Vol. 59 No. 3 (2025)

Special Issue - Editorial

Éditorial : mini-numéro spécial sur le projet de Loi 23

1-3
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Editorial: Mini-special issue on Bill 23

4-6
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Special Issue - Articles

Hyper-regulation and performance-based accountability focused on practitioners in the field: The risky choices of bill 23

Christian Maroy

7-20
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When will the water boil? Neo-institutional isomorphism in education in Quebec

Andréanne Langevin

21-46
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Bill 23: Monitoring, standardizing and punishing

Maryse Potvin, Simon Bilodeau

47-67
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Editorial

Editorial

68-72
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Éditorial

73-78
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Articles

Lessons from the street: Using street art to disrupt misrepresentations and invisibility of Indigenous women and girls in Canadian mass media

Anna Augusto Rodrigues

79-98
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Teaching the history of scientific racism: A critical imperative for anti-racist pedagogy

Carmen Gillies

99-120
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Confronting critical issues of race and the need for decolonizing education in Canada: Problematizing the implementation of culturally relevant pedagogy, a Nova Scotian story

Wendy Mackey

121-145
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Ontario cecondary teacher comfort with sexual violence prevention education

Salsabel Almanssori

146-167
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The professional trajectories of new Quebec teachers: At the intersection of two regime-times?

Pascale Bourgeois, Maurice Tardif

168-192
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Toward a better understanding of the conceptual foundation of "teacher well-being at work": A critical review of the literature

Caterina Mamprin

193-218
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- Html (Français (Canada))
Montreal Jewish Day School teachers’ real-time experiences during Covid-19 online distance learning

Lauren Thurber, Dr. Sivane Hirsch, Devorah Feldman

219-241
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A pre-service teacher’s view on emergency remote education in rural Nova Scotia: A scoping review of literature on digital equity as illuminated by COVID-19

Meagan Kettley, Jennifer Mitton, PhD

242-262
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Supervising teaching internships at a distance: Mobilizing cognitive presence using digital technology

Matthieu Petit, Julie Babin, Marie-Ève Desrochers

263-285
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- Html (Français (Canada))
Adolescents’ point of view on weight-based bullying and potentially effective intervention strategies

Annie Aimé, Cynthia Gagnon, Line Leblanc, Josée Gagnon, Caroline Trudeau, Roxanne Léonard

286-306
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Didactic approach to the introduction of an industrial partner in two design teaching-learning situations

Éric Tortochot, Christophe Moineau

307-337
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The transition from preschool to primary education: A look at children’s executive functions, as well as teachers’ perceptions and expectations

Stéphanie Duval, Noémie Montminy, Lorie-Marlène Brault Foisy, Sophie-Anne Boucher

338-365
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Notes from the Field

The professional development of researchers through participatory research: The case of the network school initiative

Stéphane Allaire , Sophie Nadeau-Tremblay , Thérèse Laferrière

366-378
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Addressing pre-service teachers’ mathematical reasoning through reverse engineering

Daniel Krause

379-386
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Book Reviews

Book review: Poitras Pratt, Y., & Bodnaresko, S. (Eds.). Truth and reconciliation through education: Stories of decolonizing practices. Brush Education. 2023.

Courtney Kroll

387-389
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Book Review: Rosén, A. P., Salovaara, A., Botero, A., & Søndergaard, M. L. J. (Eds.). More-Than-Human Design in Practice. 2024.

Steffie Dmello

390-395
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Book review: Melo-Pfeifer, S. (Ed.). Linguistic landscapes in language and teacher education: Multilingual teaching and learning inside and beyond the classroom. Switzerland: Springer. 2023.

Qirui Zhang, Dan Jiao

396-399
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Full Issue

Special Issue - Editorial

Éditorial : mini-numéro spécial sur le projet de Loi 23

Editorial: Mini-special issue on Bill 23

Special Issue - Articles

Hyper-regulation and performance-based accountability focused on practitioners in the field: The risky choices of bill 23

When will the water boil? Neo-institutional isomorphism in education in Quebec

Bill 23: Monitoring, standardizing and punishing

Editorial

Editorial

Éditorial

Articles

Lessons from the street: Using street art to disrupt misrepresentations and invisibility of Indigenous women and girls in Canadian mass media

Teaching the history of scientific racism: A critical imperative for anti-racist pedagogy

Confronting critical issues of race and the need for decolonizing education in Canada: Problematizing the implementation of culturally relevant pedagogy, a Nova Scotian story

Ontario cecondary teacher comfort with sexual violence prevention education

The professional trajectories of new Quebec teachers: At the intersection of two regime-times?

Toward a better understanding of the conceptual foundation of "teacher well-being at work": A critical review of the literature

Montreal Jewish Day School teachers’ real-time experiences during Covid-19 online distance learning

A pre-service teacher’s view on emergency remote education in rural Nova Scotia: A scoping review of literature on digital equity as illuminated by COVID-19

Supervising teaching internships at a distance: Mobilizing cognitive presence using digital technology

Adolescents’ point of view on weight-based bullying and potentially effective intervention strategies

Didactic approach to the introduction of an industrial partner in two design teaching-learning situations

The transition from preschool to primary education: A look at children’s executive functions, as well as teachers’ perceptions and expectations

Notes from the Field

The professional development of researchers through participatory research: The case of the network school initiative

Addressing pre-service teachers’ mathematical reasoning through reverse engineering

Book Reviews

Book review: Poitras Pratt, Y., & Bodnaresko, S. (Eds.). Truth and reconciliation through education: Stories of decolonizing practices. Brush Education. 2023.

Book Review: Rosén, A. P., Salovaara, A., Botero, A., & Søndergaard, M. L. J. (Eds.). More-Than-Human Design in Practice. 2024.

Book review: Melo-Pfeifer, S. (Ed.). Linguistic landscapes in language and teacher education: Multilingual teaching and learning inside and beyond the classroom. Switzerland: Springer. 2023.

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