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This article investigates how strategic community partnerships form the bedrock of successful institutional community engagement activities. In this investigation, these engagements encourage institutional practitioners to consider how truly effective community economic development materializes when the university assumes a reactionary role by tailoring activity to respond to outcomes community defines for itself. Using the formation and development of York University's successful social procurement program as test case, the article explores how key community partnerships have led to successful program outcomes -- which, to date, have amounted to over $8 million spent on diverse suppliers and 63 apprenticeship opportunities created. To demonstrate this evidence, the article considers how to identify and align with community champions to create tangible outcomes as well as how those defined outcomes are translated into creating activities that are aligned with what the institution can reasonably deliver to achieve the community's stated outcomes. In this article, this will be considered as it explores York's Social Procurement Vendor Portal and how its formation and refinement was directly attributed to community need. Finally, the investigation considers the interplay between how institutions can design impactful reporting that responds to community need.

Simon Fraser University in Vancouver, Canada offers two introductory calculus courses designed for students enrolled in science and engineering programs. Students identified as needing additional support based on their admission grades take the version of the course where students meet weekly for four hours instead of three. A new approach for the fourth hour was introduced in Fall 2019 splitting the class into smaller sections of 20-40 students to work in small groups on vertical whiteboards under the supervision of the instructor, complemented by peer tutors. This format introduces an active learning element that improves student performance and attitude. The project was first implemented in Fall 2019, although interrupted due to COVID-19. After returning to the in-person classroom, the whiteboard seminar program was reinstated. In Fall 2022 and Spring 2023, survey feedback was collected from both students and peer tutors for a more holistic perspective on the program. In this study, the results of these surveys are analyzed, focussing on four areas of measurement: students' satisfaction, learning calculus concepts and problem-solving techniques, the contribution of the instructor, and the contribution of the peer tutors. Exploratory factor analysis revealed three latent variables underlying student survey responses. The survey results suggest that interactions with the instructor, peer tutors, and active learning activities all contributed to students' enjoyment of the course and their perceptions of their own learning. We compared students' final course grades from Fall 2018, where the fourth hour was devoted to lecture before the program was implemented, to Fall 2019 and 2022. The data shows a decrease in the percentage of students failing the course and an increase in those earning A's and B's since the program's implementation. Additionally, survey results show that replacing a typical lecture-style hour with a whiteboard seminar improved students' attitudes and perceptions of the course.

Once the pandemic concluded, the Foreign Languages Department of a Chilean state university hired a Canadian company to implement a pre-designed language learning system (PLLS). This platform was to be used by all teachers and students, as it contained various activities to develop all four language skills, including pronunciation practice through AI-based voice recognition. This study explores the attitudes of 17 university teachers towards using these pre-elaborated resources, activities, and assessments in their communicative English and German courses. A mixed-method approach was used, involving a survey based on the Technology Adoption Model (TAM) and individual interviews. Descriptive statistics were obtained from the survey responses, and qualitative data were analysed using content analysis techniques. The results indicate that teachers' attitudes towards the PLLS were generally neutral to negative. Instructors expressed their concerns about the system's pre-designed content and perceived functionality. Perceived ease of use and usefulness were rated low, reporting difficulties in navigation and alignment with their teaching styles. Perceived enjoyment received the lowest rating, mentioning issues such as disconnected content and lack of progressive structure. Qualitative data revealed technical problems, increased workload, and concerns about the system's impact on student motivation and learning outcomes. While some positive aspects were noted, the overall attitude towards the PLLS was predominantly negative, highlighting the need for better alignment with pedagogical goals and improved implementation strategies.

In this article, we draw on various critical perspectives to theorize neoliberal choice and examine how it has been deployed to market new educational reforms in Ontario. We begin by offering a contemporary framing of neoliberalism that looks at its core elements as well as its chameleon-like tendencies to draw on neoconservative elements as needed. We also furnish critiques of neoliberalism by engaging Adams et al.'s (2019) description of neoliberal "choice" as one component of a larger psychological exercise in support of capitalism. We then examine how the language of choice has been used to position three recent Ontario education reforms: (a) mandatory e-learning; (b) growth of international students; and (c) the revision of curricula according to economic ends. Finally, we argue that the implementation of these reforms ironically has produced less choice for stakeholders through austerity and standardization.

This article examines a popularized term, the Global Education Reform Movement (GERM), and its underlying paradigm of neoliberalism. It elucidates neoliberalism's maddening effects on the education sector, especially public education. To analyze these effects, I draw from and adapt Michel Foucault's analytical approach to madness. My analysis focuses on the following maddening effects of neoliberalism on education: (1) it obstructs us from seeing inequalities; (2) it creates a desperate passion amid the rise of school choice; and (3) it eliminates reason and creates unreason in the school selection and admissions processes. My analysis is based on reflections on my decade-long research on school marketization and school choice in Canada. I conclude by suggesting that collective visions and concrete steps are needed to move toward equitable educational structures, discourses, and practices that resist or challenge the neoliberal education reform madness (NERM).

This paper explores how advocates in Ontario have resisted neoliberal restructuring in education since the 2018 general election, which marked an intensification of market-oriented reforms. Shaped by the insights of 23 participants, this paper shows how resistance has been accessed through multiple entry points and has been spatially heterogeneous, replete with internal contradiction. It also highlights the cost of resistance for participants whose relationship to systems engender oppression and harm. Broadly, this paper calls for vulnerable reflection on fantasies of a "good life" shaped by a normative neoliberal order that interferes with collective flourishing. Through emergent strategy, which aligns action with a vision for social justice, this paper values the non-linear and manifold ways individuals are embedded in systems; the fractal nature of change, which takes place at all scales; and a love ethic, which sustains relational the spiritual growth necessary for solidarity.

Privatization of public education in North America has long been influenced by two schools of conservative thought: neoliberalism, which seeks to create a marketplace for public services in which individuals choose the option they judge to be in their best interests and government's role is limited as much as possible to simply funding these choices; and neoconservatism, which believes that education should seek to uphold traditional religious and social values. These two strains are divided in terms of their view of how much control government should seek over education, but united in their agreement that funding should "follow the student" to the option of the parents' choice. Recently, far-right conservative groups in the U.S. and Canada have been inciting a moral panic over "gender ideology" in schools, and in particular transgender students. Under cover of this moral panic and the accompanying call to recognize "parent rights," the right is organizing to gain greater influence over public education through legislation and through the election of conservative candidates to school boards, even as it seeks greater privatization options for families who wish to opt out of public education. While this trend has been noticeable in Alberta for some time, it appears to be spreading to the rest of Canada as well.

In October 2022, New Brunswick Minister of Education and Early Childhood Development Dominic Cardy publicly resigned and widely disclosed his disappointment with Premier Blaine Higgs' leadership. Using Cardy's unprecedented public resignation letter as a primary source, this paper explores the inner workings of neoliberal governance and privatization in public education and critically analyzes data manipulation, governance shifts, and problematic conservative "hands-offism." Applying a rhizomatic methodological framing and theoretically drawing from Bourdieu and Passeron's (1977) conceptualization of symbolic violence and Gilmore's (2008) notion of "organized abandonment," we argue that neoliberal governance and privatization disproportionately affect vulnerable communities and weaken democratic processes. To understand these complexities, we utilize a rhizomatic analysis, simultaneously considering historical and geographical contexts, governance structures, and political narratives. We conclude that neoliberal governance and privatization are inherently symbolically violent, as they are used in tandem to perpetually defund and dismantle public institutions.

Across Canada, school districts have been confronting a backlash to their equity and social justice initiatives. Critics of public education have been arguing that the solution to these controversies is to increase school choice. Using several examples from the United States, this paper argues that the endgame of these strategies is to undermine the legitimacy of public education and increase support for private alternatives. To protect its future viability, the paper also calls on public education advocates to grapple with ongoing marginalization within school systems which make private options increasingly attractive.

For decades, there has been a well-coordinated effort to unmake public education in Canada and around the globe. Neoliberal reformers have undermined public education through increased privatization, marketization, and managerialism. Government austerity measures have shaped policy that falsely necessitates, validates, and legitimizes the privatization of public education. All of these forces that fuel the neoliberal reform movement diminish the collective aims, benefits, and responsibility of/for public education. Instead, the movement encourages systems that ration education. The moves to emulate business models in education systems exacerbate inequities and run counter to the purpose of public education. Indeed, attempts to marketize, commodify, privatize, and dismantle public education are well-organized and coordinated. Yet, in Canada, provincial and territorial fragmentation has veiled the well-organized rhetoric and tactics of neoliberal education reforms. As a result, community and political responses have often been confined within borders. The reformers have been centrally organized, but the resistance has not. Recognizing that provincial and territorial borders can act as barriers to collective advocacy, this special issue is intended to share activities, research, and writing from across Canada about the tactics and impacts of privatization, to recognize the efforts being made to organize a collective response to privatization efforts, and to encourage national conversations beyond borders.

This study explores elementary teacher and administrator perspectives related to mathematics specialty teachers in elementary schools, in a jurisdiction, where such roles were known by researchers to not be used. Mathematics specialty teachers are those teachers that have specialized training in both mathematics content and pedagogy. Online surveys were administered and completed by teachers and administrators in one school district in Ontario, Canada. The surveys included open- and closed-ended questions. The results of both the teacher and the administrator survey show that most participants were in favor of a mathematics teacher specialization model in elementary schools. Our findings contribute to the ongoing debate on the need for mathematics specialist teachers. While our findings are small and preliminary in nature, they represent a great interest amongst teachers and administrators on this school board in implementing such a model. These findings will have implications for policymakers both in the province of Ontario, but also in other regions looking to understand international models of mathematics education.

Funded by the Social Sciences and Research Council of Canada (SSHRC) grant, this national study examines arts-based adult education organizations involved in dance, music, drama, and visual arts with a philosophical perspective aligned with a multiliteracies theoretical framework. Multiliteracies considers how cultural and linguistic diversity must be fostered to encourage adults to thrive in all learning environments and recognizes that multimodality provides an expanded way to engage in literacy practices. Utilizing Carey Jewitt's four theoretical tenets to characterize multimodality serves to structure the analytical framework for the findings and discussion of this paper. Multiple case studies and constructivist grounded theory were used for the methodology. Some of the sites discussed in this paper include an art gallery; an immigration museum; and a chamber music organization that offers interactive performances. Participants included adult educators and learners who had options around face-to-face interviews; observations; document analysis of lesson plans or exemplars; or secondary data analysis of original ¿lm footage shot in these spaces. This research has found that arts-based approaches can infuse the work of adult educators to engage adult learners in inclusive pedagogy and active citizenship.

With a primary objective to engage students in the process of science online, we transformed a long-standing laboratory course for first-year science students into a more accessible, immersive experience of current biological research using a narrow and focused set of primary literature and the Consider, Read, Elucidate a hypothesis, Analyze and interpret data, Think of the next Experiment (CREATE) pedagogy. The efficacy of the CREATE approach has been demonstrated in a diversity of higher education settings and courses. It is, however, not yet known if CREATE can be success fully implemented online with a large, diverse team of faculty untrained in the CREATE pedagogy. Here, we present the transformation of a large-enrollment, multi-section, multi-instructor course for first-year students in which the instructors follow different biological research questions but work together to reach shared goals and outcomes. We assessed students' (i) science self-efficacy and (ii) epistemological beliefs about science throughout an academic year of instruction fully administered online as a result of ongoing threats posed by COVID-19. Our findings demonstrate that novice CREATE instructors with varying levels of teaching experience and ranks can achieve comparable outcomes and improvements in students' science efficacy in the virtual classroom as a teaching team. This study extends the use of the CREATE pedagogy to large, team-taught, multi-section courses and shows its utility in the online teaching and learning environment.

ICAP is a framework that classifies learning processes based on students' explicit behaviors. The framework is developed for testing the hypothesis that interactive exercises are better than constructive exercises, and active exercises are better than the passive exercises for higher cognitive engagement and better learning outcomes. The ICAP Framework is intended to assist researchers, instruction designers and instructors in determining the activities appropriate for the aimed research and teaching. This study aims to evaluate articles based on or supported by the ICAP Framework from various aspects. In the study, employing the descriptive survey method, data collection was conducted through document analysis, while content analysis was utilized to analyze the data. The 71 articles reviewed within the study's scope were examined through the "data collection form" developed by the authors. In this context, the articles' general and methodological characteristics and themes and the findings related to ICAP contexts are presented. As a result of the research, no study regarding the ICAP Framework was conducted in Turkey. It was revealed that most of the studies, which have increased in number since 2017 in various countries, utilize the ICAP framework at the analytical level or create models-modules and develop toolsscales based on the ICAP Framework. Additionally, it was observed that mostly undergraduate and K12 students were studied in face-to-face education, with social sciences as the leading disciplinary field and teaching-learning approaches and design-development-evaluation as the most frequently studied topics, while in studies in which mixed and qualitative methods were the leading methods, exploratory and experimental approaches were more preferred. In line with these results, recommendations are presented to contribute to the field.

This paper highlights a (2022) study conducted in a Canadian school division with middle school teachers. The purpose of this study was to learn what middle school teachers did to positively connect with their students. Due to COVID-related concerns, four participants were interviewed individually via zoom and asked to share strategies that they incorporated in the classroom and school to make these connections. Middle school teachers shared strategies and practices that facilitated identity development in their students. Participants in this study appeared to encourage identity development by encouraging introspection and extrospection in their classrooms. They recognized the importance of establishing class routines promoting self-regulation and developing empathy for others. They also created opportunities for students to discuss and learn about local and global topics in class. Their responses are compared and contrasted with past scholarship highlighting the importance of identity development for young people.

This article documents weaving as a decolonizing epistemic tool for feminist futures that emerges from the work of our collective -- the Feminist Imaginary Research Network. As a collective of feminist adult educators who work in both the academy and women's museums, weaving challenges the centrality of rationality over other ways of knowing and being. Following the teachings of Indigenous women thinkers and artists, including the work of some of our members, we frame weaving as an epistemic tool and aesthetic language for future-making. Weaving acts upon us as a mirror of our history, as an antidote against the supremacy of rationality, and as a tool for collective projects of transformation. As a decolonizing tool, weaving gathers us around Indigenous women's traditional knowledge, but also confronts us with the question of our obligations when the teachings of weaving have been offered to us -- what is our responsibility to the work, to each other, and to this emergent knowledge?

The cultural challenge of educating Haitian rehabilitation professionals was identified by a Canadian francophone university which collaborated in the implementation and organization of international internships. Ethical cross-border internationalization should ensure reciprocity for partners. With this as a central value and in a context of pedagogical resource scarcity in Haiti, an intercultural educational partnership involved Haitian and Canadian university students situated in their respective countries in a Problem-Based Learning (PBL) course. Teachers and students applied principles of decolonization of health pedagogy principles were applied by teacher and students throughout this cross-border virtual synchronous PBL course. The aim of this study was to determine the feasibility and to identify facilitators and obstacles to conducting a cross-border virtual synchronous PBL course and its perceived benefits in the development of professional competencies. Five Canadian students and five Haitian students, all volunteers, took part in a 3-week cross-border virtual synchronous PBL course. Deductive qualitative content analysis of the transcripts from a 120-minute focus group discussion held one week after the course and a logbook kept during the project was conducted. The criteria deemed important to successfully replicate this project relate to: 1) The attributes of the students and teachers involved; 2) pedagogical preparation activities; and 3) the use of multiple communication strategies and connectivity plans. In addition to the acquisition of course content not readily available in Haiti, the student interactions inherent in the PBL method supported the acquisition of competencies such as collaboration, communication, and change agent advocacy promoted by the Canadian association of occupational therapy which contribute greatly to strengthening the students' professional identity.

This study applies the hermeneutical phenomenological approach, guided by Critical Race Theory, to explicate a nuanced understanding of the way Chinese international students' racial identity shapes the challenges that they faced during the pandemic and their experience of academic institutions' support during this time. The current study highlights the pervasive anti-Asian racism that directly and indirectly contributed to Chinese international students' negative experiences studying in Canada during the pandemic. The findings also highlight the lack of support from academic institutions, despite the rising anti-Asian racism faced by this group of students. Furthermore, this study calls attention to the consideration of race in developing support programs for racialized international students. Recommendations for universities to better support international students (Chinese or otherwise) are developed.

This study aims to assess the physical literacy environment in 30 early childhood classrooms servicing 4- to 6-year-old children. A high-quality literacy environment that includes a variety of materials and resources is an important part of children's emergent literacy, as research shows their use supports oral and written language development (Dynia et al., 2018; Yang et al., 2023). Observations were conducted using the Early Language and Literacy Classroom Observation Pre-K (ELLCO Pre-K; Smith et al., 2008) and the Literacy Environment Checklist (Smith et al., 2002), along with qualitative observational data and photographs of the classrooms. Overall, results show a low or basic level of quality of the physical literacy environment. Classrooms lack quality features such as a wide variety of books, writing materials in learning centers, accessible environmental prints, and representations of children's diversity in reading materials. This level of quality is not considered sufficient to adequately support the language development of 4- to 6-year-old children, particularly those from disadvantaged backgrounds (Cunningham, 2010). These findings underline the importance of teachers' professional development to better support emergent literacy through the physical environment of early childhood classrooms.

The field of applied linguistics is becoming increasingly transdisciplinary as recognition for the need to approach empirical questions from a variety of epistemological and theoretical perspectives grows (Douglas Fir Group, 2016). One methodological approach that holds promise for advancing sophisticated inquiry into complex issues of applied linguistics is mixed methods research (MMR); however, studies adopting MMR to its fullest potential remain infrequent. Employing an exploratory sequential mixed methods design that includes a focus group and survey questionnaire, this empirical study investigates the internal and external factors that may lead applied linguistics researchers to avoid conducting and/or publishing MMR. Integrated analyses revealed that participants' methodological and publishing decisions were influenced by factors such as their socialization into research practices in graduate school, the pressure to publish, and the considerations of the research journal industry. Implications for future applied linguistics researcher education programs and the impact of the publishing industry on research agendas are discussed.

Worldwide trends suggest we are witnessing a global "campus mental health crisis" (Andersen, Holm, & Côté, 2021). According to the most recent US National College Health Assessment, over the course of a typical month, 29% of students chronically experience high levels of stress, 42% experience stress that negatively impacts their performance or progress towards their degree, and 66% feel hopeless (National College Health Assessment, 2022a). Study reviews in various countries indicate that the prevalence of students meeting criteria for a mental health disorder is alarmingly high (e.g., 25% depressive disorder, Sheldon et al., 2021). Accordingly, students' demand for mental health services has reached new heights (Xiao et al., 2017). While this rise in psychological distress and help-seeking behavior is likely in part due to decreased mental health stigma (Lipson, Lattie, & Eisenberg, 2019), postsecondary students are also believed to be facing unprecedented challenges. Ensuring that colleges and universities procure learning environments that prioritize emerging adults' wellbeing has thus become necessary.

Recognizing the contributions that school sport can make to the wellbeing of students, this paper proposes a "re-imagined" school sport framework. School Sport for All (SS4A) places students at the center of building a program where development and wellbeing are prioritized. The SS4A framework fully integrates and promotes key aspects from comprehensive school health, whole-child education, and long-term athlete development throughout all its features. As a whole, SS4A aims to ensure the benefits of sport can be experienced by all, within a school system where teaching and learning are prioritized in the classroom and in the school community.

In this article, we draw on a narrative inquiry into the experiences of children, youth, and families waiting for mental health support during the COVID-19 pandemic in Western Canada. We foreground two youths' experiences (Gillian, who self-identifies as transgender, and Malek, who self-identifies as racialized) to highlight the complex barriers and supports each encountered while attempting to secure appropriate care as they navigated moments of crisis within their worlds of home, school, and communities. By inquiring into their mental health stories, we foreground the unique ways these youth enacted counterstories to disrupt hegemonic constructions of their identities, build agency, and support their wellbeing.

In 2021, the government of Manitoba made their plans to reform public education overt with Bill 64. Although the legislation was withdrawn as a result of immense opposition from critically engaged Manitobans, the government did not abandon its neoliberal reform plans. Instead, the spectre of Bill 64 now lingers through a variety of new educational initiatives. In response, People for Public Education is working to keep the fight against the privatization of public education alive. Through consciousness raising and by constructing hopeful and imaginative visions of the future, this nascent community advocacy group strives to protect public education from the deleterious effects of neoliberalism. In this article, I reflexively interrogate and critically analyze the emergence, evolving objectives, values, and actions of People for Public Education for the purpose of inspiring future resistance against neoliberal education reforms.

We present a dialogue between two community-based scholars in Tio'tia:ke/Montréal, who are examining the experiences of low-income Black families and youth, and gender-diverse, homeless youth. We argue that success must be understood differently in light of the systemic discrimination many youth navigate in schools and explore how research may mirror experiences of discrimination and lack of access that youth navigate in schools. The article highlights how relational research approaches may provide lessons for supporting youth and community leadership and posits that we must foster deep practices of trust-building, shared aims for research impact, and trust in youth.

This paper uses critical policy analysis to investigate how the concept of equity has been co-opted to promote a neoliberal agenda in education reforms in Manitoba. Early provincial reform documents contained a narrow definition of equity focused primarily on closing achievement gaps between Indigenous and non-Indigenous students. These reform documents were rejected by the public, in part due to concerns about equity. The Manitoba Education Action Plan was introduced in 2022, which more explicitly focused on achieving equity as part of the education reform process. However, the framing of equity in the Action Plan was narrow, emphasizing individualism rather than a more systemic pursuit of equity. While some recommended actions in the Action Plan have promoted a more inclusive and culturally responsive education system, other actions have advanced a neoliberal agenda focused on work-readiness and accountability, while actions to remove barriers to education have been undertaken with limited urgency.

While it began with a variety of narrative representations of writing personal experiences, since Ellis (2004; Bochner & Ellis, 2016), evocative, performative, and creative nonfiction forms of storying have coalesced to form contemporary autoethnography. For over a decade, Canadian arts education researchers have blazed trails to employ those forms of autoethnography as "learning stories" (Carr, 2001; Carr & Lee, 2012) to study teaching and learning practices in a variety of school and community educational contexts. Learning stories enable educators to reveal teaching and learning experiences that cannot be represented by, or communicated through, other research forms. The present inquiry, which begins with the story of an early childhood educator, is rooted in the fusion of evocative autoethnography and learning stories with arts-based research, particularly a/r/tography.

In this article we explore the work of two after-school programs in Toronto, Ontario. Our Youth Success (OYS) is a community-based mentoring program dedicated to lowering the push-out rates of students of Spanish and/or Portuguese-speaking descent. In the Youth Speak Program (YSP), community activists use spoken word poetry and rapping as a vehicle for Black students to express their emotional lives. The data we present come from two separate studies which both used ethnographic approaches, focusing on observation and interviews with participants (Hammersley & Atkinson, 2019). Using Critical Race Theory (CRT), we examine interview data on how the pedagogical relationships developed in these spaces promote the wellbeing of Latinx and Black youth beyond academic outcomes. We argue that these spaces provide insight into the transformative possibilities of critical pedagogies for the wellbeing and healing of communities who have long been marginalized from mainstream institutions.

Interweaving my thinking with childhood stories of schooling, familial narratives, and experiences as a teacher alongside children, this article makes visible how my pedagogical approaches and desires for children to experience belonging shape my intentional work to recraft marginalizing curricula and assessment practices. In sharing my learning, unlearning, and continued growth, I endeavor to prompt a rethinking of how we, pre-service teachers, fellow educators, and school leaders, support children's life-making and wellbeing on school landscapes and offer approaches for all children to be centered as knowledge holders.

Experts in public health and education alike have long advocated for the engagement of youth in nature to foster movement, human-nature connectedness, and mental wellbeing. Physical and health education teachers in school-based programs continue to find a variety of ways to help their students be physically active in the natural environment due to the plethora of positive benefits. This paper describes a unit entitled Nature-Based Physical Activity in Pictures that utilized Photovoice to engage youth and foster human-nature connectedness.

This study aims to look at research trends on inquiry and socioscientific in the last 2 decades from 2004 to 2023. The PRISMA method is a reference in determining inclusion and exclusion criteria, as many as 449 articles were synthesized using bibliometric analysis. The result synthesis refers to the distribution of articles per year, research themes, affiliations, countries, authors, and productive journals. The inquiry and socioscientific research trends will peak in 2022, affiliated with the University of Wisconsin-Madison and the University of Southampton. Productive country United states and United Kingdom. Best author Laursen S. and Zeidler D.L. Productive journal CBE Life Science Education from United Kingdom and International Journal of Science Education from United States.

Postsecondary students with disabilities risk facing challenges while pursuing their academic goals. Although disability service providers are encouraged to support their goal pursuit, its actualization and the role of individual differences remain poorly researched. We examine the role of autonomy striving dispositional styles, need satisfaction, and goal action crisis. A three-wave, semester-long study was conducted with 234 university students with disabilities. Through path analysis, a type of structural equation modeling, four hypotheses were tested. Assisted autonomy was associated with higher need satisfaction and less severe goal action crises in the middle of the semester. Indirect effects were also evidenced on goal progress and positive affect at the end of the semester. Striving to satisfy their autonomy need through collaborative means supports well-being and academic goal progress for university students with disabilities. Disability service providers and university settings are thus encouraged to create need-supportive environments and foster collaboration across campuses.

This paper offers insights into how mathematics education researchers can learn from preservice teachers (PSTs) by building upon parallels between adapting curriculum-making and designing research. The pandemic created learning opportunities for PSTs to anticipate mathematics curriculum anew and obstacles for researchers to study their pedagogical processes. A multiple case study reveals how PSTs in Year 1 and Year 2 of a Bachelor of Education program reimagined their intended mathematics curriculum to meet the demands of the evolving pandemic context. Viewed through the lens of complexity thinking and conceptions of "currere" and curriculum-making, PSTs' lesson redesigns include new contexts for teaching and learning (e.g., home environment, parental/guardian involvement, materials) that illuminate how curriculum researchers might become more tentative, responsive, and adaptable to unforeseen circumstances.

In this paper, we examine 4- and 5-year-old Anishinaabek children's text creation and identity (re)formations while involved in collaborative writing with their Anishinaabek teacher about the moose hunting practices of their northern community. The teacher took on a role as an emergent writer alongside the children, voicing her memories of moose hunting with family members and her thinking as she drew pictures and used the marks, letter-like forms, and letters that her students used to create the collaborative text. Inductive analysis of talk and nonverbal communication in the video recordings of the teacher's interactions with the children, as well as analysis of the collaboratively created text and the children's independent texts, shows that the teacher created spaces for children to learn Anishinaabek cultural knowledge alongside literacy skills and knowledge.

Over the last fifteen years, student well-being has become of greater concern in school education in Canada and beyond. However, there is very little data available on how well Canadian students are. The study that will be reported on in this paper provides such data, specifically the province of Manitoba. Using the Satisfaction with Life Scale, the study collected data from 1587 grade 9 students on their self-assessed satisfaction with how their lives are going. The data were collected with two demographic variables: regional location of the schools the participating students attended (norther, rural, urban) and their self-declared gender. While in the study the majority of participating students were satisfied with how their lives were going, a concerning number of students were dissatisfied or extremely dissatisfied with their lives. Furthermore, the data suggest a statistically significant difference in life satisfaction between girls (lower) and boys (higher). The study did not find a statistically significant difference between life satisfaction across the three types of regional location.

As students transition from high school to university, they must navigate new academic learning environments, develop new social networks, manage multiple new responsibilities, explore and regulate independence, and deal with the stressors that they will encounter. Successful transitioning to university often involves sources of support as well as internal resources. The current study aimed to understand supports and challenges of first year undergraduate students in their transition to university. A total of 66 first year undergraduate students participated in this study. Participants answered four open-ended questions about supports and personal factors during their transition to university. Data were analyzed using thematic analysis and codes were systematically generated across the dataset. Themes were identified once coding was complete. The four themes that emerged were informational, instrumental, and emotional supports, and internal resources. Students transitioning to university may benefit from transition programs and resilience modeling to facilitate a successful transition.

This study examines the impact of teachers' professional development on Canadian allophone students' learning and reading performance levels. We used the data from the Pan-Canadian Assessment Program 2016 involving Grade 8/Secondary II Canadian allophone students (N = 2,244) and teachers in French and English Language Arts (N = 598). Our correlation results show that Canadian allophone students' reading achievement was positively associated with teachers' professional development activities such as academic pursuits (e.g., university courses) and marking or scoring sessions. The correlations also demonstrate that teachers' professional practice of curriculum development had a positive influence on the learning levels of Canadian allophone students who were born in Canada, while teachers' participation in professional learning communities had a positive effect on Canadian allophone students who were not born in Canada.

Given the substantial impact school leaders have on school improvement, the imperative for continuous professional learning for leaders is evident. In this two-year action research study, researchers collaborated with a school division, forming a research-practice partnership, to design and explore a collaborative professional learning and coaching program. The primary objective of this program was to align with local leadership standards and foster leadership development. The central research question was: How does implementation of a collaborative professional learning and coaching program contribute to leadership development? Data were collected from district and school leaders and included pre and post surveys, interviews, and focus groups. The findings of this study indicate that district leadership practices show promising potential in fostering inservice opportunities for leadership development. These practices include the following: (a) ensure programs are sustained with a consistent focus, (b) utilize collaborative learning approaches, (c) assess growth through reflection and feedback, and (d) use action research to support continual improvement. This study aims to provide valuable insights to school districts and researchers regarding the implementation of sustained and job-embedded professional development for school leaders, with a specific focus on leadership development.

With research pointing to increased levels of stress and work demands on school leaders, attention has turned to examining the factors that contribute to their well-being. Studies have also shown that many school administrators not just survive but also thrive in their work and succeed despite work-related challenges. Furthermore, some principals experience flourishing at work, which is characterized by optimal functioning, feeling good, and achieving a balanced life. Our study examined the sense of flourishing of the national award-winning principals in the Canada's Outstanding Principals program, which recognized outstanding contributions of principals in publicly funded schools. In this article, we describe the participants' perceptions in relation to the following constructs in the overall flourishing: flow, thriving, resilience, and grit. This study highlights the conditions, behaviours, mindsets, and characteristics that are critical for the well-being of school administrators.

With the rise of neoliberal reforms and efforts to privatize education, there is a growing need to examine how actors and groups from the public and private sectors influence educational policy change together. In this article, we advance a critical approach to understanding the changing discursive space of educational politics by following discourses through an expansive policy network that goes beyond its traditional boundaries. Specifically, we draw on argumentative discourse analysis (ADA), which allows for the analysis of how and why various actors and groups come together to assign certain meanings to educational phenomena or problems, leading to policy responses or changes. Rooted in Foucault's notions of discourse and power, ADA offers a unique approach to discourse analysis that can illuminate policy change through discourse coalitions. Three case studies from educational policy scholarship are discussed to illustrate the value and utility of ADA in future critical education policy studies.

During the COVID-19 pandemic, student services leaders needed to adapt to working entirely virtually, find creative solutions to adjust their service delivery, and change how they engaged with their teams. Before COVID-19, studies of virtual leadership focused on virtual teams developed because of the geographical distance between team members. This qualitative study investigated virtual leadership and virtual teams developed because of the move to virtual work during the COVID-19 pandemic. It examined how student services leaders changed their leadership behaviours in response to moving to the virtual work environment. Using data gathered through a questionnaire, interviews, and documentation, four themes reflecting how leaders changed their behaviours and practices were identified: reimagining communication, reconstructing work using technology, reframing team support, and reorienting toward hybrid work. Understanding how these leaders managed their virtual teams at a midsized university in southern Ontario provides insight into what practices might be helpful for teams that continue exclusively virtual work and those that transition to a hybrid work approach.

In response to the changing demographics of schools in Canada and to efforts to better equip principals to challenge inequity, leadership preparation programs have adopted new policies focusing on leading with an equity lens. However, studies have demonstrated a disconnect between what is covered in these leadership programs and how school principals actually perceive their ability to lead equitably and work with diverse learners. Six current school principals and vice principals in Ontario, Canada who have successfully completed a Principal Qualification Program course were interviewed to understand their perceptions of the program's ability to prepare them to lead and of concepts of equity, diversity, and inclusion (EDI). The racial experiences and identities of each participant shaped their definitions of EDI as well as their understanding of difference. The findings indicate several critical areas of change for principal preparation programs in Ontario: training guidelines, efforts to prepare educators to be equitable leaders, and the educators' perceptions of their preparedness to lead. Moreover, the use of Critical Race Theory in Education and Applied Critical Leadership helps frame analysis and supports the need to integrate culturally relevant pedagogical practices into leadership preparation programs.

Institutional practices related to providing academic accommodations and access have long been ableist and bureaucratic and remain that way. This paper will focus on these practices in the post-secondary education context. The central question of this paper is: What do meaningful access and reasonable accommodation mean to post-secondary students with disabilities? Proceeding from the premise that students with disabilities do not currently define meaningful access and reasonable accommodations, this paper will argue that accommodations and access as defined within policy are not adequately serving the needs of post-secondary students with disabilities. This paper then highlights the definitions of meaningful access and reasonable accommodations provided by eight students who participated in a recent study. Finally, this paper will highlight the negative and positive encounters with accommodations experienced by many post-secondary students in the province of Ontario who follow the Policy on Accessible Education for Students with Disabilities (2018) as a policy that guides educational practices.

The purpose of the study was to gain further understandings of undergraduate students' perspectives on employability skill development in the liberal arts programs, as well as the perceived influence of the identification of employability skills in course curricula on undergraduate students' self-efficacy. Building on the results of a prior study on faculty perspectives in the liberal arts on employability skills, we also explored the ways students' and faculty members' perspectives were in alignment. Purposive sampling was used to select the undergraduate courses from three different undergraduate programs at the research site. Three relatively high enrolment courses were selected based on two key criteria: must be a second or third level undergraduate course and must be in a non-professional program in the liberal arts. Non-professional programs were considered programs where the students do not graduate with a specific professional designation or applied program. Two methods were used to collect the data for this project: an employability skill inventory and a survey distributed to students (N = 131). Course syllabi were also obtained to map employability skills. The findings of this study provide further insights with respect to the ways that employability matters to students and the ways in which students expect their instructors and institution to play a role in their employability development. Conclusions of this study underscore the need to consider bridging the disconnect between expectations of the students, the institution, and the faculty regarding employability development.