Although the school curriculum of the province of Québec, Canada, does not explicitly encourage teachers to provide outdoor learning experiences, it appears that there is a growing momentum for outdoor education. Thus, the research question that guided this study was: What are preschool, elementary, and secondary teachers' outdoor education…

Learning Forward recently released findings from a new study that fills a long-standing gap in existing Pan-Canadian research, identifying key components of effective professional learning based on findings from educators' experiences in Canada. Accompanying the study is a call to action by Michael Fullan and Andy Hargreaves making the case for a…

This article explores teachers' reasons for engaging in equity work. Although multiple bodies of literature discuss teaching for equity from different perspectives, little empirical data exists about what informs or motivates people to teach for equity. This study aims to help fill that gap in existing research with the purpose of informing…

This research explores the various ways in which performative inquiry was implemented in a graduate organizational theories course within an educational leadership cohort at a medium-sized urban Canadian research university. Drawing on Fink's framework for significant learning experiences, the researchers used performative inquiry to enact the…

Through the lens of a student, this Note from the Field responds to a historical research project which engages pre-service teachers in critical citizenship and social imagination. Looking inward facilitates a personal learning experience of identity that is applied to learning in the 21st century. When 21st century pre-service teacher education…

This paper provides a view of the experiences of former high school apprentices in Canada. Conceptually, we draw on the work of Bourdieu with particular attention to vocational habitus, as well as feminist writers who discuss the gendered construction of skill and gender relations in the workplace and family. Empirically, we present our analysis…

Project Engage (PE) was a 16-month teaching enhancement program offered at a large doctoral-granting university. Participants in this pilot program were full time faculty members who redesigned large enrollment introductory university courses to improve student engagement. To support their redesign projects, participants first received feedback…

This multiple narrative case study examines the experiences of six science doctoral students from a workplace learning perspective. For each participant, the following were gathered over 2.5 years: biographic questionnaires, 6-10 activity logs of a week's experiences, 2 pre-interview questionnaires, and 2 semi-structured interviews. Amongst the…

Undergraduate research is one of several high impact educational practices used by educational institutions to increase student engagement and success (Kuh, 2008). Many studies on the impact of undergraduate research have surveyed students or faculty on their personal experience and its influence on students' subsequent degrees and employment…

Much progress has been made in integrating information and communications technology (ICT) into careers practice, but there is still room for improvement. An international lens is adopted to examine some key elements that contribute to the successful integration of ICT into careers practice. We start by exploring the role of policy, using the UK…

The purpose of the article is to examine how the paradigm shift in education and the availability of digital technologies have created new opportunities to move learning beyond the microcosm of the traditional face-to-face classroom and into the online global classroom. Students and educators are better positioned to work with other students and…

Several years ago, the author's relocated their work as educators from middle and high school music classrooms to positions in teacher education at two Canadian universities. Recognizing that working in initial teacher education demanded a new level of theorizing their practices of music education, they questioned their professional knowledge,…

Facilitated discussion before, during and after experiences is widely accepted practice in the field of outdoor adventure education. Much of the literature appears to house the assumption that individual learning may be considerably restricted if participants' experiences are not processed with the help of an external facilitator, as they may not…

Teaching research to social work students continues to be the topic of an ongoing dialog within the profession. The literature suggests that some form of a "real-world" or "hands-on" learning opportunity has many benefits for teaching a subject that students often are reluctant to engage in. Using online survey methods,…

Communities of practice are becoming more widespread within higher education, yet little research has explored how these social learning networks can enhance faculty development. The focus of this paper is to describe the first-year experience of a community of practice initiative at McMaster University that was designed to engage groups of…