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Preservice Teachers Engage Parents in At-Home Learning: “We Are in This Together!” Journal of Teaching and Learning Pub Date : 2022-04-27 Lori McKee,Anne Murray-Orr,Evan Throop Robinson
During pandemic school closures, preservice teachers designed activity plans to support the at-home learning of children in early elementary grades and recognized parents as vital to supporting their children’s learning. This article uses data from a multiple case study of preservice teachers’ planning during an alternate practicum. Drawing on models of family vibrancy and parent engagement that arise
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The Rise in Demand for Special Education in Ontario, Canada: A Focus on French-Language Schools Journal of Teaching and Learning Pub Date : 2022-04-27 Lindsey Jaber,Brittany Guenot
Over the past several decades, teachers have been increasingly challenged with a greater diversity of learning profiles within their classrooms. Historically, within Ontario, Canada, students who did not learn effectively through traditional methods were labelled and separated into alternate learning environments. Legislation and policy transformation have resulted in greater inclusion and stigma reduction
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Ontario Human Rights Commission Right to Read Report: Sincere, Passionate, Flawed Journal of Teaching and Learning Pub Date : 2022-04-27 Jim Cummins
The Right to Read report highlights the fact that children who experience dyslexia are not being adequately supported in Ontario schools. The report’s call for the establishment of a more effective identification and intervention infrastructure within the school system is timely and persuasive. Unfortunately, the Right to Read report advances two unsubstantiated claims to explain the reading difficulties
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School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers Journal of Teaching and Learning Pub Date : 2022-04-27 Reza Nakhaie,Howard Ramos,Fatima Fakih
This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students’ openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents’ academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer
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Mental Health Experiences of Teachers: A Scoping Review Journal of Teaching and Learning Pub Date : 2022-04-27 Kristen Ferguson,Melissa Corrente,Ivy Bourgeault
Teacher mental health continues to be of concern in elementary and secondary schools; however, supporting teacher wellbeing is understudied (Parker et al., 2012; Roffey, 2012), particularly from a gender perspective (Bourgeault et al., 2021). Among professionals, teachers exhibit one of the highest levels of job stress and burnout on the job. (Hakanen et al., 2006; Stoeber & Rennert, 2008). This scoping
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Building a Plane While Flying Journal of Teaching and Learning Pub Date : 2021-08-16 Beyhan Farhadi,Sue Winton
We use the metaphor of building a plane while flying to describe the enactment of educational policies by teachers during COVID-19 and the impact of these policies on their ability to meet the needs of their students. Drawing from a series of three one-hour focus groups with seven teachers in Alberta, we apply critical policy analysis to describe the transition of public schools to pandemic education
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Exploring How Ontario Teachers Adapted to Learn-at-Home Initiatives During COVID-19 Journal of Teaching and Learning Pub Date : 2021-08-16 Amanda Cooper,Kristy Timmons,Stephen MacGregor
At-home learning initiatives arose as a response to school closures due to COVID-19. This study interviewed 17 secondary teachers to explore the implementation of at-home learning in the province of Ontario, Canada. Findings suggest four thematic areas arising from the data: growing equity disparities, poor policy communication, factors influencing successful emergency remote teaching (technological
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Maintaining Equitable and Inclusive Classroom Communities Online During the COVID-19 Pandemic Journal of Teaching and Learning Pub Date : 2021-08-16 Sarah Elizabeth Barrett
This paper explores the ways in which face-to-face classroom communities were disrupted and/or transformed by the move to online platforms and the effect of this disruption on equitable access to a quality education. Quality education is defined as engaged pedagogy, where students learn to interact with other students and engage with ideas in a way that promotes their ability to be part of a community
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Children, Schooling, and COVID-19 Journal of Teaching and Learning Pub Date : 2021-08-16 Chloë Brushwood Rose,Morgan Bimm
This paper offers a review of the research on children, schooling, and disasters in order to identify critical information for the field of education and the practice of educational research in response to the COVID-19 pandemic. What do we know about the experiences of children and their interactions with schools during and following a natural disaster like COVID-19? The review answers this question
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Pedagogical Talking Circles: Decolonizing Education through Relational Indigenous Frameworks Journal of Teaching and Learning Pub Date : 2021-05-26 Patricia Barkaskas,Derek Gladwin
This article focuses on pedagogical talking circles as a practice of decolonizing and Indigenizing education. Based upon Canada’s Truth and Reconciliation Commission’s (TRC) Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), non-Indigenous educators have a responsibility, while Indigenous educators have an opportunity, to transform normative colonial institutional
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Teachers' Voices: Pandemic Lessons for the Future of Education Journal of Teaching and Learning Pub Date : 2021-05-26 Lesley Eblie Trudel,Laura Sokal,Jeff Babb
In late 2019 and early 2020, governments around the world closed educational institutions due to the COVID-19 pandemic. A similar response occurred in Canada and resulted in a sudden pivot by teachers from classroom-based instruction to remote teaching. During and shortly after this time, we undertook a survey study of over 2000 Canadian teachers, as well as follow-up interviews with a representative
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The Process of Playful Learning in Higher Education: A Phenomenological Study Journal of Teaching and Learning Pub Date : 2021-05-26 Lisa Forbes
Higher education faculty strive to adopt pedagogical approaches that generate student engagement, motivation, and quality learning experiences. The literature on play has much to offer higher education. However, playful pedagogy remains an uncommon approach in education and is often represented in the literature as a practice utilized for a singular purpose and not as an underlying teaching philosophy
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Preparing teachers for emotional labour: The missing piece in teacher education Journal of Teaching and Learning Pub Date : 2021-05-26 Tonje Molyneux
A quality education for all children and youth is required for the continued advancement of modern civilization. But this outcome is threatened by a growing international teacher shortage. Increased rates of teacher attrition and reduced rates of enrollment in teacher education programs are driving this shortage; however, research suggests that teacher candidates’ lack of preparation for the emotional
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Framing the Watercolour and Gouache Study Collection from VSAR-1060: Studio Practice and Ideas/Image Journal of Teaching and Learning Pub Date : 2020-06-29 Catherine Heard
VSAR-1060 Studio Practice and Ideas/Image is a first-year course in the School of Creative Arts at the University of Windsor that introduces students to the fundamental concepts of 2-dimensional image-making. This assignment was designed to teach the complexities and nuances of colour mixing, and to reinforce students’ understanding of the elements of art and the principles of design.
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Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs Journal of Teaching and Learning Pub Date : 2020-06-29 Natalie Spadafora,Emily L. Murphy,Danielle S. Molnar,Dawn Zinga
It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher
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Integrating Multiliteracies for Preservice Teachers Using Project-Based Learning Journal of Teaching and Learning Pub Date : 2020-06-29 Terry Sefton,Kara Smith,Wayne Tousignant
Using a project-based learning approach, three teacher educators, teaching three different methodology courses, worked together to create, plan, and assess an arts-based assignment completed by preservice candidates. The preservice teachers created an animation project while applying curriculum expectations in three subject areas: visual arts, music, and language arts. The three subjects were segregated
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Why Does Digital Learning Matter? Digital Competencies, Social Justice and Critical Pedagogy in Initial Teacher Education Journal of Teaching and Learning Pub Date : 2020-05-30 Helen Coker
Digital tools and spaces are becoming prevalent in schools across the world requiring the development of digital skillsets for student-teachers. Digital technology, in enabling education to extend beyond the space and time boundaries of the conventional classroom (Seifert, T., Sheppard, B. Wakeham, M., 2015) , brings the digital landscape into the classroom and firmly into the frame of reference for
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Transitioning University Courses Online in Response to COVID-19 Journal of Teaching and Learning Pub Date : 2020-05-30 David Michael Telles-Langdon
As the world reeled from the realization that a pandemic of a magnitude not seen in a century was upon us, and that physical distancing to reduce the speed of transmission was going to necessitate suspension of regular classes, university faculty members scrambled to convert their planned lectures from in-person to online formats This article describes one faculty member's experiences using a flipped
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Teaching Biochemistry and Molecular Biology with Virtual Reality — Lesson Creation and Student Response Journal of Teaching and Learning Pub Date : 2020-05-29 Heather Coan,Geoff Goehle,Robert Youker
The commercialization of Virtual Reality (VR) hardware has enabled the use of VR as an educational tool. We describe how a VR platform was used to create molecular visualizations using standard PDB files with the purpose of delivering biochemistry and cellular biology lessons for undergraduates. Specifically, we describe two new software modules, one for rendering molecules generated from PDB files
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Integrating User-Centred Design Approaches for a Course Design Framework for Interdisciplinary Studies Teaching and Learning Journal of Teaching and Learning Pub Date : 2020-05-29 Yasushi Akiyama,Sharon Woodill
This paper proposes the theoretical context for a course development framework to address the specific needs and challenges of teaching and learning in Interdisciplinary Studies (IDS). User-Centred design (UCD) principles are used for this development process. Traditional course development frameworks provide a helpful guide in terms of setting out the steps necessary for successful course development
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Digital Learning: Evolution to Revolution Journal of Teaching and Learning Pub Date : 2020-05-28 Gareth R. Davies
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Quarantined-at-Home Teaching Experience: My E-Learning Plan and Implementation Journal of Teaching and Learning Pub Date : 2020-05-28 Azher Hameed Qamar
Using my own teaching experience in quarantined-at-home settings, I describe and reflect on my e-learning plan and its implementation. I am teaching two groups of undergraduate students consisting of 80 students. I have taught half of the course content during the first half of the semester in a formal university setting. However, after the novel corona breakout, we are engaged in online teaching.
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Introduction to the JTL Special Issue on Digital Learning in Higher Education Journal of Teaching and Learning Pub Date : 2020-05-28 Nick Baker
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Fostering Emerging Online Learner Persistence: Journal of Teaching and Learning Pub Date : 2020-05-28 Staci Gilpin
Undergraduate students living on-campus and taking online and face-to-face courses concurrently, are the predominant consumer of online classes (Seaman et al., 2018). However, they have lower rates of persistence for online courses as compared to face-to-face courses (Hart, 2012; Xu & Jaggars, 2011). Part of the reason could be due to the mismatch between the types of interactions they prefer and what
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The Development and Use of a Multiple-Choice Question (MCQ) Assessment to Foster Deeper Learning: An Exploratory Web-Based Qualitative Investigation Journal of Teaching and Learning Pub Date : 2020-05-28 Gareth R. Davies, Hereward Proops, Clare M. Carolan
This paper reports on the development and piloting of a new model of multiple-choice question (MCQ) assessment used in two undergraduate degree modules at a tertiary university. The new model was purposefully designed to promote deeper learning closely aligned with the SOLO taxonomy. Students were invited to participate in an exploratory qualitative study exploring their experience of learning using
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The Open Page Project Journal of Teaching and Learning Pub Date : 2020-05-28 Bonnie Stewart
This paper overviews an Open Educational Resource (OER) project aimed at developing digital literacies and open educational practice within a Faculty of Education. The project, titled The Open Page, modelled and enacted three core digital learning principles – produsage, presence, and authentic audiences – for a broad audience of faculty and educators through the creation of videos and podcasts about
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Finnish Upper Secondary School Students’ Perceptions of Their Teachers’ Assessment Practices Journal of Teaching and Learning Pub Date : 2020-03-01 Toni Mäkipää, Najat Ouakrim-Soivio
The paper addresses Finnish students’ perceptions of assessment practices in upper secondary school. We study what experiences students have about assessment, and how they assess their ability to use and understand teachers’ feedback. The data were gathered on a web-based questionnaire to 918 students in four upper secondary schools. The questionnaire contained both closed-ended and open-ended questions
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Joyful Number Talks in Kindergarten Journal of Teaching and Learning Pub Date : 2020-03-01 Deanna Marie Pecaski McLennan
This article discusses the use of number talks to engage kindergarten children in regular joyful math opportunities in the classroom. As an educator of four- and five-year-old students in a full day kindergarten (FDK) program in Ontario, Canada, I embrace inquiry-based learning to guide children’s activities. Inspired by the childcare centres in Reggio Emilia, Italy, I continually support and scaffold
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Teacher Candidates’ Expectations: Equity Education, Critical Literacy, and Indigenous Students’ Epistemologies Journal of Teaching and Learning Pub Date : 2020-03-01 Lorenzo Cherubini
Culturally responsive teachers respond positively to students’ cultural norms and traditions by creating inviting and meaningful learning opportunities that distinguish between Indigenous and western perspectives; however, in classrooms where teachers’ understanding of Indigenous epistemologies and worldviews are not necessarily sufficiently represented, Indigenous students not only often feel marginalized
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Reflections of an Ontario Student Teacher in Scotland: Cultural Language and Cross-Cultural Classroom Management Journal of Teaching and Learning Pub Date : 2019-09-17 Alexandra Gayowsky
A new teacher in her initial teacher education (ITE) program is focused on curriculum content, classroom management and pedagogy, and this perspective does not change despite a variation in the cultural context (Hassaram, Robertson, & Garcia, 2019). “Reflections of an Ontario Student Teacher in Scotland” is a narrative of raw, qualitative reflexive data composed during a one-week period of ITE practice
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Making Men, Making Masculinities: Canadian Masculinities across Time and Place Journal of Teaching and Learning Pub Date : 2019-07-30 Alethea Cassano
Pelaksanaan Informasi Permodelan Bangunan (BIM) dalam pendidikan tinggi dalam subjek seni bina dan kejuruteraan adalah terhad dan tidak memenuhi kriteria untuk bersaing dalam sektor industri. Kebanyakan pendidikan BIM dimulakan dan ditawarkan melalui latihan perisian dalam kursus yang terpencil kerana kekurangan pakar yang mahir dalam bidang ini. Tujuan utama kajian ini adalah untuk menerangkan kaedah
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Transforming Conversations: Feminism and Education in Canada since 1970 Journal of Teaching and Learning Pub Date : 2018-12-31 Jillian Authier
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The Effects of Holistic Diagnostic Feedback Intervention on Improving Struggling Readers’ Reading Skills Journal of Teaching and Learning Pub Date : 2018-12-31 Edith Van der Boom, Eunice Eunhee Jang
The present study examined ways in which young readers respond to customized diagnostic feedback interventions. Individualized feedback and intervention support were provided to six junior elementary students whose profiles were developed based on multiple data sources which considered students’ interests, learning preferences, and reading readiness levels. A multiple case study approach was applied
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“It Would Be Better If You Can Hang Out With Different People”: An Examination of Cross-National Interaction in Postsecondary Classrooms Journal of Teaching and Learning Pub Date : 2018-12-31 Christopher J. Johnstone, Diana Yefanova, Gayle Woodruff, Mary Lynn Montgomery, Barbara J. Kappler
This study examines the motivations and experiences of international and domestic students on three U.S. campuses related to cross-national interactions within classroom settings. The study also examines the role of instructors in facilitating such interactions through individual and group interviews. Findings indicate that domestic students appreciate the global perspectives of international students
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Challenges and Possibilities of Scaffolding Critical Reflection and Cultural Responsiveness for Pre-Service Special Educators Journal of Teaching and Learning Pub Date : 2018-12-31 Bindiya Hassaram, Phyllis M Robertson, Shernaz B García
Given the nature of their responsibilities in field-based settings, university supervisors play an important role in preparing pre-service teachers to become culturally responsive and critically reflective special educators. However, supervisors themselves may not have the experience and training necessary to do so, and limited guidance is available regarding effective mentorship practices to foster
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Code Breaker: Increase Creativity, Remix Assessment, and Develop a Class of Coder Ninjas! Journal of Teaching and Learning Pub Date : 2018-11-21 Deanna Pecaski McLennan
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Supporting Teacher Candidates' Sense-Making of Field Instructors Feedback Through Co-constructed Goal-Setting Journal of Teaching and Learning Pub Date : 2018-11-21 Elizabeth Soslau, Vicki Goettel, Deirdre Lilly
The purpose of this study was to discern if teacher candidates and their university-based field instructors engagement in co-constructed goal-setting activities would better support teacher candidates’ understanding of feedback delivered during post-lesson observation conferences. Data from preliminary and retrospective surveys were compared within and across treatment and control groups. Findings
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A Cross-Sectional Analysis of Mathematics Education Practices at Canadian Universities Journal of Teaching and Learning Pub Date : 2018-11-21 Chester Weatherby, Donna Kotsopoulos, Douglas Woolford, Laaraib Khattak
In response to international standardized testing, many countries are examining mathematics education at virtually every level of instruction. Canada is no exception. Declines in mathematics scores in some international standardized tests have raised concerns amongst some stakeholders that a “crisis” may be unfolding and the readiness of students to study mathematics in university. These results raise
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Academics Alone Together: Liberal Arts Graduate Students’ Writing Networks Journal of Teaching and Learning Pub Date : 2018-11-21 Mary Hedengren, Hannah V Harrison
Graduate writers who develop networks of writing are positioned to enter into the larger discourse community during and after graduate work. Our study surveyed graduate writers in the humanities about the sources of writing feedback they use and how much they trust or fear those sources. The results indicate that graduate students do employ a variety of sources and strategically assess when and how
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Emergent Professional Learning Communities in Higher Education: Integrating Faculty Development, Educational Innovation, and Organizational Change at a Canadian College Journal of Teaching and Learning Pub Date : 2018-08-31 Julie A. Mooney
Centres for teaching and learning at postsecondary educational institutions in Canada seek to serve the professional development needs of faculty members throughout the college or university. Recognizing the limits of conventional frameworks for faculty development, such as one-time workshops, pedagogical conferences, and lunchtime discussion sessions, this interpretive inquiry explores learning communities
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This is not a Pipe: Incorporating Art in the Science Curriculum Journal of Teaching and Learning Pub Date : 2018-03-03 Jailson Lima, Janis Timm-Bottos
Science courses employ instructional strategies that are based on lecture, drill, and practice to help students memorize collections of facts and procedures of increasing complexity. These strategies emphasize the acquisition of knowledge through the development of logical-mathematical skills employed in problem solving and verbal-linguistic abilities to make sense of the concepts and jargon in the
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Visualizing Cancer: A Transdisciplinary Art and Biology Collaborative Journal of Teaching and Learning Pub Date : 2018-02-26 Camilla McComb, Gretchen Otto, Deborah Omans, Jennifer Garvey, Philip J Smaldino
It would be safe to say that nearly every student enrolled in college knows someone who has been impacted by cancer. After all, cancer killed nearly 8.2 million people worldwide in 2012 (World Cancer Report, 2014). Using this fact as the impetus for change we decided to make cancer the focus of a “transdisciplinary” (Marshall, 2014) collaborative effort to simulate a reciprocal-learning experience
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Socially Empowered Learning in the Classroom: Effects of Arts Integration and Social Enterprise in Schools Journal of Teaching and Learning Pub Date : 2018-02-26 Brittany Harker Martin, Ann Calvert
This paper tests a new theoretical framework for engaging students by evaluating two project-and-design-based pedagogies: Arts Integrated Collective Creation (AICC) and Educational Social Enterprise (ESE). Findings provide statistical support for benefits with middle school students when instruction is designed around Socially Empowered Learning (i.e., group-based, creative agency, real-world issues
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Emotionality and STEAM Integrations in Teacher Education Journal of Teaching and Learning Pub Date : 2018-02-26 Astrid Steele, Elizabeth L. Ashworth
The authors consider STEM and STEAM education initiatives as forms of integrated teaching and learning. With evidence from education research and the neurosciences, a case is made for the inherent connections between emotion and learning as essential to STEAM pedagogy. In this article, the authors’ ArtScience integration project for teacher candidates (TCs) is described, and elicits the following questions:
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Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World Journal of Teaching and Learning Pub Date : 2017-10-16 Konstantina Peristeris
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Effective Math Interventions: A Guide to Improving Whole-Number Knowledge Journal of Teaching and Learning Pub Date : 2017-10-16 Christine MacKechnie
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The Experiences of Low German-Speaking Mennonite Men in Alternative Education Programs in Southwestern Ontario Journal of Teaching and Learning Pub Date : 2017-10-16 Cameron Brubacher, Stacey Wilson-Forsberg
The tradition of leaving high school and finding full-time employment after grade 8 has put Low German-speaking (LGS) Mennonites in rural Southwestern Ontario in a vulnerable economic position. Consequently, alternative education programs have been developed by Ontario public school boards in areas containing high numbers of LGS Mennonites. The programs strive to keep LGS Mennonite youth in school
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Problems in Student Teaching Journal of Teaching and Learning Pub Date : 2017-10-16 Elizabeth Soslau, James Raths
Currently, education schools across the nation are reforming teacher education programs in light of the newly developed common core standards, shifting accreditation principles, new measures of teacher performance, and the pressing concern that in-service teachers are woefully under-prepared for the realities of classrooms. During this time of wide spread programmatic reform, we present a list of considerations