Documents found
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3151.More information
With massive migratory flows observed around the world, schools are experiencing an unprecedented increase in the enrolment of children who speak multiple languages. Educators are called upon to facilitate immigrant plurilingual students’ inclusion and development of functional competencies in the target language(s), often using digital technologies (DTs) to promote language learning and plurilingual teaching practices. This research synthesis explores the research trends, methods, and findings from studies focused on the use of DTs with immigrant plurilingual language learners. The results highlight that DTs are used in heterogeneous contexts to support the development of immigrant plurilingual students’ overall language proficiency, (multi)literacies, engagement, as well as identity development. However, teachers and learners may require additional support to use DTs and plurilingual practices to their full potential. These concerns point to the need for ongoing professional learning and contextualised supports for educators at the intersection of these areas.
Keywords: technologies numériques, digital technologies, immigrants, personne immigrante, teachers, personnel enseignant, language learners, apprenants de langues, plurilingualism, plurilinguisme, bilingualism, bilinguisme
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3152.More information
This article provides a systematic review of the literature on developmental co-teaching. Developmental co-teaching appears as an alternative practice to traditional internships wishing to better meet the current needs of the community. Developmental co-teaching involves two trainees teaching the same group of students or one trainee and the classroom teacher. The main results show that the two models of developmental co-teaching contribute to improving the initial training of trainees both during the internship and in the longer term in their professional practice. These contributions include, among other things, the development of a collaborative and reflective vision of the profession as well as the development of the professional identity of the learner, a vision that traditional internships cannot provide.
Keywords: coenseignement développemental, developmental co-teaching, revue de la littérature, literature review, teaching internships, stagiaire en enseignement, développement professionnel, professionnal development, collaboration, collaboration, co-teaching, coenseignement
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3153.More information
Background/Purpose: Medical trainee harassment is a global issue that has led to a multitude of detrimental effects. An important area of consideration is whether harassment policies are clear and available to all medical trainees globally. We aimed to develop a standardized rubric for evaluating anti-harassment policies and assess policies across Canadian medical schools and top international universities to identify strengths and areas for improvement. Methods: We constructed a rubric by synthesizing criteria from established frameworks on harassment policy effectiveness, adapting key elements to assess clarity, accessibility, and comprehensiveness in medical school policies. On March 2023, we evaluated 58 harassment policies from 16 Canadian medical schools and 31 policies from eight of the top 10 Quacquarelli Symonds (QS)-ranked universities. Our rubric, developed from four key frameworks, scored policies across three themes: (1) Policy Foundation, (2) Complaint Procedures, and (3) Resolution and Implementation. Results: Canadian universities performed well in foundational policy areas (average score 83.00% on Theme 1) but showed meaningful gaps in Complaint Procedures (48.75%) and Resolution and Implementation (39.38%). Top international QS-ranked universities similarly scored low in these latter themes, though they performed better on formal complaint processes. Key areas needing improvement include informal complaint procedures and timelines for response in Canadian universities, and policy revision commitments in top QS-ranked universities. Conclusions: This study highlights the need for enhanced anti-harassment policies, particularly in complaint and resolution procedures. Our rubric provides a structured approach for policy evaluation, enabling Canadian and potentially international institutions to improve policy clarity, accessibility, and comprehensiveness, fostering safer training environments.
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3154.More information
Vietnam is ranked at the advanced stages in the adoption and use of information and communication technologies (ICTs) in education, according to the criteria defined by UNESCO. However, most Vietnamese higher education institutions are limited to investing in technological equipment and materials to encourage individual initiatives in online teaching among lecturers, without having a comprehensive institutional policy for online training, including all the dimensions necessary for the systemic integration of ICTs. This prevents them from achieving a sufficient level of efficiency and overall coherence. This article is a study of models for the overall development of e-learning in higher education institutions, in particular that of the European Association of Distance Teaching Universities (EADTU), for building a benchmarking model for e-learning institutional policy under students’ perception. This model was subject to a survey involving 460 students from four Vietnamese higher education institutions, with the result of factor analysis validating an adapted version that fits to the local context.
Keywords: online training, formation en ligne, enseignement supérieur, higher education, Vietnam, Vietnam, perception des étudiants, students’ perception, évaluation comparative, benchmarking, Association européenne des universités d’enseignement à distance, European Association of Distance Teaching Universities
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3155.More information
This paper explores the transformative potential of feminist research-creation through the lens of krisis and collaborative world-building, positioning research-creation as both a method and an ethic of care. Revisiting the ancient Greek concept of krisis—a moment of judgment and discernment—as a framework for inquiry, the author contrasts her prior scholarly work embedded in traditional frameworks of critique, often rooted in metaphors of violence, with the reparative methodologies developed through her work with the Decameron Collective. Over four years of iterative collaboration, the Collective produced award-winning multimodal digital projects Decameron 2.0 and Memory Eternal, which use storytelling, co-creation, and curation to respond creatively to crises from the pandemic to climate change. This paper argues that research co-creation can redefine krisis as a site of generative potential, where making and theorizing intertwine to produce new forms of knowledge and connection. By centering relationality, materiality, and feminist ethics, the Collective’s work moves beyond solitary modes of inquiry to establish a collaborative, care-driven practice. Situating research-creation within philosophical traditions of theoria and contemporary feminist thought, the paper highlights a number of ways such collaborative creation and curation can sustain communities, foster epistemological innovation, and offer reparative responses to crises. The paper ultimately positions research co-creation and co-authorship integrating storytelling, digital design, and collective reflection in slow scholarship as a vital methodology for navigating complex global challenges and reimagining the role of scholarship in a world facing ongoing crises.
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3156.More information
This article reflects on the process of constructing and conducting interviews with children, emphasizing the microethical moments that arise, explored through two theoretical-methodological “clues.” It examines the ethical challenges and tensions inherent in research shaped by adult-centric and developmentalist logics. We present strategies to address these limitations, including recognizing children as active subjects, using a registry of informed agreement in video format, engaging in joint negotiation, employing chat-interviews, and encouraging the use of drawing. Through an “epistemological vigilance,” the study advocates for a balance between protecting children and ensuring their meaningful participation, contributing to ethical practices in research involving children.
Keywords: children, research ethics, child participation, adult-centrism
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3158.More information
Beginning with the question of blind peer review in the shifting landscape of multimedia publishing, and concluding with reflections on knowledge-creation in today's academic culture, Riecken, Leggo, and Paré respond to Riecken's podcast-article and reflect on the challenges of multimedia and other non-traditional forms of scholarship for the academy and for scholarly communication. Leggo and Paré were the peer reviewers for Riecken's article, which is part of this same issue and can be listened to here: http://mje.mcgill.ca/article/view/9061. Since they hail from the same vicinity, they convened an author-peer reviewer round-table discussion on the issues raised in writing and reviewing a multimedia article. We are pleased to share their conversation.
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