Volume 9 - November 2006

The Cold War in the Classroom: Accomodating Cultural Differences and Culture Shock in the Canadian Classroom. A Semester Four Independent Inquiry, International Option, 9(1).

Cobern Whitehead

If left unrecognized and unattended to, culture shock can have a devastating impact on a student’s education and a teacher's practice. This inquiry examines culture shock, how a teacher might recognize it in the classroom, and in themselves, and examines some accommodations that a teacher might make in the classroom to help an ESL student’s transition into a new society and to break down the barriers of “Us and Them” that culture shock can create.

The Noble Quest. A Play in Five Acts. A Semester One, Biography of Learning, 9(2).

Jennifer Rocheleau

I wrote this play in order to share my experiences, to date, in the MT program. It represents my struggles, my anxieties, my hopes, and my insights, as I proceed through the program. The characters “Aspiration”, “Reflection”, “Doubt” and “Panic” all represent the different thoughts that are constantly “at play” in my head. “The Inquisitor” represents “the big questions” that I continually come across—a combination of my own and of the ones that others are asking me. “The Mentor ” represents my instructors, my partner teachers, and all others providing me with advice and guidance.

Inquiring into Inquiry. A Semester One, Independent Inquiry, 9(3).

Scott McEwan

This paper is an investigation into the Constructivist Learning and Teaching approach to education. I provide a brief historical context for Inquiry-based learning, investigate various definitions and types of this learning/teaching style, and suggest ways to implement and assess inquiry. Finally, I evaluate some of the benefits/implications of using inquiry in the classroom.

L’enseignement de la morale : Perspectives historiques et contemporaines. Proposition d’enquête indépendante, 9(4).

Brigitte Wolfsberger

Aujourd’hui on se retrouve une fois de plus préoccuper par une perception d’un manque de moral et une crise du civisme de la part de nos jeunes. Je propose en premier temps, d’étudier la question sous un aspect historique, puisque l’enseignement de la morale n’est rien de nouveau; Socrate se questionne dans ses écrits: Les vertus sont elles acquises par l’enseignement ou par la pratique? Dans un second temps, je propose d’analyser la question: Pourquoi enseigner la morale? Cet enseignement pourrait-il aider à diminuer la délinquance et la violence dans nos écoles? Le manque d’enseignement de la morale serait-il un facteur contribuant à la violence de nos classes d’aujourd’hui? Et si on enseigne la morale compte tenue de nos classes pluraliste, on enseigne la morale de qui?

Oh, The Places I Will Go! A Semester One, Biography of Learning, 9(5).

Yoonhee Jahng

I have decided to parallel my first Biography of Learning with a book ascribed to Dr. Seuss, Oh the places you will go (1990). I discuss the places I have been to, the “Bang-ups and Hang-ups”, what it’s like to be “all alone” and to travel the streets that are “not marked”, and how I will go forth and continue my journey of learning.

Philosophy Matters. Excerpts from a Semester Four Independent Inquiry, 9(6).

David Hogg

The motivation for this inquiry project stems from the notion that good teaching is intentional teaching. This essay examines educational research and writings with two goals in mind. Firstly, I want to highlight the notion that a teacher's values and beliefs matter to the quality of teaching and learning. Secondly, I hope to provide a solid starting point in my own quest to becoming as conscious as possible about the intentions and underlying premises from which I act as a teacher. In the words of Parker Palmer: "Teaching is the intentional act of creating [the conditions for learning], and good teaching requires that we understand the inner sources of both the intent and the act." (Palmer, 1998, p. 6) This essay represents an effort on my part to better understand those inner sources.

Qui blâmer ? : Un regard critique sur les programmes d’études. A Semester One, Independent Inquiry, 9(7).

Laura Elie

Est-ce, à la base, les intervenants d’éducation albertaine n’étaient jamais autre que l’industrie, le gouvernement, la religion, le public, les enseignant(e)s, les étudiant(e)s / élèves, les parents, même la presse? En posant les questions, qu’enseignons-nous? Pourquoi? Pour qui? Cette enquête explore le monde complexe des programmes d’études ici, au Canada est spécifiquement, en Alberta.

Oral Language: What Is Its Place in Teaching 5 to 6 Year Olds a Second Language? A Semester One, Independent Inquiry, 9(8).

L. Jean Parker

In my first observations of young students learning a second language, I found that the use of oral language was limited. Why are students not speaking in class and what is the impact of this? In this paper, I have attempted to answer this question and have also looked at the theory of how we might get oral language back into the classroom. In addition, I had the opportunity to put this theory into practice by developing a program for a Kindergarten Mandarin class and document the process in this paper.

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