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

Recent Submissions

  • Creating a virtual equity, diversity, and inclusion community of practice

    Khwaja, Tehmina; Wager, Amanda; O’Neil Green, Denise; Lyon, Melissa (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2024-02-28)
    Post-secondary institutions in North America are trying to bring about policy and culture change to promote equity, diversity, and inclusion (EDI) on their campuses. Uniquely, smaller institutions face barriers due to lack of capacity and personnel. As such, the research presented in this note from the field recommends that forming virtual communities of practice to learn EDI best practices from similar institutions can aid in building capacity and addressing those barriers. However, for EDI communities of practice to be sustainable, the folks leading the community have to be in ongoing, empowered EDI positions rather than being precarious contract employees, as is often the case at smaller Canadian institutions.
  • Academic work and institutional diversity in Canada

    Bégin-Caouette, Olivier; Béland, Sébastien; Karram Stephenson, Grace; Jones, Glen A.; Metcalfe, Amy Scott (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2024-02-21)
    The objective of this article is to determine if the work of full-time professors in Canada varies depending on the type of universities in which they are employed. A nonparametric comparison of multivariate samples based on data from the Academic Profession in the Knowledge Society (APIKS) survey was used to examine faculty perceptions of their academic work. The results show statistically significant, albeit minimal, differences between primarily undergraduate, comprehensive, and research-intensive institutions. This article confirms that, to a small extent, institutional diversity in Canada is mirrored in academic work, and argues that both vertical and horizontal forms of diversity may exist simultaneously depending on the relative value granted to specific academic activities.
  • Middle School Teachers' Perspectives of How Service Learning Projects Contribute to Student Well-Being

    Watt, Jennifer; Krepski, Heather; Heringer, Rebeca (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2024-01-29)
    The purpose of this study is to explore how teacher-practitioners in a Canadian middle school perceive students’ experiences of well-being in student-led service learning projects (SLP). Through semi-structured interviews, we explore five school practitioners’ accounts that describe how SLPs contributed to student relating and student functioning in a well-being context. The themes and phenomena identified in this study demonstrate how well-being can be deliberately integrated within curricular aspects of schooling, and how student well-being is enhanced/enriched when practitioners include it as an aim. We conclude that although students may encounter discomfort in the planning and implementation of SLPs, these can also provide authentic opportunities to develop student voice and autonomy, which in turn can make education more meaningful to them.
  • Socio-professional integration of indigenous workers in a non-indigenous organization: Characteristics and effects of an internship coaching experience

    Deschenes, Emilie (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2024-02-17)
    The socio-professional integration of Indigenous workers within Quebec organizations, particularly those governed by regional or national agreements, presents several obstacles. The case study reported in this text describes the characteristics and effects of a socio-professional integration support practice implemented by Hydro-Québec to overcome these obstacles: an internship with coaching for Cree workers. The nature of the research called for the development of a framework in which conventional Western research methodologies in the social sciences and humanities could be articulated, as well as Indigenous ones, which are presented here. Finally, results suggest that the experiment proved extremely complex in its implementation, particularly regarding aspects of intercultural relations, which the accompanying coach was able to minimize. 
  • Organizational performance: The role of teachers’ sense of self efficacy

    Levasseur, Alice; Clément, Louise (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
    This study examines the distinct and complementary roles of the components of teachers’ sense of personal efficacy (SPE) (instructional strategies deployment, classroom management, student engagement) in relation to their organizational performance (subjective performance, organizational citizenship behaviours individuals [OCBI] and organizations [OCBO]). Data were collected from 250 college teachers in Quebec. The results of the analyses show that only the instructional strategies deployment component of the SPE predict a single component of performance, namely OCBI. The study’s findings support the separate study of SPE components in relation to teachers’ organizational performance, as they do have distinct and complementary roles on organizational performance.
  • Testing an interactionist model of explicit teaching of writing strategies

    Falardeau, Erick; Lord, Marie-Andrée; Sauvaire, Marion (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
    Our research aims to build an interactionist model of explicit teaching of writing strategies for the primary and secondary levels adapted to Quebecois programs. The objective of this contribution is to present this model, implementation results, as well as the limits inherent in implementing explicit teaching on a large scale, particularly in the field of writing. Starting with a critique of behaviourist models of explicit teaching, we show how numerous researchers have adapted this pedagogical model to competency-based approaches, anchoring their work in cognitivist and socioconstructivist theories. The results obtained through our experimentations bring forward a reflection on the conditions that can facilitate the successful implementation of explicit teaching.
  • Collaborative team assessment of secondary school learning

    Moreau, André C.; Granger, Nancy; Gingras, Frédérique; Lavoie Vezeau, Cynthia (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
    This article presents a praxeological expost facto study with secondary school teachers working in interdisciplinary teams and wanting to improve their learning assessment practices. We specify the factors that helped to sustain new teaching practices one year after the end of a project aimed at implementing collaborative team functioning and highlight success factors for students with literacy difficulties. Data collected with five teachers enabled us to describe a renewed practice of learning assessment, including the use of a coding tool. We discuss issues that may help or hinder the drive for sustainable changes in learning assessment practices and raise avenues for future research. The study contributes an illustration of a learning assessment practice relevant for both teachers and learners.
  • Planning a Maker activity: Dynamic, flexible planning to meet student needs

    Ciocca, Jean-Luc; Cotnam-Kappel, Megan (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
    The article explores how teachers in francophone Ontarian schools conceptualize the planning of a Maker activity. Anchored in the do-it-yourself tradition, the unprecedented enthusiasm in education for this type of activity raises certain planning challenges and issues. The results of our qualitative analyses of interviews with two teachers (6th grade and 11th grade technical) underscore that teachers undertake three actions when planning a Maker activity: 1) create a Maker community spirit; 2) implement a Maker mentality through actions; and 3) adopt a planning-in-action approach. Our research underscores that a form of planning that we define as planning-in-action seems specific to Maker activities in a classroom at the primary or secondary level.
  • Systematic review: Teacher intervention strategies for students with special needs in bullying situations

    Tremblay, Kelly; Poulin, Marie-Hélène; Guimond, Fanny-Alexandra (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
    Bullying in primary schools is a concern, especially for students with special needs. Despite the implementation of preventative programmes, teachers are lacking intervention strategies. This review focuses on teachers’ interventions in bullying situations experienced by students with special needs and their effects on bullying and victimization rates. Four databases were searched for a total of 417 articles. Ten of these articles (2008 to 2019) were selected and none report results specific to students with special needs. Teachers prioritize strategies that are not supported by research, such as punishment. The results are discussed in relation to research and real-live needs.
  • Intercultural intervention in the health and social care sectors: How to train students

    Tétreault, Sylvie; Mercure, Dominique; Bétrisey, Carine; Leanza, Yvan; Gulfi, Alida; Brisset, Camille; Kühne, Nicolas (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
    Preparing health and social care students to practice in a context of diversity is an educational challenge. Guidelines for the adoption of theoretical models and the teaching of pedagogical content remain unclear. Using the “world café” method, this study aims to validate recommendations facilitating the acquisition of intercultural competences and enriching them with various partners. The 41 participants indicated the need to improve initial training and to include specific courses on intercultural intervention using a variety of teaching methods. Several suggest consolidating internship supervisors’ prior learnings regarding this approach. Considering the increase of individuals from different cultural backgrounds, it is important to adjust training programs.
  • Teachers’ classroom management practices: Perceived effectiveness by students with behavioural difficulties

    Bernier, Vincent; Gaudreau, Nancy; Massé, Line (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
    This article discusses the perceptions of students with emotional and behavioral difficulties (EBD) regarding the effectiveness of teachers’ classroom management practices. The interviews with fourteen PDC students enrolled in secondary school special class were analyzed using a qualitative thematic analysis approach. Based on the model of the five components of classroom management, the results offer an unprecedented perspective on classroom management and reveal a large inventory of practices perceived effective by participants to manage the classroom. They also reveal that the type of school attended and attitudes towards it particularly influence their perceptions. Finally, the perceptions of students with EBD are quite consistent with the practices recommended by research in the field.
  • Nature-based education. A rampart of quality interactions in early childhood centers in times of pandemic

    Bouchard, Caroline; Parent, Anne-Sophie; Leboeuf, Michèle; Couttet, Jennifer; McKinnon-Côté, Émilie (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2024-01-21)
    This research aims to describe the quality of interactions in six groups of children (aged three to five) experimenting with nature-based education in early childhood centers (ECE), before (T1) and during (T2) the COVID-19 pandemic, and to study its influence on the latter. No significant decline in the quality of interactions in the natural environment was observed between T1 and T2. The interviews with the educators reveal that wearing personal protective equipment (e.g., surgical mask) was nevertheless a hindrance to the quality of the interactions, while the continuity of the experiences in the natural environment favored it. Nature-based education seems to be an innovative solution to challenges in ECE centers within a pandemic context, as well as other contexts.
  • Intersectoral collaboration for inclusive educational practices: What do childcare centres think?

    Paquet, Annie; Dionne, Carmen; Rousseau, Michel; Lemire, Colombe; Dubé, Annie-Claude (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
    Collaboration is considered to be a key element of inclusive early childhood practices. To ensure effective collaboration, it is important to provide facilitating conditions as teams often encounter many challenges. The purpose is to describe intersectoral collaborative experiences from the perspective of childcare centres. One hundred and fifty-four childcare educators and 94 supervisors responded to an online survey. The results show that collaboration with partners from institutions or organizations to support the inclusion of young children is perceived positively. Despite the challenges, it is seen as helpful, particularly in terms of joint intervention planning.
  • Does the individualized education plan influence parent involvement with pupils experiencing difficulties? A comparative study based on parents’ perspectives

    Arapi, Enkeleda; Tremblay, Philippe; J. Larivée, Serge (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
    The individualized education plan is a pedagogical tool designed to support the educational progress of pupils with difficulties. To be relevant, the implementation of the intervention plan must involve the parents. The objective of this paper is to compare the forms of parental involvement with primary school pupils with and without an intervention plan. A comparative quantitative and qualitative analysis is carried out on the dimensions of parental involvement and parents’ perceptions of the school-family-community relationship with 108 parents. The results indicate that the intervention plan does not bring significant differences in the forms of parental implication.
  • Prediction of high school dropout based on students’ perceptions of their home and classroom environments

    Nadeau, Sandy; Lessard, Anne; Deslandes, Rollande (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
    This predictive correlational study focuses on the contribution of students’ perceptions of parenting style, parental involvement in school monitoring, and the classroom’s environment on the risk of dropping out of school. The perceptions of junior high school students (n=92) living in a socioeconomically disadvantaged neighborhood were collected through surveys. Hierarchical regression analyses show that their perceptions of parental guidance and involvement, parent-adolescent interactions, and classroom environment predicted the risk of dropping out of school. The results also suggest that students’ perceptions of parent-adolescent interactions and classroom environment jointly contribute to predicting the risk of dropping out of school.
  • What orthographic skills are taught by seven upper primary teachers?

    Villeneuve-Lapointe, Myriam; Moreau, André C.; Blain, Sylvie (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
    French spelling is based on several skills that need to be acquired: phonological, morphological and visuoorthographic. To promote this learning, formal teaching is essential to ensure academic success. However, few research has focused on orthographic knowledge taught in the classroom. In this article, the knowledge reported and taught by seven upper primary school teachers was documented. A semi-structured interview, two observations during spelling teaching and two self-confrontation interviews were used to identify the knowledge taught. According to our results, the teachers taught all spelling knowledge, even though they make few references to this knowledge in the interviews and self-confrontation interviews.
  • Analysis of teacher candidates' assessment knowledge during the practicum

    Monney, Nicole; Smith, Jennifer; Gagné, Andréanne; Simard-Côté, Alexandra (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
    This paper presents the results of a qualitative-interpretative study on the mobilization of assessment knowledge of five teacher candidates. The data was collected by the conduct of 10 in-class observations and 10 self-confrontation interviews. Based on the analysis of the results, teacher candidates primarily face challenges associated with knowledge of learning design and targeting learning objectives. As a result, the assessment activities are only carried out at the end of each lesson to confirm what has been learned. This article concludes by proposing a model that ranks the different types of assessment knowledge while proposing accompaniment strategies destined to teacher candidate supervisors.
  • Volume 57 Issue 3: Editorial

    MJE, McGill Journal of Education (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
  • Volume 57 Numéro 3 : Éditorial

    MJE, McGill Journal of Education (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
  • Encounter between second-career teachers and their school: A marriage without romance

    Coppe, Thibault; März, Virginie; Raemdonck, Isabel (McGill Journal of Education / Revue des sciences de l'éducation de McGillRevue des sciences de l'éducation de McGill, 2022-09-30)
    This contribution documents the professional integration of novice second-career teachers working in technical and vocational schools. We studied the experiences of this particular population of teachers through a qualitative study design with seven participants. The results highlight the harshness, difficulty, and complexity of this process. They experience institutional, organizational, and individual difficulties. In particular, the familiarization with the school as a new workplace is experienced as a complex process. The conclusions of the study provide insights on the consequences of the legal framework regulating access for second-career teachers to the teaching profession and the necessary training and support for these kinds of teachers.

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