bluuebunny/crossref_metadata_2025 huggingface dataset:
Moving in From the Fringes of the Academy: Spirituality as an Emerging Focus in the Canadian Professional Faculties of Business, Education, and Social Work
Authors: Groen Janet
Published: September 2024

An increasing number of professional faculties in Canada are teaching courses. conducting research and offering conferences that address some aspect of spirituality. Through a review of course offerings and publications taught and authored by Canadian faculty associated with business, education and social work, this paper provides a preliminary comparative analysis of the emerging force of spirituality as a focus for research and teaching within these three professional faculties in the context of Canadian universities. While there is a gradual emergence of spirituality as a research and teaching agenda, particularly within the professional faculties of social work and adult education (within the faculty of education), there is evidence of underlying tensions within the mainstream academy as it seeks to ignore, marginalize and at times actively discourage such a focus.
Cognitive Dissonance: A Comprehensive Review Amongst Interdependent and Independent Cultures
Authors: Wong Andrew H.C.
Published: September 2024

Festinger postulated that within each person's mind is a mechanism that creates an uncomfortable feeling of dissonance, or lack of harmony, when we become aware of some inconsistency among various attitudes, beliefs, and items of knowledge that constitute our mental store. Festinger called this phenomenon the cognitive dissonance theory. Another facet of social psychology that has been studied at great length is the cross-cultural differences between North American culture and East Asian culture.Specifically, East Asian culture and North American culture has been associated with interdependent culture and independent culture, respectively. In the past decade, social psychologists have begun to investigate dissonance theory with respect to crosscultural differences. As classrooms become ethnically, racially, and culturally increasingly diverse, educators must be aware of cognitive dissonance in contrasting cultures to foster optimal achievement.
How Vulnerable Am I? An Experiential Discussion of Tenure Rhetoric for New Faculty
Authors: Hirschkorn Mark
Published: September 2024

Attaining tenure is a significant stress and source of motivation for tenure-track new faculty. A process that is misconstrued. misrepresented, and rife with rumour. To make matters worse, the process varies with institution, candidate, and year. This article uses a narrative-auto-ethnographic approach to unpack the concerns and questions about tenure that I, as a tenuretrack new faculty member, have experienced. The literature is used to contextualize these issues within the experiences of other new faculty reported in the research - seeking the truth behind the stories. The article concludes with focused reflections on White's (2008) list of strategies to help navigate the complexities of the tenure process, as well as recommendations for how to approach the tenure-track process.
Toward Tenure: Developing a Relational View
Authors: Betts Paul , Mason Ralph T. , Casey Catherine
Published: September 2024

To make sense of their different experiences with tenure, three education professors inquire into tenure as an institutional process using postmodern constructs. Foucault's panopticon, with its subsidiary ideas of surveillance and docile bodies provided a fresh perspective for viewing the power differential between pre-tenure professors and those tenured professors who will judge their adequacy for tenure status. Second, the authors used Baudrillard's simulacrum to understand differently their colleagues' attempts to simplify the challenge of tenure through the provision of unofficial statements of expected outputs. The vulnerability of new scholars due to the power differential within tenure is substantial, but such vulnerability may be a coherent consequence of the institution's structure. Rather than reforming tenure as an institutional process, the authors suggest that conversations about identity-making and tenure take place within relationships with colleagues.
Toilet Training: The Meanings of Bathroom Scenes in School Movies
Authors: Resnick David
Published: September 2024

Bathroom scenes in school movies are a venue for violence but also a refuge from peer pressure and administrative scrutiny. The Hollywood movie Charlie Bartlett (2008) focuses on the issue of privacy in the public high school, with Charlie operating a pseudo-psychiatric clinic and pharmacy from the boys restroom. No other Hollywood movie focuses such attention on the toilet. yet portrays tranquil public life as an even more valued goal, making the film a prime example of the social integration genre. That social integration is achieved at the expense of individualism is the film's implicit critique of the common school in contemporary American society. The film segues from the privacy of the toilet to the revolt against the invasion of privacy when the school installs security cameras in the student lounge. The cameras represent the school's failure to create either a caring community or an effectively functioning polis. Thus, the film is harsh in its assessment of high school education as a civilizing force.
Obama 's Educational Policy:Disposition of Authenticity or the Politics of the Emperor's New Clothes
Authors: Batagiannis Stella C.
Published: September 2024

The election of Barack Obama as President of the United States of America resulted in a resurgence of hope for educators, desperately needed to counteract the deleterious effects of No Child Left Behind (NCLB) . Since the election, hope has dissipated as American educators have observed the contradictions between Obama's rhetoric of hope and authenticity and his policies and actions, including his appointment of Arne Duncan as Secretary of Education. The author, an immigrant, who has served as teacher, principal, superintendent, and now university professor, believes in the American Dream and remains hopeful that if President Obama's leadership is informed by courage and authenticity, hope will re-emerge.
Providential Deism, Divine Reason, and Locke's Educational Theory
Authors: Joldersma Clarence W.
Published: September 2024

This essay uses Charles Taylor's recent description of secularity to rethink an important historical example of the relation among religion, reason, and education. Locating Locke's educational theory in the historical period that Taylor calls providential deism, the article suggests that Locke's idea of good education, namely, moving students to follow the dictates of reason alone, cannot proceed without two related features of reason, its infallibility and its inherent attractiveness. These two, but especially the latter give reason a transcendent if not divine status, akin to Providential grace. The article claims that this not only gives education a central role in society's improvement, but it challenges Taylor's claim that Providential deism is an eclipse of grace. It does so by arguing that in this transition Providential grace comes in the form of reason's inherent attractiveness and that good education is key to expose students to this inherent attractiveness of reason.
The Application of a Strength-Based Approach of Students' Behaviours to the Development of a Character Education Curriculum for Elementary and Secondary Schools
Authors: Rawana Justin R.E. , Franks Jessica L. , Brownlee Keith , Rawana Edward P. , Neckoway Raymond
Published: September 2024

Character education programs have gained increasing interest in the past decade and are designed to produce students who are thoughtful , ethical, morally responsible, community oriented, and self-disciplined. However, curriculums to develop character education programs have not always been readily embraced by either educators or students. Character is diffuse, abstract, and global and is not easily operationalized into lesson plans. Personal strengths of students, on the other hand, are important aspects of character that have the added advantage of being concrete, specific, and experiential. In this paper, it is argued that by developing a curriculum of character education that is based upon students' strengths in multiple domains of functioning, it is possible to achieve the goals of character education.
Croyances mathématiques chez des futurs maitres au primaire: une activité réflexive
Authors: D'Entremont Yvette
Published: September 2024

II est bien documenté que les croyances que l'on a des mathématiques influencent l'enseignement et l'apprentissage de cette matière. Cet article est une réflexion, suscitée par la question d'une étudiante «Mais, quelle est la bonne méthode?» sur Jes croyances mathématiques des étudiants dans un cours de didactique au primaire. Les résultats indiquent qu'il est important d'aborder ces croyances et d'eéaborer des situations pédagogiques de réflexion dans la formation des maitres au primaire.
Recovering Ancient Wisdom and the 2010 Albertan Education Reforms
Authors: Steel Sean
Published: September 2024

This paper critically examines the Government of Alberta's 2010 "Inspiring Education" Report in light of insights drawn from ancient philosophy and some of the world's wisdom traditions. The paper challenges the contention made throughout the Report that its recommendations are "transformational," for while they aim at securing greater future successes for students throughout Alberta, they do not contribute to the cultivation of wisdom whereby any such successes might be enjoyed; rather, evidence in the text of the Report suggests that the vision it espouses will serve to discourage the pursuit of wisdom, particularly in the Committee's demands for accountability and relevance aimed at innovation. Readers are invited to consider what an education-for-wisdom would look like. It is suggested that educational reforms truly concerned with such a "transformation" would need to include time throughout the day for teachers and students to cultivate their contemplative or noetic capacities in an atmosphere of leisure or schole.
Reverberations of the Historic Culture Clash Between Incoming European Nations and Resident First Nations Continue to Linger
Authors: Friesen John W.
Published: September 2024

This paper will argue that the root cause for many contemporary misunderstandings between Canada's First Nations and dominant society originated at the time of First Contact with incoming Europeans-French and English. Subsequent government inaction and lack of concern on the part of the public have allowed these misunderstandings to prevail. The result is that Canada's Aboriginal peoples have fallen behind and continued to experience a lower socioeconomic standard of living. A summary and analysis of what Aboriginal leaders and writers are saying about the injustices their people have suffered is discussed. These writers offer hope to rectify the situation through education.
Inclusive Collaboration with Families of Children with Autism Spectrum Disorders (ASD): Perceptions of Families, Pre-Service and In-Service Level Teachers
Authors: Fallon Moira , Zhang Jie
Published: September 2024

In the social sciences, collaboration among teams is often a requirement. However, integrating collaboration with the principles of inclusion seems to be restricted to the field of education. Collaboration based on inclusive practices improves the diverse quality of team communication, problem solving, and decision making. In the field of education, educators have the primary responsibility for engaging all students in the learning process and actively involving them in the classroom setting and with the course content. Inclusive collaborators understand that their beliefs, values, attitudes, and behaviors set the tone for each decision. They know that all team members can learn across differences and they are determined to reach all. We provide a timely investigation into the needs of families of children with autism for collaboration. The results illustrate the differing perception of essential collaboration skills among pre- and in service level professionals and families. This demonstrates a need for continuity in collaboration skills of professionals as they move from pre-service into in-service levels in their interactions with families of children with autism. The results of such critical efforts are persons within an organization who possess the ability to work together across their differences.
Are Academies Meeting Government Achievement Targets? A systematic appraisal exploring educational achievement in Academies in England from 2002-2010
Authors: Cole Andrea , Barlow-Meade Linda , Littlefair David
Published: September 2024

This study focuses upon the Academies Programme in England from 2002-2010. From one perspective the Academies Programme is a straightforward attempt to increase educational achievement. And yet, from its inception the Programme has been controversial, principally because of a private ownership ideology being introduced into state schools. The findings of this study suggest three areas of significance. Firstly, evidence suggests that Academies per se cannot be said to improve academic achievements in line with government expectations. Even where an increase has been shown, it usually refers to schools that were already performing well before becoming Academies. Secondly, alternative evidence shows that Academies do appear to be reaching government achievement targets. The problem here is that the data can be interpreted as flawed, because much of the research is government commissioned and it is in their interests to arrive at 'improvements'. The third strand is concerned with the time frame under investigation. Between 2002- 2007, schools which became Academies often had a diminishing Free School Meals (FSM) intake and an increasing number of excluded pupils whose performance was poor, thus affecting a school's overall grades.
The Inequity and Effect of Standardized Literacy Testing for First Nations Students: An Ontario (Canadian) Outlook
Authors: Ryan Thomas G. , Whitman Anthony
Published: September 2024

The authors illuminate the distinct issues of standardized literacy testing on First Nations (FN) such as the need for equity within Ontario, Canada with regard to the provincial Education Quality and Accountability Office (EQAO - test) and the Ontario Secondary School Literacy Test (OSSLT), both criterion-referenced tests for students in Ontario. The authors address key areas such as historical background, test equity, literacy practices and the effect on FN students. A cursory overview of government and control via testing of First Nations was explored.
GAPS IN TEACHING SPIRITUALITY IN UNDERGRADUATE MEDICAL EDUCATION
Authors: Sawa Russell J.
Published: September 2024

In this paper I attempt to point out some of the gaps in Canadian undergraduate medical education as it is practiced at the present time due to our Canadian lack of recognition of the importance of the spiritual component in disease processes and their healing. My methodological approach to this topic is to attempt to review contemporary practice of the teaching of spirituality in Canadian medical schools.In order to accomplish my task of reviewing the teaching of spirituality in medical education, I initially contacted the librarians of both the Canadian Medical Association and The College of Family Physicians of Canada. It proved particularly difficult since the literature these librarians made available to me appeared to be mainly American and there is practically nothing comparable on the Canadian side. Both the American literature on spirituality in medical teaching, and the Canadian literature where it existed, were new to me. My hope was to find out what teaching on spirituality in medical practice occurred in Canada. However my initial review of the literature, facilitated especially by the Canadian Medical Association's librarian, resulted in primarily references to American studies. While our two countries have many similarities, there are certainly outstanding differences, one of which is the general population's attitude towards religion. While the Americans are in general a religious people the Canadians appear to be generally less so. In both countries, however, researchers in this area avoid the term religion, preferring the somewhat nebulous term "spirituality". But this term needs to be ' unpacked' for any particular audience. Also, when referring to the effects of 'spiritual' intervention what is actually often referred to ought to be termed religiosity.
Becoming the Teacher - An Auto Ethnographical Exploration in Poetry and Prose
Authors: Holmes Kimberley
Published: September 2024

Teacher training traditionally focuses on theories and philosophies of education, the epistemology of the practice. This research focuses on the ontological component of becoming a teacher, focusing on narrative inquiry, specifically storytelling, through the lens of auto ethnographical exploration. Through the professional and personal experiences of the researcher a higher understanding of self, and one's educational philosophy, is reached.
Predictors of Student Motivation to Succeed in First-Year College Mathemati cs: A Quantitative Analysis
Authors: Seifeddine Fayez
Published: September 2024

The paper investigated whether students ' mathematical self-concept and demographic characteristics could be used to predict students' motivation to succeed in first-year college mathematics. A sample of 407 participants consisting of 233 male and 174 female students were surveyed with a 40-item Questionnaire that sought to measure students' mathematical self-concept and motivation. Confirmatory factor analysis supported the existence of a mathematical self-concept scale and four motivational subscales (intrinsic motivation: relevance/significance of math; perception of math; interest/enjoyment of math; & extrinsic motivation: expectation of future income). The correlations among the motivation, self-concept, and demographic variables revealed theoretically consistent interrelationships. Multiple regression analyses indicated that mathematics self-concept, demographic variables, and extrinsic motivational factor accounted for significant amounts of the variance in students' motivation to succeed in first-year college mathematics. The results are discussed in relation to current theory and their implications for teaching and learning mathematics.
Doctoral Student Attrition: A Problem for Higher Education
Authors: Caruth Gail D.
Published: September 2024

The attrition of doctoral students is a significant problem for higher education. The purpose of this archival quantitative, data mining research study using data from Integrated Postsecondary Education Data System (IPEDS) of the National Center for Education Statistics (NCES) was to identify the demographics of doctoral graduates during the 2011-2012, 2012-2013, and 2013-2014 academic years at public, private, and for-profit universities in the United States. This study is significant because universities need to know what the demographics of potential doctoral graduates are before they can begin to work effectively on improving the attrition rates of aspiring doctorates. Findings revealed that here has been an increase in doctoral degrees awarded. While most of the degrees were awarded at public universities, students between the ages of 18-24 tended to earn doctoral degrees at private, nonprofit universities at a higher rate. Also, female doctoral degrees awarded during the 2013-2014 academic years increased to 52% of the total degrees awarded. For-profit universities increased doctoral degrees awarded at a higher percentage than public and private universities (9%-18% at for-profit universities, 3% at public universities, and 0% increase at private universities).
The Sphinx of American Education: Ralph Tyler's Peculiar Relationship with Standardized Testing
Authors: Schul James E.
Published: September 2024

Standardized testing currently dominates the American educational landscape. Federal and state policy makers use standardized tests as the primary means to evaluate school performance, resulting in schools narrowing their curriculum toward experiences specifically aimed toward improving test scores. Ralph Tyler, the renowned evaluation expert from the twentieth century, had much to say about how standardized tests should be used, with warnings about the detrimental effects that ill-advised use of these tests can have on the school experience. Yet, his advice on tests garner little attention by policy makers and the public writ large. In this article, I examine Tyler's advice about how tests should be used in the school experience and then explore how Tyler's Rationale for educational evaluation may actually be linked to the contemporary paradigm that embraces high stakes testing. Although Tyler's Rationale never endorsed high stakes assessments, policy makers and educational evaluators alike, in the wake of the contemporary standards and accountability movement and the spirit of social efficiency, use the linearity of Tyler's Rationale for educational evaluation to justify the wide and farreaching use of standardized testing. These policy makers, I discuss, should strongly consider Tyler's warnings about the misuse of standardized testing in the evaluation of a school curriculum.
Catching Up With the Self Through Education
Authors: Varbelow Sonja , Griffith Bryant
Published: September 2024

The purpose of this paper is to think about the purpose of school and what it means to be an educated person. It is based on a narrative inquiry conducted with three participants in their 70s in order to understand what role educational experiences have played throughout their lives. The findings point to how curriculum can be used as a medium through which people meet as they design their dispositions to self, Other, and world, which is one aspect of the purpose of school. Further, the findings show that an educated person is one who thinks of him/herself as a creator of the world rather than a participant.
(Re)Conceptualizing the Purpose of the Lesson Plan
Authors: Chizhik Estella W. , Chizhik Alexander W.
Published: September 2024

Although the lesson plan format has undergone numerous changes throughout the years, it is still largely a list of instructional activities. Using updated interpretations of Bloom’s taxonomy as well as sociocultural learning theory and intersubjectivity, we propose a reconceptualization of lesson planning that places greater focus on students’ cognitions to supplement the list of instructional activities. Reconceptualizing lesson plans supports a growing movement toward an inquiry approach to planning, instruction, and reflection that facilitates students’ thinking and success.
An Educational Philosophical Inventory: An Instrument For Measuring Change and Determining Philosophical Perspective
Authors: Ross Colvin
Published: September 2024

Most educational theoretical inventories aim to measure teacher attitudes toward children, school experiences, or the educational environment. In the same perspective, such inventories attempt to relate these teacher beliefs to teaching success. One such scale is the Scale For Determining Teacher Beliefs. This scale clearly states its aim is one of finding out what teachers believe about children, schools, and teaching. Educational theoretical inventories deal with the macroscopics of school life. That is, these evaluative devices deal with the surface issues of teacher attitudes. Such an approach is helpful in gaining a periodic picture of how teachers perceive a particular school setting. However, these inventories are open to the criticism of being superficial with regards to testee responses. In many cases the individual completing the inventory may answer as he/she believes the statement should be answered. Thus the validity and reliability of such instruments can always be questioned. In addition, changing circumstances are likely to alter the responses of the individual completing the inventory. Thus such macroscopic evaluations lack the basic microscopic bases necessary for a more comprehensive picture of the person's educational perspectives.
The Urban Bias in American Education
Authors: Colwell Jr. Thomas B.
Published: September 2024

At a time when American education finds itself operating increasingly in urban settings and under urban influences, it is with some trepidation that I venture to assert the main argument of this paper: the greatest obstacle to improvement in education today is the assumption by educators and their establishments of a bias in favor of the very urbanism which they see as an inescapable historical force, and whose challenge is their mission to successfully meet.
Conceptual Relativity and Understanding
Authors: Hewish Dennis A.
Published: September 2024

It is a commonplace observation that our ordinary language provides the resources for a variety of true descriptions of any object, event, or state of affairs. There is no fundamental object - language whereby objects, events, or states of affairs can be described with non - contextually determinate "objectivity": whatsoever descriptions are offered in any context are judged by criteria of contextual appropriateness rather than by some putatively non - contextual or omni - contextual "objectivity". Our having access to such a varied range of descriptions with respect to any object, event, or state of affairs, is a mark of the extent to which we have mastered the intelligent use of our natural language. It is also a reflection (in some way I do not propose to analyse) of our conceptual capacities - the intellectual flexibility we have acquired in exploring the resources of our language, and the skills we have developed in coming to adopt different conceptual perspectives with respect to the "same" objects, events, or states of affairs. By "same" I do not wish to suggest, contrary to my thesis, that there is an objective of reality of which we have direct knowledge independently of our conceptualisations.
Student Activism and National Development: The Philippine Setting
Authors: Samonte Quirico S.
Published: September 2024

This paper examines two questions relating to student activism in the Philippines. First, why students in this particular setting, at least for most of the years following the second world wa:r, appear to have been more passive politically than their counterparts in some other parts of the world ?1 Secondly, if recent demonstrat ions in the Philippines can be regarded as symptomatic of bas'ic changes auguring more effective activism on the part of Filipino students, what factors might account for this change? It would be well at this point to define this paper's frame of reference in terms of time as well as in terms of subject.
Globalization and Higher Education: Exploring Holistic Learning Through Sri Aurobindo’s Thought
Authors: White Stephen R.
Published: September 2024

The challenge for scholars in higher education is to explore globalization as not only a social problem but also to explore visionary ideas from which to conceptualize globalization. This challenge requires that we construct new prescriptive models for a global studies agenda that advances a more subjective humanitarian existence; consistent with research of today’s college students learning dispositions. The proposition presented here is that Indian philosopher Sri Ghose Aurobindo's (1881-1955) Neo-Hindu evolutionary theory of human, psyche and social evolution can provide the foundation for augmenting a new Holistic model of contemplative learning of globalization as meaningful Ultimacy.
Toward an Understanding of the Value of Dialogic Inquiry into and about Values
Authors: Hill Adam J.
Published: September 2024

This article attempts to illustrate the teaching and learning practice of values dialogue. First, various conceptions of values and of dialogue are explored. Then, these perspectives are consolidated into unified definitions. After uniting definitions, the author fuses them together in a practice that consists of dialogic inquiry into and about values and valuation. Finally, some of the potential consequences of values dialogue are perused. In sum, this article contains analyses of conceptions of values and dialogue as well as the assembly of a practice of dialogic inquiry.
John Dewey and Progressive Education
Authors: Hopkins Erin A.
Published: September 2024

John Dewey has had a profound influence on education in America. His indelible mark on progressive education is still infused within American higher education to this present day and will likely continue to influence this system in the future. This paper illustrates Dewey’s contributions to tertiary education in the United States by reviewing his various motivations and philosophies for marshaling progressive education while keeping in mind market forces. Although many argue that progressive education permanently transformed the higher education landscape for the better, this paper also illustrates multiple critiques of this unique way of learning.
“I Would Rather Die Than Have a Blood Transfusion:” A Dialogue About Life, Death, and Freedom of Conscience
Authors: Lund Darren E.
Published: September 2024

This article documents and analyzes the case of a physician encountering an ethical dilemma that pitted his wishes and professional oath against respecting the specific religious requirements of a patient and his family around the patient’s medical care. In conversation with an educator who focuses on equity and diversity issues, the physician recounts the details of the case against the backdrop of relevant medical literature. The reflective duoethnographic-style dialogue herein draws on parallel issues surrounding respecting freedom of conscience, and religious diversity in medical and educational settings, and recounts some of the personal and professional implications of professional decisions, sometimes entailing life and death consequences.
Le choix scolaire des parents immigrants francophones d’origine française dans une école en Alberta
Authors: D’entremont Yvette , Vezeau Christine
Published: September 2024

Cette étude fait état des résultats  d’une recherche dont l’objectif était d’explorer les facteurs influant sur les choix scolaires d’un groupe de parents immigrants francophones d’origine africaine à Calgary (Alberta). Le deuxième objectif de l’étude visait déterminer comment ces parents participent à l’éducation de leurs enfants   Cette étude a eu lieu dans une école francophone au sud de l’Alberta.  Les participants provenaient de trois groupes ethniques : les parents congolais, les parents camerounais et les parents maghrébins.  Les raisons données pour appuyer le choix de l’école francophone varient au sein des trois groupes ethniques Les résultats des entrevues soulignent les facteurs qui motivent ces trois groupes ethniques à choisir l’école francophone. Ce choix semble d’abord motivé par la langue d’enseignement, le français.
Nouveau regard sur l’éducation inclusive : les apports de la psychopédagogie
Authors: Rousseau Nadia , Borri-Anadón Corina , Ouellet Sylvie , Vienneau Raymond , Moliner Odet
Published: September 2024

La psychopédagogie traduit la néces­sité de prendre en considération des facteurs psychologiques dans l’acte éducatif. En s’appuyant sur l’essai de définition de la psycho­pédagogie de Mialaret (2002), ce texte propose une juxtaposition des composantes psychologiques propres au contexte d’éducation inclusive. Ainsi, il établit des liens entre l’éducation inclusive et certaines pratiques qui découlent de la psychopédagogie. Nous sommes d’avis que ce nouveau regard contribuera au déve­loppement d’une meilleure compréhension de l’inclusion scolaire en incarnant certains de ses prin­cipaux fondements philosophiques, dont ceux de la valorisation de la diversité et du respect des personnes (Vienneau, 2002, 2016).
Prioritizing Experiential Learning and Self-Reflection in the Development of Multicultural Responsiveness
Authors: KASSAN ANUSHA , Green Amy R.
Published: September 2024

This phenomenological study investigated the experiences of counselling psychology graduate students who completed the self-reflective field activity in the context of a practicum course. For this course assignment, students chose a minority cultural group that they were unfamiliar with (e.g., a specific ethnic or religious group). They were then asked to a) identify their assumptions about this group (pre-reflections)b) attend a community event hosted by the chosen group, and c) reflect on how their perspectives changed over time (post-reflections). Participants completed an in-depth qualitative interview about their learning and engagement regarding the self-reflective field activity. An inductive content analysis methodology was used to analyze participants’ pre- and post- reflection logs as well as transcribed qualitative interviews. Results yielded three overarching categories, depicting participants’ experiences prior to, during, and after the assignment. Implications for cultural competence training are discussed, including the benefits of experiential learning as well as the need for self-reflection inside and outside of the classroom.
Love and the Child in the Montessori Classroom
Authors: Lapierre Christine M. A.
Published: September 2024

Love is intertwined with all aspects of the Montessori philosophy, including the way that the teacher builds a constructive relationship with the child. In order to do this, the teacher embarks on her spiritual journey to continuously better herself. In the midst of doing so, she develops certain spiritual qualities that are essential to constructing a positive relationship that respects the development of the whole child. She encourages the child to become independent, according to the stages of development. The epistemology of love, with its seven stages, also offers us a deep understanding of the love that exists between the Montessori teacher and the child. As the child is surrounded by this love, he cultivates a love for the environment that facilitates his learning.
Investigating and Challenging Spiritual Deficiency within Canadian Health Care Educational Leadership Models
Authors: Doetzel Nancy-Angel
Published: September 2024

Attempts to bring the spiritual dimension of health into Canadian Health Care Educational Leadership models encounter great resistance. Discourses about “spirituality” are often silenced within healthcare educational leadership to reduce misunderstandings. At least one author has suggested that health professionals and policy makers not only have little understanding of spiritual life but are not familiar with the language of spirituality. The World Health Organization, for its part, has suggested in a number of places that spiritual aspects of life are relevant to health and may be important to healing. This paper investigates and challenges this spiritual deficiency, commencing with a brief literature review that supports the need to challenge spiritual deficiency within present Canadian healthcare leadership models. It then presents work by the present author in the form of a summary of her larger study that investigates and presents the need for spiritual leadership within these models. The paper ends with a brief summary of the main implications and conclusions of her wider study.
Making Space for All: Ensuring Gender Equity in Educational Makerspaces
Authors: Fitzsimmons Kristen
Published: September 2024

This paper examines the relationship between gender and making within an educational context, a topic which is not thoroughly addressed in existing empirical studies. By reviewing literature from these two distinct fields it answers the research question: What factors are identified in the research as influencing gender equity in educational makerspaces? The conceptual framework for educational makerspaces guides an examination of themes in current literature. The people who use the space, the activities that occur there and the means that are available are interconnected aspects which can all have an impact on gender equity. The Self-determination Theory in relation to makerspace continuance outlines the basic psychological needs that must be met in order for a user to be intrinsically motivated to continue using a makerspace. Finally, recommendations are made for future research regarding barriers to participation, the use of e-textiles and design of the physical environment.
Coping with Crisis: The Mental Health and Selfcare of Crisis Leaders in Higher Education
Authors: Ovie Glory
Published: September 2024

Increasing levels of human-made crises in postsecondary institutions require that educational leaders constantly respond to and manage the impact of these crises. These leaders provide direction and take critical decisions. They are sometimes exposed to the traumas associated with crisis response, especially, when responding to suicides, murders, and school shootings. This paper employed a qualitative study to explore the mental health and self-care strategies utilized by postsecondary leaders during and after crises response. Semi-structured interviews were conducted with nine postsecondary leaders. Findings from the study revealed that postsecondary leaders were not always as skilled or attentive to taking care of themselves. Without proper self-care and mental health, postsecondary leaders could be susceptible to emotional triggers that could activate depression, fear, mental health concerns, and sadness. Establishing protocols for personalized self-care and mental health care could prepare educational crisis leaders to deal with the next crisis they will most likely face.
The Role of Intercultural Competence on Graduate Supervisor-Supervisee Relationship and Well-being
Authors: Koh Kim
Published: September 2024

ABSTRACT: In light of the increasing trend toward internationalization, developing intercultural competence (ICC) in graduate supervisors and supervisees by providing professional learning opportunities has become progressively more important in higher education institutions. ICC improves the supervisor-supervisee relationship, which, in turn, contributes to individual and collective well-being. We begin this article by reviewing the definitions of ICC. Based on our document analysis of graduate supervision handbooks in Canadian research-intensive universities, we present the current availability of professional learning opportunities for graduate supervisors and supervisees to develop their ICC. We also report on the thematic analysis of our written self-reflections on the role of ICC in supervisor-supervisee relationship and well-being. We conclude the article by making recommendations for a range of professional learning opportunities.
Introduction to the Implication of Microaggressions in Schools: Its Origin and Nature, United States Historical Context, and the Impact and Toxicity that Limits the Path of Culturally and Linguistically Diverse Student Populations
Authors: Martinez-Becerra Antonio
Published: September 2024

Abstract: “Racial microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color” (Sue, 2007, p. 271). This research investigates the aforementioned concept, and how its prevalence throughout societal and educational systems incurs a deep-rooted set of institutionalized, discriminatory practices. An explorative journey in retrospect aligned to U.S. historical roots is also referenced. Understanding that microaggressions inform deficit thinking, this essay will look to unpack and mitigate this behavior in order to replace discriminatory practices in schools with equitable practices. The focal point for this research is based on a conceptual ethnographic journey.
The Path of Spirituality: Reflections from a Montessorian and a Physicist
Authors: Lapierre Christine M. A.
Published: September 2024

Abstract: Spirituality has been explored in various fields of study for several decades. This article examines how spirituality relates to the Montessori philosophy. Various aspects of the Montessori philosophy discussed include Montessori teacher training, the spiritual preparation of the teacher, the inner teacher, and teacher strengths and weaknesses. The authors also examined how adult learning informs spirituality and the Montessori philosophy. Additionally, several kinds of love were discussed in light of these facets. Reflections of a physicist and a Montessorian on these concepts are presented in each section.
Undisciplining Knowledge: Interdisciplinarity as an ideology and as practices
Authors: Graff Harvey J.
Published: September 2024

The ubiquitous appearance of the term “interdisciplinary” in recent academic and educational writing suggests that it was rapidly becoming the dominant form of scholarly work. Major newspapers and periodicals created the same impression, especially in their discussion of research on current issues ranging from healthcare, to the environment, and national security.
Positioning all Students and Teachers as Intercultural Citizens— A Two-way Adaptation Approach to ELL Identity Negotiation
Authors: Lou Yingling
Published: September 2024

Abstract: This article addresses the power imbalance between English language learners (ELL) and native English speakers (NES) in culturally and linguistically diverse K-12 classrooms. Current ELL positioning models explored in empirical research studies are positioned in this article in correlation with the stages in Bennett’s theory of the Developmental Model of Intercultural Sensitivity. The result indicates that we need an integrative model that equalizes the power relations between ELLs and NES to guide all learners and teachers towards cultural integration. Drawing on positioning theory and the concept of intercultural citizenship, this article proposes an integrative approach of positioning all students and teachers as intercultural citizens as a discursive identity negotiation means to engender an equitable two-way cultural adaption that not only challenges the raciolinguistic ideologies but also builds intercultural citizenship among all learners. A step-by-step school-level practical guide is suggested to implement this integrative approach.
Welcoming the World: Preparing for newcomers in New Brunswick
Authors: Hartnett K.L.
Published: September 2024

Abstract: The New Brunswick education system is facing many changes with the growth in population because of much-needed immigration. Like many other Canadian provinces, New Brunswick must settle newcomer families for future stability. New Brunswick educators are responding to cultural diversity, language differences and differing educational backgrounds of newcomer students. The needs of newcomers are addressed by looking at academics, language development and emotional well-being within an inclusive school system. Initial steps for policymakers and educators to support are more global view of education to lay a better foundation for newcomer students and families.
Mentor and the ‘Tea and Cookies’ Mentorship Approach: A Conversation With Ian Winchester
Authors: Fontenelle-Tereshchuk Daniela , Winchester Ian
Published: September 2024

Abstract: This article seeks to explore the complex relationship between mentors and mentees and how it may impact the development of junior researchers’ potential. The study applies an ethnography approach to explore the perceptions of experiences of Ian Winchester, a scholar with over 50 years of research and teaching who has mentored hundreds of doctoral and master’s level graduate students at two large Canadian universities, the University of Toronto and the University of Calgary. It is an ethnographic conversation between the mentor and a mentee on the journey of mentorship in academia. The results are drawn from Winchester’s answers to ten semi-structured questions guiding many novice researchers on the path to humanities and social sciences scholarship. This ethnographic conversation may contribute to a better understanding of the challenges facing current mentorship practices in academia. It may also partly serve as a guide to those just entering the practice, whether as mentors or mentees.
Editorial
Authors: Zachariah M. , Cameron J. , Hertzog R. , Baker H. S. , Kock E. L. , Stamp R. M.
Published: September 2024

When the JOURNAL OF EDUCATIONAL THOUGHT began publishing in 1967, few educators thought of questioning the traditional r elationship between school boards and teachers, and between school boards and parents. But as we enter our fifth year of publication, we find these traditional relationships under attack as never before. Indeed, some observers have questioned the very survival of public education.
Cultural Deprivation: Euphemism and Essence
Authors: Das J. P.
Published: September 2024

The culturally deprived child is described as one who cannot benefit from the educational opportunity that a society may grant for the development of the individual's potentiality to the fullest extent, and an inability to exploit the opportunities for employment that society may provide. It is suggested that sensory deprivation studies on animals cannot be appropriately replicated in the life patterns of disadvantaged children. Not all children who grow up in a disadvantaged environment suffer becauseof it; indeed some of them get to be as brilliant as the children from advantageous backgrounds. A threshold hypothesis is advanced at this point: if we recognize a threshold for intellectual capacity, children above this threshold are hardly affected by the usual disadvantageous conditions, whereas children below this threshold are affected strongly by these conditions. Efforts at stimulating early environment can thus be beneficial only for those who are below the threshold. Some strategies for remedial education are also discussed.
Discovering the Individual: Some Perspectives
Authors: Koss Lynne
Published: September 2024

Probably everyone concerned with education carries around with him a mental model of the ideally intelligent person, the student every teacher would like to find, or be responsible for creating. Like most ideals, however, the model person does not exist. The teacher must deal instead with numerous assorted personalties, each one different from the next, each responding differently to the environment around him.
Models for University Government
Authors: Ross Murray G.
Published: September 2024

The author looks at current practices of university government in Britain, Canada and Germany and pinpoints some issues raised by recent proposals for administrative and constitutional changes in universities. He suggests that Canadian social scientists could help resolve some of these issues by systematically sorting out and objectively appraising these proposals.
Education and Relevance: A Philosophical Analysis of William Glaser
Authors: Cochrane Donald B. , Major A. Jane
Published: September 2024

In the most recent wave of disenchantment with the American School, it has been charged that the "education" has not been relevant, though to what has not always been clear. The criticism has varied from concern with issues such as motivation, interest, failure, to orther matters relating to the value of what is or ought to be taught. Whatever falls under the heading of being "relevant," often is presented as a panacea for an undefined range of ills. In educational argument, the introduction of relevance has a curious impact: to assert that an educational practice is 'relevant' is almost to perform the act of justification itself. Such is the persuasive power of the notion in much discussion.
National Consciousness, The Curriculum and Canadian Studies
Authors: Tomkins George S.
Published: September 2024

This paper discusses the curriculum in relation to civic education and national consciousness and to emerging programs in Canadian Studies, focussing on the work of the Canada Studies Foundation. It stresses rhe need in Canadian Studies for a non-ideological approach that will enable students to confront and consider diverse interpretations of the Canadian experience. Canadian Studies is defined broadly to include the social sciences and humanities and to take account of skills, values and attitudes as well as content.