• How do you characterize the interactions between a teacher and their students about fractions and proportions in the context of energy performance calculations?

  Benrherbal, Abderrahmane; Rioux , Miranda (McGill University Library, 2024-09-20)

  This research focuses on the didactic interactions between a teacher and their students about fractions and proportions in the context of calculating energy performance in a science and technology classroom at the Secondary IV level. The analysis of interactions is done according to the didactic incidents that most often emerge from the students’ errors. The analysis also identifies the assistance provided to pupils according to the types of proximity as well as certain effects of the didactic contract. Our results indicate that the mobilization and use of fractions and proportions in the context of calculating the energy efficiency of a machine is not self-evident for students and influences didactic interactions when teaching and learning this concept.
• Swerve & shift: The lived experience of Canadian faculty teaching through a pandemic

  McDonnell, Maggie; Reid, Erin (McGill University Library, 2024-09-20)

  During the COVID-19 pandemic, which began to affect Canadian universities and colleges in March 2020, educators were asked to make a sudden transition, or swerve, to teaching remotely. Subsequently, these same teachers made the shift to teaching remotely longer term, through the fall and winter of 2020-21; the pandemic continued to affect higher education into 2022. Through interactive interviews, the authors have woven together the individual experiences of teachers in higher education across Canada, and found that these teachers faced unprecedented challenges, as well as unimagined silver linings. Based on Porges’ (1995) model of polyvagal theory, the authors suggest that digital communities of practice (Donaldson 2020) provided a muchneeded site of social engagement to mitigate trauma in these unprecedented times.
• A study of tools to measure the teacher-student relationship for use in a higher education context

  Kozanitis, Anastassis; Farand, Patrice; Thibault, François (McGill University Library, 2024-09-20)

  The majority of studies on the student-teacher relationship (TSR) have been conducted mainly with primary and secondary students. Studies of post-secondary students are much less numerous, despite the importance of the impact the TSR can have on them. The goal is to explore the scientific literature that focuses specifically on the measurement of the TSR in order to identify the relevant assessment tools for the post-secondary context. The results show that the majority of researchers use self-reported questionnaires to measure the concept of TSR. However, there is no consensus on how to operationalize this concept. For some authors, TSR is a multidimensional construct, while others suggest the possibility of a two-dimensional or even a one-dimensional construct.
• Volume 58 Numéro 2: Éditorial

  MJE, McGill Journal of Education (McGill University Library, 2024-09-20)
• Volume 58 Issue 2: Editorial

  MJE, McGill Journal of Education (McGill University Library, 2024-09-20)
• How can postsecondary teachers promote the academic success of students with ADHD?

  Lagacé-Leblanc, Jeanne; Rousseau, Nadia; Massé, Line (McGill University Library, 2024-09-20)

  This study aims to document the perceptions of students with ADHD and counselors from offices of disability services regarding teaching practices that promote the academic success of these students. In depth individual interviews were conducted with 29 students with ADHD from Quebec general and vocational colleges and universities and their counselors (n = 9). Participants reported a variety of actions taken by teachers that promote the success of students with ADHD. These actions related to visual support, support for comprehension, support for assessment, support for time management, support for the organization of information, teaching strategies, and the relationship with teachers. The results highlight the role of teachers in the success of students with ADHD.
• A review of "Aider le nouvel enseignant à réussir son insertion professionnelle : Pour une approche réflexive et partenariale de l’accompagnement"

  Gagné, Andréanne (McGill University Library, 2024-09-20)
• For a genuine “education to” language in schools

  Forget, Marie-Hélène; Vanlint, Alice (McGill University Library, 2024-09-20)

  This Note from the Field reflects on the fact that issues and controversies regarding language are excluded from Québec schools. We have laid the foundation for a conception of language teaching that is inspired by the francophone approach named Éducations à. By doing so, we suggest revisiting the purposes and objectives of education to better help learners develop critical thinking skills, as well as the power to act with and on language. This, we argue, would allow students to contribute to the evolution of our society’s written culture. We further propose that teachers adopt interdisciplinary pedagogical approaches, and we encourage them to take on the role of cultural mediators.
• “They are just five-year-old boys”: Examining the role of childhood innocence in the early normalization of sexual violence

  Prioletta, Jessica (McGill University Library, 2024-09-20)

  The purpose of this article is to examine how the discourse of childhood innocence masks the ways in which sexual violence by boys against girls is perpetrated in kindergarten. Findings from a year-long ethnographic study conducted in two Canadian kindergarten classrooms show that narrow understandings of gender and sexuality in childhood obscure schools’ responses to problematic gendered behaviors enacted by certain boys. The author contends that in failing to attend to gender and sexuality with young children, kindergarten education may contribute profoundly to the early normalization of sexual violence. The article concludes with a discussion on the role that kindergarten education can play in countering sexual violence inside and outside of schools.
• Between performance and fragility: Constructions of masculinity in high school boys’ discourses on gender

  Hakeem, Hasheem (McGill University Library, 2024-06-20)

  This article presents the results of a qualitative case study of high school boys’ perceptions of gender diversity. Data were collected by means of a questionnaire, audio recordings of discussions of two comics by trans writer Sophie Labelle, reflective journals, and semi-structured individual interviews. Three findings emerged from the data analysis: (1) support for biological and binary conceptions of gender; (2) cisgender fragility, that is, defensiveness when cisgender worldviews are challenged; and (3) the social performance of transphobia as a means of constructing hegemonic masculinity. We conclude with a discussion of the findings and their pedagogical implications.
• Shifting routines among families with school-age children with disabilities due to mandatory school closures during the COVID-19 pandemic in Québec, Canada

  Giordano, Gustina; Kathol, Katja; Flanagan, Dr. Tara (McGill University Library, 2024-06-21)

  This study explored the changes in routine and emotional themes experienced by families of children with learning differences or disabilities due to mandatory school closures during COVID-19 in Québec, Canada. A questionnaire was used to compare the family routines of 21 participants before and after the school closures. The study’s findings highlight an overall concern regarding the social and emotional outcomes of long-term school closures. Family routines after the school closures included increased technology usage, lack of socialization, cease or decline of extracurriculars and therapies, and an increase in symptoms of depression and anxiety among school-aged children with learning differences and disabilities. The authors suggest enhanced support services to mitigate negative outcomes among school-aged children with learning differences and disabilities.
• Intercultural competences in teacher training: A polyphonic response to cultural diversity

  Lucy, Marie; Gouaïch, Karima (McGill University Library, 2024-06-20)

  This article presents ethnosociological research in educational sciences analyzed from an interdisciplinary and collaborative perspective. The didactics of diversity is discussed with observations and analyses of teaching interculturality in a plural context. Based on observations and analyses, this study questions the notion of intercultural competencies and proposes avenues for teacher training. These aim to support teachers and trainers in the implementation of participatory and innovative pedagogies. The objective is to accompany teachers on current issues in education and on the management of difficult situations in schools. Cultural diversity is both a scientific and ethical issue for higher education and research.
• Cross-disciplinary, subject-centered, place-based didactics: For diversity education that is both biotic and epistemological

  Boelen, Virginie (McGill University Library, 2024-06-20)

  The environmental crisis calls for diversity education that extends beyond humanity and involves all living beings around the question of living together on Earth. The purpose of this article is to develop an educational proposal based on ecological living together that opens the reflection on welcoming epistemological diversity to develop a finer understanding of our relation to the world. A general didactic of Bildung centered on the Subject in his relationship to the world is proposed. This place-based learning approach mobilizes a dimension of our humanity – spirituality – often dismissed though central to us all. Spirituality would then become part of diversity education that considers diversity amongst all living beings, as well epistemology diversity by integrating indigenous epistemologies.
• The development of phonological awareness. Comparison of teaching practices in and out of priority education

  Hen, Laurent; Popa-Roch , Maria; Rohmer, Odile; Doignon-Camus , Nadege (McGill University Library, 2024-06-20)

  The first aim of this study was to observe, based on established research, the teaching practices for developing the phonological awareness of pre-reading students. The second aim was to determine whether these vary according to the students’ socio-economic background. These practices were observed in real class situations with kindergarten students in priority education areas (i.e., least advantaged areas) or in standard areas. An observation grid was used to record the activity, the phonological unit, and the support modalities. The results indicate that teachers favour simple tasks, accessible units, and less effective modalities. The use ineffective modalities appears to be more pronounced in priority education areas than in standard areas.
• Volume 58 Numéro 1 : Éditorial

  Garnier, Bruno; Barthes, Angela (McGill University Library, 2024-06-20)
• History at school, two steps back or one step forward? The nature of historical thinking and the didactic approach to diversity in citizenship education

  Éthier, Marc-André; Lefrançois, David (McGill University Library, 2024-06-20)

  Distinguishing between the plurality of cultural identities, registers of knowledge and epistemological norms has sparked debates in history teaching. Some decolonial currents argue that a history teaching centered on historical thought, defined by sexias and others, promotes a eurocentric view of history. These criticisms apply to certain curricula and historians, not to the operation of historical thought itself, which values epistemological norms that are resistant to the instrumentalization of history. Developing historical thinking in the classroom would promote students’ intellectual autonomy, critical thinking, and tolerance, as opposed to substituting one narrative for another. However, the article expresses doubts about the ability of the school, in its current state, to provide the necessary conditions for this development.
• Essentialization of teachers’ representations of immigrant students and their families in Quebec

  St-Pierre, Xavier; Borri-Anadon, Corina; Hirsch, Sivane (McGill University Library, 2024-06-20)

  The objective of this article is to document the way in which the essentialization of teachers’ social representations of students identified as having an immigrant background and their families manifests itself. The study is based on individual and group interviews conducted with these actors in 8 Quebec secondary schools. After proposing a constructivist conceptualization of essentialization, we describe 3 interlocking procedures that we then illustrate empirically. The results are likely to contribute to the training of school staff and more particularly to the understanding of this process and its procedures. They also warn against the possible reinforcement of essentialization by research on the educational success of these students.
• Experimenting with an educational strategy to develop a learning territory on the island of Corsica: Impacts on students’ eco-citizen profile

  Moretti, Laure (McGill University Library, 2024-06-20)

  This article presents the foundations, methodology and results of an action-research project aimed at modeling, testing, and evaluating an educational strategy based on the construction of a learning territory. Based on the enhancement of student-territory links, it tests a hypothesis that considers the territory’s heritage component as an educational lever to develop quality eco-citizenship education, understood as emancipated eco-citizenship: responsible, willing, and able to make commitments. The methodology consists of a comparative analysis of three groups of students representative of three increasing degrees of participation in the learning territory. The results obtained highlight positive and statistically significant impacts on the eco-citizen profiles of students who are active, authors and builders of the learning territory.
• Volume 58 Issue 1: Editorial

  Garnier, Bruno; Barthes, Angela (McGill University Library, 2024-06-20)
• The internalization of higher education through the sustainable development goals: Multiculturalism, diversity, or interculturality?

  Barthes, Angela (McGill University Library, 2024-06-20)

  Major international organizations guide the curricular orientations to be followed by European universities. The idea behind this orientation is to tackle major societal challenges by responding, among other things, to the Sustainable Development Goals (SDGs). We examine the curricula content related to the internalization of master’s degrees through the participation in European programs. We note the risks of weakening scientific references linked to the fragmented modes of calls for projects and the risks of referring to a single model, between benchmarks, exchanges of good practices, and unequal access to funding. This raises issues of reorganization of international power hierarchies through university systems and once again questions diversity and multiculturalism in curricula.

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