In this study, we have investigated, through interviews, conversations, questionnaires,
and observations, perceptions of learning success of northern Qikiqtani (Baffin
Island) of Nunavut Inuit middle years (grades 5-8) students and the classroom pedagogy
influencing their success, in particular their learning in science. Most of the
processes identified as contributors to successful learning were culturally located.
Students also placed importance on teachers who cared not only for them as people,
but also for their performance as learners. Based upon students’ information, we have
presented a profile of the characteristics of effective teachers in Inuit schools to promote
learning within a positive environment.

Teachers’ understanding of the elementary school mathematics curriculum forms
part, but not all, of the newly emerged field of mathematics for teaching, a term that
describes the specialised mathematics knowledge of teachers. Pre-service teachers
from a one-year teacher preparation program were studied in each of three years,
using a pre-test/post-test survey of procedural and conceptual knowledge of mathematics
required by elemtary teachers . Beliefs about mathematics were also examined
through post-test interviews of 22 of the participants from one of the cohorts. Each
cohort of teacher-candidates was consistently found to be initially weak in conceptual
understanding of basic mathematics concepts as needed for teaching. The pre-service
methods course, which included a strong focus on specialised mathematical concepts,
significantly improved pre-service teachers’ understandings, but only to a minimally
acceptable level. Program changes, such as extra optional course in mathematics for
teaching, together with a mandatory high-stakes examination in mathematics for
teaching at the end of the methods course, have been subsequently implemented and
show some promise.

In this study, we examined the perceptions of Ontario elementary (primary K – 3 and
junior 4 – 6) literacy coaches to determine their roles, beliefs, and practices. We interviewed
thirteen literacy coaches working in one Ontario school board about their
literacy coaching. All coaches interviewed were teachers with specialized experience
working in a literacy intervention program in their school board. We identified three
major topics in participants’ statements: coaches’ role, barriers to effective literacy
coaching, and overcoming barriers. This research offers suggestions for change in
practice and provides insight into the role of literacy coaching as a mode of professional
development in a Canadian urban centre.

This study used qualitative research methods to investigate the experiences of students
who returned to senior high school for a fourth year in order to graduate. By
drawing on student voices, this collaborative research partnership with students revealed
that a fourth year of high school led to stigmatization and alienation of students
and often did not address students’ personal situations, their learning needs, or
their need to graduate. Students identified desired changes in three areas: (a) school
scheduling, flexibility, and graduation; (b) issues of teaching, learning, and curriculum;
and (c) student desires for respect, belonging, and partnership. Implications of
these findings for learners and educators are discussed.

In this article, we invite readers into a conversation about ways of being in teaching.
Through e-mails, telephone calls, and face-to-face meetings, we use our first conversations
with each other as shared moments that we returned to, seeking to better understand
how we made meaning in our individual school teaching careers, and how we
continue to make meaning as teacher educators. Exploring together our memories, we
use poetry and narrative to collaboratively interpret what those memories might
mean for us and for educational communities.