Faculty of Education

Faculty of Education
Faculty of Education

March Research

In this month’s issue learn about upcoming events at the American Educational Research Association Annual Conference and the latest research from the Faculty of Education.


Queen's at the American Educational Research Association Annual Conference

Check out our faculty members’ presentations at the AERA conference in Toronto from April 5–9, 2019.

Queen's Social at the American Educational Research Association Annual Conference 

The office of the Dean, Faculty of Education is pleased to invite you to the Queen’s AERA Social Reception
When: Friday, April 5, 2019
Time: 5-7:00 pm
Where: Elephant & Castle, 212 King St W, Toronto

Monograph Series 

Theory and History of Education Series

An Open Monograph Series on Theory and History of Education Series to be launched in March 2019.  It is hosted by the Queen’s Library, attached to Encounters and produced by the Theory and History of Education International Group, with a Board and an international advisory Council. The first book is co-edited by Thomas O’Donoghue and Simon Clarke and is entitled New Direction in Research in Education: Reconstruction in Challenging Circumstances.

Journal Articles

The ‘Long 1960s’ in a Global Arena of Contention: Re-defining Assumptions of the Self, Morality, Race, Gender, and Justice and Questioning Education. 

Escapio, Tiempo y Educatión (Scopus Journal), 6(1), Spain

Rosa Bruno-Jofré

The Test of English for International Communication (TOEIC®)

Language Testing

Gwan-Hyeok Im & Liying Cheng

This test review provides a critical evaluation of one of the largest international tests - the Test of English for International Communication (TOEIC). The appraisal of the TOEIC is based on contemporary educational measurement practices in test validation, that is, an argument-based approach to validation, specifically Kane’s (2013) interpretation and use argument (IUA). This review has important implications for test developers, test users and test-takers.

Supervising the Teacher Education Practicum: A Self-Study with a Critical Friend

Studying Teacher Education 14(3), 331-342

Andrea K. Martin & Tom Russell

This article reports an analysis of a supervisor’s practices, with special attention to underlying assumptions. Patterns were identified in the supervisor’s pedagogy and in teacher candidates’ responses. Conclusions emphasize the importance of listening to each candidate’s voice and including a metacognitive element in a supervisory conversation after a lesson observation.

Grading across Canada: Policies, Practices, and Perils

Christopher DeLuca, Liying Cheng, & Louis Voltane

This accessible paper revise grading policies across Canada, considering the consistency and inconsistency of practices.