and problem solving. However, drama may not be playing out the liberatory role for which it was intended. Inspired by Foucault, it is this paper's intent to unmask the discursive practices inherent in drama as they occur in education. Power relations are revealed. Subjects are exposed. Strategies are unraveled. Resistance to controlling ideology and methodology is encouraged.
Identity in the Philosophies of Dewey and Freire: Select Analyses
Authors: Abdi Ali A.
Published: September 2024

Identity, even if it has not been separately treated in the educational philosophies of John Dewey and Paulo Freire, remains, nevertheless, an important component of the teaching and writing of the two philosophers. This paper first presents a limited discussion of some theoretical and conceptual points on identity, followed by a general discussion of identity as it has been, either directly or indirectly, located in the educational philosophies of Dewey and Freire. The importance of identity, whether at the community, national, or even international stages, and as an educational and social development construct, is being rendered more fluid , dynamic, and therefore , probably less tangible by such transnational and trans-continental forces of globalization, information technology, and the electronic media. The paper ends with the acknowledgment that, while observations in this short article could only be the beginning of an interesting debate, a vigorous undertaking in reexamining questions and issues of identity (against the backdrop of Dewey an and Freire an philosophies of education) should be appreciated.
Rethinking Instructional Leadership Roles of the School Principal: Challenges and Prospects
Authors: Wanzare Zachariah , Da Costa José L.
Published: September 2024

In most schools, the individual charged with the responsibility for overseeing the general running of the programs and events is the principal. According to Lunenberg (1995), "the principal's job is to help the school achieve a high level of performance through utilization of its human and material resources. More simply, the principal's job is to get things done by working with and through other people" (p. 3). In this sense , he argued, principals are universal and are essential to schools of all types and sizes - wealthy, poor, rural, urban, large, and small.This article argues that the principal's tasks, especially those associated with instructional leadership, in meeting the needs and concerns of ever-changing schools are numerous, complex, and challenging. In this argument, the principal's instructional leadership roles, the major constraints in the ro le of the principal as an instructional leader, and the strategies for alleviating the problems are examined.
Steerage from a Distance: Can Mandated Accountability Systems Really Improve Schools?
Authors: Aper Jeffrey P.
Published: September 2024

Theoretical propositions advanced by Habermas, Foucault, and Baudrillard, among others, suggest the ways in which the instrumentalist logic of mandated systems of mass testing, as a means of ensuring the accountability of public schools, result in the loss of local responsibility for student learning as well as an almost inevitable orientation of local schools to compliance with system directives over personal, professional, and community values.
Organization Model of a Constructivist Leaming Community: A Teilhardian Metaphor for Educators
Authors: White Stephen R.
Published: September 2024

Within educational thought there are interests to advance constructivist learning and to conceptualize educational organizations as learning communities. At the convergence of these notions is the organizational foundation for a constructivist learning community model. The objective of this article is to provide a metaphor of a constructivist learning community organization. The metaphor is grounded on French scientist and philosopher Pierre Teilhard de Chardin's (1881-1955) theory of evolution. The study asserts that Teilhardian thought is beneficial for conceptualizing a constructivist learning community. Uniquely, extracted Teilhardian concepts are congruent with many notions of constructivism and learning community organization. Thus Teilhardianism is an intellectually fertile platform for the development of a constructivist learning community metaphor.
Les enseignants associés en adaptation scolaire sont-ils prêts à la mise en place d 'un modèle de supervision de stage dans l'optique d'un transfert des responsabilités de l'Université vers le milieu scolaire?
Authors: Rousseau Nadia , Courcy Éric , Boutet Marc
Published: September 2024

This paper presents the results of a research study conducted to determine perceptions of student teachers, co-operating teachers, school administrators, and supervisors concerning the responsibilities, skills, and attitudes of university supervisors toward special education field experienccs. Results indicate that student teachers expect more from their university supervisors then do cooperating teachers. It is believed that a better comprehension of the multifaceted aspects of university supervisors' tasks and a better understanding of all participants expectations toward the supervisors would lead to a more positive field experience and greater collaboration between stakeholders.
Native People and the Social Work Profession: A Critical Exploration of Colonizing Problematics and the Development of Decolonized Thought
Authors: Waterfall Barbara
Published: September 2024

This paper reflects a beginning discussion about the relationship between the social work profession and Native Peoples living in the space of colonial Canada. It examines the characteristics of Eurocentrism, historical and ongoing colonial processes, and implicates the profession of social work as a co-ionizing practice. The reader is cautioned to seriously reflect on the current political context in which Native self-government initiatives are being realized from the standpoint of examining the case of Native Child Welfare. Native people are encouraged to disengage from current neo-colonial and constitutional colonial politics in favor of advocating and working toward decolonized anticolonial initiatives. Native university programs are viewed as one site for the development of anti-colonial consciousness.
Colliding Rights in the Schools: Trinity Western University v. The British Columbia College of Teachers
Authors: Van Brummelen Harro , Sawatsky Kevin
Published: September 2024

The Supreme Court of Canada's 2001 adjudication of the Trinity Western University v. British Columbia College of Teachers case established a framework for resolving disputes involving colliding Canadian Charter of Rights and Freedoms rights. The Court held that administrative bodies may consider discriminatory practices, but that their decisions must be fully and correctly justified using actual evidence, and give due regard to religious rights. The Court ruled that religious belief alone may not be the basis to deny the right to a government benefit or to full participation in Canadian society. However, the Court broadened the application of the Charter by allowing administrative tribunals to consider Charter values in making rulings about institutions that are not subject to Charter scrutiny but do prepare professionals to serve in the public square. The paper concludes by discussing the implications of this decision for a pluralistic democracy.
The Essential Moral Dimensions of Citizenship Education: What Should We Teach?
Authors: Darling Linda Farr
Published: September 2024

This paper presents an argument for reconceptualizing citizenship education as a kind of moral education. Before this can happen, we need to turn attention away from the current debates between cosmopolitans and nationalists about the appropriate sphere for political allegiance. These distract us from more important concerns about the content of citizenship education. The debate between cosmopolitans and nationalists is briefly described in order to clarify the questions and illustrate several issues relevant to educators. This discussion is followed by an argument for teaching future citizens about moral disagreement and conflict as a way to prepare them to participate effectively and responsibly in political discourse.
Career Education and Labour Market Conditions: The Skills Gap Myth
Authors: Hyslop-Margison Emery J. , Welsh Bejamin H.
Published: September 2024

This paper investigates the prevailing high-tech knowledge-based economy rationale supporting current career education program development and contrasts it with labour market realities by addressing the following questions: a) What employment sectors anticipate significant job growth, and what skill levels or academic knowledge are required to work within those sectors? and, b) will increasing the level of student knowledge and skills make a difference in addressing the problems identified as the motivation for various skill initiatives in career education programs? Based on our empirical analysis of labour market conditions and a number of subsequent inferences, we conclude that the trend toward career education in public schooling is predicated on fallacious assumptions about present and prognosticated employment patterns combined with ideological attempts to deflect public attention from the systemic crises facing modern industrialized countries.
Paths From Erich Fromm: Thinking Authority Pedagogically
Authors: Weiner Eric J.
Published: September 2024

Critical psychologist, Erich Fromm, addresses the notion of authority in a way that reveals it as an ethical issue, one that teachers and other political workers must confront everyday. When combined with his work on negative freedom, Fromm provides an important contribution to the way we might think authority pedagogically, using power productively and non-authoritatively in the service of democratic ideals. Drawing from Fromm's work, this article confronts the disturbing relationship between individualism on one hand, and the ability for individuals to think collectively and transform social structures on the other. In this context, atomization becomes a dimension of both fascism and capitalism, one that positions freedom as the antithesis of political action.
Indigenous Knowledges, Representations of Indigenous Peoples on the Internet, and Pedagogies in a Case Study in Education: Questioning Using the Web to Teach About Indigenous Peoples
Authors: Iseke-Barnes Judy M. , Sakai Cory
Published: September 2024

This paper examines pedagogical issues in uses of the Internet in educational settings by student-teachers, teachers, and their students as it relates to Indigenous peoples. The paper begins with a discussion of lndigenous knowledges followed by discussions of a website called "Exploring Nunavut" which is critiqued through decolonizing theory, Indigenous knowledges, and cultural studies. The paper then presents a case study in which the Internet is used to stimulate discussions of culture in a grade 3/4 classroom. The analysis of the story demonstrates the ways that the Internet texts are taken up through dominant discourses which are presented in the website. The paper demonstrates the complexity of educational practices in discussions of Indigenous peoples, the Internet, and education.
After Literacy: Essays, by John Willinsky, 2001.
Authors: Lavercane George
Published: September 2024

After Literacy: Essays,by John Willinsky, 2001. New York:Peter Lang Publishing, softcover, 296 pages.
The Effect of Educational Input on the Development of Sociolinguistic Competence by French Immersion Students: The Case of Expressions of Consequence in Spoken French
Authors: Rehner Katherine , Mougeon Raymond
Published: September 2024

In this paper we discuss the results of a comparative study examining the words used by 41 Grade 9 and 12 OntarioFrench immersion students to express the notion of consequence intersententially (i.e., between two clauses). The immersionstudents' usage is compared to that found in: a) the spoken Frenchof Quebeckers, b) the in-class speech of a sample of French immersion teachers, and c) a series of French language artsteaching materials used in French immersion programs.The comparison reveals that this notion of consequence is expressed bytwo variants, namely alors and done, that are used with differential frequencies in all four corpora, another variant, namely (9a) faitque, that is used almost exclusively by the speakers of Quebec French and a final variant, namely so, that is used only by the immersion students. Explanations for these findings are tied to a number of factors (e.g., the differential sociostylistic values attached to these variants, and inter- and intra-systemic properties of the variants). For instance, the absence of the frequent variant(9a) fait que in the student and educational corpora reflects this variant's vernacular status in Quebec French and, hence, its avoidance in the students' educational input. Also, the students' useof so is attributed to their not having fully automatized the French conjunctions of consequence and their occasional switching to thisEnglish equivalent. Finally, we discuss the pedagogical implications of our findings.
L 'acquisition de la variation native par Jesapprenants L2 pendant un séjour dans lacommunaute linguistique native et dans la salle declasse: Le cas des apprenants irlandais du Fran~aislangue seconde
Authors: Regen Vera
Published: September 2024

This article treats the acquisition of native speakervariation by Irish learners of French as a second language in asocial context. It studies the long term effects of a stay in the speechcommunity and further learning in the classroom. It explores theimpact of formal learning on students who have attained aconsiderable level of socio-linguistic competence during a StudyAbroad (SA). To date there is little research on the long term effectsof SA. Results show that gains made during SA are maintainedeven after a further year in the classroom. Conclusions are basedon a quantitative analysis of data collected at three stages ofacquisition: before and after a stay abroad, and finally after afurther year at University. Unlike Canadian immersion learners,the Irish subjects are traditional classroom learners.
L'immersion française en Alberta: les sciences sont-elles enseignées en français au secondaire?
Authors: D'Entremont Yvette , Garneau Annie
Published: September 2024

The majority of high school students in Alberta do nothave access to French immersion programs of the same quality.There is a wide range in the amount of instruction given in Frenchand a wide diversity in the courses offered in French at the highschool level. The rate of attrition seems to be high especially in thescience programs. To study this theory a questionnaire wasdistributed to all administrators ofFrench Immersion High Schoolsin Alberta. The objectives of the study were to describe the situationin Alberta by indicating (a) the number of French Immersion HighSchools in Alberta offering science courses in French, (b) whatcourses are being offered in French in French Immersion HighSchools in Alberta, and (c) the reasons why schools decide to offer,or not to offer, high school science courses in French.
French takes over your mind: private speech and making sense in immersion programs
Authors: De Courcy Michèle
Published: September 2024

In this article, the author describes her conceptual framework and approach to researching students' experiences of language learning in a high school (late partial) immersion setting. Data on learners' experiences of immersion learning have been collected using a wide repertoire of qualitative techniques. One of the key themes emerging from the analysis has been the students' attempts to make sense of what is going on in the classroom. Analysis of data collected over the years points to the importance to the students' learning of private speech (vocalized or sub vocalized talking to oneself in French). Examples are presented and implications for teaching in immersion and other programs discussed.
Agency Fragmentation: The Dilemma Facing Participative Management School Principals: [1]
Authors: Armstrong Helen D.
Published: September 2024

Participative management has been lauded as the best administrative approach of the contemporary school principal. With an expectation for continuous, reciprocal consultation, the job of the school principal has become increasingly complex, with resultant significant effects on the manner in which role and identity, both personally and professionally, are constructed. Agency, the enabled will we seek in order to develop a consistent value pattern and to make decisions in conformance with that pattern, is much more likely to be challenged and diffused. The purpose of this article is to explore the concept of agency fragmentation with reference to life of the school principal. This conversation may encourage renewed dialogue that addresses the unique challenges that face all administrators who seek to invite and to honour the contributions of all stakeholders in education.
Thinking of the Other: Constructivist Discourse and Cultural Difference in the Field of Educational Technology
Authors: Shutkin David
Published: September 2024

Learning in a technologically enhanced constructivist classroom is a practice of acculturation into a western culture of power and traditions of reasoning. For children positioned outside this culture historical practices of inclusion and exclusion erase cultural differences that make a difference in their educational lives. While constructivism may be understood by some in the field of Educational Technology as a rallying cry for the reform of schooling, it is experienced by others as an ethical crisis in the relation of the self to the other. Even as we pursue equity through the integration of technology in constructivist learning practices, we need to pause and consider how these pursuits may actually contribute to disparities between the technological haves and have-nots. The solution is not to abandon constructivism. Instead, we need to shift our constructivist practices to address the cultural, racial and gendered complexities inherent in schooling yet historically inconsistent with constructivist theory and practice.
Moral Education and Non-Utilitarian Ideals
Authors: Wilson John
Published: September 2024

Perhaps particularly in the westernworld, the contents and scope ofmorality (and hence of moral education) are commonly conceived inKantian and/or utilitarian terms, and restricted to the virtues of justiceand benevolence. The basic idea is that there are a number of palpableand fairly obvious goods, to which all people have an equal right, andwhich moral principles are required to promote or maintain.
"La Survivance" Discourses and the Curriculum in French-Speaking Communities in North America, 1840-1960
Authors: Mahé Yvette T.M.
Published: September 2024

A comparative study of the cultural resistancecurriculum artfully integrated in the English Program of Studies bypatriotic teachers who taught in Franco-American and Canadianbilingual schools before 1960 disclosed that the French curriculumwas based on the Quebec Program of Studies. As a result, lasurvivance discourses concealed in the French textbooks werefounded on a defensive form of nationalism which blended languageand faith. This paper provides examples illustrating the kinds ofla survivance discourses selected by textbook writers to incite youngFrancophones to continue their ancestors' battles to protect anddefend their linguistic, religious, and educational rights. Forinstance, discourses referring to French Canadians as victims ofEnglish Protestant fanatics, as champions of Christian democraticliberties, and as progressive people.
Beyond the Material and the Mundane: Spirituality and Transcending
Authors: Bailin Sharon
Published: September 2024

In this paper I explore whether the concept of spirituality can have meaning for me as a secular individual. I begin by arguing that existing attempts to translate the idea of spirituality into secular terms are problematic in a number of ways. Nonetheless, I go on to argue that there is value in some of the ideas invoked in its name, in particular the concept of transcendence. We are beings who go beyond our material situation. We are able to imagine the future, envision possibilities, create ideals, and also to instantiate some of these possibilities, to realize some of these ideals through creative action.
The Philosophy of Inclusion: Roadblocks and Remedies for the Teacher and the Teacher Educator
Authors: Titone Connie
Published: September 2024

This article reports the conclusions of a study that examined the knowledge teachers need for successful implementation of inclusion in K-12 schools. Focus groups comprised of individuals experienced with inclusion were convened to discuss what prospective teachers need to know or be able to do to be successful in inclusive settings. The data highlight the importance of adequate teacher preparation, effective communication, and collaboration skills among educational professionals and parents. The recommendations that emerge from the study provide suggestions for enhancing adaptations to curriculum and pedagogy, as well as changes in courses and field experiences in preservice teacher education.
Inclusion - Not Segregation or Integration Is Where a Student with Special Needs Belongs
Authors: Dixon Sheryle
Published: September 2024

This paper will ask the question "Where does Katie belong in the school system?" Should she be educated in a segregated or an integrated classroom? Or should Katie be included in a classroom of students, students with typical abilities as well as disabilities? What do we mean by segregation, integration, and inclusion? What are the advantages and disadvantages of each approach? Can one approach be justified for all students or should the severity of a student's disability determine the approach? Other factors that have been cited when arguing in favour of one approach over another include costs, training, effect on typical students, and so forth. I will argue from a philosophical perspective that the underlying reason for choosing one approach over the others is a philosophical one, having to do with what it means to be human and to belong in a civilized society.
The Notion of Bullying Through the Lens of Foucault and Critical Theory
Authors: Walton Gerald
Published: September 2024

Bullying is a high profile topic of discussion among educators, administrators, researchers, parents, and students. Empirical research on bullying and resulting intervention and prevention programs provide understandings of a specific set of behaviours of children that has come to be known as bullying. These understandings, and related programs and policies, are limited by an emphasis on individualization and behaviouralism. I advocate for a broader framework of understanding, one that also provides analyses on power relations of political, historical, and ideological contexts that give rise to environments in which bullying occurs. I discuss the application of Foucault's discursive analysis, in combination with critical theory, to enhance empirical conceptualizations of bullying.
Ensemble Learning: A Lens for Group Learning in Schools
Authors: Newton Paul M.
Published: September 2024

Organizational learning posits a relationship between individual learning and group learning. The various processes of organizational learning and the characteristics of learning organizations have been given much attention, and the notion of the operational unit of learning, the group, has been approached from a variety of perspectives. The most common nomenclature for this unit is that of team. Although the notion of team has been given much attention, the power of the term has been lost as some managers assume that groups or collections of individuals will necessarily become teams (Katzenbach & Smith, 1993). It is perhaps because of the universality of the term that the application of teams tends to be somewhat pallid. For this reason, it may be of value to illustrate the nature of teams through the lens of a specific type of team with which readers will have only a passing familiarity - the musical ensemble. This paper argues that the notion of the learning ensemble can provide valuable insights into cooperation and collaboration in schools.
Integrating School and Workplace Learning in Canada
Authors: Willment Jo-Anne H. , Donaldson E. Lisbeth
Published: September 2024

Willment et al review Integrating School and Workplace Learning in Canada edited by H. G. Schuetze and R. Sweet.
Pedagogy of the Heart: Ruminations on Living Poetically
Authors: Leggo Carl
Published: September 2024

Each year I teach several dozen more student-teachers as they complete their Bachelor of Education degrees and prepare to be teachers. By the end of the second week in the Bachelor of Education program, the student-teachers are always overwhelmed with how much they need to learn in order to be effective teachers. Like a drumming chorus that punctuates their days, they are overwhelmed by the proliferating facts, skills, and strategies that are all equally clamoring for attention, all equally essential. In my work with pre-service teachers I constantly live a dilemma. Student-teachers express a pressing practical agenda: What do I need to know in order to succeed as a teacher? While I do not diminish my professional responsibility to prepare student-teachers with practical strategies and experiences, my main response is to encourage student-teachers to know themselves as poets, to live creatively in the pedagogic world of students and teachers.
Developing Teaching and Learning in Higher Education
Authors: Cutright Marc
Published: September 2024

Cutright reviews Developing Teaching and Learning in Higher Education by G. Nicholls.
Rise of Authoritarianism in Higher Education: A Critical Analysis of the Research Assessment Exercise in British Universities
Authors: Senyshyn Yaroslav
Published: September 2024

This paper presents a critical analysis of the Research Assessment Exercise (RAE) in terms of theory, practice, and a Kierkegaardian metaphor related to issues of authoritarianism, the individual, objectivity, subjectivity, and maieutic communication. The assumptions that underlie the principles of the RAE are problematic in that conflict and contradictions are an inevitable part of these assumptions, particularly as they relate to issues of power and resistance. Governments should embrace risk - a leap of faith - and trust the university to take care of itself. To do otherwise can only end in failure of the university and its ability to conduct research in good faith.
Le Discours Identitaire D'Enseignants Intervenant Auprès de Jeunes en Difficulté: "On N'est pas Juste des Enseignants"
Authors: Martineau Stephane
Published: September 2024

Ce texte aborde la question de la construction de l'identité professionnelle des enseignants d'un? Centre de formation en entreprise et récupération (CFER). L'identité professionnelle, qui émerge des expériences de l'acteur dt des interactions produites dans le contexte de travail, est conçue comme un mouvement à la fois collectif et individuel mettant en scène des processus d'affiliation et d'indientifïcation mais aussi de distinction et de différenciation. Les résultats reposent sur de entrevues semidirigées menées auprès de quatre enseignants d'un CFER. Ils font ressortir que l'identité professionnelle de des enseignants se distingue de celle des enseignants des écoles "régulières" dans la mesure ou elle s'articule autour des quatre fonctions majeures soit celles de pédagogue, de travailleur social, de technicien et d'entrepeneur.
The New Accountability: High Schools and High-Stakes Testing
Authors: Riffert Franz
Published: September 2024

Riffert reviews The New Accountability: High Schools and High-Stakes Testing edited by M. Carnoy, M. Elmore, and L. Santee Siskin.
Cybernetic Educational Design: An Example
Authors: Peavey R. Vance
Published: September 2024

Recent advances in the design of electronic recording, transmission and display instruments have provided the educator with powerful tools for redesigning human learning environments. This increased ability to extend (and simulate) the functions of the central nervous system and sensory systems through electronic instrumentation calls for a continuous reexamination of learning principles and of educational designs in which learning occurs.
The Humanities and Statistics: Ever the Twain Shall Meet?
Authors: Marks Neil B.
Published: September 2024

In this paper a bridge between humanistic studies and statistics is constructed using the works of Keats, Plato, and Shakespeare. Since the ideas put forth are fundamental in nature, the discussion should inspire a search for other connections. Furthermore, some of the concepts developed are not unique to statistics, thus allowing for their application to other areas of business.
Preparing Teachers to Manage School Bullying: The Hidden Curriculum
Authors: Beran Tanya N.
Published: September 2024

In addition to promoting academic success, teachers' responsibilities include behavior management and socialization of their students. A common source of behavior problems teachers regularly encounter is aggression in the form of bullying. To enable them to effectively manage these behaviors, support in the form of pre-service training is required. This paper presents background information about the nature of bullying, followed by an examination of pre-service teachers' needs for more knowledge, skills, and confidence to deal with bullying. Finally, suggestions for how teacher preparation programs can provide training on bullying are provided.
Rethinking the SAT: The Future of Standardized Testing in University Admissions
Authors: Ricci Carlo
Published: September 2024

the Academic Senate Center for Faculty Outreach and the Committee on Admissions and Enrollment at the University of California decided to sponsor a conference in November 2001 "that would allow educators and researchers to engage in a public discussion of these issues" (p. xiv), and that conference led to this book. Among those that the book is for are college and university officials; high school principals, teachers and guidance councilors; parents of high school students; legislators and educational policy makers; and members of the press (p. xiv).
The Call from the Stranger on a Journey Home: Curriculum in a Third Space
Authors: Motamedi Vahid
Published: September 2024

TranslateAbstractIn the preface, Doll states, "Using the question of identity as a starting point, Hongyu takes the reader on a journey through the intricacies of French ... in search of self" (p. ix). Chapter three pertains to "the notion of the Confucian self in its communal and cosmic relatedness" (p. 53) while chapter four discusses "Kristeva's psychoanalytic metaphor of the stranger to analyze the dynamics between the semiotic/maternal and the symbolic/paternal, and to understand the kristevian subject in its fluidity, relationality, and creativity" (p. 88).
Nation to Nation: Aboriginal Sovereignty and the Future of Canada
Authors: Friesen John W.
Published: September 2024

The list of treated topics includes land claims, treaty negotiation, residential schools, Indigenous knowledge, the role of women, Aboriginal solidarity, and personal healing. Comprised of 28 brief essays, the contributors to Nation to Nation represent a wide variety of occupations and connections including academics, reporters, consultants, Aboriginal elders, writers, and activists.
Dewey vs. Niebuhr on Social and Moral Imagination
Authors: Takaya Keiichi
Published: September 2024

In this paper, I examine the connection between the education of autonomous and critical individuals and the idea of imagination, particularly Dewey's conceptualization of it. I try to elucidate some characteristics of Dewey's thought by contrasting Dewey and one of his critics, Reinhold Niebuhr, whose view makes an interesting contrast to Dewey's in some important regards while being in agreement with Dewey in the most basic level; they both believe in the validity of educating the autonomous individuals.
Curriculum Spaces: Situating Educational Research, Theory, and Practice
Authors: Judson Gilian
Published: September 2024

This paper provides a rationale for attending to the spatial dimension in curriculum inquiry, theory, and practice. I first describe the dual constructs of space and place in order to show why the spatial dimension tends to be disregarded in curriculum studies. Next I present research demonstrating the diverse processes through which students construct spatial meanings, the multiple senses of place that result, and how spatial meaning contributes to individual and group identity formation and sense of belonging in schools. I explore also the pedagogical nature of space and place. As powerful cultural and political constructions, school spaces and places teach: they shape and are shaped by curriculum processes. This pedagogical dimension reveals the important role schools play in educating place-makers. I conclude by conceptualizing an ecological and relational approach to curriculum understanding that is situated in the unique spaces and places in which we teach and learn.
La notion de compétence en éducation au Québec: une notion à "libérer" pour le développement de la compétence éthique du sujet/élève
Authors: Bouchard Nancy
Published: September 2024

In this paper; the topic examined is a training program which focuses on the development of skills to train the ethical subject and to develop his or her ethical proficiency. Thus, we analyse why the notion of proficiency in education cannot claim, particularly in the case of the new Quebec training program, to support the development of the subject/learner's ethical proficiency. Then, from authors in education and in moral philosophy, we demonstrate that it may be possible to refocus the notion of proficiency to address the subject/learner's ethical dimension towards the greater welfare and a better collective and individual life.
How Might Teacher Education Live Well in a Changing World? - Introduction
Authors: Smits Hans , Naqvi Rahat
Published: September 2024

As part of its required program review and evaluation, the Faculty ofEducation at the University of Calgary sponsored an internationalconference on teacher education in November of 2006, inviting papersand presentations to address the theme "How Might Teacher EducationLive Well In A Changing World?" (Faculty of Education, 2006). Thefollowing sets of papers chosen for inclusion in this double of issue ofJET, reflect diversely, but with a common interest, responses to thetheme question. As a group, the papers provide a rich sense of inquiryinto the relation between examples of practice and experience, anddeeper ways of conceptualizing and understanding those experiences.
"Some say the Present Age is not the Time for Meditation:" Thoughts on Things Left Unsaid in Contemporary Invocations of Traditional Education
Authors: Naqvi Rahat , Jardine David
Published: September 2024

In this paper, we contend that the term traditional education has come to be identified, for the most part, with the worst that traditions have to offer (rote memorization, authoritarianism, etc.) and that this (mis-)identification has ignored another, more thoughtful, meditative and intellectually vigorous thread that forms part of most traditions. We explore a small part of the history of this mis-identification and some of its consequences. In particular, we consider the situation of Moslems in contemporary Canadian school settings and how this weak and intellectually impoverished understanding of traditional education has become part of a cultural debate.
Equity in Multicultural Student Assessment
Authors: Volante Loius
Published: September 2024

Research on multicultural groups such as Black, Hispanic, First Nation, and English Second Language students suggests that recent standards-based reforms and the large-scale assessment programs that accompany their implementation are unfair. This paper argues that promoting fairness in large-scale assessment will only occur when equity is viewed as a multi-faceted construct. Issues surrounding technical quality, utilization, reporting, and most importantly, educational opportunity, provide an overarching framework for understanding fairness and bias in large-scale assessment. The conclusion suggests comprehensive reforms that strengthen schools, families, and local communities are crucial for closing the achievement gap.
The Chinese, Diversity, and the History of Science
Authors: Winchester Ian
Published: September 2024

The following special issue of JET includes some of the papers from the recent Ninth International History and Philosophy of Science Teaching Education (IHPST) conference held at Calgary, Alberta in June of 2007. They are all fine papers and worth reading by any student of science, the history of science, and the philosophy of science. But one thing is missing from the papers because it was missing at the conference and indeed all the earlier versions of this conference, namely, some sense of science originating other than in Europe or North America. For we tend to think of natural science as something invented in Europe in the 16th and especially the 17th centuries and thereafter progressing along the lines there laid down. And indeed the achievements of European scientists of that era are unparalleled and astonishing. But they did not spring out of nowhere. And part of that somewhere from which they did spring had wider roots and deeper origins.
Argumentation, an Essential Component of the Modeling Process in Chemistry: An Approach
Authors: Merino Cristian , Izquierdo Mercè , Arellano Marcela
Published: September 2024

Introduction Currently, the role of argumentation is accepted as the focus point when constructing explanations, models, and theories, just as scientists use argumentation in order to connect their defended hypotheses with data or initial starting points (Gross, 1990; Siegel, 1995). The argumentative node corresponds with ideas that permit one to solve doubts through pros and cons which give rise to a stronger conclusion (Figure 2).\n (8) when a Fe chain corrodes naturally, in other words in open air, it oxidizes because of environmental factors, its colour changes due to the formation of FeO (iron oxide).
Cultural Pedagogy and Effective Science Teaching
Authors: Glaude Timothy J.
Published: September 2024

An examination of how science instructions are impacted by the sociological nature of the learner and the cultural astuteness of the teacher. When students bring their history into the classroom, what impact does this have on their scientific reasoning abilities? Equally, when teachers permeate their history into the teaching and learning process, what impact does this have on the cultural sensitivity or insensitivity of the teacher? Addressing the history gaps between teachers and students will help to formulate the model paradigm for effective science instructions.
How Might Teacher Education Live Well in a Changing World - Introduction Part Two
Authors: Smits Hans , Naqvi Rahat
Published: September 2024

As part of its required program review and evaluation, the Faculty of Education at the University of Calgary sponsored an international conference on teacher education in November of 2006, inviting papers and presentations to address the theme "How Might Teacher Education Live Well In A Changing World?" (Faculty of Education, 2006) . The papers chosen for inclusion in a double of issue of JET, reflect diversely, but with a common interest, responses to the theme question. As a group, the papers provide a rich sense of inquiry into the relation between examples of practice and experience, and deeper ways of conceptualizing and understanding those experiences.
Inhabiting a Welcoming New Landscape: A First Year Teacher's Voyage of Discovery
Authors: Couvier Shelby , Brandon Jim , Prasow Cynthia
Published: September 2024

How does one successfully launch a teaching career? In what ways do teacher preparation programs, schools, and school districts support an individual's transition into the challenging world of teaching? These questions are addressed through the narrative of one new teacher's successful transition from the University of Calgary's BEd Master of Teaching Program into the teaching profession. The first year teacher, a district administrator, and a teacher preparation educator describe the structures, programs, and forms of learning that have enabled the teacher to "live well" as a novice educator. This successful induction into teaching began in a district with a self-described "mentoring culture." Recruitment, orientation, coaching, and evaluation processes are deliberately fashioned to provide a framework of supportive and learner-focused relationships. With these structures as launching points, the teacher's journey unfolds. Her explorations, discoveries, challenges. and questions encourage inquiry into best practices and foster the evolution as an innovative educator.
Stepping 'Beyond' the Comfortable and the Familiar: Teaching Across Borders
Authors: Kawalilak Colleen
Published: September 2024

This paper provides a detailed description of a cross-cultural border crossing initiative that is open to all students in their final semester of a university teacher preparation program. This fourth semester option, referred to as "Teaching Across Borders." provides an opportunity for all those who participate to make deep meaning of lived experiences, and to view their place in the world and their teaching praxis, through an enriched, expanded. and multi-faceted lens. The design elements and pedagogical underpinnings of the "Teaching Across Borders" initiative are identified, as are the benefits for all those who choose to participate.
Education, Society, and the Individual: Reflections on the Work of Hermann Hesse
Authors: Roberts Peter
Published: September 2024

This paper analyzes the relationship between the individual and society in the work of Hermann Hesse. Paying particular attention to Hesse's last novel, The Glass Bead Game, the author argues (a) that for Hesse "self' and "society" are dynamically intertwined and (b) that education plays a key role in linking the two together.
The Four Ethical Commitments in Educational Administration
Authors: Walker Keith D. , Donlevy J. Kent
Published: September 2024

This article follows from a previous article where the authors offered that a single school of ethical thought is not sufficient to produce the deep understanding necessary for an administrative decision-maker to arrive at an ethical decision which supports her or his personal and public integrity. In particular, this article applies an interactive ethical matrix composed of four commitments, personal conscience, relational reciprocity, common ethical principles, and professional convictions with constraints. The authors argue that these form a multi-frame analysis, and provide the facts and decision of a Canadian legal case to demonstrate how such an ethical analysis is best suited for the attainment of personal and professional integrity amongst educational decision-makers.
On the Historical Oblivion of August Hermann Niemeyer, A Classic Author on Education
Authors: Zierer Klaus
Published: September 2024

A.H. Niemeyer, one of the most popular and important educationalists of the 18th century, seems to have fallen into oblivion and largely escaped the notice of historians of education. For this reason, on the occasion of the 250th anniversary of Niemeyer's birth, the contribution on hand pursues the aim to recall and appreciate his life and work. It endeavours, furthermore, to examine a question that is meaningful to education as a science, namely how it is possible that a classic author on education is almost completely unknown today.
Thinking Around Tenure: Ducking Under the Finish Line
Authors: Weibe Sean , Fels Lynn
Published: September 2024

To find new ways around thinking about tenure track, we propose seven movements as a means to think beyond the limitations of binary, conceptual frameworks. A living inquiry in place, language, time, and self/other is the lens through which we experience the complexities and complicities of tenure ambitions; we point out the difficulties of a track which defines what matters, what is possible, and even what exists. Also. in the poetic and performative process of co-constructing text, we attend closely to the contexts and strategic relationships for performative knowing and exploring.