The reading of current research-informed publications is an essential component of teacher professional development that has the potential to lead to or reinforce the implementation of effective instructional practices. To our knowledge, no studies have examined kindergarten to grade 12 (K-12) ESL teacher engagement in professional reading related to the teaching and learning of ESL. Therefore, we conducted a survey of K-12 ESL teachers from four Canadian provinces to examine their reading practices. Results revealed that teachers mainly consulted professional newsletter articles to address classroom-related issues and indicated that key stakeholders (e.g., teachers’ associations, school districts, and school principals) do little to enhance teachers’ reading of TESL-related publications. Several recommendations to increase teacher reading engagement are included. La lecture de publications courantes fondees sur la recherche constitue une composante essentielle du developpement professionnel des enseignants et une qui a le potentiel d’entrainer la mise en œuvre de pratiques pedagogiques efficaces, ou de renforcer celles-ci. Nous ne connaissons aucune etude ayant examine l’implication des enseignants K-12 dans la lecture de revues et d’ouvrages specialises portant sur l’enseignement et l’apprentissage en ALS. Nous avons donc entrepris une enquete aupres d’enseignants K-12 d’ALS dans quatre provinces canadiennes pour connaitre leurs pratiques quant a la lecture. Les resultats indiquent que les enseignants consultaient surtout des articles de bulletins professionnels pour aborder des questions liees a leur pratique. Les enseignants ont egalement mentionne que les intervenants principaux (par ex. les associations d’enseignants, les districts scolaires et les directeurs d’ecole) faisaient peu pour encourager la lecture par les enseignants de publications portant sur l’ALS. Nous presentons plusieurs recommandations pour motiver les enseignants a la lecture.

In The Hidden History of Early Childhood Education, editor Blythe Farb Hinitz aims to shed light on little-known aspects of the history of early childhood education (ECE) in the United States, which is referred to as "forgotten or hidden" (p. 1).The approach is to provide deeper understanding of select episodes in the history of ECE rather than a broad survey.Authors of individual chapters use primary sources to consider the contributions of figures "whose place in ECE history has rarely been studied" (p. 1).Some contributors, like Barbara Beatty, are historians of education, while others are leaders in the field of ECE in teacher education and administration.Most have worked as teachers of young children.The content covers a variety of topics from the 1820s to the present day.The chapters look at homeschooling, the experiences of African American teachers, and schools in Japanese-American internment camps.Common to all of the chapters is a focus on the stories of people who have been marginalized or ignored in standard histories.For this reason alone the book deserves a wide readership, including by historians of education, as well as other scholars, students, and teachers interested in knowing more about historical developments in early childhood care and education in the United States.Hinitz divides the book's ten chapters into two sections, "Glimpses of Past Practice" and "Portraits of Early Childhood Education Leaders."In the first section, five chapters explore a range of programs and practices in the period 1820 to 1960.The section is organized chronologically, beginning with a discussion of the education of young Quaker children between 1820 and 1860.Susan Anderson Miller draws our attention to Quaker religious activities, school settings, families, and social events.She illustrates how the various beliefs of Quakers "such as helpfulness, honesty, respectfulness of equality, the appreciation of simplicity, and their own resourcefulness" influenced children's daily lives and education (p.8).Quaker children's daily lives are described primarily from gender and family perspectives.Next is Judy Williston's history of homeschooling based on her memories of being taught at home by her mother in her kindergarten year.Williston reflects on her experience of homeschooling in the context of the history of compulsory education, considering its advantages and its response to social needs.Her history includes preschool artifacts selected from her personal collection, such as drawings and writing of numbers.She concludes that her homeschooling influenced her future choices,

Public discourse surrounding such events as the Syrian refugee crisis and 2016 United States presidential election, highlight a continuing need for educators to provide pedagogical spaces for critical conversation about contemporary global issues.These educative efforts can be complicated by gaps in students' knowledge of current events, media literacy, and critical vocabulary needed to query systemic and ideological underpinnings of persistent patterns of violence and oppression.Educators seeking a course textbook that introduces discourses of critical social justice literacy can find an encouraging resource in Is Everyone Really Equal?An Introduction to Key Concepts in Social Justice Education by Özlem Sensoy and Robin DiAngelo.This volume is an addition to the Teachers College Press Multicultural Education Series, edited by James E. Banks.A wide range of students, including high school seniors, undergraduates, and pre-service teachers will find it a challenging introduction to key social justice issues and concepts.Sensoy and DiAngelo open with a discussion of critical thinking and critical theory, the pedagogical and theoretical anchors for conceptual explorations in subsequent chapters."To think critically," they write, "means to continuously seek out information that lies beyond our commonsense ideas about the world" (p. 2) and to inform oneself of the historical and cultural contexts of knowledge and socialization.Readers are encouraged to move beyond anecdotal and "popular knowledge" (p.9) to a critical examination of the social construction of knowledge and positionality.For educators steeped in critical theory and anti-oppressive teaching strategies, this call can seem obvious.However, given the authors' extensive teaching experience and encounter with resistance to social justice approaches across a broad range of public schools, private institutions, and postsecondary degree programs, they prudently make no assumptions about readers' initial critical orientations.In Chapters 3 through 8, Sensoy and DiAngelo discuss several major social justice concepts, which include prejudice and discrimination, oppression and power, privilege, invisible or institutional oppression-specifically sexism-and racism.These core chapters include boxed side notes explaining relevant vocabulary and perspective check points, alerting readers to the authors' particular point of view of a given passage and acknowledging the importance of multiple perspectives inherent to any dialogue.Each thematic chapter ends with discussion questions for further reflection on the authors' arguments, suggestions for extra activities, ideas for further reading, writing, film/media viewing, and action projects, which are easily adaptable 226

Participation in high school Physical Education (PE) contributes to the overall health of adolescents. However, many girls discontinue enrollment in PE as soon as the mandatory credits are met. Tailored PE courses designed to meet the needs and interests of girls may motivate them to continue participating in PE. This case study explored one girl’s story of her past experiences in PE, as well as her current experiences in a tailored elective PE course. We explored how this girl’s experiences with the course content, learning environment, and assessment affected her perceptions of PE. Findings emphasized the importance of variety within PE course content, a welcoming environment, fair and private assessment, and feelings of confidence, social safety, and competence for girls in PE. La participation aux cours d’éducation physique à l’école secondaire contribue à la santé générale des adolescents. Toutefois, plusieurs adolescentes arrêtent de s’inscrire aux cours d’éducation physique dès qu’elles ont obtenu le nombre obligatoire de crédits. Des cours adaptés pour répondre aux besoins et aux intérêts des filles pourraient les motiver à continuer à s’inscrire aux cours d’éducation physique. Cette étude de cas porte sur le récit d’une adolescente qui raconte, d’une part, ses expériences dans le passé avec des cours d’éducation physique et, d’autre part, ses expériences actuelles dans un cours d’éducation physique adapté et facultatif. Nous nous penchons sur ses expériences relatives au contenu du cours, au milieu d’apprentissage et à l’évaluation pour voir dans quelle mesure ces facteurs ont influencé sa perception de l’éducation physique. Les résultats soulignent l’importance, pour les adolescentes suivant des cours d’éducation physique, de la variété dans le contenu des cours, d’un milieu accueillant, d’une évaluation juste et privée, et de sentiments de confiance, sécurité et compétence.

This text proposes a comparative analysis of the inter-provincial developments of the professionalization of teacher education in Canada, and focuses on two issues: governance of teacher education and the development of new training programs. More specifically, based on a literature review, we analyse how current comparative research brings an understanding of the professionalization of teaching in Canada and we argue the need for more comparative studies in this matter. Ce texte propose une analyse comparative interprovinciale des evolutions de la professionnalisation de la formation des enseignants au Canada selon deux enjeux : la gouvernance de la formation des enseignants et la mise en place des nouveaux programmes universitaires. Plus specifiquement, nous etudions, a travers une revue de la documentation, de quelle maniere la recherche comparative actuelle permet de mieux comprendre le mouvement de professionnalisation au Canada. Nous argumentons enfin de l’importance de realiser davantage d’etudes comparatives dans ce sujet.

This article presents the results from a qualitative case study that examined the influencers upon a somewhat unique group of female students who opted out of elective physical education (PE). More specifically, this study focused upon female students attending an affluent private school, investigating why—when they transitioned from middle school to senior high school and PE became optional—they opted out of the class. Employing a research design that relied principally upon in-depth interviews, seven themes emerged from the students’ stories: perspectives on policy and PE programming, co-ed problems; friends’ influence, parental support for opting out, A+ academic achievement, free time and electives, and adequate physical activity accumulation outside of school. By considering these themes, particularly as they align with an Ecological Systems Theory, or EST (Bronfenbrenner, 1977) social-ecological framework, it is possible to more fully comprehend contributing influencers to these students’ decisions. Moreover, with this comprehension, we offer suggestions for future practice and inquiry.

At first glance the most striking aspect of John Spencer's book is its form.Balancing biography with social and political history, John Spencer uses the story of Marcus Foster to flesh out and articulate dominant themes in the long struggle for urban school reform in America.Spencer's thoughtful analysis of urban education offers much more than methodological innovation, though, just as Foster's story offers much more than the sensational details of his death.While best known for his 1973 assassination at the hands of the Symbionese Liberation Army, the selfproclaimed American revolutionary group that later became famous for kidnapping media heiress Patty Hearst, Foster left behind a notable career as a groundbreaking teacher and administrator.After spearheading impressive turnarounds at several Philadelphia, Pennsylvania, schools, he went on to become the first African American superintendent of the Oakland, California, Unified School District.Following Foster's ascendant career path chronologically, Spencer puts together a thorough and compelling assessment of social history and educational policy in post-World War II America that has much to offer educators, historians, and most of all, perhaps, policymakers.Spencer charts Foster's life path from his childhood in inner-city Philadelphia and his time at Cheyney State Teacher's College in Pennsylvania to his career as a teacher and principal in Philadelphia's public school system and finally, his critical-if sadly truncated-stint as a superintendent in Oakland.He weds the chronology of Foster's life to the history of key reform movements such as intergroup education, bringing students with diverse backgrounds together to emphasize their ability to work together rather than their differences, and compensatory education, a raft of programs designed to address perceived educational and even cultural deficits in some students.This innovative approach works neatly to organize the wide range of material Spencer folds into this rich text.The biography is most compelling in Spencer's early chapters, where he does an excellent job using Foster's youth to frame the challenges of urban education from the student's point of view.Drawing on an impressive array of oral histories, Spencer offers a vivid picture of Foster's upbringing, emphasizing a highly motivated mother who supervised her children closely, pushing them to achieve in school and making sure they were involved in a diverse range of cultural activities.Foster, as Spencer points out, "fulfilled his mother's expectations of academic achievement," while, at the same time, cultivated a set of social interests that revealed him as "not always the straitlaced son his mother groomed him to

What does Indigenous student success look like in public school boards? Seven urban Indigenous educators’ interview responses to this question were interpreted and reported by the lead author, a teacher and researcher of English, Irish, and Scottish heritage—a Settler Canadian. The “Connected Beads Model” is the result of these educator-to-educator interviews. It shows how Indigenous students’ success can be promoted when Settler and Indigenous educators take a “We” stance alongside students, families, and communities through honoring story, relationship, and holism in school. The concepts embedded in the model and its practical applications are explored through participants’ quotations and considered alongside related literature on Indigenous education.