Number 206, 2025

EN:

In this qualitative study, we sought to identify the best practices emerging from professional learning communities (PLCs) in New Brunswick, Canada with regard to teacher collaboration. Established over a decade ago, PLCs are now a common practice in this province. The results of interviews conducted with teachers and principals (N = 13) show a strong level of collaboration between the teachers who shared materials, strategies, and interventions for greater continuity among practices from one grade level to another. In addition to developing assessment grids, technology to monitor student progress, and effective pedagogical tools in their PLCs, the participants were able to expand their reflection on their existing teaching practices and classroom materials, such as new strategies to help their students and a greater standardization and sustainment of practices and interventions, toward better differentiated instruction. A systematic analysis of student outcomes over several levels also helped regulate the teaching practices.

EN:

Every province and territory in Canada has the authority to oversee higher education policies. In recent provincial and federal policy reforms, neoliberalism and academic capitalism have been gaining influence in Canadian higher education. This particularly applies to the policy reform plan Alberta 2030: Building Skills for Jobs, which was issued to develop higher education in the province. This paper critically analyzes the recent 10-year plan to reform Alberta’s higher education by combining Bacchi’s (2009) ‘What is the Problem Represented’ (WPR) approach and Chou et al.’s (2017) multi-actor framework. The purpose of this analysis is to provide insight into the actors and agendas affected by market-driven ideologies (i.e., neoliberalism and academic capitalism) on higher education policy in Alberta, Canada, with a focus on the abovementioned reform plan. The analysis underscores that the shift toward a profit-oriented approach challenges the traditional notion of higher education as a public good. This paper also discusses the implications of the reform plan and recommendations for its application.

EN:

This study addresses the lack of knowledge about the relationship between school principals’ self-efficacy related to work, transformative leadership, and disposition to resist change. One hundred and twenty-six respondents completed three measurement scales: the Scale of School Principals’ Self-Efficacy, the Self-Reported Leadership Scale, and the Resistance to Change Scale. The results indicate that there are links between different dimensions of school principals’ self-efficacy related to work and dispositional resistance to change and that certain dimensions of transformative leadership play an intermediate role in these relationships. These results are discussed in the light of theories and studies relating to the three concepts.

FR:

Cette étude s’intéresse à la méconnaissance des relations entre le sentiment d’efficacité personnelle lié au travail, le leadership transformatif et la disposition à résister au changement des directeurs d’établissement d’enseignement. Cent vingt-six répondants ont rempli trois instruments de mesure, soit l’Échelle du sentiment d’efficacité personnelle des directeurs d’école, l’Échelle de leadership transformatif du directeur d’école et l’Échelle de disposition à résister au changement. Les résultats indiquent qu’il existe des relations entre différentes dimensions du sentiment d’efficacité lié au travail et de la disposition à résister des directeurs d’établissement d’enseignement et que certaines dimensions du leadership transformatif jouent un rôle intermédiaire dans ces relations. Ces résultats sont discutés à la lumière des théories et des études relatives à ces trois concepts.

EN:

Across many educational jurisdictions, school boards use portable classrooms to accommodate students in overcrowded schools. Despite their popularity, neither the socioeconomic contexts of their utilization nor their effects on academic achievement are well understood. This article expands the incipient literature on portable classrooms by reporting on a study that examined portable classroom use in the 27 largest school boards in Ontario, Canada. Through a combination of statistical strategies, this research reports on (a) the socioeconomic factors that increase the odds of having a high number of portable classrooms and (b) the factors associated with portable classroom use that affect academic achievement. Based on these findings, this article offers recommendations for policy and practice.

FR:

Dans de nombreuses juridictions scolaires, les conseils scolaires utilisent des salles de classe préfabriqués pour accueillir les élèves dans les écoles surpeuplées. Malgré leur popularité, ni les contextes socio-économiques de leur utilisation ni leurs effets sur la réussite scolaire ne sont bien compris. Cette étude élargit la littérature naissante sur les salles de classe portables en rendant compte d’une étude qui a examiné l’utilisation des salles de classe portables dans les 27 plus grands conseils scolaires de la province canadienne de l’Ontario. Grâce à une combinaison de stratégies statistiques, cette recherche rend compte (a) des facteurs socio-économiques qui augmentent les chances d’avoir un nombre élevé de portables et (b) des facteurs associés à l’utilisation portable qui affectent la réussite scolaire. Sur la base de ces conclusions, le document propose des recommandations pour la politique et la pratique.

EN:

The overarching objective of this study is to become more closely attuned to the politics of curriculum by identifying the discursive practices employed by governments to position curricular reform. In particular, this analysis aims to show how the twinning of neoliberalism and neoconservatism has served to justify shifts in curriculum at three North American sites in recent years. Further, using rhetorical analysis as a form of critical discourse analysis, the study demonstrates how discursive tools are used to advance neoliberal and neoconservative values under the guise of a taken-for-granted sense of education’s purpose and role. Rather than an analysis of curriculum documents as texts, this study focuses on government rhetoric describing the rationale for curricular reform so as to better recognize which values are gaining formal power, offer clarity into what is oppressed or ignored, and, ultimately, provide insights into where resistance might be aimed.

EN:

Canadian historical records demonstrate the role of schools in diminishing Indigenous identity, either intentionally or as a result of neglect, within dominant western systems (Battiste, 2013; Harper & Thompson, 2017; Henry et al., 2017; Marom, 2019; Pidgeon et al., 2013; St. Denis, 2011). Despite the oppressive effects of institutional racism (Gillies, 2021; Harper & Thompson, 2017; Henry et al., 2017; Marom, 2019; McLean, 2022) and policies that limited the participation and influence of Indigenous people in publicly funded Canadian schools, Indigenous educators have maintained a presence in schools, contributing positively to Indigenous students’ experiences (Battiste, 2013; Burgess & Cavanagh, 2015; Gillies, 2021; Keddie, 2013; Santoro, 2015; St. Denis, 2011). While the Saskatchewan socio-political environment is increasingly characterized by reconciliation and expectations of Indigenous participation (Ministry of Education, 2019), our study identified that the provincial school policy environment is largely silent on the role of Indigenous educators in meeting system goals and on indications of how school divisions navigate issues of Indigenous identity and authenticity. With expectations of increased presence and participation of Indigenous people in publicly funded education in Canada consistent with Call 62 in the Calls to Action of the Truth and Reconciliation Commission of Canada (2015), school divisions must confront the need to ensure that Indigenous staff participation is prioritized and that they defer to Indigenous community norms and expectations (Burgess & Cavanagh, 2015; Pidgeon et al., 2013) when considering questions of authentic Indigenous voice and participation. Through the lens of an Indigenous analytical framework and the principles of critical policy analysis (Apple, 2019), we examined the Saskatchewan educational policy environment to explore ways in which extant policy reflects imperatives of Indigenous participation and identity. While our analysis identified shortcomings in these areas, we made sense of these gaps in policy and provided a framework for school divisions useful in prioritizing Indigenous participation at all levels and in beginning to navigate the complex issues associated with Indigenous identity and authenticity.

EN:

Canadian colleges and polytechnics have been neglected in research on academic integrity, with some exceptions. Therefore, we examined academic integrity policy documents (N = 36) from 16 publicly-funded colleges and polytechnics in Alberta and Manitoba, Canada, replicating a qualitative research design used in previous research. Data were analyzed through the lens of five core elements of exemplary academic integrity policy. Access to policy was straightforward using the search engine present on institutional websites. In terms of approach, the three most frequently identified principles were natural justice/procedural fairness/timeliness, punitive, and ethics/integrity values/standards. The student was identified as the locus of responsibility for upholding academic integrity as a matter of student conduct, with faculty and administrators responsible for investigating and addressing misconduct after cases come to light. Within the documents, detail was extensive with plagiarism, cheating, breaches of exam integrity, collusion, falsification, fabrication, and intentional misrepresentation describing misconduct most commonly. Most documents described supports in the form of procedural steps for reporting academic misconduct, with minimal mention of proactive or remedial education. We also examined whether equity, diversity, inclusion, accessibility, decolonization, and Indigenization (EDIA-DI) were considered within these documents and found little attention was paid to these values. We call for colleges and polytechnics to update approaches to policy design that include a focus on EDIA-DI, connect academic integrity and professional ethics to educate students on institutional expectations and conduct more research to inform the development of strategies that nurture cultures of academic integrity.

FR:

30% des directions et des directions adjointes travaillent en milieu socioéconomique défavorisé au Québec (MEQ, 2024). Si la nature de leur travail est essentielle, les exigences de leur quotidien sont un déterminant important de leur bien-être au travail (Leithwood et al., 2017; Marsh et al., 2023; Poirel et al., 2020). Cette étude vise à examiner de manière comparative la perception des exigences du travail ainsi que le bien-être des directions et des directions adjointes (n = 864) d’établissements d’enseignement du Québec avec et sans le contexte de défavorisation. Les résultats montrent que l’indice de milieu socioéconomique (IMSE) a un effet partiel sur la perception des répondants en ce qui concerne les exigences du travail et leur bien-être selon la fonction de travail et l’ordre d’enseignement. Ces résultats sont cruciaux pour mieux comprendre les dynamiques professionnelles des directions et des directions adjointes et peuvent contribuer ainsi à l’élaboration de politiques plus efficaces pour soutenir leur réalité de travail.

EN:

30% of principals and vice-principals work in disadvantaged socioeconomic environments in Quebec (Ministry of Education of Quebec, 2024). While the nature of their work is essential, the demands of their daily tasks are a significant determinant of their job satisfaction (Leithwood et al., 2017; Marsh et al., 2023; Authors). This study aims to comparatively examine the perception of job demands and the wellbeing of principals and vice-principals (n = 864) in Quebec educational institutions, both with and without a disadvantaged context. The results show that the socioeconomic environment index (IMSE) partially affects respondents’ perceptions regarding job demands and their wellbeing, depending on their job function and the educational level. These findings are crucial for better understanding the professional dynamics of principals and vice-principals and can contribute to the development of more effective policies to support their work reality.

EN:

This paper discusses the findings of a case study that sought to answer the question of whether and how an institutional faculty hiring policy that has codified a set of EDI best practices can be effectively deployed by search committees to foster more equitable hiring processes and diverse hiring outcomes. The research involved 23 searches implemented over a two-year period within the Faculty of Science of a Canadian research-intensive university. Using a mixed-methods survey design, the study sought to answer the research question by (1) analyzing the self-reported perceptions of the search committee members, including identifying any differences across gender and racial identity of committee members, and (2) analyzing the self-reported experiences of the longlisted candidates, including new hires. The study results suggest that codifying EDI best practices may be a ‘necessary but insufficient’ condition to advancing inclusive excellence in faculty hiring. While the practices on balances were perceived to be effective in improving equitable processes, their impacts on improving diverse outcomes were mixed. The study revealed several opportunities to clarify and enhance competencies to deploy key practices, and several insights, which have implications for fostering more equitable faculty hiring and diversifying the professoriate with respect to gender and racial representation.

FR:

Cet article fait état d’une partie des résultats d’une recherche menée auprès de personnes étudiantes internationales (PÉI) qui fréquentaient des universités québécoises pendant la pandémie de COVID-19. La recherche portait sur les usages sociaux des technologies de l’information et de la communication (TIC) et sur la qualité de vie des PÉI en période de confinement. Les résultats présentés et discutés dans cet article se rapportent plus spécifiquement aux expériences et perceptions des PÉI sur les mesures et les services offerts par les universités en contexte de confinement. Afin de répondre à cet objectif, des entretiens semi-dirigés, menés auprès de 40 PÉI, ont permis d’aborder en profondeur l’expérience de vie personnelle et les perceptions des PÉI dans le contexte du confinement. Selon les PÉI, les mesures déployées par les universités québécoises couvraient cinq aspects principaux de la vie étudiante : (1) les cours et la recherche, (2) l’évaluation des apprentissages, (3) les ressources d’aide, (4) les finances personnelles et (5) la santé mentale et physique. De plus, les PÉI ont identifié (6) des mesures non prises par les universités et ils ont pu exprimer (7) leur appréciation sur l’ensemble des mesures prises par les universités. Les principaux constats sur les sept catégories de réponse nous ont permis d’identifier différentes pistes d’amélioration en tenant compte des particularités des PÉI. Parmi ces pistes d’amélioration, la reconnaissance des spécificités des différents groupes et communautés ainsi que le renforcement des compétences interculturelles des décideurs dans les institutions d’enseignement permettraient de concevoir des interventions, des programmes et des politiques efficaces envers les PÉI, et ce, tout particulièrement en temps de pandémie.

EN:

This article reports on part of the results of a research study conducted among international students (IS) attending Quebec universities during the COVID-19 pandemic. The research focused on the social uses of ICTs and the quality of life of ISs during periods of confinement, and the results presented and discussed in this article relate more specifically to ISs’ experiences and perceptions of the measures and services offered by universities in the context of confinement. To meet this objective, semi-structured interviews were conducted with 40 ISs to explore in depth their personal life experiences and perceptions in the context of confinement. According to the ISs, the measures deployed by Quebec universities covered five main aspects of student life: (1) courses and research, (2) learning assessments, (3) support resources, (4) personal finances and (5) mental and physical health. In addition, the ISs identified (6) measures not taken by the universities and were able to express (7) their appreciation of the overall measures taken by the universities. The main findings from the seven response categories enabled us to identify various avenues for improvement, taking into account the specific characteristics of the ISs. These include recognizing the specificities of different groups and communities and strengthening the intercultural skills of decision-makers in educational institutions, in order to design effective interventions, programs and policies for ISs, particularly in times of pandemic.

EN:

This paper highlights findings from a qualitative research study exploring the schooling experiences of transgender and non-binary youth (ages 14-25) in Alberta. Given the unique legislative and cultural context of each Canadian province/territory, this study focused on the schooling experiences of TNB youth, specifically within the socially conservative context of Alberta and its provincial education system, which, historically, has lagged behind other Canadian provinces/territories in sexual and gender diversity inclusion. This study contributes to a growing body of qualitative research focusing on the unique experiences of TNB students in Canada by investigating the school-based experiences of TNB youth in Alberta to better understand their lived experiences and to inform educational policies and practices within the province. The research findings highlight four key thematic areas: (1) climate and culture, (2) supports, (3) education, and (4) safety, which participants identified as critical factors that influence their experience(s) in educational environments.

EN:

This article explores the impact of post-secondary system reviews in Manitoba in the three decades since 1993. During this timeframe, eight such reviews were undertaken, expressing key objectives for the system that included better alignment with provincial economic priorities, stronger system coordination, and increased accessibility. Despite the consistent appearance of these objectives across all reviews, governments did not always pursue them with sufficient energy to bring them to fruition, shaping how these reviews affected the approach to post-secondary policy in Manitoba.