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Schnellert, Leyton; Kozak, Donna – McGill Journal of Education, 2019
In this study, a university professor and school district literacy coordinator co-designed and co-taught a literacy methods course where teacher candidates participated in dynamic learning in classrooms, exploring how theory can meet practice when students' funds of knowledge are valued through responsive teaching. Case study methodology was taken…
Descriptors: Situated Learning, College Faculty, Coordinators, School Districts
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Maxwell, Bruce – McGill Journal of Education, 2019
Quebec's Ethics and Religious Culture program (ERC) requires teachers to adopt a professional stance of pedagogical impartiality. This article examines the complex regulatory framework surrounding the impartiality requirement from the perspectives of teachers' legally recognized right to professional autonomy, their constitutional rights to…
Descriptors: Foreign Countries, Ethics, Teacher Behavior, Professional Autonomy
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Peterson, Shelley Stagg; Jang, Soon Young; Miguel, Jayson San; Styres, Sandra; Madsen, Audrey – McGill Journal of Education, 2018
Five Aboriginal Head Start early childhood educators from a northern Canadian community participated in interviews for the purpose of informing non-Indigenous teachers' classroom teaching. Their observations and experiences highlight the importance of learning from and on the land alongside family members, and of family stability and showing…
Descriptors: Preschool Teachers, Canada Natives, American Indians, Teacher Attitudes
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Miles, James – McGill Journal of Education, 2018
This paper argues that history educators and teachers are uniquely implicated in the Truth and Reconciliation Commission's Calls to Action through their responsibility to teach Indigenous and Canadian history, including the injustices of settler colonialism. After examining the politics of Canada's ongoing truth and reconciliation process, this…
Descriptors: History Instruction, Foreign Countries, Public Policy, Teacher Responsibility
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Bergeron, Pierre-Jérôme – McGill Journal of Education, 2017
This paper presents a critical analysis, from the point of view of a statistician, of the methodology used by Hattie in "Visible Learning," and explains why it must absolutely be called pseudoscience. We first discuss what appears to be the intentions of Hattie's approach. Then we describe the major mistakes in "Visible…
Descriptors: Scientific Concepts, Misconceptions, Statistics, Teaching Methods
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Tse, Vanessa V.; Abra, Meaghan; Tanaka, Michele T. D. – McGill Journal of Education, 2017
Within the final teaching practica, pre-service teachers encounter the crucial challenge of redefining their teacher identities. Leaving behind personas formed as students, professional settings necessitate asking themselves what kind of teacher they want to be in a new context. In collaboration with their professor, two pre-service teachers…
Descriptors: Preservice Teachers, Practicums, Inquiry, Student Attitudes
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Heppner, Denise H. – McGill Journal of Education, 2017
This article reports on the results of a literature review addressing the research questions: What strategies for writing instruction have proven to be effective in promoting writing development in preschool-primary aged children? What research on writing instruction has been conducted within Canada on preschool-primary aged children? An…
Descriptors: Foreign Countries, Writing Instruction, Preschool Children, Elementary School Students
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Thériault, Pascale; Allaire, Stéphane; Gagnon, Vincent – McGill Journal of Education, 2017
Although the affective dimension of writing is important and well documented, we know less about how teachers and students are making use of the blog in classrooms to advance specifically cognitive goals connected to writing. It is with this in mind that a case study was carried out to closely document the effect of classroom blogs on the…
Descriptors: Electronic Publishing, Diaries, Web Sites, Elementary School Students
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Kilinç, Ali Çagatay; Kosar, Serkan; Er, Emre; Ögdem, Zeki – McGill Journal of Education, 2016
The purpose of this study was to examine the relationship between bureaucratic school structures and teachers' self-efficacy. Participants included 252 teachers from 15 primary schools in Ankara, Turkey. Mean, standard deviation, correlation, and regression analyses were conducted. Results indicated that bureaucratic school structures and teacher…
Descriptors: Self Efficacy, Administrative Organization, Elementary School Teachers, Correlation
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Richardson, John M. – McGill Journal of Education, 2016
Over the years that I have taken secondary school students to the theatre, the the digital revolution has moved through schools, classrooms, and even theatres, calling into question my goal of contributing positively to students' identity formation through exposure to live plays. Responding to calls to examine the ways in which young people's…
Descriptors: Identification (Psychology), Secondary School Students, Theaters, Popular Culture
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Duquette, Cheryll; Dabrowski, Leah – McGill Journal of Education, 2016
The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed…
Descriptors: Foreign Countries, Preservice Teachers, Inquiry, Active Learning
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Craig, Dana; Etcheverry, Jose; Ferris, Stefan – McGill Journal of Education, 2016
This Note provides an analysis of Mexico's "Telesecundaria" program within the context of Mexico's new education reform framework offering a succinct background of the project, as well as key policy lessons that can be useful for other jurisdictions interested in the development of distance education programs. This Note uses a literature…
Descriptors: Equal Education, Access to Education, Interviews, Qualitative Research
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Rushton, Claire; Webb, Andrea S. – McGill Journal of Education, 2016
This paper discusses a series of inquiry-based seminars that are central to the teacher education program at the University of British Columbia. This teacher education program reflects the changing curriculum in the province. The new inquiry-based provincial curriculum is being implemented between 2015 and 2018 and the teacher education program is…
Descriptors: Foreign Countries, Inquiry, Active Learning, Seminars
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Egan, Kieran; Bullock, Shawn Michael; Chodakowski, Anne – McGill Journal of Education, 2016
We propose that "teacher candidates need to have extended experiences with learning to teach imaginatively," which is to say that teacher candidates need to have experiences that enable them to consider new possibilities in education. We first attend to the general theoretical framework offered by imaginative education before moving on…
Descriptors: Creative Teaching, Imagination, Preservice Teacher Education, Methods Courses
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Webber, Geoff; Miller, Dianne – McGill Journal of Education, 2016
Few studies take up the question of how to teach pre-service or current teachers to practice integrated, interdisciplinary, and inquiry-based methodologies. In this literature review, scholarly research is explored to examine approaches to teacher education based in progressivism. Place- and community-based education is considered as an important…
Descriptors: Literature Reviews, Interdisciplinary Approach, Integrated Activities, Active Learning
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