CJTR Executive Editor Jim Parsons Steps Down

Dr. Jim Parsons, who has edited the Canadian Journal for Teacher Research (CJTR) since its inception has retired from this role effective 2019-01-01. Dr. Parsons’s leadership with this journal has been instrumental to its success, and we both wish him well and offer sincere thanks for his support of the Journal and its purpose.

As we take stock of the Journal – its achievement and future potential – we are pausing publication of new research and materials.

We will explore the restructuring of the Editorial Board and the editorial responsibilities in the light of the rapidly changing landscape of Canadian teachers work and action research in the field of education. We will sustain access to the many valuable research resources here, which are substantial, until we are ready to announce the next stage of the development of the Journal.


Fostering Global Awareness through an International Online Collaboration: A Case Study

by Sandra Duggleby and Jennifer Lock


Sandra Duggleby, PhD, is a sessional instructor and field experience supervisor in the Werklund School of Education at the University of Calgary. Her area of specialization is in curriculum and instruction. Dr. Duggleby has recently retired as a K-9 educator with teaching experience in Alberta and Saskatchewan.


Junior High Students' Perceptions of Mathematics Learning Experiences

by Jesse Diachuk

Jesse Diachuk is an Albertan educator who has spent his nine-year teaching career in the Edmonton Catholic School District, the latter eight at Monsignor Fee Otterson Elementary/Junior High School. He teaches predominately junior high mathematics and is in the process of completing his Masters of Education in Educational Studies at the University of Alberta, where his graduate research has been focused on student perceptions of mathematics. His interest in mathematics education led to his involvement in the NORCAN Project, an international partnership between Canada and Norway centred on promoting equitable mathematics learning experiences for all students.



Energy Knowledge and Misconceptions in Grade 8 students

By Peter Dang and Vanessa Tran 


How can concrete hands-on experience with energy technology improve student understanding and remove misconceptions and myths of real-world applications?


Exploring Our Experiences With Place-based Learning

by Naomi Radawiecnradawiec

 Vancouver Island University



Student Experiences with a Personalized Learning Environment: A Study Of High School Redesign

by Daniel New, Pamela Adams, Carmen Mombourquette


Daniel New, M.Ed
University of Lethbridge 


Educational Research as Flourishing: Contributing to a Pipeline of Wellbeing

by Sabre Cherkowski and Keith Walker

Sabre Cherkowski is an associate professor in the Faculty of Education at the University of British Columbia's Okanagan campus. She teaches and researches in the areas of leadership in learning communities, professional development and collaboration, mentoring and coaching, and diversity and education. She brings her experiences as a teacher, coach, and parent to her passion for exploring flourishing in educational contexts.



So How Am I Doing?: How School Leaders Collect and Use Feedback

by Rebekah Benoit 

Rebekah Benoit completed her Masters degree at the University of Calgary in 2017. During her 10-year teaching career in Alberta, she was fortunate to work with many talented administrators, who inspired her to focus her research on educational leadership and how communication and relationship-building between principals and teachers positive benefits students and schools. Rebekah currently lives in Montana with her husband and three daughters, and looks forward to the next phase of her educational journey as she pursues her PhD.