Teacher-facilitation of play is proposed as an effective method for supporting early literacy learning, however, educators remain uncertain how to balance child-autonomy in play while also directing play toward explicit academic objectives. In response, this study sought to understand how kindergarten teachers can successfully facilitate play to…

Pre-service teachers (n = 1572) from five faculties of education in Ontario, Canada were surveyed at the beginning of their programme about their attitudes and self-efficacy beliefs regarding inclusive practices. These responses were compared to responses from Ontario in-service teachers (n = 739) prior to their district-wide shift from a model of…

In this paper, we (a faculty member and an educational developer) discuss our attempts to be more mindful in the academy with attention to mindfulness practices in the classroom and the development of a community of practice at our institution as ways to foster community and deepen learning. Included within the paper is an introduction to…

C. G. Jung offers education a unique perspective of the dilemma of collective social demands versus individual needs. Indeed, so radical and profound is his vision of the learning psyche as collectively embedded, that it addresses the current crisis over the demand for utilitarian higher education. Hence post-Jungian educationalists can develop…

Canada welcomes around 24,000 refugees annually (Citizenship and Immigration Canada 2015; 2016). Many adult learners with refugee experiences join English as an Additional Language (EAL) classes every year, whether these classes be federally or provincially funded. These adult learners with refugee experiences bring to EAL classes varied…

One of the best ways to understand what it is like to be an English-language learner in a U.S. classroom is to hear the stories of immigrant students. In this article, the authors use these stories to determine what steps teachers can take to help their students triumph over their struggles with a new culture and a new language. This article…

Describes the storyline instructional strategy and its application to social studies. Storyline consists of incorporating content area material into an evolving narrative with subsequent material added to the story. Includes examples from grades 2, 9, and 11 storyline instructional units. (MJP)

The objectives, philosophy, methodology, and materials for French instruction in Newfoundland and Labrador elementary schools are outlined and discussed. The principal objective is to develop the pupil's potential for spontaneous communication. This objective can be achieved through a basic knowledge of the French language, the application of this…

A study investigated the use of content-based tasks as central and peripheral in second language instruction. Specifically, it examined the relative effects of such tasks that were either central to the syllabus, as sources of knowledge or skills in their own right, or peripheral, as occasional source of language practice. The study was conducted…

This book is designed for instructors and tutors working with female learners in literacy and English-as-an-additional language (EAL). It consists of a series of papers that explore some of the links among feminism, literacy, violence, and a women-centered curriculum while simultaneously presenting suggested activities, readings, and discussions…

Under the old system of trade skills education, instruction was delivered largely through kinesthetic methods. Currently, however, secondary and postsecondary trade skills education programs institutions in Australia and elsewhere are changing their educational emphasis from traditional skills to more technology-based skills. This shift raises the…

This document is intended as a handbook for literacy practitioners working with adults with intellectual and/or developmental disabilities. The handbook is the product of the following activities: extensive research of the literature; discussion and exchange with literacy experts, practitioners, and some learners; and solicitation of input from…

This handbook, which is intended for tutors, disability practitioners, and others working with adults with intellectual/developmental disabilities, contains supplementary materials for and about supporting literacy for people with intellectual/developmental challenges. The handbook is a product of the following activities: extensive research of…