bluuebunny/crossref_metadata_2025 huggingface dataset:
A Place for Subjectivity in Moral Judgments and Moral Actions
Authors: Miranda Evelina Orteza y
Published: September 2024

In this paper, I try to determine a place for subjectivity regarding moral problems, specifically in making moral judgments and acting on them. This does not mean that I deny the necessity of some relevant objective grounds regarding moral matters. Rather, it means that, for purposes of teaching moral education (central among them that people will be enabled to learn how to govern themselves and how to exercise moral autonomy), it will not be sufficient to concentrate only on the objective aspects of moral matters. Furthermore, I contend that, if we take into account the cluster of subjective factors pertinent to the moral agent (or learner), some understanding of the common problem of gaps between one's moral judgments and moral actions can be generated. In this connection, I discuss Mordecai Nisan's concept of moral balance.
La Formation des Maitres au Quebec: Constat de son Evolution
Authors: Lefebvre Bernard
Published: September 2024

Between 1960 and 1970, education in the province of Quebec has gone through many rapid changes. From 1961 to 1966, a Royal Commission on Education proposed many changes that were effectively applied by various governments. Those changes were more specifically structural reforms. From that perspective, teacher training that had belonged to teachers' colleges since 1857 was given to universities in 1968. In this article I will first give some comparisons on a methodological level. I will then draw a parallel between two different teacher training systems. Various considerations concerning teacher training programs at colleges and at universities will follow.
An Analysis of a Feminist Critique of the Claim That the Prime Aim of Education is to Develop Critical Thinking
Authors: Bergmann Sheryle
Published: September 2024

Critical thinking has typically been touted as a desirable aim of education. I contend that critical thinking can be justified as the prime aim of education. However, this contention has been criticized by some feminist philosophers who suggest that the concept of critical thinking presupposes a male-biased conception of rationality. A number of feminist philosophers have suggested the need for a more inclusive conception of rationality. In this paper I explicate these difficulties as well as propose a definition of critical thinking which averts these difficulties while maintaining an inclusive conception of rationality.
Attitudes Sociales et Intellectuelles et Valeurs a Developper dans L'Enseignement Quebecois des Sciences Humaines au Primaire: Une Analyse des Propositions du Programme D'Etudes
Authors: Laforest Mario , Lenoir Yves
Published: September 2024

Quebec's elementary school social studies program is part of an important movement in North American education. It promotes the development of politically correct social attitudes and scientifically correct intellectual attitudes that Orlandi (1971) called "socially acceptable attitudes." The authors, after identifying these attitudes, emphasize that, under the cover of a developmental approach in the area of savoiretre ("knowing how to be"), the program instead supports a techno behaviorist approach conducive to an approval of conformist and noncritical values and attitudes.
Mao Zedong and John Dewey: A Comparison of Educational Thought
Authors: Niu Xiaodong
Published: September 2024

The purpose of this article is to demonstrate that although Mao Zedong (1893-1976) and John Dewey (1859-1952) grew up in different countries and in different cultures they held very similar ideas in their educational thought. Similarities in Mao's and Dewey's educational thought were rooted in maternal modeling of benevolent action. The social transitions of their time provided them opportunities to expand this idea to solve social problems through education. Exposure to common philosophical sources also resulted in similarities in their philosophical thought.
Not Even Close: Teacher Evaluation And Teachers' Personal Practical Knowledge
Authors: Webb Kathie M.
Published: September 2024

This paper presents an epistemological critique of the traditional model of teacher evaluation, questioning the view of knowledge underpinning the process and, what counts. It is argued that teachers' personal practical knowledge is not recognized or valued in teacher evaluation. Teacher evaluation is revealed as emerging from an objective view of knowledge, guided by principles of scientific management with its goals of efficiency and control. Such a view does not allow for subjective knowledge, particularly the ways of knowing that teachers derive from their practice. A teacher's narrative of her experience of being evaluated (positively) for promotion is woven throughout the critique to provide a focus for questions and argument. A new story of teacher evaluation which values teacher knowledge.
Thinking as a Disposition
Authors: SCHULTE JOHN M.
Published: September 2024

The development of thinking is general'ly supported as an important objective of education, 'but there is little agreement about the kinds of thinking that should be stressed in the classroom or the methods by which the processes of thinking can be improved. Regardless of an individual's experiences in a classroom, it is obvious th:a:t he engages in some sort of mental activity during every waking moment. When his thinking is not focused on a particular subject, there is still a parade of half-formed images, memories, speculations, and anticipations passing across his consciousness. Thus, the teacher who makes thinking an objective of education without specifying the kind, or kinds, of operations he is referring to by the term "thinking" can be assured of reaching his objective, but he should realize that the objective was met long before it was formed, and his efforts had little to do with the achievement.
On Educational Philosophy, Civil Rights, and the Schools
Authors: LEAR ELMER N.
Published: September 2024

In the last few years, the term "quality education" has entered thepopular educational lexicon as signifying a high degree of excellence. More often than not, the term is injected into discourse for polemical purposes, suggesting a determination to reject its putative opposite, "quantity education," or "saturation services." If one may take liberties with a formula of the Marxian dialectic, the expression constitutes a flat denial that there is a critical point whereat quantity is transformed into quality. It is a declaration that wholesale proliferation of educational plant, albeit designed along advanced architectural lines, and elegantly equipped with the most scientific laboratories, gymnasia, auditoriums, lunchrooms and libraries will not suffice to win the seal of quality education. Nor will staffing of these schools with professionally prepared and dedicated teachers, enlightened administrators, qualified specialists in guidance, librarianship, nursing, and the like alter the rating. The crucial element that must be compresent with these other factors is multi-racial or bi-racial composition of student body.
Education and the Technostate
Authors: Taylor T. H.
Published: September 2024

This is about technology, its implications for society, for the individual, hence for education. The present purpose is fourfold: (1) to contribute to a clearer understanding of the technology, (2) to review the relationship of technology to other sectors of the culture, (3) to observe the individual's life-space in the Technostate,1 (4) to suggest some conclusions about education for the citizen and for the specialist. Compression of the subject into the space allotted here is not undertaken without sensitivity to the violence that brevity might do to homage. Yet the attempt is prompted by a certain urgency currently arising from the involvement of technology with education, particularly in the secondary school. Statements are made and developments undertaken which appear to reflect pressing necessity for better understanding and wider agreement about fundamental meanings and issues.
The Consequences and Value of Literacy: A Critical Reappraisal
Authors: Roberts Peter
Published: September 2024

In many First World countries, the value of literacy is seldom questioned. Literacy, it is often believed, has certain consequences (e.g., economic growth, social mobility, and logical thought) which are highly desirable. This article problematizes commonplace assumptions about the nature of literacy. Rejecting the technological view of literacy (represented by theorists such as Goody and Ong), the author, drawing on the work of Lankshear and Lawler, argues that reading and writing need to be seen as complex social forms, dynamically interwoven with (and inseparable from) other dimensions of human activity. Literacies are seen as heterogeneous, nonneutral constructs and practices, with consequences which vary across different contexts and ethical positions.
Knowledge, Dialogue, and Humanization: The Moral Philosophy of Paulo Freire
Authors: Roberts Peter
Published: September 2024

Paulo Freire has been one of the most influential educationists of the 20th century. While many theorists in recent years have focused on the application of Freirean ideas, this paper concentrates on the philosophy which lies behind Freire's practice. The author considers the metaphysical, ontological, epistemological, and ethical dimensions to Freire's thought. A number of key moral principles in Freire's work are identified. The paper suggests that Freire's moral philosophy is built on a dialectical approach toward the world, a praxical view of knowledge and the human ideal, and a deep commitment to the liberation of the oppressed.
Indigenous Research Methodology: Exploratory Discussion of an Elusive Subject
Authors: Weber-Pillwax Cora
Published: September 2024

The possibility of a defined Indigenous Research Methodology is exciting to indigenous and non-indigenous scholars alike, though probably for different reasons. Present assumptions suggest that such a methodology would determine standards for authenticity of indigenous research, and would enable a more effective critique of research dealing explicitly with indigenous reality. The question of who should participate in the development of an indigenous research methodology is critical since every scholar who has any connection with indigenous research topics or indigenous people will feel directly impacted. Responses to the question will indicate the form or quality of interactions between indigenous and non-indigenous scholars grappling with the political, social, and personal issues that assuredly will arise in any discourse of an indigenous research methodology. Such a concept might be perceived as a threat to existing forms or models of knowledge and knowledge creation. While indigenous scholars must be aware of such reactions, they will nonetheless experience themselves as the "active-centre" in the process of any indigenous research which they choose to live through. They are a piece of the heart in the body of growing indigenous knowledge. Indigenous research methodology is and has always been the central structure of support for the creation of indigenous knowledge. There are some principles which underlay most indigenous research - where this is understood to mean research conducted by indigenous people. Moving however to a discourse which includes indigenous and non-indigenous participants in an academic focus on indigenous research methodology might profitaby include a consideration of such principles as (a) the interconnectedness of all living things, (b) the impact of motives and intentions on person and community, (c) the foundation of research as lived indigenous experience, (d) the groundedness of theories in indigenous epistemology, (e) the transformative nature of research, (f) the sacredness and responsibility of maintaining personal and community integrity, and (g) the recognition of languages and cultures as living processes.
Lakatos Revisited
Authors: Court Deborah
Published: September 2024

In this paper Imre Lakatos' ideas on "Falsification and the Methodology of Scientific Research Programmes" are revisited and reviewed. It is suggested that Lakatos' framework offers an insightful way of looking at the relationship between theory and research that is relevant not only for evaluating research programs in theoretical physics, but in the social sciences as well. Winch's notion of a social science is used in order to illuminate why and how Lakatos' model should be adjusted. As an example of how Lakatos' framework might be applied to the social sciences, and specifically to education, research on teacher thinking is analyzed using a Lakatosian framework. His ideas of a 'hard core' and 'protective belt' are used to argue that the body of work on teacher thinking can be viewed as a research program, separate from the research program on teacher behavior.
Participation des parents au processus de scolarisation: Recherches, modeles d'action et debats theoriques
Authors: Akkari Abdeljalil
Published: September 2024

The purpose of this article is to review studies of parental participation in schooling processes. In the beginning we will see, from a historical angle, the evolution of the role of parents in the schooling process. Next, we will examine the principal research trends on the subject. The third section will be dedicated to a classification of different types of parental participation. In the fourth, we will examine the crucial role of teachers in the intensive involvement of parents in schooling. Finally, the conclusion will be the occasion to situate the theoretical stakes that this subject brings to educational sciences.
Talking Practice: The Debriefing Session in Multicultural Teacher Education Curriculum
Authors: Graham Roy , Young Jon
Published: September 2024

This article provides an initial theoretical discussion of some student and instructor narratives from an action research project in a preservice secondary English methods course. The course attempted to take up a concern for promoting dialogue around race, class, and gender within a notion of curriculum as the construction of culturally significant domains for conversation. Particular attention is focused on the planned debriefing session immediately following the pre service students' first practicum experience, seen as an important opportunity for bridging theory and practice. The paper draws attention to the complexities and tensions for students and instructor a like during these debriefing sessions. The article discusses an expanded role for the instructor within the constraints and possibilities of the debriefing session as one discursive site in the conceptualization of any program-wide age and for multicultural teacher education.
The Impact of a Natural Disaster on Classroom Curricula
Authors: Zevenbergen Andrea A. , Sigler Ellen A. , Duerre Lori J. , Howse Eva
Published: September 2024

This study examines classroom curricula and activities in the academic year sub sequent to a flooding disaster that led to school being canceled five week s before the usual end of the academic year. Fifty- seven elementary school teachers from five schools provided information regarding alterations they ma de in their curriculum in the academic year subsequent to the flood. Curricular adjustments took the form of additional review of information from the previous academic year and integration of flood related information into classroom curricula. Curricular adjustments made by teachers were found to vary as a function of the grade taught. Teachers in the earlies t grades made more alterations in their reading, writing, and expressive language instruction as compared to teachers in the more advanced grades. Teachers in the more advanced grades made more alterations in mathematics instruction than teachers in the earliest grades. Specific ways in which teachers included information regarding the flood into their curriculum included discussion, reading stories, drawing pictures, and writing essays and books on topics which related to floods . It is important to note that these post disaster interventions were unplanned; individual classroom teachers made decisions about if and how they would make alterations in their curriculum in the wake of the disaster the previous year. School districts may find it advantage to us to develop contingency plans in the event that a disaster or another significantly disruptive event does occur. We also recommend that school districts more ca r e fully document post-disaster educational experiences of their students  within and outside of the school district, in order to learn more about what types of academic interventions are helpful to students after the occurrence of disaster.
An "Indoctrination Dilemma" in Teacher Education?
Authors: Boote David N.
Published: September 2024

Most contemporary research in teacher education is focused on theories and methods of changing student teachers' beliefs, values , and practices . Unfortunately, researchers and practitioners have paid little attention to the ethical questions surrounding belief change. To stimulate dialogue in this area, this paper contrasts teacher educators desires to change student teachers' beliefs and values with their need to foster professional autonomy. While most teacher educators justify their practices on their good intentions, superior pedagogy , or the importance of their beliefs , enabling student teachers to gain critical competence during their preservice education is arguably just as important. For a variety of epistemological, sociological, and psychological reasons, doing both simultaneously is almost always impossible. This conclusion suggests an unrecognized 'indoctrination dilemma' inherent in preservice teacher education. The paper concludes by suggesting that teacher educators perhaps need to r e-examine their intentions
Teaching Educational Psychology to Develop Creative and Transformative Teachers
Authors: Chizhik Estella Williams , Chizhik Alexander Williams
Published: September 2024

In recent years, there has been much discussion about the content, pedagogy, and purpose of educational psychology. Specifically these discussions have focused on identifying the essential components, concepts, and theories that should be associated with educational psychology courses as well as how to make educational psychology relevant to future teachers. While these issues are important, they are nonetheless difficult to address and are often influenced by the context of the school communities. We suggest educational psychology should help prepare teachers to be creative decision-makers in their classrooms and school communities. In other words, educational psychology should help future teachers adapt and function successfully in any school environment. This perspective highlights the artistic nature of teaching informed by Sternberg's Triarchic Theory of Intelligence and Transformative Teaching. In this article, we present an overview of scholars' perspectives on educational psychology and share our experiences teaching educational psychology courses with a creative decision-making approach.
Core French Teachers and Technology: Classroom Application and Belief Systems
Authors: Turnbull Miles , Lawrence Geoff
Published: September 2024

This research reports results from a survey of274 coreFrench teachers across Canada to define teachers' belief systemstowards computer technology, teachers' experiences withcomputers, and factors contributing to the use of computers in thecore French classroom. Results revealed three principle constructsdefining core French teacher belief systems towards computertechnology, two representing affective perceptions towardscomputers and one representing a more cognitive perception of theeducational utility of computers in core French teaching. A majorityof teachers reported having used computers in their classes and feltcomputers enhanced their students' learning. In spite of this, asizeable number of teachers reported not having used computers intheir teaching, primarily due to lack of access and knowledge abouthow to integrate computers into core French curriculum.
The Fallacies of Jerome Bruner's Hypothesis in 'The Process of Education:' A Deweyan Perspective
Authors: Deng Zongyi
Published: September 2024

This article attempts to expose the fallacies of JeromeBruner's curricular hypothesis in The Process of Education throughinvoking the ideas of John Dewey, and in so doing, questions theuncritical acceptance of Bruner's doctrines by today educators. Itexamines the underlying assumptions in the hypothesis, focusingon the untenable dualisms between the logical and thepsychological, subject matter and method. The central thesis is thatthe organization and formulation of the subject matter of the schoolcurriculum involves essential psychological and epistemologicalissues whose neglect and denial would lead to confusion in theoriesof curriculum and instruction. This thesis carries significantimplications for the making of the school curriculum.
Practices, Narratives, and the Telos of Educative Teaching
Authors: Madoc-Jones Geoff
Published: September 2024

Maclntyre's concept of practice when combined withhis notions of narratives and tradition provide a view of educativeteaching which should enable practitioners, present and future, togive a full account of their life's work. Teaching of this kind can beunderstood as an ethical enterprise, founded on principle, with arich tradition in which the narrative is not merely someone else'sstory but one in which the practitioner can see oneself playing ameaningful part. This combination of clear conceptual frameworkand strong ethical ends and the intertwining of these ends andtheir particular means with the acceptance of personal narrativewithin that of the tradition of the practice should allow us to defendthe enterprise of educative teaching against those who would seekto reduce schooling to mere socializing to present needs, orpreparation for corporate employment and allow it to flourish in thefuture.
Awakening to School Community: Buddhist Philosophy for Educational Reform
Authors: Gates Gordon S.
Published: September 2024

Recent critiques of educational reform have called for new theories of community. Buddhist principles of attention, interdependence, emptiness, and compassion are examined and evaluated against assumptions, arguments, and advice offered in current reform literature. Buddhism redirects educational reform toward the practice of meditation. Buddhism knits into a seamless philosophy freedom, compassion, and engagement for individuals in community. The policies, procedures, and practices of educating children in schools given Buddhist teachings center on paying attention, being compassionate, experiencing freedom, and living together with others rather than some hoped for but never achieved vision of success.
Perspectives on Local Control of Education With a Future Orientation: A View From First Nations
Authors: Agbo Seth
Published: September 2024

In 1972 the National Indian Brotherhood (NIB) issued a landmark document, Indian Control of Indian Education that brought a new beginning to First Nations education throughout Canada. There has been a remarkable increase in First Nations-controlled schools since 1975. This paper traces the historical background of the Canadian government's education policy for First Nations and uses a First Nations reserve community as a point of reference to examine First Nations' viewpoints on local control of schooling and how to mobilize for the solution of problems concerning school governance. The paper addresses the following specific issues: (a) powers the government of Canada bestows on First Nations in the control of their school system, (b) powers community people perceive they possess in the control of education, (c) the actual structures that the community employs in the control of education, and (d) First Nations top priority needs in school governance and suggested specific strategies for dealing with each of the priority needs.
Major Planning Activities in Israeli Education: Politically Dictated Improvisations
Authors: Glasman Naftaly S.
Published: September 2024

Planning is a formal act of looking at the future by way of technically weighing the alternatives. An interesting contrast in Israel is the existence of a relatively high value placed on educationi and the absence of long range educational planning. Political considerations may explain the contrast, and, thus, one purpose of this paper is to describe and analyze selected features of the relationship of political forces and educational planning in Israel. To that end, educational planning activities are first shown to be primarily short term in nature. On the basis of examples of developments in the national administration of education, it is then argued that major proposals advanced by the Ministry of Education constituted in large part responses by the politicians to societal demands which were channeled through the Ministry. The argument is supplemented by descriptions of the primary effects which political variables have had on rapid national development and of the high degree of influence which political realities have had on major developments within the Ministry of Education.
The Merrykins: Their Educational System
Authors: Carpenter Regan
Published: September 2024

This is a continuation of the preliminary draft of the Master Report evaluating the archeological findings of a previous civilization which inhabited the area known to us as Province Ill, upon planet Earth. The Earth term for this geographic area was Nor Thameri, as nearly as we can decipher their terminology. (It is worth repeating here that Language Section has not as yet mastered the inchoate and inconsistent dialect of the Nor Thamerikins. In fact, Language Section wonders whether or not communication upon Earth was ever very precise.) This civilization seems to have endured until approximately A.D. 2000 (earth calendar).
The Role of Educational Philosophy in Teacher Education
Authors: Bayles Ernest E.
Published: September 2024

"The Art of Teaching" was the title of the first course in education ever offered in the United States. Since then the title has fallen into disuse, if not disrepute. Courses in "The Philosophy of Education" have waxed and waned, although after their introduction they never were entirely abandoned and during the last quarter-century have enjoyed a distinct return to good standing, if not to overpowering popularity. Between 1910 and 1930, the phrase science of education achieved eminence and has since become established in confirmed usage.
Reason, Communicative Learning, and Civil Society: The Use of Habermasian Theory in Adult Education
Authors: Gourhro Patricia A.
Published: September 2024

This paper examines the use of Habermasian theory in adult education, looking at Habermas' focus on reason and rationality, his theory of communicative action, and his recent work on civil society. Despite criticisms of his work, the depth and breadth of his theory has been useful in developing critical education discourses and in encouraging educators to place their work in broader social contexts, and to engage in reflective and critical analyses of their educational practices.
Standardized Testing and the Classroom
Authors: Winchester Ian
Published: September 2024

When innovative medical programs were developed, such as those at McMaster University and the University of Calgary in the 1960s and later at Harvard, one of the worries of the teaching staff surrounded rigorous internal assessment throughout the program so that their students would not be disadvantaged on the required national or transnational examinations. [...] will the equally interesting articles on preparing teachers to manage school bullying, on the analogies between the humanities and statistics, and on the metaphor of "finding the blue note" as a metaphor for teaching practice.
Finding the Blue Note: A Metaphor for the Practice of Teaching
Authors: Breault Rick A.
Published: September 2024

Teaching and the process of developing curriculum, have been compared to the art of jazz improvisation. While similarities between the two exist, there are important differences that make the metaphor inaccurate. It is suggested here that because of the outward simplicity of teaching, the characteristics of teacher thinking and of those who become teachers, and the nature of the relationship of the teacher and audience, a more appropriate comparison might be to blues music and musicians. The article also suggests a distinction between the source and usefulness of what is called here emergent metaphors (those that grow out of or emerge from a teacher's language and experience) and ascribed metaphors (those that are constructed by the researcher describe an idea or behavior). Finally, implications of the metaphor for professional development, the preparation of teachers, and the success of school reform are offered.
Liberation, Oppression, and Education: Extending Freirean Ideas
Authors: Roberts Peter
Published: September 2024

Freire addresses an eclectic range of topics in the essays and letters - social change, literacy, technology, adult education, hope, and Utopia, among other subjects - and in so doing he revisits, reworks and extends key themes in his philosophy of education. A pedagogy of convergences is also a pedagogy of conversations - across cultures, spiritual traditions, disciplinary boundaries, and time - and continuing those conversations, by expanding the list of thinkers and activists considered, is an important task for the future.
Nature of Science Knowledge and Astronomy Workshops: A Case Study
Authors: Santilli Haydée , Boudemont Susana
Published: September 2024

Astronomy, astrophysics, and cosmology workshops represent a way for students to better understand the nature of science. In this paper we have analysed the development of this kind of workshop organized in Argentina. This is qualitative, holistic, and interpretive research. We have found this to be a way for students to become aware of modern science and to understand how science is built today, recognizing its daily growth, and it is an introduction to the way science works. Students come to recognize science as developed by humans, an image of science different from the fictional view than that often shown in textbooks and by science teachers.
If It's Not Worth Saying in English, It's Not Worth Saying at All
Authors: Moayeri Maryam
Published: September 2024

As a Teacher's Assistant at university and a sponsor of student-teachers, I have learnt that teacher education programs do include discussions and activities around diversity and social justice. What remains untapped are teachers' abilities to recognize their own prejudices. This paper starts as an autobiographical piece. It tracks my teaching experience in a multicultural school where nearly 40% of the student population is identified as English as a Second Language. It shows that language can be a factor more prevalent in triggering discrimination than skin colour and that all five senses can prompt prejudice. For example, speaking Cantonese or Mandarin even in the hallways has become unacceptable for some staff members. The second half of my paper makes recommendations on how new teachers can address their own hidden prejudices by involving their students in classroom activities and community projects that focus on social justice.
Experiences of Undergraduate Education Students in an Interprofessional Course
Authors: Rutherford Gayle , Whiting Robin , Smits Hans
Published: September 2024

This paper explores the question "How might teacher education live well in a changing world?" through the lens of a particular course, "Interprofessional Practice in a Community Setting," offered at the University of Calgary during the 2005-2006 academic year. This action research project was inquiry-based and grounded in reflective practice driven by the essential question "what is the meaning and nature of inter-professional practice?" Details of the community-based projects were negotiated between the student project-based teams and the community liaisons. The students learned about interprofessional practice through their own experiences within their project team, their observations in the community. as well as through in-class discussions. This article takes up the reflections and observations through the experiences of the education students who chose to participate in this unique course offering.
A Multi-disciplinary Study of Field Experiences: Possibilities for Teacher Education
Authors: Wimmer Randolph
Published: September 2024

This article explores possibilities of enhancing the field experience component of a variety of professional programs offered by Canadian universities. The contexts of both higher and more specifically professional education are rapidly changing. Now, more than ever, we are challenged to prepare beginning professionals for the 21 s t century. Some findings about the current state of field experiences in higher education are presented, and issues and ideas from a number of disciplines are discussed in an effort to address some of the chronic issues and dilemmas facing field experience programs. As well, attention is drawn to how field experiences in teacher education might be conceptualized and practiced differently.
Turning Eastside Kids Into Westside Kids: Employability Skills in the British Columbia Career and Personal Planning Curriculum
Authors: Benjamin Amanda
Published: September 2024

This paper critically examines employability skills in the Career and Personal Planning Curriculum (CAPP) that existed in four Vancouver, British Columbia schools from 1995-2004. With corporate involvement in school curriculum on the rise through programs like the Conference Board of Canada's Employability Skills Profile, it is increasingly important for educators to examine the larger role that employer based skills are playing in career education curricula. This paper examines how the corporatized CAPP curriculum influenced the ways in which teachers taught about work and employment skills in their career education classrooms and highlights an important tension whereby students were taught differently based on perceptions of social class. This study reveals that there was an important class distinction to how employability skills are presented to students.
Blinded by the White: Social Studies and Raceless Pedagogies
Authors: Chandler Prentice T.
Published: September 2024

This article examines the race related pedagogies of two white, male teachers in north Alabama. Drawing on the analysis of two qualitative case studies related to how they taught about race within the context of their American history courses, the author argues that teaching about race within their classes serves to reify and uphold white supremacy in the social studies curricula. The author describes the following themes that emerged throughout the research: a) liberal, incremental process, b) race neutrality and color-blindness, c) fear of teaching about race, and d) naturalization/essentialization of race. The analysis of how race is conceptualized by the teachers in this study is informed by critical race theory (CRT). social studies research, and Pierre Bourdieu's notion of misrecognition. By utilizing CRT philosophy, he points to the idea that race, as a part of the formal and enacted curriculum is downplayed and overshadowed by more traditional explanations of race in United States history. He argues that the social studies profession needs to make race and racism a more visible part of the social studies curricula. Implications of this research point to a need to reconceptualize citizenship and citizenship education and to resist the cultural right in the area of social education.
Illuminating the Tenure-Track Pathway: A "New" Faculty Perspective
Authors: Kawalilak Colleen , Groen Janet
Published: September 2024

This narrative inquiry focuses on some elements of the journey of two female, tenure-track assistant professors at a Canadian university. Guided by Schein's (2004) theoretical framework on organizational culture, we explore the practices, beliefs, and assumptions of academic culture that impact our tenure-track journey. Through story sharing and dialogue, four dominant themes emerged: self and soul, empowerment and power differentials, inclusive community, and mentors and gurus "along the way."
Assessment Reform and the Case for Learning-Focused Accountability
Authors: Volante Loius , Ben Jaafar Sonia
Published: September 2024

Calls for greater accountability within schools have led to an expansion, and in some cases, retraction of test-based accountability systems within many English-speaking Western nations. Countries such as England, United States, and Canada have all developed educational standards that are primarily measured in relation to standardized achievement test results. This paper discusses the documented impact and social consequences of external testing measures on students, teachers, and school systems within the Western culture of student performance. The discussion considers alternative assessment systems that are currently evolving into a framework of learning-focused accountability. The article concludes by discussing the implications of these progressive alternatives for policy-makers, school personnel, and institutions concerned with the training of teachers and administrators.
Pedagogical Eclecticism
Authors: Zierer Klaus
Published: September 2024

Eclecticism is no "terminus technicus" of pedagogy, as defined in a relevant lexicon, but it repeatedly appears in educational discussions. The contribution on hand is an attempt to define the eclectic approach as an important pedagogical approach. Therefor this article will make four arguments: First, I want to think about the term "eclecticism." Second, I will present a historical review on the "eclectic idea," including a framework of eclecticism. Third, I will pick up on modern theories of eclecticism as they relate to the framework eclecticism. Fourth and finally, I will summarize my main thoughts and draw some conclusions arising from this analysis.
What Do We Mean by Literacy? Implications for Literacy Education
Authors: Lee Cheu-Jey
Published: September 2024

Literacy education has been of continuous interest to educators and researchers for decades. This paper is concerned with a critical examination of two interrelated aspects of literacy education: (a) the meaning of literacy and (b) its implications for literacy education. It begins with a discussion of the meaning of literacy by reviewing the research literature. It shows that literacy is not singular but multiple and is closely tied to social practices. Then the discussion switches to how literacy as multiple social practices relates to literacy education. This paper ends with a call for a topsy-turvy look at the purpose of literacy education and with a challenge to literacy educators to reflect on their practices accordingly.
Mobilizing the CASS Framework for School System Success
Authors: Tymensen Wilco
Published: September 2024

Educational research is increasingly focused on the role that leaders play in the improvement of teaching and learning. Although there is little disagreement concerning the belief that school jurisdiction leaders have an impact on the lives of school based leaders, teacher, and students, the nature and degree of impact continues to be debated. There is recognition that the interplay is complex and context sensitive. The intent of this paper is to explore the work the College of Alberta School Superintendents (CASS) is doing to building system leadership capacity within Alberta's political landscape of reform in order to facilitate mobilizing knowledge for the purpose of improving student learning. I begin with identifying the Alberta educational context that has led to the commencement of this work. Next, I explore the four dimensions of the CASS framework. The paper concludes with how CASS and system leaders can mobilize leadership knowledge and best practice to improve student learning.
Intercultural Research and Education on the Alberta Prairies: Findings from a Doctoral Study
Authors: Hamm Lyle D.
Published: September 2024

This article describes a qualitative case study of one high school within a di strict in southern Alberta where increasing numbers of students from diverse cultural, racial, linguistic and socioeconomic backgrounds have entered the school system. Drawing from constructivism and critical theory, the researcher investigated the perceptions of the collective and inclusive leadership elements within the school. Data were coded and categorized using a continuous process of analysis (Stewart, 2007). Dimmock and Walker's (1998, 2005) cross-cultural school focused model supported the researcher in the process of data analysis. Five initial themes arose from the survey instrument and seven major and interrelating themes emerged from the interview data. The seven major themes that emerged in the study were: (a) language and communication barriers; (b) professional development and collaboration; (c) curriculum and pacing in the classroom; (d) societal influences on the school; (e) issues with equity; (t) relationships among stakeholders; and, (g) safe and carmg school/community.
Le dictionnaire d 'obj ets de manipul ation en mathemati cs, un outil utile pour les enseignants
Authors: Michaud Renée , D'Entremont Yvette
Published: September 2024

In 2008, a French online math manipulatives dictionary was created describing 84 manipulatives. The goal of this research study was to determine if the dictionary plays an important role in the teaching of mathematics with manipulatives amongst Francophone K to 6 teachers in Alberta. An online survey was used to analyze the demographics of the participants as well as the usage and non-usage of the dictionary. The results indicate that only 37% of the participants know about and consult the dictionay. Comments about the usefulness of the dictionary and suggestions for possible improvements were noted. However, 63 % of the respondents do not use the dictionary because they are not aware of it. The dictionary does not seem to play a major role in the teaching of mathematics with manipulatives amongst Francophone K to 6 teachers in Alberta. The study makes recommendations to improve its usage as a professional development resource.
Education, Culture, and Society: Selected Works of Henry A. Giroux
Authors: Langan Elise
Published: September 2024

The article provides a thirty-year overview of the work of Henry A. Giroux, with a focus on American education, culture and youth. Giroux, a founding theorist of critical pedagogy in the United States, is committed to the belief that a return to civic participation is the sole means of curing what ails the current state of American democracy. In the selected works, Giroux addresses the corporate takeover of schools; the demonization of America's youth; the effects of the violence in the media; and the objectification of women by Hollywood. Rooted in the principles of social justice, fairness, and equality, Giroux embodies the Enlightenment's belief in improvement. The article emphasizes why Giroux is important reading for anyone concerned with the future of democracy in the United States and elsewhere.
Looking for the Ethical Self in Others: Relationality, Self-Knowing, and Education
Authors: Bos Jeffery A.
Published: September 2024

This paper seeks implications of human relationality and ethical subjectivity for education. Embracing relationality as ontologically basic, as well as the basis of self-knowing, has ethical implications for educators' self-knowledge and their communities. Focusing on ethics as relational draws the condition of living in and among a community of others to the foreground and refuses to resolve tensions based on universal and absolute principles. As educators assume responsibility within their communities and for students, they find themselves within an unsolvable predicament of partial self-knowing. However, through engagement with others they press against the limits of self knowledge and risk themselves in caring for others. In the process, they uncover their vulnerability to the "Other" as a resource for an ethic of leadership and education.
How Does Maintenance of Psycho-Socio-Physio Parameters Enrich Educational Leaders?
Authors: RajBhandari Mani Man Singh
Published: September 2024

Why does educational leadership need maintenance? In educational settings, leadership roles occur almost everywhere from principals to classroom teachers; and also among students and within student groups. In all of these cases, leadership roles are demonstrated in different ways. In all such cases, leadership maintenance is necessary. Leadership maintenance is a reflection of behaviour generated through leader's psychological state of mind, sociological state of relational building, and physiological parameters of logistic adequacy. The maintenance of leadership, through Psychological, Sociological and Physiological (PSP) parameters, is an important ingredient to shape leadership competencies. The maintenance of PSP generates and offers wellness to leaders and further generates followership wellbeing, thus creating a mirror effect to followership maintenance and towards building a favourable organisational environment in educational settings.
Biblical Reading and Critical Reading: How Do They Inform Each Other in Interpreting the Text?
Authors: Lee Cheu-Jey
Published: September 2024

This article presents a comparative study of two reading approaches: biblical reading and critical reading. Three inquiry questions are addressed by the study: (1) what are the similarities and differences between biblical reading and critical reading? (2) are biblical reading and critical reading antithetical to each other or can they supplement each other? and (3) what do biblical reading and critical reading imply for reading instruction? The purpose of the study is to demonstrate how these two seemingly opposed reading approaches can inform each other in interpreting the text.
The Compleat English Gentleman: Perspectives on Defoe’s Major Unfinished Work
Authors: Leinster-MacKay Donald
Published: September 2024

During Defoe’s life-time (c1660-1731) several projects were launched for the improvement of mankind. Defoe was in the forefront of this later seventeenth/early eighteenth-century phenomenon. It was the ‘projection’ age. Defoe’s major unfinished educational work was The Compleat English Gentleman (CEG) 1729: an educational project. Defoe wrote the CEG as a means of improving the education of the English gentry, many of whom were elder sons for whom often formal education through the Classics was deemed to be unnecessary. Defoe’s suggestion to improve this sad state was to suggest his Post-Entries, the study of the Classics through the vernacular.
The University, International Education, and Development Assistance
Authors: Stabler Ernest
Published: September 2024

In this paper I will use the terms "development," "developing countries" and "development assistance" with some frequency. As used here "development" refers to a process of change and growth in a society in accordance with the standards and values held by members of that society. The developing countries are the low income countries of the world, that is those with annual per capita incomes of less than $500. And "development assistance" or "aid" means the process whereby one country cooperates with another by transfering human and material resources to assist in development. In such cooperation both may benefit. I assume further that the people of developing countries will themselves determine their objectives and the direction of their own growth, and will provide most of the resources that will be required. Assistance from others can provide only marginal support, although at a particular moment in history that aid may prove to be a crucial factor in development.