4,983 Works

Alberta Advisory Committee for Educational Studies (AACES)

AJER Editor
Alberta Journal of Educational Research, Vol. 57 No. 4 (2011): Winter

Racism in the Canadian University: Demanding Social Justice, Inclusion, and Equity, Henry, F., & Tator, C. (Eds.)

Lynn Robertson
Alberta Journal of Educational Research, Vol. 57 No. 4 (2011): Winter

“The Whole ME presented itself. KABOOM!”: Expressive Arts and Critical Reflection

Morgan Gardner
The importance of critical reflection in higher education highlights the importance of creating rich learning opportunities for students. Expressive arts (e.g., poetry, drama) ignites such opportunity drawing from more than students’ logical-cognitive understandings to include students’ creative, multi-modal and experiential capacities. This paper provides one university instructor’s reflective account of how an expressive arts final assignment (in a non-arts course) invited students to use the languages of the arts to enhance their critical reflection of...

Link2Practice: A Model of Ongoing Teacher and Teacher Candidate Professional Learning

Kathy Sanford, Kerry Robertson, Timothy Hopper, Vivian Collyer & Laura Lancaster
A common complaint about teacher education programs is that it follows a linear model—where theory and teaching skills are learned at the university and then applied in practicum experiences—that is inadequate and does not accurately represent teacher candidates’(TC) experiences (Brouwer & Korthagen, 2005; Korthagen, Loughran & Russell, 2006). Indeed, teacher education programs have long been faced with the challenge of a “theory/practice divide”, creating what has been seen as a mechanistic separation between university programs...

Possibility not Difficulty: Difficult Knowledge in K-12 classrooms as Opportunities for Renegotiating Relationships with Indigenous Knowledge

Velta Douglas, Fiona Purton & Daniela Bascuñán
Indigenous perspectives and knowledges have been rendered “difficult” to teach and learn due to settler-colonial norms that are naturalized in Ontario’s public K-12 education system. We explore how we as educators and teachers with diverse populations of students critically engage pedagogy and knowledge to take up Indigenous perspectives and knowledges in classrooms in ethical ways. Using practitioner inquiry, we draw on our classroom experiences to explore how students engage with Indigenous perspectives and knowledges and...

Practicing Teachers’ Attributions for the Behaviour of Students With Learning Disabilities and Attention-Deficit/Hyperactivity Disorder

Jona R Frohlich, Lauren D Goegan & Lia M Daniels
More students with attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are being taught within the regular education classroom than ever before even though children with these disorders often require additional educational supports. Therefore, it is critical that teachers understand the challenges experienced by these students, as well as feel efficacious when it comes to teaching and supporting them. Attribution theory is a widely used theoretical framework by which to explain teachers’ cognitions. We surveyed 151...

AJER Issue 66.2 Front Matter

AJER Editor
Alberta Journal of Educational Research, Vol. 66 No. 2 (2020): Summer

Transforming Study Abroad: A Handbook (2018) by Neriko Musha Doerr

Joe Corrigan
Alberta Journal of Educational Research, Vol. 66 No. 2 (2020): Summer

Constraints Influencing the Efficacy of a PGCE Mathematics Program: A Case Study

Jacques Verster & Yusuf Sayed
The learning attainment of South African learners in mathematics is, as The International Mathematics and Science Study (TIMSS) data reveal, far from optimal. A key contributing factor is a shortage of competent and confident qualified mathematics teachers. The Post Graduate Certificate in Education (PGCE) offered at South African universities is a key qualification designed to address this challenge (amongst others, such as the Bachelor of Education [B.Ed.]). However, the success of the PGCE as a...

Examining the Pedagogical and Institutional Phenomena that Influence the Facilitation of Critical Consciousness

Barb Anne Pollard
This study engaged grounded theory methodology to explore how critical pedagogy shaped and influenced the development of critical consciousness among preservice teacher candidates. The teacher participants revealed that facilitating critical consciousness was a complex process influenced by pedagogical and institutional mechanisms. The pedagogical mechanism of coercive power and the institutional mechanism of compressed time both limited opportunities for student agency and constrained the development of critical consciousness. Two professors were successful in countering the negative...

Homophobia in the Hallways: Heterosexism and Transphobia in Canadian Catholic Schools (2018) by Tonya D. Callaghan

Martin Woodside
Alberta Journal of Educational Research, Vol. 66 No. 1 (2020): Spring

Wandering With/In the University of Alberta: Teaching Subjects & Place-based Truth & Reconciliation Education

Brooke Madden, Craig Kenneth Michaud, Tarah Edgar & Jennifer Jones
This manuscript unfolds in the context of a Faculty of Education course that was designed in response to the Truth and Reconciliation Commission of Canada’s call to post-secondary institutions to identify and meet teacher-training needs relating to the history and legacy of Canada’s Indian residential school system. The course instructor (Madden) begins by tracing how she is theorizing truth and reconciliation education through engagement with literature produced by the Truth and Reconciliation Commission of Canada,...

Victimization, Physical Activity, and Affective Outcomes During Recess in Students with and Without Disabilities

Ken R Lodewyk, Lauren McNamara & Meaghan Walker
Research has revealed that school recess is often challenged by a social landscape that can undermine opportunities for positive interactions and meaningful play. This study assessed differences in levels of inside and outside recess enjoyment, positive and negative affect, peer belongingness, victimization, and physical activity between students with and without a disability. The sample consisted of 337 students in grades 4 through 8 from 14 elementary schools in southern Ontario, Canada. Of these, 31 students...

57.3 Table of Contents

AJER Editor
Alberta Journal of Educational Research, Vol. 57 No. 3 (2011): Fall

Educating for Identity: Problematizing and Deconstructing Our Literacy Pasts

Michelann Parr & Terry A. Campbell
In order to become effective teachers of language and literacy, it is critical for teacher candidates to have a sense of who they are as literate beings, how their literacy pasts have been lived, and how this might have an influence on the students in their classrooms. As teacher educators, we should not allow teacher candidates to rest simply with the recollection of key literacy events and memories. In order to be fully aware and...

“Just listen to us”: The Role of Teacher Empowerment in the Implementation of Responsiveness to Intervention

Angela Pyle, Lesly Wade-Woolley & Nancy L. Hutchinson
Teachers play a vital role in the implementation of new programs. This article discusses how best to support teachers in the face of such change. Specifically, we describe the perspectives of teachers who participated in a pilot project of the responsiveness to intervention model. Through focus group data, the researchers explored the barriers that teachers encountered during the first year of implementation as well as the supports that allowed them to overcome some of these...


Gillian Petit, Lindsay Tedds & Tammy Schirle
On Aug. 15, 2021, Liberal Leader Justin Trudeau had his request to dissolve Parliament approved, triggering Canada’s 44th federal election. On Aug. 16, 2021, the Conservative Party of Canada (CPC) released their full platform. In that election platform, the CPC promise to convert the Childcare Expense Deduction (CCED) into a refundable tax credit (CPC 2021, 23). In releasing that platform, the CPC have also publicly stated that they would cancel the existing signed childcare agreements...

Analogies, Metaphors, and Similes for HIV/AIDS Among Ugandan Grade 11 Students

Harriet Mutonyi
This article looks at the importance of student-generated analogies, metaphors, and similes as an entry point into their understandings of HIV/AIDS. In addition, it argues that analogies, metaphors, and similes are good tools for eliciting students’ prior understandings of HIV/AIDS, especially matters relating to sexuality that are often figuratively communicated in many Ugandan cultures. It posits that students’ prior knowledge determines how they respond to messages about HIV/AIDS. The article suggests that in order to...

Back Matter

Journal Editor
Alberta Journal of Educational Research, Vol. 52 No. 4 (2006): Winter 2006

Front Matter

Journal Editor
Alberta Journal of Educational Research, Vol. 52 No. 4 (2006): Winter 2006

Student Risk Factors Identified by School Counselors and Student Achievement

Darren Couillard, Julie Garnett, Angel Hutchins, Mary L. Fawcett & George Maycock
The increasing emphasis in the United States on high-stakes testing for students and schools generates a great deal of quantitative data, but these data are less frequently linked to other data that are more difficult to obtain such as data on risk factors that may affect how students do on these tests. To make such comparisons, a group of counselors and counselor educators targeted a small urban school district to conduct a quantitative study of...

The Development of an Emotional Response to Literature Measure: The Affective Response to Literature Survey

Ronald G. Fischer & Jerome M. Fischer
Based on theories of emotional intelligence, adult education, psychology of reading, and emotions and literature, this study was designed to develop and validate the Affective Response to Literature Survey (ARLS), a psychological instrument used to measure an emotional response to literature. Initially, 27 items were generated by a review of research relevant to emotional intelligence and emotional effects of literature. A panel of 10 experts rated 27 proposed items. After applying the content validity ratio...

Setting the Stage for a Narrative Inquiry: Negotiating Relationships and Understanding School Landscapes

Julian D. Kitchen
Narrative inquiry is a qualitative research approach that brings rigor and depth to the understanding of human experiences. It is important that the researcher become enmeshed in the school context in order to develop a heightened sense of the world view of participants. Critical to beginning a narrative inquiry are negotiating relationships and understanding the classroom and school landscape in which the inquiry takes place. Negotiating authentic relationships and understanding the school context set the...

Contained Entity of an Educational Innovation: The Realities of Micropolitics

Mandira Raksit
This study was about a single case of educational innovation and excellence in educational technology in a secondary school in Ontario. The researcher explored the question of how the innovation resulted from an individual effort and attainment remained a “contained entity” after its decade-long existence. From the lenses of multiple realities, the researcher critically interpreted how micropolitics including gender and power dynamics and teacher resistance could create complexities for the institutionalization of the innovation. The...

Editorial: A New Paradigm?

George H. Buck
Alberta Journal of Educational Research, Vol. 52 No. 4 (2006): Winter 2006

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