NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Hamel, Christine; Turcotte, Sandrine; Laferriere, Therese; Bisson, Nicolas – McGill Journal of Education, 2015
Education research has shown the importance of helping students develop comprehension skills. Explanation-seeking rather than fact-seeking pedagogies have been shown to warrant deeper student understanding. This study investigates the use of Knowledge Forum (KF) in K-6 classrooms (n = 251) to develop students' explanation skills. To this end, we…
Descriptors: Educational Research, Interviews, Student Attitudes, Computer Mediated Communication
Peer reviewed Peer reviewed
Direct linkDirect link
Zaver, Arzina – McGill Journal of Education, 2015
In 2008, the Québec Ministry of Education introduced the Ethics and Religious Culture (ERC) program. Though the ERC is a positive step forward in promoting and fostering much-needed religious literacy skills, the implications of a "neutral" professional posture asked of its teachers have been difficult to translate into the classroom.…
Descriptors: Religious Education, Literacy, Teaching Methods, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Moisan, Sabrina; Hirsch, Sivane; Audet, Geneviève – McGill Journal of Education, 2015
Teaching about the Holocaust is mandatory in many societies. This prescription is justified by authorities with many reasons: educating pupils for a better understanding of human rights, peace, war, genocide, critical thinking, historical thinking, racism, etc. The Holocaust can carry a very strong moral and emotional charge. But why do teachers…
Descriptors: Foreign Countries, History Instruction, Teaching Methods, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Radford, Linda; Aitken, Avril – McGill Journal of Education, 2014
This paper discusses pre-service teachers' use of multi-modal tools to produce three-minute films in light of critical moments in their teaching practice. Two cases are considered; each centers on a film, a "little epic" that was produced by a future teacher who attempts to work within an anti-racist framework for social justice.…
Descriptors: Story Telling, Teaching Methods, Educational Technology, Films
Peer reviewed Peer reviewed
Direct linkDirect link
Hamdan, Amani K. – McGill Journal of Education, 2014
This case study explored the need for culturally relevant pedagogy (CRP) in Saudi Arabian higher education, especially when students have a cultural background that differs from that of their instructor. The study documented how expatriate teachers structured their pedagogical practices in the Saudi Arabian context. It examined how these…
Descriptors: Foreign Countries, Culturally Relevant Education, Teaching Methods, Higher Education