Education Commons^™

Neutrality Always Benefits The Oppressor: The Need To Rupture The Normalized Structure Of Teacher Education Programs To Diversify The Workforce, Zuhra Abawi, Ardavan Eizadirad

Education Faculty Publications

As faculties of education have undergone drastic changes to keep teacher education programs afloat while accommodating teacher candidates during a pandemic, much of these altercations are designed, much like the education system itself, to meet the needs of white, privileged students. Although many of the changes from classroom content, pedagogy, and assessment to alternative practicums are commendable in the face of a pandemic, BIPOC and teacher candidates from lower socioeconomic status, who are already underrepresented in the Ontario teacher workforce, are further disadvantaged due to existing inequities and opportunity gaps (Battiste, 2013; Colour of Poverty, 2019; Henry & Tator, 2012) …

Emotional Vulnerability In Researchers Conducting Trauma-Triggering Research, Sarah Woods, Tina-Nadia Gopal Chambers, Ardavan Eizadirad

Education Faculty Publications

Qualitative researchers prioritize rapport-building to ensure safety of research participants and validity of data collected. Although there is extensive literature about prioritizing the safety and emotional well-being of research participants, much less has been written on the topic of researcher vulnerability with lack of consideration for researcher safety within ethics approval applications. The authors present a reflexive account of a research project involving interviews with young people aged 15 to 30 in Toronto, Canada who had firearm related charges. The methodological, ethical issues, and research burnout and vulnerability that arose due to the shared lived experience between the principal researcher …

The Community School Initiative In Toronto: Mitigating Opportunity Gaps In The Jane And Finch Community In The Wake Of Covid-19, Ardavan Eizadirad, Sally Abudiab, Brice Baartman

Education Faculty Publications

COVID-19 significantly impacted the delivery of education with widespread disruptions, particularly disadvantaging racialized and low-income families. Our research project explored how community-based programming can be adapted and mobilized to mitigate opportunity and achievement gaps for Black, Indigenous, people of colour (BIPOC), and those from lower socio-economic backgrounds. The project as a case study examined an afternoon and weekend supplementary academic program called the Community School Initiative (CSI), offered from September 2020 to May 2021 to members of the Jane and Finch community in Toronto, Canada at a subsidized cost. CSI is a partnership between the non-profit organization Youth Association for …

A Case Study Of Teacher Candidates’ Experiences: Writing The Pilot Math Proficiency Test In Ontario, Canada, Ardavan Eizadirad, Jennifer Holm, Steve Sider

Education Faculty Publications

The focus of this article is on the introduction, justification, and enactment of the Mathematics Proficiency Test (MPT) by the provincial government in Ontario, Canada as a mandatory certification requirement for newly certified teachers. This article contextualizes the socio-political factors leading to the enactment of a MPT for newly certified teachers, developed and administered by the Education Quality and Accountability Office (EQAO), which was ostensibly to mitigate the trend of declining math scores in elementary schools. It then shifts to examine the experiences of the first cohort of teacher candidates from a Canadian university who participated in writing the pilot …

Peer Coaching In A School In Cairo, Egypt: Implementation, Barriers, And Pathways To Effective Adoption, Steve Sider

Education Faculty Publications

Purpose – The purpose of this paper is to examine how peer coaching was introduced in one school in Egypt and to identify barriers and opportunities for successful implementation.

Design/methodology/approach – The methodology included semi-structured interviews with eight teachers, participant observation of their classes and meetings, and three focus group meetings with teachers and school administrators.

Findings – Ladyshewsky’s (2017) five key aspects of peer coaching are considered in the findings: establishing peer partners, building trust between the partners, identifying specific areas to target for learning, training on non-evaluative questions and feedback, and supporting each other as new ideas are …

“How Can He Be So Cruel?” Examining Issues Of Trust In School Improvement Efforts, Jacqueline R. Wettlaufer, Steve Sider

Education Faculty Publications

In this case, a high school vice-principal encounters tension and anger when she rewrites a staff member’s report card comments without his knowledge. The case narrative examines the conflict that arises when, under time constraints and pressures to produce student reports, the vice-principal acts on a decision she believes is ethically correct only to find that she incurs a significant setback with staffing relationships largely due to wavering of trust. The analysis examines how transformational leadership builds self-efficacy in all staff founded on trusting relationships. Professional reflection provides a conduit through which educational leaders can assess their own practice and …

Incarceration, Relationships, And Belonging: Insights Into The Experiences Of Two Male Youth Recently Released From Custody Facilities, April D. King, Steve Sider

Education Faculty Publications

This paper explores the family, school, and community experiences of two male youth who had recently been released from custody facilities and how these experiences contributed to their sense of belonging and self-esteem. Addressing the limited literature on self-esteem and belonging of young men who had been incarcerated, the exploratory study considers key themes of trust, family, friendships, and perceptions of belonging and self-esteem which emerge from interviews and guided journal writing sessions. A key finding is that alternative literacy programs, such as journal writing, provide mechanisms to engage young men in building their self-esteem and sense of belonging. The …

Hiding In Plain Sight: Identifying Computational Thinking In The Ontario Elementary School Curriculum, Eden J.V. Hennessey, Julie Mueller, Danielle Beckett, Peter A. Fisher

Education Faculty Publications

Given a growing digital economy with complex problems, demands are being made for education to address computational thinking (CT) – an approach to problem solving that draws on the tenets of computer science. We conducted a comprehensive content analysis of the Ontario elementary school curriculum documents for 44 CT-related terms to examine the extent to which CT may already be considered within the curriculum. The quantitative analysis strategy provided frequencies of terms, and a qualitative analysis provided information about how and where terms were being used. As predicted, results showed that while CT terms appeared mostly in Mathematics, and concepts …

Learning In Motion: Teachers‟ Perspectives On The Impact Of Stationary Bike Use In The Classroom, Julie Lynn Mueller, Amanda Wudarzewski, Yoad Avitzur

Education Faculty Publications

The potential of physical activity to support self-regulated learning in the classroom has encouraged the implementation of stationary bicycles across Canada and the United States. Positive testimonials suggest that their use by students has positive outcomes, but there is limited empirical evidence supporting the efficacy of this pedagogical practice. The current study analyzes teachers‟ perceptions of the use and impact of stationary exercise bicycles in classrooms as part of a community running program initiative through a nationwide survey of 107 participants. Key findings identify teacher perceptions of positive outcomes in students‟ social, emotional, and cognitive development, as well as to …

School Principals And Students With Special Education Needs: Leading Inclusive Schools, Steve Sider, Kimberly Maich, Jhonel Morvan

Education Faculty Publications

Over the past 30 years, school boards, faculties of education, and teaching organizations have helped teachers develop skills to support students with special education needs in their classrooms. However, less attention has been given to school principals in building their leadership skills to support inclusive schools. The purpose of this study is to identify the types of special education training that school principals engage in, as well as to explore the day-to-day issues and critical incidents that principals might experience when supporting students with special education needs. An exploratory study involving interviews with 15 principals and five other educational stakeholders …

What’S Before The Ipad®? Teaching Basic Prerequisite Skills For Ipad® Use, Kimberly Maich, Steve Sider, Carmen Hall, Megan Henning

Education Faculty Publications

Assistive technology, such as that available in an iPad®, have increasingly been used to support learning for all students and particularly for those with special education needs. The purpose of this article is to consider the prerequisite skills required for effective iPad® use. The effective integration of assistive technologies, from technology, pedagogy, and content knowledge perspectives is an important theoretical framework. From a Universal Design for Learning perspective, we consider how new skills can be taught and how task analysis is a critical part of the process. A review of suggested apps for prerequisite skills, such as cause and effect, …

Teacher Candidates’ Involvement With Reading Interventions In High Needs Schools: Wrestling With The Everyday, Steve Sider, Christina Belcher

Education Faculty Publications

The demands on new teachers as they enter the teaching profession are extensive and deep-rooted. This article provides insight into how faculty within a teacher education program in Ontario, Canada considered one service program emphasis and how it shed light into the everyday world of teacher candidates as they wrestled with the everyday activity of trying to support struggling readers. We identify this process of forging relationships and developing professional skills as we examine the experiences and reflections of teacher candidates as they journey through their involvement with the program. As such, we take Dorothy Smith’s (2005) perspective that the …

Educational Leadership In Haiti: A Case Study Of Innovative And Exemplary Leadership In A Fragile State, Steve Sider, Gaetane Jean-Marie

Education Faculty Publications

In this study, we consider three school leaders in Haiti who provide examples of innovative and exemplary leadership practices in the midst of challenging circumstances. Using a framework of innovative (Moolenaar, Daly, & Sleeger, 2010; Rogers, 2003) and exemplary leadership practices (Kouzes & Posner, 2006), we examine three themes that emerged from interviews with the three participants, observations of their work in the field, and interviews with other educational stakeholders in their communities. We raise considerations for leadership practices that include: The importance of social and professional networks, barriers and opportunities to innovative practice, and collaborations involving community, regional, national, …

Educational Leadership In A Fragile State: Comparative Insights From Haiti, Gaetane Jean-Marie, Steve Sider

Education Faculty Publications

Although there has been extensive examination of educational leadership in the developed world (e.g. Fullan, 2001; Leithwood & Sun, 2012), there has been much less research on school leadership in fragile states such as Haiti. This paper responds to Dimmock and Walker’s (2000) call for greater attention to comparative and international research on educational leadership specifically by examining school leadership in the Haitian context. The study on which this paper is based examines the experiences of eight school leaders in Haiti in response to the question: “What types of leadership practices do school leaders in Haiti exhibit?” Three themes are …

Daughters Of Single Fathers: Working As A Team, Heather Currie, Steve Sider

Education Faculty Publications

In this paper, we consider the perspectives of daughters of single fathers as they reflect on their experiences and relationships with their fathers. The paper provides an opportunity to consider an under-represented group in the literature on single parent families. Three themes emerge from the qualitative research design: parental expectations and involvement, household tasks, and family relationships. We consider these themes in light of the work done by Bronte-Tinkew et al (2010) and Risman (1986) regarding the involvement and support of single fathers in the lives of their children. We conclude by providing suggestions for teachers and other professionals regarding …

Investigating A Professional Development School Model Of Teacher Education In Canada, Dawn Buzza, Donna Kotsopoulos, Julie Mueller, Megan E. Johnston

Education Faculty Publications

We examined the effectiveness of a professional development school model of teacher education in Canada. Teacher education candidates responded positively to program features related to sustained participation and collaboration in school communities throughout the year. Their efficacy beliefs about developing professional knowledge were most strongly related to the school component of the program. This highlights the importance of careful selection and preparation of associate teachers where teacher candidates are placed in only one school.

Nous avons fait l’examen de l’efficacité d’un modèle de développement professionnel de formation des enseignants en milieu scolaire au Canada. Les candidats enseignants ont réagi positivement …

Exploring The Relationship Between Self-Regulated Learning And Reflection In Teacher Education, Dawn Buzza, Donna Kotsopoulos, Julie Mueller, Megan E. Johnston

Education Faculty Publications

Literature on teacher learning has shown links between being a self-regulated learner, reflecting effectively on one’s own practice, and being described as an “adaptive expert”. For instance, the metacognitive skills needed for effective reflection on teaching practice are seen as critically important to developing adaptive expertise in the context of the highly complex classroom environment. Similarly, self-regulated learning is often defined, at least in part, in terms of using metacognitive skill to adapt one’s approach to complex learning situations or problems. Although there is rich literature on reflective practice in teacher education, less is known about measuring teachers’ self-regulated learning …

“My Classroom Is A Bigger Place”: Examining The Impact Of A Professional Development Course On The Global Perspective Of Experienced Teachers, Steve Sider, Mary Ashun

Education Faculty Publications

How do experienced teachers develop a global perspective through a professional development course and how can this perspective impact classroom practice? These are the two key questions which this paper examines. We utilize Guskey’s (2002) model of teacher change as a framework for understanding the results of a study involving experienced teachers who took a professional development course which had a focus on global education. The participants engaged in a number of activities four months after the completion of the course to explore how the course had impacted their classroom teaching practice. Common themes were identified through participant reflective papers …

Patterns Of Beliefs, Attitudes, And Characteristics Of Teachers That Influence Computer Integration, Julie Mueller, Eileen Wood

Education Faculty Publications

Despite continued acceleration of computer access in elementary and secondary schools, computer integration is not necessarily given as an everyday learning tool. A heterogeneous sample of 185 elementary and 204 secondary teachers was asked to respond to open-ended survey questions in order to understand why integration of computer-based technologies does or does not fit with their teaching philosophy, what factors impact planning to use computer technologies in the classroom, and what characteristics define excellent teachers who integrate technology. Qualitative analysis of open-ended questions indicated that, overall, educators are supportive of computer integration describing the potential of technology using constructivist language, …

Examining Mobile Technology In Higher Education: Handheld Devices In And Out Of The Classroom, Julie Mueller, Eileen Wood, Domenica De Pasquale, Ruth Cruikshank

Education Faculty Publications

This study followed an innovative introduction of mobile technology (i.e., BlackBerry® devices) to a graduate level business program and documented students’ use of the technology from the time students received the devices to the end of their first term of study. Students found the BlackBerry® device easy to use, and were optimistic regarding its potential role as an instructional tool. Students were self-directed in their use of the devices and found ways to use them within and outside of their classroom even when specific uses were not provided by instructors. Students used their devices most frequently for communication purposes outside …

“Is It Because I’M Black?”: Creating Space For Diversity In The Christian University, Mary Ashun, Steve Sider

Education Faculty Publications

This paper examines the experiences of a black female faculty member as she enters the Christian university where there is limited ethnic diversity. She experiences critical student responses to her teaching which lead her to consider the reasons why she may be experiencing such resistance. As she confronts the possibility that it’s because she’s black, she enters into an on-going dialogue with a white male faculty member. Their experiences and conversations create a space for shared learning. The paper raises the question of how Christian universities might intentionally create space for faculty of color to feel welcome and embraced in …

Agents Of Hope, Steve Sider, Angie Davids, Amanda Knowles, Annalisa Luimes, Leanne Van Bostelen

Education Faculty Publications

This paper considers the Christian teacher’s “place” in today’s increasingly diverse public school classrooms. Specifically, the paper explores the complexities of working as a Christian within educational systems which promote tolerance of all cultures and religious views. Is it possible for a Christian teacher to remain committed to The Way while employed in a system which encourages pluralism, equity, and diversity? Using insights and responses of participants in a Christian university education course on teaching in multicultural classrooms, a framework is provided to consider what it means to teach as a Christian in multicultural school settings.

Integrating Computer Technology In Early Childhood Education Environments: Issues Raised By Early Childhood Educators, Eileen Wood, Jacqueline Specht, Teena Willoughby, Julie Mueller

Education Faculty Publications

The purpose of this study was to assess the educators’ perspectives on the introduction of computer technology in the early childhood education environment. Fifty early childhood educators completed a survey and participated in focus groups. Parallels existed between the individually completed survey data and the focus group discussions. The qualitative data provided a richer understanding of the issues faced by these educators. Thematic analyses of the focus group discussions revealed that many of the educators’ concerns involved the effect of technology on the educators themselves, with secondary emphasis on how computers affected the students and parents. Although educators generally supported …

Interpreting Lived Experience Through Writing Online In A Graduate Seminar, Mary Clare Courtland, John Novak, Gail Lafleur, Ken Mcclelland, Steve Sider, Joan Shaw

Education Faculty Publications

Participants in an online doctoral seminar participated in the use of a writing strategy to explore the sociocultural contexts of their lived experience. Creating literary texts in three forms was an effective strategy in mediating participants’ understanding. Each form provided a new lens through which to interpret experience. Participants functioned as an interpretive community. The final papers, autobiographical narratives, illuminated the complex relations among prediscursive experience, reflection on experience, distancing, and the iterative transformational quality of time. The online format embodied a virtual interpretive location which allowed participants to revisit texts and postings over time.

Des participants dans un cours …

Growing Up Overseas: Perceptions Of Second Language Attrition And Retrieval Amongst Expatriate Children In India, Steve Sider

Education Faculty Publications

This study involves expatriate children whose first language (L1) is English and who learned Hindi as their second language (L2) while their parents worked in India. The purpose of the study was to investigate the linguistic experiences of the children after they had left India, particularly experiences with L2 attrition. Through semi-structured interviews, subjects shared their stories of L2 acquisition and attrition. Common experiences which contributed to the attrition of the L2 included periods of non-use of the L2, social responses to the use of the L2, the lack of development of Hindi literacy and subjects’ attitude toward using the …