By Jim Parsons, Executive Editor
The Canadian Journal for Teacher Research
In an op-ed article in the New York Times on December 17, 2015, columnist Claire Cain Miller reviews the findings of a PEW Research Center survey of differences between how wealthy and working-class parents and families raise their children. Although the study was located in the United States, and the United States differs from Canada in significant ways, these findings represent information that might help Canadian teachers better understand the children in their classrooms. The following represents my review of Miller’s column.
By Phyllis Jones, Ilene Churilla, Allison Demes, Robyn Sadlo, Maria Sweeney, Helen Pastore
By Janice L. Doucette, M.Ed.
Amanda Fritzlan has been teaching grade 7 in North Vancouver for 9 years. She recently completed her Masters of Education at the University of British Columbia in curriculum leadership and instructional strategies. Her current interests are philosophy for children and exploring ethics in science education through art.
By Jim Parsons,
University of Alberta
Good teaching, I believe, transparently engages in the same ethical action as good research. In teaching, information should be shared with students about teaching goals and how a teacher’s pedagogical actions might impact your teaching and their learning. Yet, because most young children hope to please their teachers, many kinds of research become difficult within one’s own classroom.