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School-based education can be a context of adversity for some youth. Research has identified the value of work-based education in serving as a context of resilience to support individual-level factors including agency and autonomy, but researchers are increasingly highlighting the need for examining the influence of contextual factors. In this paper, we argue for a conceptual framework that integrates recent social cognitive theories focused on the individual within a person-in-context model (DeLuca et al., 2012) in order to identify why work-based education can be a context of resilience. We identify facets in the individual, social and cultural, and political and economic domains that can be applied to school-based education in order to keep students from becoming disengaged.

Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers' retention. Using the results from a pan-Canadian "Teacher Induction Survey" (N = 1343), we compared ECTs' experiences with induction, mentorship and career development within their first five years. Findings point to a shift in the needs of teachers within the first five years, suggesting that with time career supports and job satisfaction decrease and consideration of leaving the profession increases. Based on convergences and divergences across five years, we offer implications for policy, practice, and research.

As dual-language children's books are becoming increasingly popular in language and literacy education, scholars are starting to zero in on how students construct meaning as they read these books. In this paper, in light of the previously mentioned body of literature, we present a qualitative study focusing on the reading strategies that three Grade 3 French immersion pupils schooled in Saskatchewan deployed when they read two types of dual-language books: translated, where the entire text appears in both English and French, and integrated, where passages in French organically complete those in English without providing the exact same information. This multiple case study highlights three distinct reading profiles, and shows how monolingual and cross-linguistic reading strategies can be used by the same student as they read a dual-language book. It also shows that some students were able to adapt their reading strategies as they engaged with different types of dual-language books, whereas others more frequently utilized the same strategies.

The purpose of the study was to examine the experiences of current high school students and teachers in Ontario regarding their experiences with personal financial curriculum and teaching at the secondary level, and to identify the ways in which this important educational experience may have helped prepare students to become financially literate. We considered this overarching issue using a transdisciplinary lens from the perspective of the three stakeholder groups. Using a case study research design, the first of its kind in Ontario or Canada on this topic, We utilized interviews and artifacts to uncover student and teacher experiential data across three high schools in southeastern Ontario. The major findings were that current students and teachers perceived curriculum and teaching experiences as seriously lacking in effectively preparing them to be financially literate, and that a fundamental reorientation around transdisciplinary, student-led learning was key to transforming such learning into a more meaningful and valuable educational experience. With mandatory, properly supported, student-oriented (transdisciplinary) instruction, the potential exists for more effective and valuable learning, resulting in better equipped high school students who were properly prepared to successfully navigate financial issues and the path ahead.

The present study focused on examining how individuals make adaptations while reading non-linear graphic text by examining the role of executive functioning, as well as identifying and describing the reading processes individuals use while reading. Sixty-seven students in Grades 9 through 12 engaged in verbal reporting while reading graphic text, in addition to answering comprehension questions and engaging in tasks designed to measure executive functioning. Both planning ability and a comprehensive measure of executive functioning were significantly correlated with graphic text comprehension, and the comprehensive measure significantly predicted comprehension of graphic text. The researchers identified that reading the text using a process generalized from other types of text (left-to-right, top-to-bottom) was negatively related to comprehension, suggesting that taking a more dynamic and adaptive approach to reading non-linear text may be more effective. Reading processes used with graphic text are discussed and described using the language of participants, and implications for practice are discussed.

Students with learning disabilities and other high-incidence hidden exceptionalities (HIHE) can struggle with secondary difficulties including low confidence in their abilities (e.g., Klassen, 2010) along with primary difficulties related to their exceptionality. The purpose of this paper is to highlight the importance of the perspective of individuals with hidden exceptionalities with regard to maladaptive beliefs they can form. Using learning disabilities as a platform for discussing HIHE, we unpack two types of maladaptive beliefs--related to generalizations and mindset--and suggest adaptive alternative beliefs that can promote adaptive behaviour. The focus on maladaptive beliefs draws attention to the identification process, and specifically the types of variables that can influence how well aligned parts of the process are for particular students. We present a framework that contextualizes individual beliefs within the identification process, and what other variables determine alignment of parts within the process. The framework can be used to support educators through the identification process, as well as researchers in providing direction for future research.

Those responsible for ensuring military members are prepared to meet rigorous leadership challenges must do so to the highest professional standard. To that end, this present inquiry investigates possible gender bias within military leadership training, associated curricula, methods of instruction, and cultural infrastructures. Despite several well-intended recruitment campaigns, the Canadian military has long struggled to attract and retain women into its ranks. Women who join the armed services have lower advancement and higher release percentages than their male colleagues. This disproportionate representation is echoed in the markedly fewer number of women holding senior leadership positions, particularly in the operational environments of officer ranks. While this issue might be, in part, the result of a male-dominated military culture, there is evidence that military leadership training inhibits the rank succession of women. Understanding the Canadian Armed Forces (CAF) as a unique organizational culture, we employ institutional ethnography to investigate female underrepresentation in middle and senior leadership positions in the CAF. Specifically, we explore: (a) how leadership training is designed in the CAF, (b) if gender bias in leadership training is connected to a lack of women in middle and senior leadership positions in the military, and (c) what research has been done to identify, reduce, or eliminate gender bias in military leadership training.

Clinical interventions have been effective at increasing social skills of youth with autism spectrum disorder (ASD). However, generalization of those skills to non-clinical environments is often low. To reduce this generalization gap, community-based programs have been designed to help youth develop social skills in naturalistic settings. This paper describes a community-based social-skills intervention for youths with ASD aged 7-12, which was designed to build on the findings of a previous study. In this program, youths with ASD co-operated with siblings and peers in structured and unstructured play over the course of four weeks. The researchers conducted extensive observations of the play by the youths and conducted interviews with the youths with ASD, their parents, and program staff. Both in our observations and in the perceptions of the parents, the youths with ASD increased their play and socialization. Using Vygotsky's (1978) socio-cultural theory as a guiding framework, we describe the components of this intervention that contributed to the changes observed in the youths' play and social interactions. We developed a model that includes components of instruction, interest, play- based learning, and the structure of program, and which provides an explanation of intervention effectiveness to be explored in future research.

There is a limited body of research examining how students' beliefs about intelligence and about their abilities relate to different learning environments. As reported here, I examined secondary school students' beliefs, goals, and expectations guided by Zimmerman's (2000) model of self-regulated learning. In this exploratory study, 230 secondary school students reported on their beliefs about learning and intelligence, as well as on their confidence in their self-regulatory abilities. I made comparisons between groups of students on beliefs, goals, and expectations based on their school stream, achievement, learning disability status, and gender. Both self-regulatory efficacy and reading mindset were significantly different for students based on their school stream and their achievement level. The findings of this exploratory study suggest a need for further research that focuses directly on whether at-risk students demonstrate maladaptive motivation and specifically on their beliefs, goals, and expectations of themselves as learners.

As the industrialised world shifted to an interdependent and global society, formal schooling was quickly recognised as a major factor in achieving a knowledge society of lifelong learners capable of transforming and revitalising organisations. Teachers were encouraged to engage in learning together to improve teaching and, by extension, improve learning for the children in their care. This article identifies three emerging trends intended to broaden teachers' learning and enhance their practices through continuous professional development: glocalisation, mentoring, and re-thinking teacher evaluation. The body of the article indicates how these three trends are unfolding in Australia, England, Latvia, the Republic of Ireland, Scotland, Taiwan, and the USA. However, teachers cannot bring about necessary changes without organisational and systemic change; namely, collaboration with governmental agencies and other institutions. The authors suggest that transforming schooling in the twenty-first century depends on education policies being supported by expanded teacher participation in education policy-making, more coherent governmental policies across agencies, and collaborative, differentiated models for career-long continuing professional development. (Contains 8 notes.)

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The role of parents in supporting at-home learning increased dramatically in the spring of 2020. Schools in most Canadian provinces closed physically due to COVID-19, and remote-learning options were quickly developed to ensure continued education for students. Many students with special educational needs, who typically benefit from a range of supports from school, became reliant on parents to provide means of access to and participation in remote learning. Using an online survey, we explored the perceptions of 263 Canadian parents of children with special education needs with regard to their self-efficacy and supports from schools. We conducted multiple linear regression analyses for each of three dependent variables (academic supports, parent self-efficacy, and social-emotional supports); independent variables included student grade level, education placement, and total school-provided supports prior to the pandemic. Findings indicated that most parents engaged in remote learning and lacked confidence in their ability to support the learning of their child. Parent self-efficacy was related to social-emotional supports from schools and not to academic supports. Parents of children in elementary grades, and of those who had received more supports from school prior to COVID-19, reported feeling better supported in social-emotional areas by the school. Schools should explore ways of building strong collaborative relationships between educators and parents, as well as continuing to find ways of supporting families and students in both in- and out-of-school places. The pandemic, and school-building closures, have reminded us how partnerships between parents and schools are crucial for the well-being of all involved. [ABSTRACT FROM AUTHOR]

The present study focused on examining how individuals make adaptations while reading non-linear graphic text by examining the role of executive functioning, as well as identifying and describing the reading processes individuals use while reading. Sixty-seven students in Grades 9 through 12 engaged in verbal reporting while reading graphic text, in addition to answering comprehension questions and engaging in tasks designed to measure executive functioning. Both planning ability and a comprehensive measure of executive functioning were significantly correlated with graphic text comprehension, and the comprehensive measure significantly predicted comprehension of graphic text. The researchers identified that reading the text using a process generalized from other types of text (left-to-right, top-to-bottom) was negatively related to comprehension, suggesting that taking a more dynamic and adaptive approach to reading non-linear text may be more effective. Reading processes used with graphic text are discussed and described using the language of participants, and implications for practice are discussed. [ABSTRACT FROM AUTHOR]