Notre école fait partie de l'école secondaire catholique Casselman, une école avec des élèves de sept à douze groupes. Leadership managérial pour améliorer la réussite des étudiants grâce aux données issues d’une approche prédictive. Le rôle et le leadership de l'équipe de direction consistent à bien accompagner les enseignants dans leur développement professionnel.
ACTION RESEARCH FOR ONGOING IMPROVEMENTS IN THE MASTER OF EDUCATION PROGRAM
Canadian Journal of Action Research Canadian Association for Action Research in Education 2016 Conference Proceedings, pages 21-24. This paper describes an action research approach to program improvement and evaluation of a group-based, discipline-focused, coherent master's program in education. Action research focused on the Interdisciplinary Master of Education (MEd), which is a course-based degree with an action-oriented research project.
Based on an analysis of internal enrolment, student, instructor, course and program data, an action plan was developed that guided the ongoing improvement and action research on the program. A practice-centered approach (Wilson & VanBerschot, 2014) to the design, teaching, and adoption of coherent learning designs through collaboration, reflection, and responsive pedagogy was adopted for this action research. Students value the time invested in doing action research and literature reviews during the final phase of the MEd program.
Participating in action research: A practical guide to teacher-conducted research for educators and school leaders. Canadian Journal of Action Research Canadian Association of Action Research in Education Conference Proceedings 2016, page 25-29.
TOWARDS A PEDAGOGY OF INTERCULTURAL
UNDERSTANDING: INTERWEAVING DESIGN THINKING AND CRITICAL PEDAGOGY FOR DECOLONIZING
THE PRESENT AND FUTURE
The focus of the proposed paper is to explore current discourses on Canadian multiculturalism, postcolonialism and globalization, particularly in the context of Western Canada. In the sections of my paper, I first provide a contextual review of the historical background of Canadian diversity and ethnic relations. I discuss prevailing national attitudes and approaches to the presence of the ethnoculturally different "others" or members of "visible minorities" in the Canadian environment, which are deeply rooted in its colonial past.
Later in this chapter, I discuss the curriculum as a way of attending to the public discourse that surrounds it. Ultimately, this chapter will serve as a theoretical foundation to inform the methodological approach of the proposed study. Much of the literature I consulted on intercultural relations and communication breakdowns between multicultural communities in Canada points to limited work done with ethnoculturally marginalized urban youth.
Grounded in the theoretical underpinnings of critical pedagogy and guided by collaborative research methods, the process and knowledge generated through this practice-led study will stimulate discussion of intercultural communication gaps between Aboriginal and visible minority newcomer youth in an urban setting. Curriculum development in the postmodern age: Teaching and learning in the age of accountability (3rd ed.).
COLLABORATING TO DEVELOP A SCHOOL-WIDE WELLNESS INITIATIVE TO IMNPROVE STUDENT
Perspectives/Theoretical Framework: For over two decades, organizations such as the Pan Canadian Joint Consortium for School Health (JCSH) and the Canadian Association for School Health have supported school communities' use of a holistic approach to health promotion. This approach, referred to as Comprehensive School health, is a framework based on the World Health Organization's Ottawa Charter for Health Promotion (1986). Given the diversity of school communities, curricula, and policies across Canada, there are no national guidelines or protocols for implementing Comprehensive School Health (Veugelers & Schwartz, 2010).
However, what is needed to strengthen existing information is documentation of school community experiences that highlight the barriers and facilitators to participation in comprehensive school health programming. By engaging in participatory action research, our project sought to identify the key concerns affecting school health and wellbeing, as reported by the school community itself, rather than selecting a priori targets for intervention. Comprehensive school health can feel like an added burden, despite the premise that health and wellness, which supports student learning and education, is an important determinant of health across the lifespan.
Twenty years of comprehensive school health: A review and analysis of Canadian research published in peer-reviewed journals. Canadian Journal of Public Health / Revue Canadienne de Santé Publique, 101, Supplement 2: Supportive environments for learning: Healthy eating and physical activity within comprehensive school health, S5-S8.
THE POWER OF MUSIC: AN EXPLORATION INTO THE USE OF BACKGROUND MUSIC IN THE RELIGIOUS
THE POWER OF MUSIC: AN INVESTIGATION OF THE USE OF BACKGROUND MUSIC IN RELIGION. Background music appeared to have a positive impact on most students, in terms of on-task behavior. Using background music as a means of promoting on-task behavior from students can have a tremendous impact in the RE classroom.
The fact that background music motivated students to complete tasks on time also has implications for the classroom. The effects of easy-to-listen background music on the task performance of fifth-grade children. The contribution of background music to the improvement of learning in Suggestopedia: a critical review of the literature.
Can the use of background music improve the behavior and academic performance of children with emotional and behavioral difficulties? A study of the effect of background music on the behavior and physiological responses of children with special educational needs.
UNDERSTANDING PATIENT ENGAGEMENT AND EDUCATING INTERPROFESSIONAL TEAMS
Canadian Journal of Action Research Canadian Association of Action Research in Education Foundation Conference Proceedings 2016, pages 37-40.
FIRST ACTION RESEARCH CYCLE
An action research study will be conducted with two separate IPC Medicine teams within a Canadian hospital (start of the study is planned for Winter 2016). Action research (AR) provides an active, systematic framework for inquiry while supporting collaboration between researcher and diverse stakeholders (patients, family caregivers, staff and administration) (Stringer, 2008). In this paper presentation, the author will briefly introduce current literature and then discuss first-cycle results from an action research study conducted on two separate IPC teams in a Canadian hospital.
During the first cyclical phase of the action research, patients and/or family caregivers (n = 20) will be interviewed. A collective discussion will then be stimulated on how the author should pragmatically educate and engage the various actors of the IPC teams in the next second cycle of action research. This discussion will assist the author in her current reflective practices and planning activities within the current action research study.
The results of this study may help participants gain a greater understanding of the broader applications of action research and diverse stakeholder engagement in an alternative education setting. Canadian Journal of Action Research Canadian Association for Action Research in Education Proceedings of the 2016 Founding Conference, pages 41-44.
UNEARTHING THEIR VOICES: USING ABORIGINAL TEXTS TO INSPIRE STUDENT WRITING
Therefore, by using Aboriginal text as a lens through which students can explore their own identities, teachers provide students with opportunities to celebrate their personal stories with “authors and characters who. In examining Aboriginal texts about themes of injustice, identity, and marginalization, students connected and empathized with the authors' experiences enough to inspire their own stories. My hope was that through a series of writing activities, such as an Identity Poem and Personal Narrative Essay, students would connect with the themes of identity and war and explore their own stories and personal journeys around key moments of conflict.
However, before beginning their own identity poems, students needed to understand how the experiences of Aboriginal peoples are unique, and how the history behind the evocative language used in their writing highlights their plight and pride. In fact, as they searched for the right phrase or word, the students honed their own voices, produced pages of their own history, and wrote with authenticity. Toulouse (ed.), iLit Strength and Struggle: Perspectives from First Nations, Inuit and Metis Peoples in Canada (p. 34).
Toulouse (Eds.), iLit Strength and Struggle: Perspectives from First Nations, Inuit, and Metis Pops në Kanada (f. 96). Toulouse (Eds.), iLit Strength and Struggle: Perspectives from First Nations, Inuit, and Metis Pops në Kanada (f. 25).
MAD I’M MAD”
Canadian Journal of Action Research Canadian Association of Action Research in Education Founding Conference Proceedings 2016, side 45-48.
ACTION RESEARCH INTO PARENTING
Each cycle involved different theory-practice assemblages, which my son and I shaped in different ways, and generated new ones. He responded quickly, whispering, “Crazy, I'm angry.” Once he gave it a name, we started using this language to talk about what we were experiencing. I documented examples of 'angry, I'm angry' and began to notice how this was configured in the entanglements of organic and physical bodies within the family home, disrupting the idea of individual responsibility.
I tried to reconfigure the physical separation of my body and my son's body through 'magic kisses' (kisses placed behind the ear that could be accessed at a later time). This ritual seemed to produce a relatively stable coupling of my son and myself that transcended time and space. My son reported that the magic kisses "worked" - he saw my spirit at his school and I hugged him.
Between my lips and the back of my son's ears I found a space of fluidity and transcendence, and within this relational field (Ingold, 2011), "crazy I'm crazy" often broke down and bonds strengthened. With this 'agentic cut' (Barad, 2007), my son and I were configured as separate entities with opposing forces.
IMPROVING MOTIVATION THROUGH GAMIFICATION
To collect information, this study uses a short attitude survey to collect data from undergraduate students. The research journal will help me answer my action research insider questions, which aim to explore how this study improved my own understanding of my teaching pedagogy. The data source for this study will be collected from approximately 110 undergraduate students enrolled in EDUC 3P62: Video Games in the Classroom.
This study uses a semi-structured interview to better understand how the integration of stories into the gamified learning experience influenced their motivation. Because data collection will not occur until February 2016, there are currently no results or conclusions for this study. Furthermore, the research diary will be complete after the fourth and final action research cycle, which will allow for a full reflection on how this research has influenced researchers teaching pedagogy.
This study is important because it explores new ways to improve gamification by incorporating narrative. In addition, this study will allow the researcher to reflect on their teaching practices, which will enhance the understanding of their teaching pedagogy.
CANADIAN ASSOCIATION OF ACTION RESEARCH IN EDUCATION ANNUAL GENERAL MEETING
Canadian Journal of Action Research Canadian Association of Action Research in Education Foundation Conference Proceedings 2016, pages 53-54.
