bluuebunny/crossref_metadata_2025 huggingface dataset:
Effect of Biofat on Growing Performance and Health Status of Post-Weaning Piglets
Authors: NQ Linh , BV Thuy , BV Loi
Published: November 2019

BioFAT is a bioproduct contained PUFAs, Se, Vitamin E and herb (Euphorbia thymifolia Burm (L.)). Data were conducted on experiments of added 2 and 4% of BioFAT into basic diets for post-weaning piglets for 3 weeks of feeding to improve growth performance and health status, 22.45% and 32.86% of daily gain which was a higher than controls. The study also showed that there is reduced feed consumption for kg of growth rate from 1.67 kg of control was down to 1.36; and 1.29 kg of feed consumption (FCR). Furthermore, BioFAT is also enhanced for piglets to resistance E.coli infection and rate of infections was lower in added 2 and 4% of BioFAT from 20% to 6.7 and 0% piglets diarrhea. Especially the practice has shown that diversity of Escherichia coli isolates were obtained from common host sources of fecal pollution and characterized by using repetitive extragenic palindromic (REP) PCR fingerprinting.
Creating Community Connections and Partnerships for Transformative Social Change
Authors: Bacon Heidi R.
Published: November 2019

In this article, I share my experiences connecting with community as a high school teacher, a community literacy developer, and a teacher educator. I describe three partnerships that created conditions for transformative change, challenging boundaries of traditional schooling by providing spaces for shared knowledge and meaning making. The experiences that undergird these partnerships present a counter story to de cit discourses and narratives of school failure. They highlight possibilities for investing in our collective future and demonstrate the capacity of individuals to build community and enact learning landscapes to bring about a more socially just world.
Feels Like Home: Writing Alone Together at School
Authors: Shira Ahava
Published: November 2019

Writing Alone Together1 builds community in meaningful ways through creative engagement in four practices: Writing Freely, Reading Aloud, Listening Deeply, and Bearing Witness. This article shares how I have been using this innovative process to foster play, multi-literacies, and mental health in a group of intergenerational writers2 at the Gulf Islands Secondary School on Salt Spring Island, British Columbia.
Student Health and Well-Being in Indigenous Communities: “No One Is Healed Until Everyone Is Healed”
Authors: MacDonnell Maggie
Published: November 2019

In this interview, Maggie MacDonnell, recipient of the 2017 Global Teacher Prize, discusses how growing up near a First Nations reserve in Nova Scotia opened her eyes to inequalities between Indigenous and non-Indigenous peoples in Canada. She talks about the influence of Moses Coady, who instilled in her an appreciation for co-operative development, and T’hohahoken Michael Doxtater, an Indigenous scholar at McGill University, whose message, “No one is healed until everyone is healed,” she did not fully appreciate until she began working in the Inuit village of Salluit. She describes the life situation of the youth living in this kind of closed community where addiction and violence often become part of their everyday experience. Her interventions with this group of at-risk youth have helped decrease the school drop-out rate, improve students’ work and social skills, and raise awareness about suicide prevention. She concludes by giving advice to teachers who may be interested in working with students in remote communities.
Sound, Smart, and Safe: A Plea for Teaching Good Digital Hygiene
Authors: Sklar Alissa
Published: November 2019

The concept of “digital hygiene” addresses the way digital technology can be integrated into our lives in safe, healthy, responsible, and respectful ways. Teaching kids about digital hygiene requires parents to be confident about their role as models and guides for the use of these devices, which is difficult when adults feel—often quite justifiably—that their children’s tech skills outpace their own. This commentary addresses the need for broadening the notion of digital hygiene with input from kids and teens, then educating and supporting parents (and educators) in its application.
“Let’s Just Stop and Take a Breath”: A Community-Driven Approach to Mindfulness Practice in a High Poverty Elementary School
Authors: Haines Shana , Clark/Keefe Kelly , Tinker Alan , Kotsiopoulos Alyssa , Gerstl-Pepin Cynthia , Shepherd Katharine G. , Woodside-Jiron Haley , Milhomens Morgan
Published: November 2019

This case study describes how a high-poverty, linguistically and culturally diverse elementary school came to embed mindfulness in its curriculum and what adults perceived to be the outcomes of the program on students’ well-being. This qualitative case study is based on 25 interviews with teachers, administrators, and community members; classroom observations; and relevant documents. Participants indicated that practicing mindfulness improved student well-being through greater self-awareness and increased ability to articulate their emotions and needs, select strategies to self-regulate, and generalize their practice of mindfulness to out-of-school settings. Implications for practice and research are discussed.
Primary Teachers’ Perceptions of Mindfulness Practices With Young Children
Authors: Piotrowski Stephanie A. , Binder Marni J. , Krmpotić Schwind Jasna
Published: November 2019

Recent research into mindfulness in education supports introduction of this practice into the classroom. This qualitative descriptive study explored mindfulness with young children, as perceived by their teachers. Four primary teachers were interviewed using open-ended and semi-structured questions, allowing them to share their experiences of implementing mindfulness in their classrooms. Using thematic analysis, we learned that teachers found benefits of including mindfulness into daily classroom routines. However, they felt that more holistic approaches, such as guided breathing, yoga, and lovingkindness meditation, could more fully support childhood well-being.
The Essential Role of Play in School Contexts for the Well-Being of Children
Authors: Stone Sandra J.
Published: November 2019

This article affirms the essential role of play for the well-being of children within the school context. The article explores the definition of play, why play is so important, gives examples of play in schools, and advocates for a child-centered approach to learning. The downside of a curriculum-centered approach is explored as an agent of anti-well-being for children. Standards and standardized tests are toxic to children’s healthy growth and development, crowding out or eliminating play from schools. The article advocates for a place for play in schools in order to promote the well-being of every child.
Supporting Students by Maintaining Professional Well-Being in High-Stress Jobs
Authors: Blinder Melanie B. , Ansley Brandis M. , Varjas Kris , Benson Gwendolyn T. , Ogletree Susan L.
Published: November 2019

Student mental health, well-being, engagement, and deep learning is tied to teacher wellness. Georgia State University’s Center for Research on School Safety, School Climate, and Classroom Management in partnership with The Collaboration and Resources for Encouraging and Supporting Transformations in Education project approached student health, wellness, and achievement by promoting change within teachers. Culturally specific professional development workshops were delivered to teachers, administrators, and other school staff. The workshops positively affected participants’ health and wellbeing through activities focused on identifying the body’s stress response and the development of personalized stress management plans to support healthy lifestyles.
Statement of Purpose
Authors: Butler-Kisber Lynn
Published: November 2019

LEARNing LandscapesTM Journal is an open access, peer-reviewed, online education journal supported by LEARN (Leading English Education and Resource Network). Published in the spring and autumn of each year, it attempts to make links between theory and practice and is built upon the principles of partnership, collaboration, inclusion,

and attention to multiple perspectives and voices. The material in each publication attempts to share and showcase leading educational ideas, research, and practices in Quebec, and beyond, by welcoming articles, interviews, visual representations, arts-informed work, and multimedia texts to inspire teachers, administrators, and other educators to reflect upon and develop innovative possibilities within their own practices.
Inclusive Teaching With Digital Technology: Supporting Literacy Learning in Play-Based Kindergartens
Authors: McGlynn-Stewart Monica , Brathwaite Leah , Hobman Lisa , Maguire Nicola , Mogyorodi Emma , Park Yeh Uhn
Published: November 2019

Young children who are English Language Learners or have special learning needs can find it difficult to communicate in kindergarten classrooms. Open-ended tablet applications offer multi-modal tools for these children to communicate their ideas, engage with others, and demonstrate and develop their knowledge and skills. They position students as the producers and creators of the literacy content. Using pedagogical strategies such as effective routines, opportunities to collaborate and share with peers, and modelling, kindergarten educators can employ open-ended iPad apps to support the literacy and digital learning of children who are English Language Learners or who have special learning needs.
Editorial
Authors: Butler-Kisber Lynn
Published: November 2019

Editorial
Le Petit Nicolas and the Ontological in Schooling
Authors: Gade Sharada
Published: November 2019

“School as a site for the production of persons” (Packer & Greco-Brooks, 1999) is discussed in this article through an exploration of children’s growth as students. Drawing on Nicholas’ school stories from Rene Goscinny and Jean-Jacque Sempe’s well-known series entitled, Le Petit Nicolas, the kind of people we could become as students and teachers, even if fictional, is portrayed to highlight the importance of personhood and/or the ontological in schooling.
“I’m hiding”: Using the Stories-Around-Poems to Explore the Role of Vulnerability in Today’s University Classrooms
Authors: Hoben John L. , Pickett Sarah R.
Published: November 2019

This self-study examines the authors’ attempts to use narrative to create impactful and transformational learning experiences. The essay describes a process of auto-ethnographic inquiry during which the researchers explored critical incidents related to their use of stories in university classrooms. Further discussion of these experiences led to the creation of two individual poems that deepened our appreciation for the rich connections between narratives and confessional poetry. By using these research tools, the authors explore the role of vulnerability and self-disclosure in the creation of meaningful classroom encounters.
Perceptions That Early Learning Teachers Have About Outdoor Play and Nature
Authors: Dietze Beverlie , Kashin Diane
Published: November 2019

This study explored voices of early learning teachers engaged in discussions in an online outdoor play and nature pedagogy course. Three core questions were investigated that focused on early learning teachers’ perceptions and practices of children’s access to quality outdoor play and nature experiences. The results support previous research that indicated that teachers’ perceptions, experiences, values, knowledge, and attitudes influence children’s outdoor play experiences. The findings suggest the need to increase access to professional learning that contributes to early learning teachers enhancing their confidence, awareness, and intentional programming, which results in shifting attitudes to fully embrace outdoor play and pedagogy.
Klangfarbenmelodie: Learner Identity and the Creative Arts
Authors: Xiang Sophia
Published: November 2019

Written from the perspective of a Grade 5/6 French Immersion teacher, this paper examines the role of music, poetry, and the visual arts in enhancing learner identity, in the context of the elementary school classroom. It begins with a focus on artistic metaphors that represent cultural and linguistic hyphenation. It then addresses practical applications of these metaphors into classroom activities, projects, and lessons, enhancing community, academic curricular goals, and student self-awareness.
Making the Connection
Authors: Garmaise Amelia
Published: November 2019

In "Making the Connection", I discuss, from a secondary high school student perspec- tive, the do’s and don’ts of how to engage students in the classroom. From the little details to the larger general concepts, this article outlines some ideas that could facilitate learning, and improve the classroom environment for both students and teachers.
Moving Into the Dance: Exploring Facets of Student Engagement
Authors: Sparkes Carolyn Sturge
Published: November 2019

In this article the various dimensions of student engagement are examined. Based on understandings derived from her doctoral research, the author shows how engagement is realized through various levels of participation identified as assigned participation, shared participation and participative tone. She demonstrates that to enhance any theoretical explanation of engagement, one must include or "invite in" those being observed. The voices of students enrich the dialogue about how to define engagement. More importantly, the students articulate what needs to be done to make learning meaningful for them.
Commentary: Learning and Leading in a Connected World
Authors: Pound Richard W.
Published: November 2019

This article explores the relationships between learning and teaching, and focuses on challenges for the future, which include the integrity of research, not only in academia but also in other fields, arising from the developments in the field of information technology. It suggests that learning and teaching need to be combined with principled leadership and the establishment of fundamental values.
Leadership and Conceptions of Organization: Contours of the Distributed Perspective
Authors: Crespo Manuel
Published: November 2019

This paper discusses the theoretical bases of various leadership perspectives and focuses in on one of them: distributed leadership. The learning organization conception of the sociology of organizations is proposed as the theoretical support of distributed leadership. Although a growing number of research findings point to the effectiveness of this perspective on school outcomes, there is need for further research in this area. To be successfully enacted, distributed leadership should be exerted in an organization which truly espouses the principles of a learning organization.
Schools as Centres of Change Not Centres of Blame: Constructing Bridges Between Policy and Practice
Authors: Fink Dean
Published: November 2019

Many years ago, Hugh MacLennan (1945) described the relationship between French and English speaking Canadians as "two solitudes." This paper contends that there are "two solitudes" in education that threaten the very essence of state-supported education. It will argue that policy makers have made schools the centres of blame and have adopted policies that fail to account for the realities of schools, teachers and students. It will also suggest ways to bridge the gap between policy and practice and develop schools as centres of change.
Learning to Lead: A New Teacher’s Perspectives on Teacher Leadership
Authors: Bridges Kristie
Published: November 2019

The question of teacher leadership is inextricably tied to teacher effectiveness. Leadership forms the foundation of classroom management and permeates all aspects of the curriculum. While many new teachers have visions of the kinds of leaders they wish to become, this vision is often complicated by the everyday realities of classroom life. Faced with increasingly difficult circumstances, it becomes infinitely more important for teachers to foster the trust and confidence required to make meaningful connections with their students. This article discusses the qualities of effective leaders and the impact of effective leadership on students. It also considers some of the challenges that arise when pursuing one’s vision of leadership.
Review Board
Authors: Babazadeh Farzaneh
Published: November 2019

Review Board
Children’s Voices, Children as Innovators: A Poetic Representation of Children’s Experiences Learning About HIV/AIDS Through a Child-to-Child Curriculum Approach
Authors: Mwebi Bosire Monari
Published: November 2019

This paper reports how children experienced and reflected on issues of sexual health and the risks of HIV infection as well as providing glimpses of their narratives of empowerment, created as a result of the child-to-child approach which was implemented in a grade four classroom in a rural Kenyan school. The children felt, it is time to break the taboos around open discussion of HIV/AIDS. Their words, in the found poems in this paper, illustrate how capable these children are of initiating this vital change.
Who Put You in Charge? Democracy in a Middle School Classroom
Authors: McCarney Matthew
Published: November 2019

In this article three strategies are examined for their efficacy in the implementation of a democratic classroom environment. The first is modeled on ancient Athenian democracy, the second employs a Class Council, and the third uses a Class Committee. The author implemented these three strategies with a group of twenty grade seven boys in an effort to increase their engagement in the day-to-day running of their classroom. The students in question rise to the occasion and become fully com- mitted participants.
Stories in Relationship: Experience, Identity, and Curriculum Making in an Elementary Classroom
Authors: Murphy M. Shaun
Published: November 2019

In this paper the narratives of one teacher and two children show how nested knowing, relational knowing based on personal epistemologies, shaped a narrative understanding of experience and curriculum making in an elementary classroom. Issues of interruptions, ethical tensions, shifts in relationship, and subsequent shifts in knowing are explored. The nested nature of knowing was not only central to the relationship of the teacher and the children, but was also part of the relationships among the children.
Balancing Act: Respecting the Required Curriculum While Honouring the Real Curriculum
Authors: Todd Teri , Medina Jacquie
Published: November 2019

Two authors from different disciplines share their views on meeting both the curriculum set forth by the institution and honouring the meaning that students make of their own learning. Believing in the importance of learning that reaches beyond that which is taught, the real curriculum, the authors discuss the challenge of finding a balance between assessing required course content and honouring individual growth in our assessment-laden society.
Commentary: The Intellectual Properties of Literacy
Authors: Willinsky John
Published: November 2019

This paper presents the case for considering literacy and learning as possessing a distinct set of intellectual properties that set apart literacy in the context of learning from other sorts of intellectual property that we commonly associate with commercial endeavors. It argues for the value of thinking about intellectual properties as a means of preparing the young both for economic life in the age of information, and for appreciating the importance of protecting the state of learning as a special sphere of intellectual activity and thus intellectual property.The example is given of how students' own contribution of intellectual properties, as a result of their learning, can add something of value to their communities.
Commentary: Thoughts on Three Decades in Literacy Education: Why Don't We Ever Learn?
Authors: Church Susan
Published: November 2019

Literacy teaching and learning and education more generally seem destined to be buffeted by periodic pendulum swings between more and less regulation of curriculum, assessment and teachers’ work. Reflecting from a position of seniority, I speculate in this commentary on how the trajectory of progressive and generative theories and practices in literacy education might have been altered if such swings had not been so pervasive over the past several decades. Drawing on insights that have guided my own thirty-plus years of work to advance critically reflective and progressive literacy education, I suggest that greater attention to some wise words from past decades might help today’s educators to resist the never-ending pull of the pendulum.
Commentary: Elementary Students Discuss Literacy
Authors: Lemieux Sonora , Mallette Benoît , O’Dowd Shannon Prevost
Published: November 2019

In this interview, three grade six students discuss their perspectives on literacy. Sonora, Shannon, and Benoît explore the role of peer collaboration, fun, and the various ways that they learn and share their learning with others. The students express their enjoyment of reading and emphasize the value of challenging oneself and persevering when a book or a project becomes difficult.They explain the advantages of pneumonic devices and other "tricks" for learning items such as multiplication tables, and elaborate with anecdotes involving fellow students as well as adults. Common to all of the students’ experiences are the benefits of multi-modal teaching and learning, and the advantages of incorporating art with auditory and visual information in literacy activities. These students also discuss the Internet as an important resource, citing its use for classroom inquiry as well as educational games. They recognize the importance of literacy for future success. Their advice to others is to work hard in school.
Weaving Tales and Leaving Trails
Authors: Heard Georgia
Published: November 2019

I have been thinking about the over-arching theme of the poems and I think that they are all about literacy in some form or another."Straight Line" is about young children who are just entering into the world of words, and are taught in schools to be silent; "Stars" is about how we weave tales and songs from the night sky—and the world around us—to help us make meaning; and "The Paper Trail" is how ordinary words—in our everyday lives leave trails—even after we are gone.
Adult Literacy … and the Children Shall Lead
Authors: Norris Joe
Published: November 2019

The author, a successful academic, admits that reading for him, as an extrovert, has been primarily considered a painful experience and throughout his schooling, he often viewed it as punishment. Through the needs of his nephew, the author and his brother, another non-reader, embark on a series of reading adventures that bring reading for pleasure into their lives and model it for family and friends. The article provides a justification for personal narrative as form of research and concludes with some insights on informal literacy advocacy.
Narrative Understandings of Lives Lived in and out of Schools
Authors: Clandinin D. Jean
Published: November 2019

Drawing on a narrative inquiry into the experiences of 19 youth who left school without graduating, I raise questions about stories of school, the institutional narrative of schooling. Through inquiring into the youths’ stories, we identified six resonant threads that spoke to the complexities of their lives. Their lives awakened us to what might be possible if we engaged with their stories as a way to open up or disrupt current stories of schools to allow for the reimagining of schools. Through attending to youths’ stories we might make the experience of youth, in their life contexts, the starting point not only for education but also for schooling.
Urban Education Policy in Canada and the United States
Authors: Gaskell Jane
Published: November 2019

Canadian and U.S. educational policies in relation to the challenges of urban education have diverged dramatically since the 1960s. This article points to some of the ideas and political processes that lie behind the divergence, and suggests that more comparative analysis of educational policy is both enlightening and important.
Dance and Desire
Authors: Gillis Margie
Published: November 2019

The author describes her lifetime relationship with dance and how it has touched every aspect of her life—physical, spiritual and emotional. The control and discipline methods of teaching dance when she was a child were ill suited to her curiosity and creativity. This curiosity and her "soul’s yearning" have led her to explore dance as a source of knowledge, expression, exploration, communication and soul connection. As a teacher of dance, she describes how it is important to encourage her students to explore their relationship to themselves in dance. Lastly, she gives uplifting guidelines to inspire both teachers and readers.
Education for Its Own Sake
Authors: May Elizabeth
Published: November 2019

In this commentary the author examines the exciting role that education has played—and still plays—in her life. She discusses the joy of attending law school where legal cases and rulings piqued her thirst for knowledge. Later, she reiterates Jane Jacobs’ cautionary warning about education being replaced by "certification" and students being degraded to mere "consumers" of an educational product. She concludes by stressing the importance of protecting and valuing education for its own sake.
Higher Learning, Meager Earnings
Authors: Mosher Terry
Published: November 2019

This cartoon, a favourite of mine, was drawn for Maclean's Magazine to illustrate a column written by Paul Wells on the subject of university professors trying to survive on their often meager earnings.
Ear of the Heart
Authors: Glenn Lorri Neilsen
Published: November 2019

Contemplation plays an important role in developing mindfulness and in preparing us for the work of community in education. Silence, solitude, and the chance to develop one’s sense of self and of purpose are often lost in the fast-paced, technologically driven lives we lead at home and at work. This essay provides a rationale for slowing down and paying attention in order to develop the empathy required to face educational challenges collectively.
Taking Charge of Our Educational Journey
Authors: Payette Julie
Published: November 2019

In this interview Julie Payette discusses the role education has had in her life and in achieving her childhood dream of becoming an astronaut. She shares her experience of attending the United World College of the Atlantic as a teenager and her discovery of the value of learning languages. Julie speaks on the importance of parental support in encouraging children to pursue higher education and expresses some thoughts on teacher preparation. She also comments on how stereotypes and stigmas can still prevent girls from choosing to become scientists. Finally, Julie gives us a glimpse of what it feels like to contemplate planet earth from the window of a space shuttle.
Regaining the Love of Learning
Authors: Reynolds Cecilia
Published: November 2019

This article points to two trends of critical importance for pre-K-12 and postsecondary institutions—the growth of technologies for learning and the need to enhance Indigenous education. With the help of technologies, we must move away from old aspirations of "covering" the curriculum, toward inquiry approaches that help us regain the love of learning. With guidance from the exciting Accord on Indigenous Education drafted by the Association of Canadian Deans of Education, we must transform relations between Aboriginal and non-Aboriginal people across Canada and all educational settings must become beacons of hope for Aboriginal communities.
Commentary: Three Keys: Opening the Gate of Poetry to Young Writers
Authors: Hirshfield Jane
Published: November 2019

The author draws on her experience as a poet and a teacher to offer three key elements for teaching students poetry. She believes that the teacher’s own passion about poetry is the first key to letting the imagination rise.The second key is freedom of mind, both for the teacher and the students, which allows students to explore in many directions, without the constraints of pre-set rules, conventions and grades. The "writing invitation"is the third key. In this part, she outlines several innovative ways to invite students to write poetry, giving them guidelines to start from while allowing their creativity to flourish.
Commentary: Off the Diving Board: From Poetry Into Literacy
Authors: Stewig John Warren
Published: November 2019

Ours has become,in the United States,an era when evaluation of school success:of students, teachers, and entire systems, has devolved into derivative fact—emphasizing paper-and-pencil tests.Each of these components suffers from such limited evaluation. Teachers, administrators and policy makers need to assert that a literacy program cannot be successful unless it is evaluated to highlight a wide variety of problem-setting and problem-solving processes, many of which cannot be measured exclusively on paper.
Through the Lens of One Day Last December: A Poetics of Narrative Teaching
Authors: Morawski Cynthia M.
Published: November 2019

Thoughtful teaching requires the mapping of one’s own life, a land marked with features of recalled sites. In the studio of my own classroom practice, working material resides in the poetic groundwork of after-school treks along contours of a New England shoreline. A black stone library. A harbor sound. The placement of a dogwood by a marshy pond. Through the lens of one day last December, read on…
Children’s Poetic Voices
Authors: Mandrona April R.
Published: November 2019

This paper discusses the creation of found poetry using the narratives of children. The author proposes that poetic inquiry offers a place of understanding where the words of children speak volumes. Through this process, she explores how one may connect not only with young people, but also with the often forgotten aspects of the self.
Hospitality and the Hôte: Revealing Responsibility Through Found Poetry
Authors: Molnar Tim
Published: November 2019

This work provides insight into the experience of a group of Aboriginal and non-Aboriginal educators and their sense of responsibility. This involves discussions concerning the use of found poetry as well as how found poetry aided in fashioning an interpretation of educator’s experience of the hôte: a guest-host who accommodates and negotiates the difference of others and self.
Sense & Nonsense: Thinking Poetry
Authors: Sze Gillian
Published: November 2019

In this essay, I discuss poetry as an important style of thinking and exploration. Poetry, I maintain, is a leap, a risk, a gambit that opens unexpected linguistic possibilities and imaginative opportunities. Based on my own experience of teaching poetry, I suggest strategies in this essay for encouraging students to take the kinds of risks that engender sense and confront nonsense. The central claim of this essay is that by creating new and surprising associations, poetry teaches us different and more interesting ways to live in and understand the world.
Poetry as Breath: Teaching Student Teachers to Breathe-Out Poetry
Authors: Pasquin Lesley
Published: November 2019

Poetry is a form of creative expression that exists to share a truth, an insight, or a feeling that enriches our humanity."Teaching" poetry requires us to be readers and writers of poetry ourselves. It requires that we are saying, "Poetry matters." I work with second-year student teachers in my Language Arts Methods class at McGill University to develop a passion for the poetic; to learn what Muriel Rukeyser refers to as breathing-in experience and breathing-out poetry. Using my own writing process and immersing my students in the genre, they begin to construct the complex understanding of why poetry matters and why that understanding is crucial to teaching it.
Owning Our Learning: Scaffolding Professional Inquiry for Educators
Authors: Brown Willow , Cherkowski Sabre
Published: November 2019

The authors advocate professional inquiry as purposeful, site-based learning for teacher leaders and school administrators. A key argument,social symmetry, proposes that creating engaged, inquiring learners requires teachers to own their learning through professional inquiry. A four-meeting model scaffolds collaborative inquiry from problem framing, through experimentation, and toward new convictions and commitments.The design of this professional inquiry platform has been informed by action research and school improvement and inspired by 21st Century Learning.
Teacher Inquiry for Educational Change
Authors: Couture Danielle , McBride Judith , Saha Sujata , Schellhase Denise , Eschen Kelly Von
Published: November 2019

The inquiries of professionals involved in the development of a centre for inquiry into educational practice in a secondary school are fostered through professional conversation among teachers, support and professional staff undertaking research on practice. A framework for the development of the work done in the centre is briefly reviewed. Snapshots of various experiences and products illustrate evolving understandings of inquiry and evidence of ways in which it supports student learning and developing teaching practices in light of local curricular reforms.
Tools for Inquiry: Improving Questioning in the Classroom
Authors: Delcourt Marcia A. B. , McKinnon Jason
Published: November 2019

The ability to ask questions is the foundation of inquiry learning. While national research standards promote the use of inquiry skills such as questioning, many programs for pre-service teachers do not include training in the development of these skills, leaving teachers and children lacking in this area. A four-step plan is described for assessing inquiry skills by monitoring types of questions employed in the classroom and implementing changes in classroom practices. Results not only reveal that teachers and their students learn to ask more questions, but also that the number of higher order thinking questions actually increases using these methods.
Of Birdhouses and Mosaic Cats: Conquering Fears in the Muddle of Inquiry
Authors: Starko Alane
Published: November 2019

This reflection considers the aspects of classroom focus, instructional practice, and evaluation that impact successful inquiry, as viewed through the author’s experience in an adult art class.Topics considered include varying organization for the appropriate problem type; and creating a classroom supportive of inquiry through encouraging questioning,teaching independence,and using effective formative and self-evaluation.
We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education
Authors: Immordino-Yang Mary Helen , Damasio Antonio
Published: November 2019

Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of affect in education. In particular, the neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision making, and social functioning, are both profoundly affected by and subsumed within the processes of emotion; we call these aspects emotional thought. Moreover, the evidence from brain-damaged patients suggests the hypothesis that emotion-related processes are required for skills and knowledge to be transferred from the structured school environment to real-world decision making because they provide an emotional rudder to guide judgment and action. Taken together, the evidence we present sketches an account of the neurobiological underpinnings of morality, creativity, and culture, all topics of critical importance to education. Our hope is that a better understanding of the neurobiological relationships between these constructs will provide a new basis for innovation in the design of learning environments.
Nurturing Students’ Brains for the Future
Authors: Willis Judy
Published: November 2019

As we strive to build a better world for our children and better prepare our students for the complexities of the globalized world they will enter, neuroscience research can be correlated with educational strategies to help us build students’ brains to meet that future. An example of the nexus of research and teaching comes from correlating implications from research about memory, cognition, neuroplasticity, and discoveries about the timing of brain maturation with the incorporation of transfer opportunities throughout instruction, such that students apply learning to contexts beyond those in which it is taught and rehearsed.
Commentary: Creating Hybrid After-School Enrichment Activities
Authors: Cole Michael , Lecusay Robert , Rosero Ivan
Published: November 2019

In this commentary we propose a collaborative strategy for the creation of informal learning activities in after-school settings that are also shared sites of learning, research, and development. We briefly trace the history of a research program—"UCLinks"—whose defining feature is a form of collaboration between institutions of higher learning and local community institutions responsible for youth in the afterschool hours. These collaborations thrive only to the degree that "mutual appropriation" can be negotiated between partners, and it is within mutual appropriation that new possibilities for creative cross-generational and cross-cultural informal learning activities are materialized.
Informal Science Contexts: Implications for Formal Science Learning
Authors: Asghar Anila
Published: November 2019

This article illuminates the affordances of informal science learning to promote scientific literacy. It also discusses the ways in which informal learning environments can be creatively employed to enhance science instruction in K-12 as well as university settings. Also offered are various theoretical perspectives that serve as useful analytical tools to understand science learning in formal as well as informal settings.
Passion by Design: Meditations on an Innovative Model
Authors: Gerber Eli
Published: November 2019

In this article the author discusses two intrinsically interrelated items: first, the past, present, and future of the educational infrastructure as well as its purpose, potential, and shortcomings; and second, the unique nature of his home school education. He further examines related elements that are conducive to the enrichment of the current educational model and also that of social development in general. His underlying goal is to inspire reflection on the importance of fully promoting passion, diversity, creativity, introspection, and innovation.
Digital Media Meets Informal Learning: Opportunities for Generating New Participatory Roles
Authors: Hayes Kathryn , Booker Angela , Middleton Beth Rose , Ross Jesikah Maria
Published: November 2019

This paper explores the rich learning that happens between defined learning spaces, such as that between formal curriculum and informal projects. Here we apply the notion of "hybrid space," to understand how such in-between learning spaces can facilitate a shift in participatory roles for college students engaged in a community media project. This study also highlights the ways in which media as a production medium can further transform the learning experience.
Uprooting Social Work Education
Authors: Clarke Jennifer , Aiello Olivia , Chau Kelsen , Atcha Zakiya , Rashidi Mariam , Amaral Stephanie
Published: November 2019

In this article, the authors attempt to deconstruct social work education using a metaphor of a "social work tree." Through reflective dialogue and an arts-based approach, we critically examined the past, present, and future of social work education. This collaborative art project allows us to visually express the colonial roots of social work education and the transformation that is possible when its Eurocentric stronghold is uprooted. We discuss the implications for social work education and suggest ways of moving forward with an allied approach that bridges the gap between mainstream and Indigenous social work education.
A Day at Filastrocca Preschool, Italy: Meaning Making Through Literacy and Creative Experience
Authors: Cline Keely D. , Edwards Carolyn Pope , Giacomelli Alga , Gandini Lella , Giovannini Donatella , Galardini Pistoia Annalia
Published: November 2019

In this article, we explore how the library teacher of an Italian preschool with a special mission focused on books, stories, and the imagination uses group literacy activities as a context for encouraging shared meaning making through creative experiences. We take readers inside one day at the Italian Preschool, Filastrocca, providing detailed descriptions and analysis of interactions and activities. We suggest that elaborate extended dialogue among children and the teacher, promotion of empathy through opportunities to take others’ perspectives (including book characters’), and group engagement in shared and multi-faceted creativity are important characteristics related to meaning making in the context of relationships. Encouraging creative exploration and play across all domains of intelligence allows the children to develop their individual strengths into a product uniquely theirs.
The Power of Imagination: Constructing Innovative Classrooms Through a Cultural-Historical Approach to Creative Education
Authors: Connery M. Cathrene , John-Steiner Vera
Published: November 2019

All children have a need for and a right to educational programs that foster their creative ingenuity. This article presents a cultural-historical approach to creative education (CHACE) to cultivate K-5 students’ higher order thinking, critical inquiries, and imaginative proficiencies. The text illustrates the application of Vygotskian theory in elementary, bilingual classrooms where interdisciplinary, collaborative, and apprentice initiatives in the arts, humanities, and sciences facilitate the acquisition of literacy, numeracy, and content knowledge. Relationship, affect, and cognitive pluralism are discussed as theoretical cornerstones in a system of activities to nurture children’s novel interpretations, enhanced understandings, imaginative problem solving, critical innovations, and artistic creations within a supportive teaching-learning community
Nurturing Creativity and Professional Learning for 21st Century Education: ResponsiveDesign and the Cultural Landscapes Collaboratory
Authors: Córdova Jr. Ralph A. , Kumpulainen Kristiina , Hudson Jeff
Published: November 2019

This study examines events within a CoLab1 3RDSpace: Summer Leadership Institute on Creativity & Innovation. The analyses are organized into two telling cases and reveal how participants develop a shared understanding of ResponsiveDesign, CoLab’s theory of inquiry and innovation. Drawing on an interactional ethnographic perspective, the analyses make visible the ways in which concepts of space, language, creativity, and innovation complement one another to form ResponsiveDesign as a powerful approach for educators in any setting to transform their ordinary places into extraordinary spaces for creatively confident learning.
Narrative Insights: A Creative Space for Learning
Authors: Ingersoll Marcea
Published: November 2019

Through this scholarly personal narrative, the author offers insight into how student creativity can be engaged or neglected. While the narrative highlights the potential conflict between students’ lives and their schools, the hope lies in the illuminative power of stories of difficulty. By interweaving narrative and theory, the author sheds light on the conditions that inhibit creativity, and emphasizes the capacity of teachers to locate creative, compassionate spaces for themselves and their students.
Working With a Student Model in a Creative Non-Fiction Workshop: Charging Joint Creativity
Authors: Lipszyc Carol
Published: November 2019

In this arts-based inquiry, I examine how a student model creative non-fiction essay develops students in a third-year creative writing workshop as critical readers, editors, and writers. Over the course of two semesters, student writers reciprocally acquire strategic knowledge and enhance their creativity. Plural voices emerge in the dialogue between the model student/writer, her peers, and my curriculum as evidenced in the narrative excerpts composed and revised by the student; in her peers’ critical feedback; and in students’ reflections. Exploring this collaboration, I envision affording more opportunity for student model writers to share their evolving knowledge in both traditional and online classrooms.
Steppingstones to Appreciating the Importance of Play in the Creative Act
Authors: Norris Joe
Published: November 2019

This paper documents how the literature on creativity has inspired a professor to live and teach creatively. Through a weaving of stories with the literature, the paper demonstrates that praxis is achievable and can be fun! It is hoped that the stories will inspire the readers to take risks and become more playful and creative in all aspects of their lives.
Fostering a Creativity Mindset for Teaching (and Learning)
Authors: O’Brien Mia
Published: November 2019

Teaching is a creative practice that requires the kind of open-minded, whole-hearted, flexible, improvisational (yet knowledgeable), and performative orientation that I refer to as the "creativity mindset." Fostering such a mindset amongst preservice teachers can be challenging, since they often see their future teaching-selves as altruistic yet authoritarian subject matter experts. Underpinning these views are narrow conceptions of teaching, and of how we learn. To what extent can an experience of creative, performative pedagogy transform these views, and foster a creativity mindset for teaching (and learning) amongst preservice teachers?
Comfortably Uncomfortable: A Study of Undergraduate Students’ Responses to Working in a Creative Learning Environment
Authors: Watson Jan S.
Published: November 2019

This article, which draws on a study of undergraduate students’ perceptions of working in a creative learning environment, is underpinned by the idea that everyone has the potential to be creative. Empirical data was obtained from semi-structured interviews with students in Year 3 BA in Education Studies, their reflective sketchbooks, and notes from observations undertaken in the campus-based Visual Arts Centre studio. The findings support the view that students benefit from having access to creative opportunities which involve self-examination and risk-taking in a supportive, collaborative space. The evidence suggests there is a need for lecturers to discuss and share creative pedagogical strategies designed to support student learning in different settings.
Old Pathways, New Directions: Using Lived Experiences to Rethink Classroom Management
Authors: Zepeda Jamie
Published: November 2019

Two stories lived and told become an entry point towards reflecting on issues of teacher practice related to classroom management. Using a narrative inquiry approach, personal experiences with Michael and Carlton—two kindergarten students—are pivotal in developing a deeper understanding of the difference between punitive and instructive discipline. Drawing on the philosophies of Vivian Paley, the reader is left with creative possibilities for new directions in attending to children’s unmet needs and, at the same time, ideas for facilitating a supportive and inclusive classroom environment for all learners.
Commentary: The State of Learning: A Preview
Authors: Papert Seymour , Markowsky George
Published: November 2019

This article gives some background information on the authors’ forthcoming book, The State of Learning. There are many challenges facing educators who want to bring education into the 21st century. At the same time, the explosion of technology has the potential to make education more available and influential than ever before. Education is taking place on a large stage and is not just confined to schools. We must rethink the foundations of education so it can truly benefit from new technology.