[CJE/RCE] New Issue Published | [RCÉ] Parution du dernier numéro

Canadian Journal of Education/Revue canadienne de l’éducation has just
published its latest issue at www.cje-rce.ca. We invite you to review the
Table of Contents here and then visit our web site to review articles and
items of interest.

For more information on the authors and their research, please visit our new
website: https://cje-rce.ca/authors/

Thank you for your continuing interest in our work,

Katy Ellsworth
follow us on Twitter @cje_rce
Managing Editor

Chers lecteurs,

Le plus récent numéro de laRevue canadienne de l’éducation vient d’être
publié à l’adresse suivante : www.cje-rce.ca. Nous vous invitons à
consulter la table des matières, puis à visiter notre site Web pour y lire
les articles qui vous intéressent.

Pour en savoir plus sur les auteurs et leurs recherches, veuillez consulter
notre site Web : https://cje-rce.ca/authors/.

Nous vous remercions de l’intérêt que vous portez à notre revue.

Cordiales salutations,

Katy Ellsworth
Suivez-nous sur Twitter @cje_rce

Canadian Journal of Education/Revue canadienne de l’éducation
Vol 40, No 2 (2017)
Table of Contents

Celebrating 40 Years of the CJE | Hommage aux 40 ans de la RCÉ
Introduction (1-5)
Nicholas Ng-A-Fook
Developing Teachers’ Professional Learning:  Canadian Evidence and
Experiences in a World of Educational Improvement (1-33)
Carol Campbell
Les défis de l’innovation selon la théorie de l’activité :  le cas
de l’école (éloignée) en réseau (1-30)
Thérèse Laferrière
Education that Matters (1-15)
Joel Westheimer
Professional Legitimation for Education in Canadian Universities: The
Canadian Journal of Education, 1976-1997 (1-23)
Donald Fisher
Vers une jonction de deux pratiques (1-3)
Stéphane Allaire
Evidence-based teaching in the 21st Century: The missing link (1-6)
William J. Hunter
My Acquaintance with the CJE/RCE, 1988-1992 (1-7)
William Bruneau

A Well Place to Be: The Intersection of Canadian School-Based Mental Health
Policy with Student and Teacher Resiliency (1-30)
Mary Ott, Kathy Hibbert, Susan Rodger, Alan Leschied
The Ontario Sexual Health Education Update: Perspectives from the Toronto
Teen Survey (TTS) Youth (1-24)
June Larkin, Sarah Flicker, Susan Flynn, Crystal Layne, Adinne
Schwartz, Robb Travers, Jason Pole, Adrian Guta
Cheminement scolaire d’élèves en difficulté adaptation ou
d’apprentissage en enseignement secondaire (1-30)
Philippe Tremblay
Influence of Cognitive CoachingSM on the Development of Self-efficacy and
Competency of Principals (1-23)
Todd Rogers, Cal Hauserman, Jacqueline Skytt
Conditions favorables et défavorables au développement de pratiques
inclusives en enseignement secondaire : les conclusions d’une
métasynthèse (1-29)
Nadia Rousseau, Mathieu Point, Karelle Desmarais, Raymond Vienneau
Encadrement offert par des superviseurs universitaires en formation à
l’enseignement : le point de vue de stagiaires finissants en ÉPS (1-30)
Carlo Spallanzani, François Vandercleyen, Sylvie Beaudoin, Jean-François
Problematizing Complexities and Pedagogy in Teacher Education Programs:
Enacting Knowledge in a Narrative Inquiry Teacher Education Discourse
Community (1-30)
Darlene Ciuffetelli Parker, Anne Murray-Orr, Jennifer
Mitton-Kukner, Shelley M. Griffin, Debbie Pushor
Le processus de coévaluation entre superviseurs et étudiants en formation
initiale des enseignants du primaire (1-27)
Stéphane Colognesi, Catherine Van Nieuwenhoven
Brains Unlimited: Giftedness and Gifted Education in Canada before Sputnik
(1957) (1-26)
Jason Ellis
Methodologically Historicizing Social Studies Education: Curricular
Filtering and Historical Thinking as Social Studies Thinking (1-26)
Bryan Smith
Historical Hegemony or Warranted Adaptation? A Response to Smith (1-10)
Lindsay Gibson, Roland Case
Unwieldy Social Studies and Traces of Historical Thinking: A Response to
Gibson and Case (1-7)
Bryan Smith
School Principals and Students with Special Education Needs: Leading
Inclusive Schools (1-31)
Steve Sider, Kimberly Maich, Jhonel Morvan
Programmes d’insertion professionnelle dans les commissions scolaires de
Québec et persévérance des enseignants du primaire et du secondaire en
début de carrière (1-26)
Amelie Desmeules, Christine Hamel, Eric Frenette

Book Reviews/Recensions d’ouvrages
The Oxford Handbook of Reading (1-3)
Iman Tohidian
Diversity and Leadership (1-4)
Kaschka Watson
DSM-5 Diagnosis in the Schools (1-3)
Alexandria Stathis
Practical Handbook of Multi-Tiered Systems of Support: Building Academic and
Behavioral Success in Schools (1-3)
Nancy Wilder
How Children Learn to Write Words (1-4)
Christina Belcher
Learning knowing sharing: Celebrating successes in K-12 Aboriginal education
in British Columbia (1-4)
Amy Parent

Canadian Society for the Study of Education
Société canadienne pour l’étude de l’éducation

ETR&D Special Issue on “Technology enhanced learner ownership and learner autonomy through creation” call for papers

ETR&D Special Issue on

Technology enhanced learner ownership and learner autonomy through creation

Special Issue Editor

Dr. Yu-Ju Lan, Special Issue Editor, Distinguished Professor, Department of Applied Chinese Language and Culture, National Taiwan Normal University, Taiwan

Important Dates:

Submissions of initial papers due: 30 September 2017

Decisions and reflection on the initial papers selected: 15 November 2017

Revised manuscripts due: 31 December 2017

Feedback on revised manuscripts:  28 February 2018

Final manuscripts due by the authors: 30 April 2018

Final manuscripts sent to the publishers: 31 May 2018

Special Issue Publication: August-September 2018

Submission Information

Please prepare your manuscripts following the ETR&D Instructions.
Submit your manuscripts via https://www.editorialmanager.com/etrd/.
Select “Special Issue: Technology-enhanced Ownership and Autonomy” as the article type.

Topics of Interest

Continue reading

Journal of Computing in Higher Education, Vol. 29 No. 2 available online

Table of contents alert for Journal of Computing in Higher EducationVolume 29 Number 2 is now available online.

In this issue

Use of the flipped classroom instructional model in higher education: instructors’ perspectives

Taotao Long, John Cummins & Michael Waugh

» Abstract   » Full text HTML   » Full text PDF

Transaction-level learning analytics in online authentic assessments

Rob Nyland, Randall S. Davies, John Chapman & Gove Allen

» Abstract   » Full text HTML   » Full text PDF

Sociotechnical stewardship in higher education: a field study of social media policy documents

Laura A. Pasquini & Nicholas Evangelopoulos

» Abstract   » Full text HTML   » Full text PDF

The impact of goal achievement orientation on student technology usage in the classroom

Rory McGloin, Kara T. McGillicuddy & John L. Christensen

» Abstract   » Full text HTML   » Full text PDF

Do cases teach themselves? A comparison of case library prompts in supporting problem-solving during argumentation

Andrew A. Tawfik

» Abstract   » Full text HTML   » Full text PDF

The influence of academic discipline, race, and gender on web-use skills among graduate-level students

Jennifer Owens & Flavius Lilly

» Abstract   » Full text HTML   » Full text PDF

Exploring collaboration in learning by design via weblogs

Ünal Çakiroğlu, Merve Yildiz, Ebru Mazlum, Ebru Turan Güntepe & Şenay Aydin

» Abstract   » Full text HTML   » Full text PDF

Experienced online instructors: beliefs and preferred supports regarding online teaching

Patricia McGee, Deborah Windes & Maria Torres

» Abstract   » Full text HTML   » Full text PDF

Spaces for interactive engagement or technology for differential academic participation? Google Groups for collaborative learning at a South African University

Patient Rambe

» Abstract   » Full text HTML   » Full text PDF

Students’ social media engagement and fear of missing out (FoMO) in a diverse classroom

Dorit Alt

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