The McGill Journal of Education (MJE) is a peer-reviewed, interdisciplinary, open access, bilingual scholarly journal published three times a year. Embracing a broad conception of education, the MJE is dedicated to connecting educational research, theory, policy and practice by inviting thoughtful and critical submissions from scholars and practitioners working in diverse areas of education and learning in Quebec, Canada and internationally. These include formal, non-formal, informal, or incidental forms of teaching and learning; from preschool to adult education; in a range of social settings within and outside of school, and community/popular education contexts. The journal welcomes critical discussion and debate on issues in education through its regular and guest themed issues. Recent themes have included such topics as: Canadian education, Quebec education, Indigenous education, evolution education, mentoring, learning in social action, schools and the courts, student engagement, young people and media, and narrative. A primary goal of the MJE is to open spaces for the exchange of ideas across disciplinary boundaries and among diverse audiences (academic, practitioner, broader public). For this purpose, the journal will feature avenues for peer-reviewed and non-peer-reviewed (editorial) publications and discussion forums; the journal also publishes book reviews. Another of its major goals is to provide a window on developments in education and learning in the Quebec context as well as throughout Francophonie by encouraging English- and French-language submissions. MJE is also committed to supporting the work of emerging scholars.

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The Globethics.net library contains articles of McGill Journal of Education (MJE) as of vol. 1(1966) to current.

Recent Submissions

  • Les pratiques enseignantes pour soutenir les premiers apprentissages de la langue écrite à l’éducation préscolaire : entre l’approche développementale et l’approche scolarisante

    Marinova, Krasimira; Dumais, Christian; Moldoveanu, Mirela; Dubé, France; Drainville, Roxane (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-07-11)
    Because pedagogical approaches to preschool education differ in research and practice, it is important to ask whether teachers’ practices are consistent with a developmental approach to learning, prescribed by ministerial programs, or with an academically oriented approach. In this article, we present the results of an exploratory, quantitative study that documented pedagogical choices in Québec preschool education, using a survey that was administered to 159 kindergarten teachers. Regarding early literacy learning, results show that teachers’ preferences lean slightly toward academic instructional practices, and that the pedagogical value they give to play increases their preference for developmentally appropriate practices. Teachers working in socioeconomically disadvantaged areas express a stronger preference for developmentally appropriate practices compared to teachers working in socioeconomically advantaged areas.
  • Decolonizing Educational Practices through Fostering Ethical Relationality in an Urban Indigenous Classroom

    Conrad, Diane H.; Moostoos-Lafferty, Etienna; Burns, Natalie; Wentworth, Annette (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-05-30)
    To foster the success of young Indigenous learners, our study partnered with an urban Indigenous school in Alberta’s capital region. This paper explores the decolonizing practices that emerged through the ethical relationships developed with students and staff guided by the Cree wisdom teachings of wîcihitowin and wahkohtowin. A group of Indigenous and Canadian university and school-based co-researchers worked with a class of students over four years (from grade 6 to 9) incorporating Indigenous knowledges with the mandated Social Studies curriculum. The teachings included Cree language, land-based activities, ceremony and story. Students expressed appreciation for the teachings and the opportunities they had experienced over the course of the study; it was a small step towards decolonizing education.
  • WORD PROBLEM-SOLVING: THE CASE OF A STUDENT WITH DYSLEXIA

    Pelczer, Ildiko; Polotskaia, Elena; Fellus, Olga (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-05-30)
    In our previous studies, we developed an approach to teaching problem-solving we termed Equilibrated Development that allows students to better understand the quantitative relationships that arise in a mathematical problem and to better choose a solution strategy. We used the method of a teaching experiment to evaluate the applicability of the developed approach to cases of students with dyslexia and to modify it, if necessary, to meet these students’ needs. Our data suggest that: a) the understanding of the mathematical structure of a problem is independent of the student's basic numerical knowledge, and b) there are conditions that allow a dyslexic student to develop mathematical reasoning to solve written problems despite difficulties in reading and writing of numbers and text.
  • CHALLENGES ENCOUNTERED BY INDIGENOUS YOUTH IN POSTSECONDARY EDUCATION

    Chichekian, Tanya; Bragoli-Barzan, Lea (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-05-30)
    This paper explores the need to build a reciprocal partnership with Indigenous Peoples and develop culturally-relevant strategies that foster academic motivation among Indigenous youth. The objectives of this study were to describe education professionals’ perceptions regarding: (1) the challenges Indigenous students face when transitioning to postsecondary education, (2) strategies used to provide academic support, and (3) the different ways of enhancing Indigenous students’ educational experiences. These perceptions were necessary to better comprehend the ongoing progress related to the need for a decolonized education within academic institutions. Although an increasing proportion of Indigenous Peoples are obtaining college diplomas, some challenges remain and are specifically encountered during Indigenous students’ transition to postsecondary education and in the cultural relevance within their learning materials.
  • Volume 55 Issue 2: Masthead

    (MJE), McGill Journal of Education (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-05-30)
  • Volume 55 Issue 2: Editorial

    (MJE), McGill Journal of Education; Strong-Wilson, Teresa; Lanoix, Alexandre; Tremblay-Wragg, Emilie; St-Amand, Jérôme (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-05-30)
  • THE DEVELOPMENT OF EXERCISES TO IMPROVE TEACHER TRAINEES’ INTERACTIVE SKILLS

    Pelletier, Jean-Pierre (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-05-30)
    This paper outlines the results of the operational phase of a research and development project (Harvey and Loiselle, 2009). It explains how practical exercises supporting the development of teacher trainees’ interactive classroom management skills were tested through a collaborative process and underscores the exercises’ potential to develop participants’ reflective skills. This research follows the work of authors who established close links between improvisation and teaching and of those who highlighted the benefits of an improv training program on the development of classroom management skills.
  • WILLIAM F. PINAR. Moving Images of Eternity: George Grant’s Critique of Time, Teaching and Technology. Oxford, Ottawa, Canada: University of Ottawa Press. (2019). 459 pp. $49.95 (paperback). (ISBN 978-0-776627-87-8)

    Rosenberg, Aron Lee (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-05-30)
  • SCHOOL DROPOUT: CAN THE STUDENT-TEACHER RELATIONSHIP WIN OUT OVER IQ?

    Belleï-Rodriguez, Carmen-Édith; Larivée, Serge; Morizot, Julien (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-05-30)
    Quebec has the highest non graduation rate in Canada. The personal and social consequences are numerous, with long term repercussions. Even if a low intelligence quotient (IQ) is an important risk factor of school dropout, some factors may influence this association. The purpose of this study is to investigate the moderating effect of the student-teacher relationship on the association between the IQ and school dropout using the data of the SIAA (Stratégie d'Intervention Agir Autrement) study. The logistic regression analyzes confirmed that the IQ score contributes in predicting school dropout. However, the results suggest that warm or conflicting student-teacher relationships have no contribution to the prediction model and do not moderate the link between IQ and school dropout.
  • Oral Language Assessment in the Preschool and Primary Grades: Definitions, Measures, and Theoretical Lens

    Heppner, Denise Hudspith (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-05-30)
    The overarching goal of this literature review is to improve the understanding of the importance of oral language to critical emergent literacy skills and provide an overview of available assessment measures for use within the classroom.  An overview of the components of language (i.e., content, form, and use) is provided.  Measures of oral language gleaned from a comprehensive literature review of the Education Resources Information Center (ERIC) database are discussed, organized according to the components of language they are assessing.  An examination of the theoretical foundations of language acquisition and development provides an orienting framework for educators.   
  • Volume 55 Issue 2: Cover

    (MJE), McGill Journal of Education (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-05-30)
  • Book Review: Erika Hasebe-Ludt & Carl Leggo. (Eds.) Canadian Curriculum Studies: A Métissage of Inspiration/Imagination/Interconnection. Toronto: Canadian Scholars (2018). 319 pp. $54.95 (paperback). (ISBN 978-1-77338-055-1).

    Funk, Alisan (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-05-30)
    A review of Book Review: Erika Hasebe-Ludt & Carl Leggo. (Eds.) Canadian Curriculum Studies: A Métissageof Inspiration/Imagination/Interconnection. Toronto: Canadian Scholars (2018). 319 pp. $54.95 (paperback). (ISBN 978-1-77338-055-1).
  • COLLECTIVE ACCOMPANIMENT AS PER THE REFLEXIVITY APPROACH ON-IN-FOR PRACTICE EXPERIENCED BY THREE TYPES OF ACTORS

    Houde, Patricia Marie Anne; Guillemette, Suzanne (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-05-30)
    Collective accompaniment, as per the reflexivity approach on-in-for practice, requires the adoption of different postures, whether one is placed in the role of the accompanying or accompanied person. This article presents the lived experiences of an accompaniment process fostering research and training within an individual and collective reflexivity approach. Three types of actors are interrelated: an accompanying research director, an accompanied and accompanying doctoral candidate, and accompanied and accompanying English as a second language teachers. Advocating for an action-research approach using the first-person point of view (“I”), each actor was invited to reflect on their practice from an on-in-for perspective. The discussion presents three dimensions: the role of ethical rules, the art of questioning, and the interdependence between involved actors.
  • FOREIGN TEACHERS' INTEGRATION INTO MONTREAL SCHOOLS: INTERACTIONS THAT CREATE NEW OPERATIVE REPRESENTATIONS

    Morrissette, Joëlle; Arcand, Sébastien; Diéhdiou, Ben; Sèguéda, Saïdou (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-05-30)
    Many teachers work in national contexts different from their place of training. Research has neglected to examine the role of new work partners in their (re)socialization to the profession. This study sheds light on the ways workplace interactions are a driving force the adjustment of pedagogical content knowledge of foreign-trained teachers who are new to Montreal schools. Findings show that interactions led them to change their representations of education and their relationships within the educational community and the teaching profession, until these were viable in the new context. Findings also show that their work partners play a differentiated role in their socialization to learn new conventions of the profession.
  • DÉVELOPPER L’AGIR COMPÉTENT DE MENTORS : LE CAS D’ENSEIGNANTS OEUVRANT DANS UN PROGRAMME D’INSERTION PROFESSIONNELLE EN ONTARIO

    Gagnon, Nathalie (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-02-09)
    Assumer le rôle de mentor auprès d’enseignants débutants n’est pas une compétence innée et il est impératif qu’ils reçoivent du soutien professionnel afin de développer leurs compétences. Si plusieurs études ont permis d’identifier des éléments à considérer dans la sélection des mentors ou dans l’élaboration de formations leur étant destinées, elles ne permettent pas de cerner avec profondeur la nature de l’expérience vécue par ces enseignants et conséquemment, de comprendre l’influence de cette expérience sur le développement de leur compétence. La recherche présentée ici avait pour objectif de documenter l’expérience d’enseignants-mentors et d’étudier les freins et les leviers pouvant faciliter le développement de leur compétence au regard de la conception de l’agir compétent de Le Boterf. DEVELOPING THE COMPETENCY OF MENTORS: THE CASE OF TEACHERS WORKING IN A PROFESSIONNAL INDUCTION PROGRAMME IN ONTARIO Taking on the responsibilities of a mentor teacher is not an innate skill and it is imperative that they receive professional support to develop their skills. Although several studies have made it possible to identify elements to be considered in the selection of mentors or in the development of training courses intended for them, they do not allow us to define in depth the nature of the experience lived by these teachers and consequently, understand the influence of this experience on the development of their competence. The objective of this research was to document the experience of mentors and to study the obstacles and levers that can facilitate the development of their competence trought Le Boterf’s agir compétent model.
  • Book Review: DONN SHORT. Am I Safe Here? LGBTQ Teens and Bullying in Schools. 2017.

    Leung, Enoch (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-02-10)
    DONN SHORT. Am I Safe Here? LGBTQ Teens and Bullying in Schools. Vancouver, BC: On Point Press. (2017). 140 pp. $22.95 (paperback). (ISBN 978-0-7748-9021-2).
  • Book Review: DONN SHORT. Am I Safe Here? LGBTQ Teens and Bullying in Schools. 2017.

    Chan, W. Y. Alice (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-02-10)
    DONN SHORT. Am I Safe Here? LGBTQ Teens and Bullying in Schools. Vancouver, BC: On Point Press. (2017). 140 pp. $22.95 (paperback). (ISBN 978-0-7748-9021-2).
  • Book Review: GEOFF WHITTY & JOHN FURLONG (Eds.). Knowledge and the study of education: an international exploration. 2017.

    Beck, Stephanie Jeanette (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-02-10)
    GEOFF WHITTY & JOHN FURLONG (Eds.). Knowledge and the study of education: an international exploration. Didcot, Oxford: Symposium Books. (2017). 288 pp. $85.14 (paperback). (ISBN 978-1-873927-97-7)
  • QUELLES COMPÉTENCES POUR ACCOMPAGNER DES ENSEIGNANTS DÉBUTANTS? ÉTUDE MULTICAS

    Vivegnis, Isabelle (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2021-03-11)
    De nombreuses études dans le monde font état d’une insertion professionnelle particulièrement critique, menant souvent à un décrochage chez les enseignants débutants. L’accompagnement, tel que le mentorat, occupe une place de première ligne parmi les moyens pouvant soutenir l’enseignant qui débute dans la profession. Mais, pour assurer un soutien fécond en termes de développement professionnel chez le débutant, l’accompagnateur se devra d’agir avec précaution et aura à mobiliser plusieurs compétences d’accompagnement. C’est un des aspects documentés dans notre recherche doctorale menée sous la forme d’une étude multicas et selon une approche qualitative/interprétative auprès de quatre dyades accompagnateurs-enseignants débutants de l’enseignement secondaire au Québec. WHAT SKILLS TO SUPPORT BEGINNING TEACHERS? A MULTI-CASE STUDY Numerous studies around the world report that new teacher induction is particularly critical, with beginning teachers often dropping out of the profession. Coaching, such as that provided by a mentor, occupies a front-line position among the means that can support new teacher induction. But, to ensure fruitful support in terms of professional development for the beginner, the mentor must act with precaution and mobilize several support skills. This is one of the aspects documented in our doctoral research, conducted in the form of a multi-case study and using a qualitative/interpretative approach with four coach-beginner dyads from secondary education in Quebec.

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