by Naomi Radawiecnradawiec
Vancouver Island University
by Daniel New, Pamela Adams, Carmen Mombourquette
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 Anna Wing-bo Tso and Winnie Siu-yee Ho
By Janice L. Doucette, M.Ed.
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.
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 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?