14May

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.

13May

Exploring Our Experiences With Place-based Learning

by Naomi Radawiecnradawiec

 Vancouver Island University

13May

A Primer for Doing Teacher Action Research: Teachers as Bricoleurs

by Jim Parsons

Professor Emeritus, Faculty of Education, University of Alberta

13May

Reciprocating Interventions

by Renae Stevenson

Renae Stevenson is an active police officer in Abbotsford, BC, with more than 20 years of investigative experience and 15 years of coaching experience with youth in community sports. Prior to policing, she was a youth worker. She is trained as a mindfulness teacher from UC San Diego's School of Medicine (MBSR), holds a Bachelor’s Degree in Criminology from the University of Alberta, and completed a Master’s Degree in Leadership from Trinity Western University in 2018.

13May

8May

Educational Action Research as a Global Competence in a Digital World

by Thomas G. Ryan

Thomas G. Ryan, Professor of Graduate Studies - Nipissing University 

8May

Increasing Completion and Reducing Drop-out Rates by Enhancing Social Connectedness in High School

By Sandra L. Dame, David Peat, John Burger

Sandra L. Dame, PhD.
Clinical Supervisor
Alberta Health Services

29Nov

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.

29Nov

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. 

25Jun

Individual Pursuits as Project-based Learning

by Janice Dinel and Lori Vigfusson

 

28May

A Call to Personal Research: Indigenizing Your Curriculum

 by Adrienne Castellon, EdD

Assistant Professor and Stream Director for Masters of Educational Leadership, Trinity Western University

28May

Promoting Metacognition with Early Math Learners

by Meghann N. Fior, Jac J. W. Andrews, and Michelle A. Drefs

Werklund School of Education, University of Calgary

28Oct

Across the Great Divide - High School and University

By Peter Hill, Adjunct Professor, UBC                                                   

 

28Oct

Budgetary Worm in the Inclusive Apple

By Andrea Gringhuis, Cindy Matheson and Tammy Nicks

 

28Oct

Enhancing Literacy Instruction

 

What skills and strategies do teachers need to facilitate the development of literacy skills in all learners?

15Mar

COMPASS - The implementation of memory strategies in 21st century classrooms

By Heather Y. Boone and Meaghan G.J. Reist

               

7Mar

Measuring cognitive engagement

By Kendal Toll, Michelle A. Drefs, and Jennifer Lock

University of Calgary  

22Feb

Building reliable and valid teacher research questionnaires

By Ulas Kayapinar, PhD

Liberal Arts Department, American University of the Middle East, Kuwait

1Feb

How to write an article for The Canadian Journal for Teacher Research (CJTR) from your graduate work


By Jim Parsons, Executive Editor

The Canadian Journal for Teacher Research

14Dec

Co-Teaching: Two Peas in a Pod

By Angela Dalton and Susan Paton

 University of Alberta

6Apr

Reflections on Teaching: Building Teacher Efficacy and Professional Capital

 Jim Parsons, PhD
Professor, Department of Secondary Education, University of Alberta

Jean Stiles
Principal, Jasper Place High School, Edmonton, Alberta

6Apr

The Power of Team Teaching

By Susan Paton

Regardless of the extent of the co-teaching effort, some basic planning should precede implementation of a new program or service… planning not only is useful in preparing for implementation, but also is important in clarifying, for all involved, the specific expectations and changes that the program entails (Cook & Friend, 1993, p. 16)

6Apr

The Power of Friendship

By Lorna Sutherland

Lorna is a PHD student in Elementary Education at University of Alberta and teaches with Edmonton Public Schools

6Apr

Becoming an Efficacious Action Researcher: A Traveler's Guide

by Cathryn A. Smith

Contract Faculty University of Winnipeg
Sessional Instructor University of Manitoba
Sessional Instructor Graduate Studies Brandon University
Faculties of Education
Cathy_smith@mymts.net
Ca.smith@uwinnipeg.ca
smithc@brandonu.ca

6Apr

A Synthesis of Action Research on Response to Intervention

By Jessica Sliva        

With inclusive learning becoming the norm, schools are faced with the challenge of making sure all students succeed. To target students who are at risk of failing, many schools have begun to implement a Pyramid Response to Intervention model, also known as RTI or PRTI. The purpose of this article is to synthesis teacher research from the Alberta Initiative for School Improvement that speaks to the issue of Response to Intervention. In this article, I will attempt to answer the question: “How might Response to Intervention help teachers’ work?”

6Apr

Why Research Matters

Some wise people at Brock University in Ontario (http://www.brocku.ca/research-at-brock/research-matters) have this message on their web page.

WHY RESEARCH MATTERS

6Apr

VIDEO: The Power of Stories

This short video (app 12 minutes) explains why story-telling is key to sense-making and why we need to think through and tell stories about our work so that others can better understand not just what we do but what it means to do what we do.

3Jul

How To Teach Multiliteracies?

by Shampa Biswas
Washington State University

 

29Apr

Simplify, Simplify

Engaging “Good Enough” Technology for Teaching

 Ron Tyler

22Mar

VIDEO: Rethinking Equity - The Critical Driver of Educational Policy

Stephen Murgatroyd narrates a fascinating and wide-ranging presentation that explores the links between educational inequity and social inequity, and contrasts the 'GERM' (Global Educational Reform Movement) model with the 'Equity' model - advocating for the latter as a better framework for educational policy and a key driver for positive social change.  

20Mar

VIDEO: The Role of Teachers As Leaders and Innovators - A Discussion

 

featuring Jean Stiles, Dustin Bajer and Andy Hargreaves

11Mar

VIDEO: The Importance of Teacher Research and Collaboration

Featuring Stephen Murgatroyd and Andy Hargreaves

1Feb

Reframing the Puzzle: Collaborating for Multi-Literacy Instruction

by

Kurtis Hewson
Faculty of Education,  University of Lethbridge

2Jan

VIDEO SERIES: Literacy - The Whole Story

"Literacy:  The Whole Story" is a compelling series of high-quality videos produced by Teachers Media International, a UK-based service dedicated to providing video-based content and resources aimed at the ongoing professional development of educators.

8Jan

The French Leader In A Second Language Classroom

By Natasha E. Feghali

What could leadership look like in a French Second Language (FSL) classroom? Can we conceptualize a self-run program where students autonomously learn and create within their own capacities? Can we mirror what international schools are doing? In a deeper more philosophical sense, can we help students in a FSL environment become engines of their own learning? I have some thoughts.

2Jan

Thinking About Twitter-acy

by Jim Parsons

Recently I read an online interview with Rey Junco, associate professor at Purdue University and a faculty associate at the Berkman Center for Internet and Society at Harvard University. The interview led me to think further about how we might use Twitter in classrooms.

30Dec

Why Literacy Is A Major Challenge For Alberta

by Stephen Murgatroyd, PhD

On measures of adult literacy, according to the OECD (see here for a complete report) Canada ranks 10th on scores of adult literacy using the five point scale of literacy widely in use for such comparisons. Ahead of us are Japan, Finland, Netherlands, Sweden, Australia, Norway, Estonia, Slovak Republic and Belgium. Put simply: we are at or about the OECD average.

23Dec

VIDEO: Teachers As Researchers

Featuring JC Couture and Jim Parsons

12Dec

Uplifting the Teaching Profession

By Jim Parsons and Dennis Shirley

The piles of contradictory research available about education today can be baffling. Some days, we feel we have no choice but to just throw up our hands in despair. How shall these conflicts be sorted out? Foundationally, we believe no sorting out will occur without teachers in the room. Teachers know much that often doesn’t find its way into policy. Here’s one thing we know. The task of including teachers in policy building is crucial because the conditions under which teachers work cannot be removed from their abilities to help students learn. This begs the question: What do teachers need to do their work well?