ERIC Number: EJ1365592
Record Type: Journal
Publication Date: 2022
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0380-2361
EISSN: EISSN-1918-5979
"If You Don't Know Who They Are, You Don't Know How to Support Them": A Qualitative Study Exploring How Educators Perceive and Support Canadian Military-Connected Students
Shannon Hill; Elizabeth A. Lee; Heidi Cramm
Canadian Journal of Education, v45 n3 p646-669 2022
To date, American research has provided the foundation for what is known about the educational experiences of students living in military families. Given contextual differences that exist between the United States and Canada, it is unclear how representative the American findings are of the Canadian experience. Using semi-structured interviews, this phenomenological study collected data from six educators to better understand how the needs of military-connected students are addressed within Canadian secondary schools. Participants generally had a good understanding of the military lifestyle and its associated challenges for students. However, many participants were unaware of any formal mechanisms used to identify military-connected students, any professional development opportunities for educators, or any collaborations that exist between schools and the military to support such students. Given the current lack of Canadian research, this study will help contribute to the building of knowledge and capacity in the Canadian context.
Descriptors: Foreign Countries, Military Personnel, Secondary School Teachers, Secondary School Students, Student Needs, Teacher Student Relationship, Faculty Development, Social Support Groups, Family Characteristics, Teacher Attitudes, Knowledge Level
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United States
Grant or Contract Numbers: N/A