Search results for: Canada
Page 9/10 100 items
Supporting Learner-Centered ICT Integration: The Influence of Collaborative and Needs-Based Professional Development
A mixed-method study was carried out to examine how teacher attitude and professional development influence learner-centered Information Communication Technology (ICT) integration. A questionnaire, interviews and observations were used to gather data in a school district in Nova Scotia, Canada. Findings suggest that learner-centered ICT integration is more likely to occur needs-based, collaborative professional development programs are provided.
Updated: Nov. 16, 2009
The authors describe the political circumstances facing new graduates of early childhood education (ECE) training programs and the discrepancy between the ECE curriculum they are exposed to and the realities of the field they enter. The article describes the efforts to create a new network of early intervention professionals in order to address some of the challenges facing early intervention in the province of Ontario, Canada.
Updated: Oct. 28, 2009
The Impact of Pre-Service Field Training Sessions on the Probability of Future Teachers Using ICT in School
In this article, the authors analyzed the data taken from a longitudinal survey on the computer skills and attitudes of students toward the integration of ICT in teaching in primary and secondary school teacher education programs at the University of Sherbrooke. The authors subsequently underline the potential contradictory effects between the classroom teaching observed during practicum and the effort to support the use of computer technology in school during university training.
Updated: Oct. 11, 2009
Attending to Changing Landscapes: Shaping The Interwoven Identities of Teachers and Teacher Educators
In places in Canada, increasing numbers of teachers are leaving after only a few years of teaching. In this article, the authors take up questions about the stories teachers tell of their leaving. Furthermore, the authors examine what they can learn about their work as teacher educators from listening to, and inquiring into, teachers' stories.
Updated: Jun. 03, 2009
From Command to Constructivism: Canadian Secondary School Physical Education Curriculum and Teaching Games for Understanding
In this paper, the author investigates how cultural perspectives from the past have influenced the secondary physical education curricular offerings of today. The author then examines how an approach to teaching concepts of team and individual game tactics and strategies, Teaching Games for Understanding (TGfU), that relies ontologically and epistemologically upon pedagogically developed constructivist notions of teaching and learning for its existence and its knowledge base may challenge the dominant discourse of technocratic-rationality.
Updated: May. 25, 2009
This interpretive case study investigates an attempt to add an online component—the On-line Literacy Project—to a successful face-to-face professional development community. Six members of the Literacy Project, which was carried out in the school board of a western Canadian city., participated in the study. Analysis of data showed that although participants acknowledged the potential of the Online Literacy Project the concept was poorly understood, received little support, and was not deemed relevant for a number of reasons, many of which are reported in the information and communication technology literature.
Updated: May. 04, 2009
Relationship Matters: Negotiating and Maintaining Partnerships in a Unique Teacher Education Program
Teacher education has evolved into a cooperative responsibility shared by universities and schools. This paper examines the relationship development, maintenance, and relational intricacies of a Canadian school-university partnership. Specifically, how the Faculty of Education at Brock University has built a conceptual bridge between the university, the partner districts, and the individual schools. Collectively, the partnership and the resulting preparation program within this collaborative venture provide an alternative model with important considerations for other universities and school systems that are interested in fostering effective partnerships.
Updated: Apr. 22, 2009
Bridging the Real and Ideal: A Comparison between Learning Community Characteristics and A School-based Case Study
This study investigates a small Canadian school's initial attempt at promoting a “learning community” approach. The study also compares it to the ideals of collaborative teamwork set out by recent scholarship.
Updated: Apr. 01, 2009
The paper reveals the findings of a participatory ethnography with post-secondary students enrolled in a large West Coast University in British Columbia. These students had previously been identified as 'learning disabled' and thus, the 'recipients' of special educational policy interventions. The study uncovers the performative work the students engage as they negotiate the contradictory ideologies of meritocracy and equal opportunity while living with the label and realities of various 'learning disabilities'. The students' discourses are read in relation to and against the dominant common-sense ideologies of special education. The study takes into account the students readings in light of their positionalities as racialized, classed, gendered, in addition to living with the label of learning disability.
Updated: Mar. 12, 2009
The article compares and evaluates teacher induction in Canada and Japan, following an overview of each educational system and an assessment of higher education in each region. Based on the author's personal teaching experience and research, suggestions for educational reforms are made to enhance the role of teachers.
Updated: Mar. 04, 2009