Category: in education

Autumn 2020 issue of in education published

A new autumn issue of the Faculty of Education’s in education journal is published. Read online or download the full issue at https://ineducation.ca/ineducation

Check out this stellar line-up of articles:

Unintentional Consequences: Facing the Risks of Being a Youth Activist
Darren E. Lund, Rae Ann Van Beers 3-17

Communicating Elevated Academic Expectations: Positioning Students as Thinkers with Ideas to Share
Jennifer Mitton, Lia Lewis, Savannah MacDonald 18-45

Digital Citizenship in Ontario Education: A Concept Analysis
Alexander Davis 46-62

Unleashing the Learners: Teacher Self-Efficacy in Facilitating School-Based Makerspaces
Marguerite Koole, Kerry Anderson, Jay Wilson 63-84

A Vision Towards Indigenous Education Sovereignty in Northwestern Ontario
Melissa Oskineegish and Leisa Desmoulins 85-102

Understanding Meaningful Exchanges: Mathematics Discourse Analysis and Complexity Thinking
Evan Throop Robinson 103-138
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in education is a peer-reviewed, open access journal based in the Faculty of Education at the University of Regina, in Saskatchewan, Canada. The journal has been in existence since 1993, but published its first issue as an online journal in December of 2009.

The editorial board invites scholarly articles and reviews of works that explore ideas in teacher education, as well as broader and more inclusive discussions in education. We envision works that augment the latitude and significance of the idea of education, while acknowledging the ubiquitous growth of the digital arts and sciences in the everyday practice of life and how that might (in)form notions of formal and informal education. We encourage the submission of high quality works that travel across the qualitative and quantitative research landscape engendering conversations in thoughtful and innovative ways.This may include but is not limited to works in the following areas: ethnography, poststructuralist, postmodern and postcolonial approaches, queer theory, arts-based research, bricolage, narrative inquiry, autoethnography, critical theory, phenomenology, hermeneutics, or mixed methods. Submit your manuscript at https://journals.uregina.ca/ineducation/about/submissions

Autumn 2017 issue of in education is now available

Readers:
in education has just published its latest issue (23-2) at
https://ineducation.ca/ineducation

in education is a peer-reviewed, open access journal that is based in the
Faculty of Education, University of Regina, in Saskatchewan, Canada. The
journal has been in existence since 1993, but published its first issue as
an online journal in December of 2009. The editorial board invites scholarly
articles and reviews of works that explore ideas in teacher education, as
well as broader and more inclusive discussions in education.

We invite you to review the Table of Contents here and then visit our web
site to review articles and items of interest.

Thanks for the continuing interest in our work,
Val Mulholland, Acting Editor-in-Chief
Patrick Lewis, Editor-in-Chief
Shuana Niessen, Managing Editor, in education

in education
Vol 23, No 2 (2017): Autumn 2017
Table of Contents
https://ineducation.ca/ineducation/issue/view/34

Editorial
Editorial (pp.1-2)
Val Mulholland

Articles
Mollenhauer’s Representation: The Role of Preservice Teachers in the Practices of Upbringing (pp. 3-24)
Andrew Foran, Daniel B. Robinson
Story as a Means of Engaging Public Educators and Indigenous Students (pp. 25-42)
Martha Moon
Patterns in Contemporary Canadian Picture Books: Radical Change in Action (pp. 43-70)
Beverley Brenna, Shuwen Sun, Yina Liu
Early Career Teachers’ Evolving Content-Area Literacy Practices (pp. 71-86)
Anne Murray-Orr, Jennifer Mitton-Kukner

Book Review
A Review of The Way of the Teacher: A Path for Personal Growth and Professional Fulfillment by Sandra Finney and Jane Thurgood Sagal (pp. 87-88)
Carl Leggo

New Issue of in education, 22(2)

 

ineducation-cover-22-2in education has just published its latest issue “[Power and Identity] in education” at https://ineducation.ca. This is a special pilot issue featuring the work of U of R Faculty of Education graduate students who engaged in an open peer review process. We invite you to review the Table of Contents here and then visit our web site to review articles and items of interest.

Thanks for the continuing interest in our work,

Patrick Lewis, Editor-in-Chief
Shuana Niessen, Managing Editor, in education

in education
Vol 22, No 2 (2016): Autumn 2016 [Power and Identity] in education
Table of Contents
https://ineducation.ca/ineducation/issue/view/27

Editorial
——–

Editorial (1-2)
Andrea Sterzuk

Articles
——–

“I’m Still Angry!” A Korean Student’s Self-Negotiation in her
Canadian Classroom (3-19)
Jennifer Burton
Becoming Unsettled Again and Again: Thinking With/in and Against
Autobiographical Writing (20-38)
Audrey Aamodt
My Junglee Story Matters: Autoethnography and Language Planning and Policy
(39-54)
Rubina Khanam
Empowering Students in the Trauma-Informed Classroom Through Expressive Arts
Therapy (55-71)
Miranda Field
Standpoint Theory in Professional Development: Examining Former Refugee
Education in Canada (72-86)
Vanessa Braun
Power, Identity, and the Construction of Knowledge in Education (87-97)
Lana J. Vindevoghel

Book Reviews
——–

A Review of Settler Identity and Colonialism in 21st Century Canada , by
Emma Battell Lowman and Adam J. Barker (98-100)
Shana Graham
A Review of Critical Mathematics Education: Theory, Praxis, and Reality
(101-103)
Jeremy Sundeen

New Issue of in education (21)2 is Published

ineducation cover 21-2in education, an open access, peer reviewed journal exploring the landscape of the field of education has just published its latest issue at http://ineducation.ca/ineducation. We invite you to review the Table of Contents here and then visit our web site to review articles and items of interest.

in education is a journal based in the Faculty of Education at the University of Regina, in Saskatchewan, Canada. The journal has been in existence since 1993, but published its first issue as an online journal in December of 2009. To access archives, click on the archives tab.

in education
Vol 21, No 2 (2015): Autumn 2015
Table of Contents
https://ineducation.ca/ineducation/issue/view/23

Editorial
——–
Editorial (1-2)
James McNinch, Valerie Mulholland

Articles
——–
Possibilities for Students At-Risk: Schools as Sites for Personal
Transformation (3-25)
Brenda J. McMahon
The Gap Between Text and Context: An Analysis of Ontario’s Indigenous
Education Policy (26-48)
Jesse K. Butler
Thinking Together: A Duoethnographic Inquiry Into the Implementation of a
Field Experience Curriculum (49-64)
Jackie Seidel, Laurie Hill
Finding Courage in the Unknown: Transformative Inquiry as Indigenist Inquiry
(65-88)
Michele Tanaka
Indigenous Knowledge Realized: Understanding the Role of Service Learning at
the Intersection of Being a Mentor and a College-Going American Indian
(89-109)
Christine A. Nelson, Natalie R. Youngbull
Inquiring Into the Assessment Education of Preservice Teachers: A
Collaborative Self-Study of Teacher Educators (110-126)
Elizabeth Ann Munroe, Jennifer Mitton-Kükner, Deborah Graham
Using Art-Based Ways of Knowing to Explore Leadership and Identity With
Native American Deaf Women (127-149)
Damara Goff Paris
Reading Silenced Narratives: A Curricular Journey Into Innu Poetry and
Reconciliation (150-170)
Julie Vaudrin-Charette
Bush Cree Storytelling Methodology: Northern Stories that Teach, Heal, and
Transform (171-178)
Herman Michell

Book Review
——–
A Review of There is No Need to Talk About This: Poetic Inquiry from the Art
Therapy Studio, by Karen O. Wallace (179-181)
Shuana Niessen