by Jim Parsons
Professor Emeritus, Faculty of Education, University of Alberta
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.
by Thomas G. Ryan
Thomas G. Ryan, Professor of Graduate Studies - Nipissing University
by (Joan) Chung Sau-Kwan
By Sandra L. Dame, David Peat, John Burger
Sandra L. Dame, PhD.
Alberta Health Services
by Lesley Machon and Laurie Hill
Faculty of Education, University of Lethbridge
"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.
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.
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.
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.
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?
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.
by Sandra Duggleby and Jennifer Lock
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.
by Naomi Radawiecnradawiec
Vancouver Island University
by Daniel New, Pamela Adams, Carmen Mombourquette
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.
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.
by Bryn Spence and Mairi McDermott
by Elaine Kessy, Sarah Eaton, Jennifer Lock
by Anna Wing-bo Tso and Winnie Siu-yee Ho
by Adrienne Castellon, EdD
Assistant Professor and Stream Director for Masters of Educational Leadership, Trinity Western University
by Ryan Anderson
EdD Candidate, University of the Cumberlands
by Dr. Gloria Latham and Dr. Julie Faulkner
Abinet Cherinet, B.A., M.Ed., CHRP
By Heather Y. Boone and Meaghan G.J. Reist
By Ulas Kayapinar, PhD
Liberal Arts Department, American University of the Middle East, Kuwait
By Jim Parsons, Executive Editor
The Canadian Journal for Teacher Research
By Janice L. Doucette, M.Ed.
By Jim Parsons,
University of Alberta
by Xiong Wang,
University of Alberta
University of York, UK
Jim Parsons, PhD
Professor, Department of Secondary Education, University of Alberta
Principal, Jasper Place High School, Edmonton, Alberta
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)
University of Alberta
by Cathryn A. Smith
Contract Faculty University of Winnipeg
Sessional Instructor University of Manitoba
Sessional Instructor Graduate Studies Brandon University
Faculties of Education
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?”
Concordia University of Edmonton, Alberta, Canada
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
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.
featuring Jean Stiles, Dustin Bajer and Andy Hargreaves