Chronically underfunded classrooms with fewer supports to meet student needs is a core issue for Saskatchewan teachers.
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A contributing factor to a rise in violence in Ontario schools is underfunding of education and the social service sector. Using trauma-informed responses is part of the solution.
Calls to increase the diversity of the teacher workforce are unlikely to meaningfully address large racial and ethnic educational inequities, at least not during elementary school.
Halfway through the school year that was supposed to be a return to normal, teachers are barely hanging on.
ClassDojo, the popular classroom behaviour management and communication system, is said to facilitate community and message-sharing. But who is asking how children are impacted?
On the occasion of World Teacher’s Day, on Oct. 5, a scholar explains why borrowing teacher quality models from high-scoring countries such as Finland, South Korea or Singapore is not effective.
Principais colaboradores
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Professor of Educational Administration, Penn State
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Associate Professor, Childhood and Youth Studies, Carleton University
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Postdoctoral Fellow in International Issues and Sustainable Development, Indiana University
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Associate Professor of Education, Concordia University, St. Paul
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Ph.D. Student in Educational Theory and Policy and Demography, Penn State
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Assistant Professor, Faculty of Education, Wilfrid Laurier University
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Adjunct professor, Department of Politics and International Studies, University of Regina
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Associate Professor, Political Studies, University of Saskatchewan
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Director, Institute for Social and Health Equity; Social and Healty Equity Endowed Chair, Department of Health Policy, Management, and Behavior, School of Public Health, University at Albany, State University of New York
