bluuebunny/crossref_metadata_2025 huggingface dataset:
Education Is Ceremony: Thinking With Stories of Indigenous Youth and Families
Authors: Chung Simmee
Published: November 2019

This research with three Indigenous youth and their families is an intergenerational narrative inquiry around experiences of belonging and identity making. Pulling forward teachings from Indigenous Elder Francis Whiskeyjack, a metaphor of “education as ceremony” is juxtaposed with the ceremonies of “schooling” (Greene, 2001). Thinking with stories lived and told by the youth and their families, I retell stories as a teacher, mother, and now, teacher educator. Experiencing personal and practical shifts to my teaching and learning, I reconsider the ceremonies of “schooling.” This study offers possibilities for how educators might co-compose more relational and educative (Dewey, 1938) experiences in schools.
Community Stories and Growth Through Research-Based Theatre
Authors: Cook Christopher , Belliveau George
Published: November 2019

Community members and staff at the University of British Columbia (UBC) Learning Exchange collectively created a theatre piece, based on stories from Vancouver’s Downtown Eastside (DTES), entitled Voices UP! This article examines the impact this project had on four DTES community members who took part in the collective creation process. The results are presented as both a thematic analysis and a short play script, entitled Give Me Your Hands. Give Me Your Hands is a play about making a play, illustrating the shared and individual learning experiences of those who took part in a community-based collaborative theatre process.
Filming Frenchtown: Listening to and Learning From Storied Lives
Authors: Fendler Rachel , Shields Sara Scott
Published: November 2019

This paper explores how teens used storytelling during a yearlong, extracurricular documentary film project. The project invited a group of 8-12 teens and university researchers to act as visual narrative inquirers in a local historic neighborhood. We explore the role of story, framing our project as a form of engaged pedagogy, and draw connections between storytelling and filming. We conclude that at the heart of the project is a shared dialogue. In this project, the scenario of filming enacted an encounter, and came to life through the stories the teens took in, and the stories they produced in response.
Scholarly Personal Narrative: Storied Forms as Teaching, Learning, and Writing
Authors: Ingersoll Marcea
Published: November 2019

By embedding narrative theory within the practice of storied forms, there can be pedagogical movement from difficulty to insight. This piece explores scholarly personal narrative as a creative and critical method for attaining academic understanding. The ideas of three narrative scholars (Nash, Fowler, and Luce-Kapler) surface within two writing forms—a letter and a poem. The author playfully reports on the powerful processes that are engaged when shared creative story forms become part of teaching, learning, and writing.
Understanding Tension-Filled Tenure Track Stories: Currere, Autobiographical Scholarship, and Photography
Authors: Jack-Malik Sandra
Published: November 2019

In this paper I utilized the currere method and my experiences as a tenure track hire. Currere provided a framework that allowed me to remember and then engage my ways of knowing and immerse myself in supportive contexts. Specifically, I was able to deepen my understandings, learn, imagine up, and over time shift my tenure track stories. The complex, sometimes hegemonic institutional narratives embedded along my tenure track, regularly resulted in tension. In response to the tension and because of my enactment of the currere, I was able to remember and reflect on what I know and value, think about who I am and who I am becoming, including who I want to be as a professor. This work includes photographs because once I gave myself permission to play, taking, viewing, and manipulating pictures became part of my shifting tenure track identity stories.
Reflexivity as a Process for Coming Into Knowing
Authors: McGarry Karen
Published: November 2019

Acting reflexively implies a “self-critical and self-conscious stance” (Glass, 2015, p. 555) of recognizing myself within a research process as an intentional participant-practitioner of generating knowledge. This article attempts to reveal visual evidence across a landscape of textual references and material implementations as a process of the what and how of knowing. My aim is to affirm the intentionality of my reflexive praxis as a way of knowing and becoming through committed intertextual inquiry and discovery.
Learners’ Identity Through Soundscape Composition: Extending the Pedagogies of Loris Malaguzzi With Music Pedagogy
Authors: Yanko Matthew
Published: November 2019

It is astonishing to observe, listen, and co-learn with children as they engage with music to expand beyond the possible with their meaning-making abilities—immersing themselves in a hundred languages of music inspired by Loris Malaguzzi. In the current study, I examine how children in a split Grade 1/2 class explore and represent the sounds associated with city landmarks through soundscape composition. In particular, I focus on how students partake in the negation of identity. As a result of that, I have come to discover that by listening to children’s soundscapes we may be able to feel something new about particular landmarks, contemplate its value to citizens, and learn more about the meaning making of children.
Terms of Engagement: A Question of Synergy
Authors: Grossi Edwina
Published: November 2019

This paper draws on my Ph.D thesis, An ordinary teacher: An autoethnography, which is a teacher self-study where I revisit my experiences in the field of education. Through the use of stories I explore personal experiences to come to a deeper understanding of myself, and my practice, allowing others to reflect on theirs. The article discusses the meaning of lived experience and and the terms and synergies pertaining to student and teacher engagement.
Commentary: Reflections on Leadership
Authors: La France Leo
Published: November 2019

This commentary presents 10 guiding principles on leadership that are rooted in the author’s 35-year career as a teacher and administrator. The author stresses the inevitability of change in education, the complexity of this work, and the need to be responsive to evolving situations. He states that attention to relationships is the most important element of leadership and, ultimately, student success.
Students Helping Students
Authors: Hawkins Manju
Published: November 2019

Through drawings and written text created over several weeks, Manju Hawkins reflects on her ideas about leadership. She shares her preference for informal leadership situations characterized by students helping other students.
Developing Leadership Through the Cape Farewell Expedition
Authors: Tremblay-Martin Amélie
Published: November 2019

Amélie Tremblay-Martin addresses the issue of developing leadership through sharing and reflecting on a series of multiple activities that occurred on an expedition in the Norwegian Arctic. This expedition was a seen as a wonderful opportunity that challenged the author’s leadership skills. By sharing her stories, she hopes that her experiences will resonate with others and help them to become better leaders themselves.
Free Yourself From the Role
Authors: Boyle Dale
Published: November 2019

The author shares a song he wrote to represent his views about the movement among educators to redefine for themselves their roles and practices. He also reflects on his song-writing process.The song and accompanying reflection serve to question stereotypical views of knowledge and suggest the need for educators to embrace a more artful approach to teaching and learning.
Angels, Wings, and Hester Prynne: The Place of Content in Teaching Adolescent Artists
Authors: Hafeli Mary
Published: November 2019

This case study uses adolescents’ accounts of studio practice to trace the diverse themes, sources, and contexts that inspire aesthetic and narrative meaning in their artworks. Beyond self expression and formal and technical concerns, the study illustrates how eight young artists work to address cultural and aesthetic themes that borrow, build on, and ultimately reinvent conventional narratives and art forms. Narrative formation, and its relevance for learning and teaching art, is investigated as distinct but related practices in multiple worlds of art, cultures, and education.
Arts: Inspiration for Life
Authors: Grenier Anne-Sophie
Published: November 2019

In this article, the author recounts her experience at Centauri Summer Arts Camp, which has been instrumental in fostering her personal, artistic and spiritual growth. She emphasizes the particular importance of openness, communication, friendship, understanding and acceptance.
Inhabiting Silence: A Sorry Story
Authors: Gannon Susanne
Published: November 2019

This paper describes how works created in a visual arts workshop enable the author to work obliquely with stories about teaching Aboriginal children generated in a collective biography. The deconstructive work is framed by Prime Minister Rudd’s 2008 "sorry" speech to Aboriginal Australians and Mazzei’s work on silence with white teachers. The visual arts methodology allows a shift from narrative logic and literal detail to metonymy and symbolism while the materiality of artefacts and art equipment invite particular representations and interpretations to emerge.
Collage Inquiry: Creative and Particular Applications
Authors: Davis Donna
Published: November 2019

Collage from "found" visual imagery is widely employed as an accessible medium for expression and illustration in educational, therapeutic, and recreational contexts. Given the history of collage as a strategy of criticism and subversion in the fine arts, visual researchers seek to develop a methodology of collage as a means to knowledge, affording insight into the negotiation and embodiment of media imagery in subjective experience. Highly relevant issues of body image and eating disorders are addressed through the presentation and analysis of a self-study series of collages and life writings. The resulting intuitive "figures" of anorexia demonstrate the creative potential of collage to reconfigure experience excluded from standard texts, and suggest alternative interpretations of both suffering and healing on an individual and cultural level.
Research as Experience and the Experience of Research: Mutual Shaping in the Arts and in Qualitative Inquiry
Authors: Bresler Liora
Published: November 2019

This paper examines the experience of being a researcher and how this experience shapes who we are in a process of mutual shaping. The very engagement with research, the author suggests, parallels the engagement with music and the arts. In this engagement, problem setting and problem solving, the conceptual and the embodied, the analytic and the holistic, are interconnected and interdependent. Assuming the role of an animator, the communication of the research intensifies our engagement, contributing to the shaping of who we are.
We’ll Meet Again: New Classroom Perceptions From Old Material
Authors: Milligan Chris , Cross Wes
Published: November 2019

This article reports on the evolution of a school-based project about Remembrance and World War Two. The focus of the project is the use of wartime era high school yearbooks. The use of digital technology by students to record and analyze prime source archival material, high school annuals, in concert with oral history, and local community study techniques, provides classroom students the opportunity to learn about World War Two from a far more realistic and personal perspective than can be achieved using standard textbooks. It also aids in the development of a greater understanding of the human toll, and a more critical understanding of source material concerning World War Two and other conflicts.
Southern Teachers Working in Canada’s North: The Need for a Relevant Curriculum
Authors: Douglas Morgan
Published: November 2019

Great transition is happening in education in the north for Inuit students, in both program development and teacher orientation for southern, non-Inuit teachers. This article looks at a brief history of the north, the impact of southern intrusion, and how changes taking place today in both curriculum and development will bring about stronger educational experiences for Inuit students in the 21st century.
Early Childhood Literacy and the Sense of Play
Authors: Côté Geneviève
Published: November 2019

The author relates some of her experiences as a children’s book author/illustrator visiting schools, observing that in early childhood, creativity and sense of play are essential tools for teaching and learning. Believing that images and words play an equally important role in the learning process, she also includes a visual statement that early childhood literacy is empowering ...
Making the Invisible Process Visible: A Kinesthetic Approach to Explicit Reading Comprehension Strategy Instruction in Early Primary Grades
Authors: Kingsley Sarah
Published: November 2019

Reading instruction in early primary grades tends to focus on segmenting words into sounds and there is little emphasis on explicitly teaching reading comprehension strategies.Through a kinesthetic approach, I attempted to make the invisible process of applying reading comprehension strategies visible. Students used a remote, similar to that of a TV, to play and pause their reading process.This enabled them to effectively use meaning-making strategies which took shape through signaling. Students would physically motion to themselves various signs which indicated the four reading comprehension strategies modeled in my think alouds (visualization, questioning, making predictions and making connections). The outcome was a highly motivated group of grade one students who could apply reading comprehension strategies and engage in discourse that reflected a higher level of understanding.
Saying What You See in the Dark: Engaging Children Through Art
Authors: Reilly Mary Ann
Published: November 2019

In this article, I explore the process of transmediation by examining selected art conversations—nonverbal communication made through painting—and poetry that urban fifth graders composed in response to a query about how they learn. Specifically, I examine three students’ works, noting how the use of multiple symbol systems helped each to compose strong visual and written texts. In studying the work the students composed, I conclude that visual art and poetry make fine partners in intellectual endeavors aimed at educating the imagination.
Teaching the "Bad Boy" to Write
Authors: McPhail Gary
Published: November 2019

In an attempt to address the gendered achievement gap in writing that exists both nationally and internationally, Gary McPhail conducted a year-long teacher research study focused on the gendered literacy interests of his first grade students and how they responded to a writing curriculum he created that included genres intended to be of interest to both boys and girls. This paper focuses on the experiences of one self-declared "bad boy" in Gary’s class.
On Screen: Writing, Images and What It Means to Be a Reader
Authors: Anderson Abigail
Published: November 2019

The majority of English Language Arts curricula in North America, if not worldwide, draw on traditional literary texts as their core content. By contrast, the confluence of image and written word on contemporary texts—including the literary—and the impact this evolution has on our comprehension of the changing face of literacy is one of the most compelling issues in contemporary pedagogy. It seems clear that the rise of the new media and its range of textual genres challenge prevailing views about what it means to be a reader and how reading is taught in our schools. Since word and image demand different reading paths and strategies, how can teachers begin to re-vision their pedagogical practices while taking an active role in addressing the literacy needs of their elementary and secondary students?
The Soul Purpose
Authors: Duckworth Eleanor
Published: November 2019

The author underscores that in any worthwhile educational enterprise there is not one point to be learned—there are infinite points. Using Nicola Sellitto’s insightful "soul purpose" observation as a springboard, she stresses that having no single "point" to convey does not mean doing no teaching. Instead, it means recognizing what enhances the students’ sense of the world’s possibilities, and of their capacity to take part in them. It means keeping the students connected to the possibilities. Drawing on the work of Rauchwerk, Hawkins, Hughes-McDonnell, Cavicchi, Auger and others, she illustrates how teaching students in genuine open-ended settings—in which soul purposes are cultivated—fosters exploratory behaviour, making them eager and engaged learners.
A Perspective on Higher Education Through the Lens of a Student Activist
Authors: Gebresellassi Saron
Published: November 2019

Both historically and present day, students and youth have been at the forefront of social justice movements. Environmental justice, defence of undocumented students, whistleblower protection, international solidarity and labour rights are among a myriad of issues which have emerged to expand the range and scope of equitable education politics within student movements. This commentary provides a perspective on higher education through the lens of one student activist. This reflection shares some thoughts on the implications of high tuition fees for marginalized communities and emphasizes the importance of youth activism in advancing the struggle for accessible postsecondary education and socioeconomic justice domestically and abroad.
Blueprint for a Smart Nation
Authors: Johnston David
Published: November 2019

Canada is in desperate need of a national strategy that harnesses education and innovation to address the intellectual health of the nation, just as the Canada Health Act was created to protect and enhance the physical well-being of Canadians. A Canada Learning and Innovation Act (the "Smart Nation Act") would help close the longstanding productivity gap that exists between Canada and its peers, and reverse the decline in research and development investments. The Act will recognize the importance of lifelong learning, the need to invest in knowledge and talented people, and the opportunities for collaboration that will bring about new innovations.
Curiosity, Passion and Learning
Authors: Morrow Avrum
Published: November 2019

In this commentary, business man and philanthropist Avrum Morrow maintains that learning need not be dull. He recalls some of the passionate teachers, from primary school to university, who had a profound influence on him. Through innovative art projects and singing arias in class to attention-grabbing science demonstrations, these teachers sparked his interest in art, music and science. He believes that curiosity and a receptive mind are the keys to lifelong learning.
Bilingualism: A Canadian Challenge
Authors: Shapiro Bernard J.
Published: November 2019

Bilingualism in French and English is a much-to-be hoped for common and shared characteristic of Canadian citizenship—even though to date the effect of forty years of the Official Languages Act has been most marked in government services and among various Canadian elites. Although it is important that Canada hold onto a goal of the widest possible bilingualism, more modest objectives are outlined for the years immediately ahead.
Commentary: How and Why Does Poetry Matter? And What Do We Do About That?
Authors: Dias Patrick
Published: November 2019

While there is a long and widely held belief that poetry matters and is a necessary component of the school curriculum, such convictions are at odds with the way poetry is taught and the general antipathy that students, especially in secondary school, hold towards it. Such disregard is well established among most school teachers who have been similarly schooled and consequently distrust their own competence as readers of poetry and unwittingly perpetuate such insecurity. Teachers need to act with some urgency to determine why poetry is such a valuable cultural and social good, and consider the easily accessible means by which poetry can be enthusiastically embraced by their pupils.
Lifewriting: A Poet’s Cautionary Tale
Authors: Leggo Carl
Published: November 2019

I am concerned about the hegemony of certain kinds of discourse in academic research. We need spaces for many kinds of research, including lifewriting research that focuses on narrative, autobiographical, fictional, and poetic knowing. Nevertheless, for all my enthusiasm for the value of lifewriting, I also recognize that lifewriting is fraught with dangers. There are many dangers in lifewriting, but there are also many dangers in avoiding lifewriting.Therefore, I promote poetry as a discursive practice that invites creative ways of writing a life in order to interrogate and understand lived and living experiences with more critical wisdom.
The Poetics of Self-Study: Getting to the Heart of the Matter
Authors: Dobson Margaret Louise
Published: November 2019

This paper illustrates what poetic inquiry may contribute to teaching and learning. By using four samples of my own poetry, I demonstrate how the poetics of self-study can release the inner voice in ways that perhaps more conventional forms of research may not. Poetry removes the insulation between me and my experience to reveal what is "true" for me. Reading my own poetry as text has reinforced my educational convictions: It is who we are, not what we do (Arendt, 1974, p. 179) that will determine the success of our best classroom practices.
Poetic Bodies: Female Body Image, Sexual Identity and Arts-Based Research
Authors: Leavy Patricia
Published: November 2019

This article reviews the use of a poetic form of analysis and representation of interview data collected on the topic of women’s body image and sexual identity. The researcher developed a tri-voiced poetic method that merges participant, researcher and literature voices. In this article the author advocates tri-voiced poems as a way of sharing researcher viewpoints, opening up dialogue, challenging stereotypes, and reaching and educating broad audiences.
Of Jaguars, Anthropologists, and Cole Porter: Poetry & Revision
Authors: Cappella David
Published: November 2019

The educational purposes of examining the revision process of a specific poem are significant and, to me, profound. It is a specialized teaching tool, one that burrows into the workings of the imagination by encouraging students to ponder specific changes to the various drafts and to discuss them. Such language talk about changes and close reading explicitly reveals those decisive steps that a poet takes in order to allow the real poem to emerge.
Commentary: The Need for a Deeper Exploration and Conceptual Understanding: The Critical Role of Creativity and Collaboration in Real-World Learning
Authors: Sawyer R. Keith
Published: November 2019

In this interview, author and professor R. Keith Sawyer describes the importance of and interconnections among creativity, collaboration, and the science of learning. He explains that the older paradigm of schooling from 50 years ago where rote learning was predominant is no longer relevant in a knowledge-based society. We now have to prepare students for jobs that require adaptability, flexibility, and creativity. He endorses an approach to education that fosters a deeper conceptual understanding, especially through collaborative creativity. He maintains that true innovation usually comes from a collaboration of individuals rather than a single, brilliant insight. Finally, he comments on recent findings in cognitive neuroscience.
Executive Function in the Classroom: Neurological Implications for Classroom Intervention
Authors: Greenstone Harriet
Published: November 2019

Executive function skills are critical for both school and personal success, but have been traditionally under-addressed in academic settings. Recent advances in the field of neuroscience, and specifically those dealing with neuroplasticity, have provided new understanding of the causes of executive dysfunction and how we can use this information to remediate these weaknesses in the classroom, even for those with typical executive function development, by teaching these skills as part of the curriculum.
Using Brain Research and the Experience of Knitting Socks in Teacher Education
Authors: MacEachren Zabe
Published: November 2019

This article is a self-study of the experience of introducing sock knitting as a course assignment for teacher candidates. The idea originated from a personal desire to easily turn a sock heel while dealing with dementia in an aging parent who once knit well. The adaptations this assignment have undergone are explained with regards to a personal ongoing study of brain research, reflections about teaching knitting, and students’ comments about the challenges of learning to knit socks.
Informal Learning and Volunteering: The Case of an Unemployed Certified Teacher in Ontario
Authors: Pearce Jennifer , Pollock Katina
Published: November 2019

Newly certified, unemployed teachers in Ontario, Canada are volunteering in schools as a way to gain access to the teaching profession. This paper reports the case of one volunteer teacher in Ontario who reported informal learning and acquisition of professional knowledge as central to his volunteer experience. Specifically, the participant demonstrated learning in the areas of (1) pedagogy and classroom management and (2) non-instructional duties and responsibilities. Implications for unemployed teachers, teacher education, and administration are discussed.
Volunteerism as an Agent of Transformation
Authors: Rother Irving Lee
Published: November 2019

I once believed that everything I knew about learning and teaching was the result of being a student and a teacher in schools and universities. But that was learning and teaching for a specific purpose and audience, structured for the here and now, in formal, familiar, comfortable settings with people who shared common experiences and interests. Since 2003 I have been volunteering and working with youth and educators in developing and post-conflict countries including Palestine, Nigeria, and Kenya. However, it is only within the last few years that I have come to realize that my volunteerism has provided me with informal learning opportunities that have led me to better understand who I am as a person, educator, and learner.
Creating Mentorship Metaphors: Pacific Island Perspectives
Authors: Johansson-Fua Seu’ula , Ruru Donasiano , Sanga Kabini , Walker Keith , Ralph Edwin
Published: November 2019

The authors facilitated three inter-professional mentorship workshops in Fiji and Tonga, which were part of a series of such events that they recently conducted across the Pacific region. These workshops, in turn, formed part of a larger, ongoing leadership initiative co-sponsored by several local, regional, and international organizations. The purpose of each workshop was to facilitate each multi-disciplinary cohort of leaders in attendance to begin to create an adaptable mentorship model that would fit their unique Pacific contexts. One task within these model-development sessions was for each cohort to create metaphors that they believed best encapsulated the essence of their specific mentorship approach. In this article, the authors summarize aspects of that creative process, present several metaphors that the three cohorts generated, and raise implications regarding future mentoring initiatives.
The Creative Research Process: Delights and Difficulties
Authors: Russell Lisa , Owen Nick
Published: November 2019

This paper reports on an arts-informed approach to education research aimed to critically develop and promote teachers’ creative practice and understanding of creativity for both pupils and teachers. The creative research process is described to reveal how it developed 20 students as researchers in a secondary school in England. The students’ perspectives impressed artists and enlightened expert researchers into new ways of thinking and doing research. A reciprocal relationship was developed that unravelled novel data and promoted pupil voice.
The Journey From Trepidation to Theory: P-12 Teacher Researchers and Creativity
Authors: View Jenice L. , Hanley Mary Stone , Stribling Stacia , DeMulder Elizabeth
Published: November 2019

There is typically no expectation of creativity in the context of teacher professional development programs. Yet, the Common Core Curriculum and other constructs demand that teachers exhibit considerable creativity in curriculum and instruction. The challenge then for teacher educators is to support each learner’s individual growth toward greater cognitive complexity. This research examined the experience of a group of P-12 classroom teachers who explored the use of the arts to nurture their own creative processes, classroom research, understanding of difference, particularly race and culture, and instructional practices in the context of a graduate teacher professional development program.
Educational Uses of the Digital World for Human Development
Authors: Daiute Colette
Published: November 2019

This article discusses several enduring features of the digital world in relation to the dramatically changing global context and visibility of the human condition. Based on the author’s experience as an educator and researcher, she explains that interactivity, multi-modality, and information storage are ripe for advancing students’ creative and critical interactions with diverse others and themselves. With the digital world as a focal point, although by no means the only communication medium, educators are in unique positions to guide contemporary human development, which is increasingly an interdependent individual-societal process, thereby requiring knowledge of realities beyond one’s own.
ImMEDIAte Gratification: Examining the Use of Digital Media in Adolescents’ In-School and Out-of-School Lives
Authors: Hughes Janette , Thompson Stephanie
Published: November 2019

Using a mixed method research approach of qualitative case study analysis and quantitative surveying, this research1 investigates the development of adolescent digital literacies and their use of mobile devices to further their understandings. More specifically, this article focuses on how a class of adolescents, ages 12-13, reflected on the impact of digital technologies and media on their lives while immersed in a rich media setting, using a social networking site and a combination of their own mobile devices and tablets that were provided to them by their classroom teacher.
Developing Interactive Andragogical Online Content for Nursing Students
Authors: Passmore Denise , Morrison-Beedy Dianne
Published: November 2019

There is currently a shortage of registered nurses. This situation is further complicated by increased demands for nurses who are baccalaureate or masters’ prepared. Online education can facilitate degree completion for working adults. Nursing faculty, however, are not always adequately prepared to teach online. The purpose of this article is to describe the results of a qualitative research study and thematic analysis of methods utilized by nursing faculty currently involved in teaching online courses. Moreover, the article presents the experiences of nursing faculty who discovered creative methods to develop engaging online content based on relevant clinical experiences, and their transformation from teachers to facilitators of adult learning.
Commentary: Déjà Vu All Over Again: What’s Wrong With Hart & Risley and a "Linguistic Deficit" Framework in Early Childhood Education?
Authors: Michaels Sarah
Published: November 2019

In this invited article, the author critiques some of the most often-cited scholarship on children’s early language development and its relationship to children’s learning. She suggests that Hart and Risley’s work, Meaningful Differences, adopts an implicit deficit perspective, and makes unwarranted claims about the impact of children’s early language on their later thinking and learning abilities. In contrast, she proposes an alternative framework that validates the rich and generative language capacities that children bring with them to school (including poor children, dual-language learners, ethnolinguistic minority children, and children who struggle in school). She argues that using "vocabulary size" or "language deficits" as an explanation for school failure locates school failure in children (with no credible basis) rather than in schools as places where children are failing to, but can, under the right circumstances, learn extraordinarily well.
Commentary: Connecting With Children—Something That Cannot Be Taught
Authors: Peters Tim
Published: November 2019

Tim Peters always knew he wanted to be a teacher but it was his experience as a ski instructor and the special connection he had with his students that confirmed his choice. In this interview, Mr. Peters explains that a key component of early childhood curriculum is to provide balance between structure and novelty and among school, extracurricular activities, and play. While the mandated curriculum has to be addressed, he advocates setting aside time for projects to create engagement both for the children and the teachers. He also expresses his views on differentiated learning and the importance of collaboration. Lastly, he believes that hiring teachers who are able to connect with students is key to creating an optimal learning environment.
Listening to Children’s Voices: Reflections on Researching With Children in Multilingual Montreal
Authors: Crump Alison , Phipps Heather
Published: November 2019

In this paper, we discuss methodological and ethical issues related to researching with children in a way that respects and validates their voices. Drawing on vignettes from one of the author’s inquiries with young multilingual children, we share strategies we see as central to positioning children as knowledgeable and active agents in their own and our learning. We propose three main criteria for doing qualitative research with children: fostering respectful relationships; using creative methods; and listening attentively to children’s stories. We discuss what these criteria can contribute to early childhood education, both in formal and non-formal settings.
"School Readiness": The Struggle for Complexity
Authors: Evans Katherine
Published: November 2019

This article highlights the challenge of engaging critically with dominant discourses of "readiness" in early childhood education. Drawing on the current context of early childhood education in England, this paper argues that dominant discourses of "readiness" are reliant on an underlying logic of mechanistic causality that acts to reduce complexity and marginalize difference and diversity. Calling for a radical reconceptualization of "readiness," experiences from practice are weaved throughout this critical discussion, highlighting the impact of dominant discourses of "readiness" in situated practice and the challenges that can be faced by engaging critically with this discourse.
Learning From the Past to Inform Our Present: A Survey of the Evolution of Childhood and the Kindergarten
Authors: McCann Lauren
Published: November 2019

To understand the kindergarten of today, it is important to comprehend early childhood education of the past. This article surveys the evolution of childhood and of the kindergarten from past to present. The early schools of Oberlin, Pestalozzi, and Froebel are explored and focus is later placed on the past and the present Canadian/Quebec kindergarten system. Personal narratives from the classroom mark the conclusion of each section. These reflections encompass the overall emphasis of each segment by providing a look into the daily life of my teaching, hoping to bridge theory and practice.
A Look at Grade 2 Writing: Successes and Challenges in Early Literacy Development
Authors: Roessingh Hetty
Published: November 2019

The keys to early literacy development to the end of Grade 2 are a strong foundation in the skills of printing and spelling. These provide the underpinnings that unlock the cognitive and linguistic resources youngsters are developing in the early stages of literacy learning. Illustrative examples of children’s efforts in the writing process at the end of Grade 2 demonstrates the complex interaction between skills, cognitive and metacognitive thought processes, and vocabulary knowledge that launch youngsters into the next steps of literacy—one that significantly challenges them.
Who Are You? On Being Half Indian and Half White
Authors: Fiss Andrea
Published: November 2019

Coming from a mixed ethnic identity is difficult, particularly if the two identities of which you are mixed look physically very different. Through personal narratives, the author makes visible how one’s appearance can determine how other people interpret one’s identity. She examines challenges that arise when the messages one receives about one’s identity are contradictory and relates these contradictory messages to the concept of social dominance. The author makes it apparent that place and community establish one’s feelings about oneself. She concludes that an individual of mixed race cannot extract one ethnicity from the other; the individual will always be both.
Inclusion’s Historical Entanglements in Alberta
Authors: Gilham Christopher
Published: November 2019

Inclusive education in Alberta is entangled in a long, dark history of exclusion. Hermeneutics can help illuminate and interrupt this entanglement in order to ask what might be taken for granted within it. Our notions of inclusion could be interpreted as suffering from an inability to recognize what is still historically at play, especially in the case of students diagnosed with emotional and behavioural disabilities. Seeing and understanding this through a hermeneutic sense of historical inquiry and play can help us move towards socially just school systems for children and youth.
Funds of Knowledge and Student Engagement: A Qualitative Study on Latino High School Students
Authors: Macias Angela , Lalas Jose
Published: November 2019

This article summarizes research conducted by a teacher researcher in a workingclass community. The participants included 10 Latino students, five parents, and five teachers. This qualitative study utilized narrative inquiry to construct the stories of all 20 participants in order to investigate how funds of knowledge is perceived, interpreted, and used by students, parents, and teachers in this high school community. Interviews, observations, document analysis, and photovoice journals were used to gather data. Findings indicated that teachers perceived funds of knowledge differently than students and their parents, which may result in a loss of instructional opportunities.
Science Education for Social Justice Using the Knowledge-Building Communities Model
Authors: Reeve Richard , Sharkawy Azza
Published: November 2019

In this article, we explore the connections to, and potential contributions of, the knowledge-building communities (KBC) model to science education for social justice. We examine the principles and design features that underpin the KBC model and reflect on the ways in which they are consistent with, and support some of, the important dimensions of science education for social justice, including: 1) building on students’ ideas and interests; 2) encouraging and valuing the inclusion of diverse perspectives; 3) collaborative participation and community; and 4) fostering engagement with the outside world.
Working Towards Meaningful Reflection in Teacher Education as Professional Learning
Authors: Elliott-Johns Susan E.
Published: November 2019

The terms "reflection" and "reflective practice" occur frequently in educational research and practice, particularly in numerous course descriptions for pre-service teacher education. However, the author remains unconvinced we, as teacher educators, are always accomplishing what we think and/or say we are in the name of "reflection." This article seeks to promote further dialogue around the role of reflection in teacher education via explorations of what more can be learned, while underscoring the need to clarify understandings in this complex area. The author draws on her own experiences as a reflective practitioner and advocate for the promotion of meaningful reflection as professional learning.
Intimate Scholarship in Research: An Example From Self-Study of Teaching and Teacher Education Practices Methodology
Authors: Hamilton Mary Lynn , Pinnegar Stefinee
Published: November 2019

Using self-study of teaching and teacher education practices (S-STEP) research as an example, we explore intimate scholarship and the ways it captures particular lives and experiences within the educational world. To do that we define, explore, and consider how teachers and teacher educators can use this personal and vulnerable scholarship. We provide an example as evidence of ways that intimate scholarship in the form of S-STEP supports learning from experience. We assert that positioning researchers to examine what we know about teaching and being a teacher educator is profitable for the larger research conversation.
The Role of Field Experiences in the Professional Socialization of Early Career Literacy Teachers
Authors: Jacobs Katrina Bartow
Published: November 2019

Scholarship on field experiences often addresses issues of integration with coursework and the development of students’ pedagogical knowledge, with less focus on their role in the development of teachers’ professional identities. Drawing on data from a yearlong qualitative study, this article addresses a central concern for students in a literacy teacher preparation program—fieldwork as a lonely venture. This research suggests that traditional field experiences explicitly and implicitly perpetuate images of teaching as a solitary act. These findings highlight the need to reconceptualize field experiences as sites of inquiry in order to disrupt narratives of isolation within teacher education.
Uprooting and Settling In: The Invisible Strength of Deficit Thinking
Authors: Sharma Manu , Portelli John P.
Published: November 2019

In our neoliberal context, the field of teacher education faces many challenges and tensions. One crucial challenge that arises deals with the tensions of deficit thinking. Regrettably, these tensions are often left unaddressed due to the demanding subjectbased curriculum learning approach in most Bachelor of Education programs. This paper1 examines why deficit thinking, particularly toward "inner-city students," is ethically problematic and inconsistent with creating true democratic education possibilities. This key question is addressed in this paper in four parts: (1) the connection between neoliberalism and public education, (2) the meaning and forms of deficit thinking with respect to teaching, (3) ethical implications of deficit thinking on students’ public school experiences, and (4) a call for a genuine democratic education in teacher education.
Beginning Science Teachers’ Use of Tools to Learn Ambitious Instruction
Authors: Stroupe David
Published: November 2019

A lack of coherence about norms for instruction between preparation contexts often results in tensions for beginners about learning to teach. I wondered if planning tools created in a university setting, designed to support ambitious instruction, could act as boundary objects to help novices bring ambitious teaching into classrooms. As such, I examined how three participants used the tools to plan for ambitious instruction in ways that changed their own understanding of subject matter and pedagogy. Their mentor teachers, however, prompted the novices to use the tools and teach in ways that were inconsistent with the participants’ planning. I found that the tools prompted the novices to try out pieces of ambitious instruction, yet the tools alone do not encourage coherence or communication between beginning and mentor teachers.
Researching From Buried Experiences: Collaborative Inquiry With Asian American Youth
Authors: Campano Gerald , Ngo Lan , Player Grace
Published: November 2019

This article reports on an out-of-school practitioner researcher study, the Community Researchers Project, involving predominately Indonesian youth who were members of a Catholic parish in a diverse multilingual neighborhood of our city. The lives and learning of many of the youth in the Indonesian immigrant community were, to a large extent, invisible in the research literature or homogenized through broader generalizations regarding Asian Americans, such as the myth of the "model minority." Through analysis of several representative student inquiries, we argue that practitioner research can be an effective methodological vehicle for unearthing "buried" personal and collective histories that impact students.
Teacher Research and Adult Learning in Music Education
Authors: Conway Colleen , Hansen Erin , Edgar Scott , Palmer C. Michael
Published: November 2019

The purpose of this study was to describe the experiences of seven music educators who designed and implemented teacher research in their classrooms in relation to the Merriam, Caffarella, and Baumgartner (2007) theory of adult learning. Findings are presented within participant profiles and suggest that motivations to participate included a desire to be a better teacher and an interest in collaborating with the University. The collaboration helped the participants to continue with their studies as did their curiosity about the learning of their students. The issue of time hindered some of the participants’ ability to complete their studies.
Teacher Research as Self-Study and Collaborative Activity
Authors: Gade Sharada
Published: November 2019

This article highlights two insightful methods for advancing teacher research: practitioner self-study in relation to a range of texts, with which to examine one’s educational landscape; and classroom interventions conceived as a Vygotskian activity, via teacher-researcher collaboration. Both approaches allow teachers and collaborating researchers to share individual expertise across institutional boundaries and engage in creative local action.
The Promise of Action Research: Lessons Learned From the Indiana Principal Leadership Institute
Authors: Dana Nancy Fichtman , Marrs-Morford Linda , Roberts Shelley
Published: November 2019

The purpose of this article is to describe a professional development program for principals focused on their engagement in action research, the systematic and intentional study by principals of their own administrative practice. The program is described in detail along with a brief analysis of the action research produced by the principals, a report of the principals’ perceptions of the action research experience from survey data, and the authors’ reflections on important considerations to take into account when designing a long-term program of principal professional development that endeavors to develop principals as action researchers.
Bridges for Academic Success: Opening Spaces for Culturally Responsive Practice in an Urban Pre-School
Authors: Jones Denise , Browne Susan
Published: November 2019

It has become widely understood that formal early childhood education can be an important factor in school success. Equally significant is the role of culture as a determinant in negotiating school. Thereby, the inclusion of student culture remains an important aspect in conversations on school success. This discourse is capable of promoting learning using the lives of students by building on what they already know, while offering opportunities for academic achievement. This study investigated how professional development workshops on culturally responsive practice for urban pre-school teachers encouraged the examination of current classroom practices and offered a process for transformation.