McGill Journal of Education / Revue des sciences de l'éducation de McGill
https://mje.mcgill.ca/
<p>The MJE promotes an international, multidisciplinary discussion of issues in the field of educational research, theory, and practice. The MJE publishes three issues a year. Generally, two of those issues are regular issues for which we welcome submissions at all times. We also publish special issues; calls for papers appear below.</p> <p><em>La Revue des sciences de l'éducation de McGill favorise les échanges internationaux et pluridisciplinaires sur les sujets relevant de la recherche, de la théorie et de la pratique de l'éducation. La RSEM publie trois numéros par année. </em><em>En général, deux de ceux-ci sont des numéros réguliers pour lesquels nous recevons les propositions d’article en tout temps. Nous publions aussi des numéros spéciaux dont les annonces paraissent ci-dessous.</em></p>McGill University Libraryen-USMcGill Journal of Education / Revue des sciences de l'éducation de McGill0024-9033<p>Those wishing to reproduce all or part of any material published on this website are asked to email <a href="mailto:mje.education@mcgill.ca">mje.education@mcgill.ca</a> for permission and to acknowledge the McGill Journal of Education as the original source.</p><p>Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.</p><p>A copy of our standard form may be requested from <a href="mailto:mje.education@mcgill.ca">mje.education@mcgill.ca</a></p>Prediction of high school dropout based on students’ perceptions of their home and classroom environments
https://mje.mcgill.ca/article/view/9707
<div class="page" title="Page 16"> <div class="layoutArea"> <div class="column"> <p>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.</p> </div> </div> </div>Sandy NadeauAnne LessardRollande Deslandes
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2022-09-302022-09-305731031Does the individualized education plan influence parent involvement with pupils experiencing difficulties? A comparative study based on parents’ perspectives
https://mje.mcgill.ca/article/view/9988
<div class="page" title="Page 38"> <div class="layoutArea"> <div class="column"> <p>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.</p> </div> </div> </div>Enkeleda ArapiPhilippe TremblaySerge J. Larivée
Copyright (c) 2024 McGill Journal of Education / Revue des sciences de l'éducation de McGill
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2022-09-302022-09-305733256Teachers’ classroom management practices: Perceived effectiveness by students with behavioural difficulties
https://mje.mcgill.ca/article/view/9925
<div class="page" title="Page 63"> <div class="layoutArea"> <div class="column"> <p>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.</p> </div> </div> </div>Vincent BernierNancy GaudreauLine Massé
Copyright (c) 2024 McGill Journal of Education / Revue des sciences de l'éducation de McGill
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2022-09-302022-09-305735779Testing an interactionist model of explicit teaching of writing strategies
https://mje.mcgill.ca/article/view/9769
<div class="page" title="Page 86"> <div class="layoutArea"> <div class="column"> <p>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.</p> </div> </div> </div>Erick FalardeauMarie-Andrée LordMarion Sauvaire
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2022-09-302022-09-3057380100What orthographic skills are taught by seven upper primary teachers?
https://mje.mcgill.ca/article/view/9773
<div class="page" title="Page 107"> <div class="layoutArea"> <div class="column"> <p>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.</p> </div> </div> </div>Myriam Villeneuve-LapointeAndré C. MoreauSylvie Blain
Copyright (c) 2024 McGill Journal of Education / Revue des sciences de l'éducation de McGill
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2022-09-302022-09-30573101116Planning a Maker activity: Dynamic, flexible planning to meet student needs
https://mje.mcgill.ca/article/view/9853
<div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>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.</p> </div> </div> </div>Jean-Luc CioccaMegan Cotnam-Kappel
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2022-09-302022-09-30573117136Collaborative team assessment of secondary school learning
https://mje.mcgill.ca/article/view/9893
<div class="page" title="Page 99"> <div class="layoutArea"> <div class="column"> <p>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.</p> </div> </div> </div>André C. MoreauNancy GrangerFrédérique GingrasCynthia Lavoie Vezeau
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2022-09-302022-09-30573137156Analysis of teacher candidates' assessment knowledge during the practicum
https://mje.mcgill.ca/article/view/9900
<div class="page" title="Page 119"> <div class="layoutArea"> <div class="column"> <p>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.</p> </div> </div> </div>Nicole MonneyJennifer SmithAndréanne GagnéAlexandra Simard-Côté
Copyright (c) 2024 McGill Journal of Education / Revue des sciences de l'éducation de McGill
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2022-09-302022-09-30573157177Encounter between second-career teachers and their school: A marriage without romance
https://mje.mcgill.ca/article/view/9911
<div class="page" title="Page 140"> <div class="layoutArea"> <div class="column"> <p>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.</p> </div> </div> </div>Thibault CoppeVirginie MärzIsabel Raemdonck
Copyright (c) 2024 McGill Journal of Education / Revue des sciences de l'éducation de McGill
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2022-09-302022-09-30573178198Intercultural intervention in the health and social care sectors: How to train students
https://mje.mcgill.ca/article/view/9784
<div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>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.</p> </div> </div> </div>Sylvie TétreaultDominique MercureCarine BétriseyYvan LeanzaAlida GulfiCamille BrissetNicolas Kühne
Copyright (c) 2022 McGill Journal of Education / Revue des sciences de l'éducation de McGill
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2022-09-302022-09-30573199227Organizational performance: The role of teachers’ sense of self efficacy
https://mje.mcgill.ca/article/view/9823
<div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>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.</p> </div> </div> </div>Alice LevasseurLouise Clément
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2022-09-302022-09-30573228250Intersectoral collaboration for inclusive educational practices: What do childcare centres think?
https://mje.mcgill.ca/article/view/9930
<div class="page" title="Page 257"> <div class="layoutArea"> <div class="column"> <p>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.</p> </div> </div> </div>Annie PaquetCarmen DionneMichel RousseauColombe LemireAnnie-Claude Dubé
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2022-09-302022-09-30573251275Systematic review: Teacher intervention strategies for students with special needs in bullying situations
https://mje.mcgill.ca/article/view/9880
<div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>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.</p> </div> </div> </div>Kelly TremblayMarie-Hélène PoulinFanny-Alexandra Guimond
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2022-09-302022-09-30573276294The concept of professional representations: Midwifery preceptors as an example
https://mje.mcgill.ca/article/view/10122
<div class="page" title="Page 301"> <div class="layoutArea"> <div class="column"> <p>University level midwifery education programs include theoretical contents and practical experiences. In Quebec (Canada), a practising midwife, called preceptor, is responsible for supervising students in the clinical setting. The aim of this paper is to present the concept of professional representations to all professionals who contribute to the practical education of students. In order to do so, numerous texts support the explanations on preceptorship and the concept of professional representations. This concept is presented in relation to midwifery, but more specifically using the example of preceptorship in midwifery training. The concept of professional representations is presented according to its functions, its content, and its levels of analysis.</p> </div> </div> </div>Josée Lafrance
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2022-09-302022-09-30573295305Volume 57 Numéro 3 : Éditorial
https://mje.mcgill.ca/article/view/10370
McGill Journal of Education MJE
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2022-09-302022-09-3057315Volume 57 Issue 3: Editorial
https://mje.mcgill.ca/article/view/10369
McGill Journal of Education MJE
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2022-09-302022-09-3057369