Call For Authors

Got an article idea? We welcome queries and would like to see academics, researchers, education practitioners and students all represented on our pages.

While we are interested in a wide variety of educational issues, in each issue we will run several articles on a theme. Story ideas that are especially appropriate for one of our themes are of particular interest.

ISSUE 1 (march 2019): Grading and Assessment

This issue will offer a fresh outlook on student assessment, going beyond already well-known terrain to take a critical look at our current learning assessment process, in Canada and internationally. Why do even recently-graduated teachers tend to assess the way they were assessed as students? What is the value of collecting province-wide, nation-wide and even international data, and how can it be used to improve student learning? What about grading – what do grades really measure, what is their purpose, and how accurate are they? Is it fair to incorporate the student’s behaviour in an evaluation of learning? What impact does an emphasis on grades and summative evaluations have on both students’ and teachers’ attitudes, and on actual learning? And on the other hand, what it the effect of leveling from the bottom or “no fail” policies? Should student self-assessment play a role in the mix?

Deadline for queries: September 7, 2018

ISSUE 2 (may 2019): Gender and Sexuality in our Schools

How should we be supporting queer and trans students? All schools and school districts are dealing with this issue, both at a policy level and in individual classrooms. How do we encourage a school culture that respects the spectrum of sexuality and gender? How do we respond to community backlash when it occurs? The role of sex education and the renewed controversy over sex ed in some provinces can be explored, looking beyond the rhetoric to focus on what the research says, as well as specific programs to address homophobia, misogyny, sexism and consent. What does the research tell us about sex education, gender-related bullying, and LGBTQ students, and how can that translate into good practice? What are the barriers to overcome?

Deadline for queries: Thursday, November 15, 2018

ISSUE 3 (september 2019): Culturally Responsive Teaching

Are teachers prepared and confident to welcome students from a range of cultural, linguistic and religious backgrounds? The growing diversity of Canadian classrooms demands that educators develop the inclusive and intercultural competencies that will allow them to support the success of diverse students, both academically and socially. What are best practices around diversity in the classroom, and what resources/support do teachers need in order to develop the knowledge and skills to implement them? One example would be the approach developed by Dr. Sharroky Hollie that embraces and places value on students’ culture and language, allowing students to use the voice that is linked to their identity. In a world becoming increasingly intolerant to cultural diversity, it is important for Education Canada to point the way towards the most appropriate, engaging and responsive teaching practices in today’s diverse classrooms.

Deadline for queries: Monday, February 25, 2019

ISSUE 4 (december 2019): Guidance for Innovating, Despite the System

After ten years of recognizing emergent innovators in education research and practice through our Ken Spencer and Pat Clifford Awards, it’s time for our past winners to reflect on how they’ve influenced change in our public education systems. Despite all of the like-minded support and sharing of best practices and learning resources through social media and professional learning communities, why do so many innovators still feel isolated and unsupported within their own schools? What evidence-based ideas that have challenged our collective assumptions on effective teaching and learning have stood the test of time and which ones have floundered? What conditions truly nurture innovation, and what stunts it (and the scaling up of successful projects)? Winners’ reflections will serve to contextualize the systemic supports and impediments to innovations in teaching and learning.

Deadline for queries: Monday, May 13, 2019

ISSUE 1 (march 2020): Collaborative Teaching and Learning

This issue would offer a  two-pronged focus on addressing the potential and challenges of both collaborative learning and “team teaching” among teachers, and of collaborative learning for students. What are the benefits of collaborative work and learning? If we’re agreed that collaboration is an important skill to learn, how can we design experiences that really harness students’ enthusiasm and teamwork and overcomes the classic pitfalls of “the group project”? Can we directly teach collaboration skills? How do we fairly assess individuals on their group’s work? And then for teachers, what have we learned about collaborative teaching that will help these teams work effectively? How can we build collaborative learning into teachers’ busy days, and why should we?

Deadline for queries: Monday, August 13, 2019

 


Please check out our Contributors’ Guidelines for more information on writing for Education Canada.

Send proposals for English articles to:

Holly Bennett, Editor
Education Canada
60 St. Clair Avenue East, Suite 703
Toronto, ON M4T 1N5
Tel: (705) 745-1419
Email: editor@edcan.ca