Ten Years of CJNSE

In this editorial, the orginial aims of the journal are discussed in light of the growth and development of CJNSE over the past 10 years. In addition, articles within this issue are highlighted as is the hard work of all who made this issue possible

Show and tell

I am a potter. I intend my work to be used. I strive to address the subjects of presentation, utility, beauty, and craft in my work. Although I seek to make work that stands on its own, I feel that a piece is not truly complete until it is in use. The pot and its contents should exist symbiotically, each elevating the other to heighten the enjoyment of the meal. In my current body of work, I am decorating the pots with layers of text. The text is a decorative element, as well as a record of my communication with the object. The words that I record on the surface of the pot are those that I would like to say to the pot as it begins its life. I believe pots become alive through use, as they bear witness to the life of the user. The words I communicate to the pots give them their first breath of life, which I can only hope will be nourished by the next owner

What is a Christian Teacher to Do with Louise Rosenblatt’s Transactional Theory of Reading?

In this theoretical analysis, the authors explore the question, What is a Christian teacher educator to do with Louise Rosenblatt’s transactional theory of reading? They begin by outlining the primary components of Rosenblatt’s transactional theory, focusing on reading as a transaction and the efferent and aesthetic stances. Next, they discuss who they are as teacher educators and former students, how their faith backgrounds intersect with Rosenblatt’s work, and the approach they took to address areas of tension that they and other Christian educators have experienced with Rosenblatt’s theory. Finally, they conclude by discussing implications of Rosenblatt’s work for reading scripture, identifying both the strengths and limitations of her theory, along with strategies for inviting students to discuss this issue at faith-based institutions

Early Childhood Educators’ and Teachers’ Early Mathematics Education Knowledge, Beliefs, and Pedagogy

In the spring of 2017, an educational needs assessment of early mathematics education in Ontario was conducted using an online survey for early childhood educators, kindergarten teachers, and Grade 1 teachers. The purpose of the needs assessment was to acquire a brief account of the state of early mathematics education in the province and to identify any potential gaps between current and desired early mathematics education practices. Educators’ responses (n = 130) about their early mathematics knowledge, beliefs, and pedagogy revealed four critical areas that need to be addressed to improve the quality of early mathematics education.  Au printemps 2017, une évaluation des besoins éducatifs de l’éducation mathématique précoce en Ontario a été réalisée en utilisant un sondage en ligne pour les éducateurs de la petite enfance, les enseignants de la maternelle et les enseignants de première année. Le but de L’évaluation des besoins avait pour but d’obtenir un bref compte rendu de l’état de l’éducation précoce en mathématiques dans la province et d’identifier tout écart potentiel entre les pratiques actuelles et futures d’éducation en mathématiques. Les réponses des éducateurs (n = 130) au sujet de leurs connaissances, de leurs croyances et de leur pédagogie en mathématiques ont révélé quatre domaines critiques qui doivent

Bombs Away: visual thinking and students' engagement in design studios contexts

In design studio, sketching or visual thinking is part of processes that assist students to achieve final design solutions. At QUT’s First and Third Year industrial design studio classes we engage in a variety of teaching pedagogies from which we identify ‘Concept Bombs’ as an instrumental in the development of students’ visual thinking and reflective design process, and also as a vehicle to foster positive student engagement. Our ‘formula’: Concept Bombs are 20 minute design tasks focusing on rapid development of initial concept designs and free-hand sketching. Our experience and surveys tell us that students value intensive studio activities especially when combined with timely assessment and feedback. While conventional longer-duration design projects are essential for allowing students to engage with the full depth and complexity of the design process, short and intensive design activities introduce variety to the learning experience and enhance student engagement. This paper presents a comparative analysis of First and Third Year students’ Concept Bomb sketches to describe the types of design knowledge embedded in them, a discussion of limitations and opportunities of this pedagogical technique, as well as considerations for future development of studio based tasks of this kind as design pedagogies in the midst of current university education trends

Financial Literacy Education in Ontario: An Exploratory Study of Elementary Teachers’ Perceptions, Attitudes, and Practices

Politicians are pushing school boards to do more to ensure students leave school with the financial literacy skills they will need to navigate an increasingly complex financial marketplace. Financial literacy education must start early to achieve this goal, yet there has been very little Canadian research on financial literacy education at the elementary level. This exploratory study used an anonymous, online survey to gain a preliminary understanding of full-time Ontario elementary teachers’ perceptions, attitudes, and practices with respect to financial literacy education. Respondents overwhelmingly favour teaching financial literacy in elementary school. Almost half of respondents currently incorporate financial literacy into their classroom practice. These teachers rely primarily on free, online resources. With respect to barriers to teaching financial literacy, respondents cited the lack of an appropriate curriculum and lack of support from schools and school boards. Respondents identified professional development as the main type of support they would like to see schools and school boards provide to support them in teaching financial literacy going forward.   Keywords: financial literacy, financial education, elementary teachersLes politiciens poussent les conseils scolaires à en faire davantage pour s’assurer que les étudiants finissent leurs études avec les compétences financières dont ils auront besoin pour naviguer sur un marché financier de plus en plus complexe. Bien qu’il faille commencer tôt pour atteindre cet objectif, il existe très peu de recherches canadiennes sur l’éducation financière au primaire. Cette étude exploratoire a utilisé un sondage anonyme en ligne pour obtenir une compréhension préliminaire des perceptions, attitudes et pratiques des enseignants à temps plein du primaire en Ontario quant à l’éducation financière. Les répondants sont très majoritairement favorables à l’enseignement de la littératie financière au primaire, et près de la moitié d’entre eux l’intègrent déjà dans leur pratique en classe. Ces enseignants ont principalement recours à des ressources en ligne gratuites. Les répondants mentionnent l’absence d’un programme d’études approprié et le manque de soutien de la part des écoles et des conseils scolaires comme des obstacles à l’enseignement de la littératie financière. Les répondants ont identifié le développement professionnel comme principal type de soutien qu’ils souhaiteraient voir les écoles et les conseils scolaires leur apporter afin de les aider à enseigner la littératie financière dans l’avenir.   Mots-clés : littératie financière, éducation financière, enseignants du primair

Policies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countries

There has been a global trend toward increased accountability and assessment in schools over the past several decades. Across policy and professional standards, teachers have been repeatedly called to integrate assessment throughout their practice to identify, monitor, support, evaluate, and report on student learning. This professional capacity to integrate and utilize assessment to effectively facilitate student learning has long been characterized as teachers' “assessment literacy,” or more recently “assessment competency,” and “assessment capability”. Concerningly, research indicates that teachers generally maintain low levels of assessment knowledge and skills, with beginning teachers particularly underprepared for assessment in schools. This persistent finding is unsurprising as researchers argue that assessment has historically been a neglected area of study in teacher education programs. However, with the rise of accountability mandates, assessment is beginning to occupy a more prominent and necessary role in pre-service preparatory programs. However, analyzing and situating assessment education in relation to broader conceptions of assessment literacy remains necessary in order to effectively promote the assessment capability of beginning teachers. Likewise, understanding how assessment education and assessment literacy are shaped by the complex dynamics and larger teacher education frameworks and how they contribute to teachers' developing professional identities is essential in constructing a more comprehensive view of teacher preparation within and for accountability-driven systems of education. This paper analyzes teacher education policies, programs, and practices aimed at supporting initial teacher learning in assessment across four country contexts: Australia, Canada, England, and New Zealand. Bernstein's (1999) codes of classification and framing provide an analytic discourse for examining the vertical and horizontal messages about assessment that shape teacher capability in this key area of professional practice. In drawing on policy and teacher education documents and qualitative data (i.e., interview and teacher reflections) from across each country context, the paper concludes with five consistent and interconnected findings about the complex landscape for teacher preparation in assessment

Serving Others at the Expense of Self: The Relationship Between Nonprofit CEO Compensation and Performance in Trade and Professional Associations

This paper investigates the organizational importance of relative CEO compensation in trade associations and professional societies. It is known that there is variation in how much pay is tied to performance in different subcategories of nonprofit organizations. However, instead of looking at how performance affects pay, we investigate how CEO compensation affects organization performance when CEOs are aware of their peer compensation and are able to influence their own. We hypothesized that CEOs who knowingly earn less will be associated with both greater financial and nonfinancial organizational performance. This altruistic perspective draws on theories from leadership and psychology rather than the more typical agency perspective and focuses on the alignment between CEO and stakeholders in a nonprofit setting. We find strong support for the relationship between lower relative CEO compensation and organization performance, while results for the moderating effect of organizational size are mixed

The zebrafish xenograft platform-A novel tool for modeling KSHV-associated diseases

Kaposi\u27s sarcoma associated-herpesvirus (KSHV, also known as human herpesvirus-8) is a gammaherpesvirus that establishes life-long infection in human B lymphocytes. KSHV infection is typically asymptomatic, but immunosuppression can predispose KSHV-infected individuals to primary effusion lymphoma (PEL); a malignancy driven by aberrant proliferation of latently infected B lymphocytes, and supported by pro-inflammatory cytokines and angiogenic factors produced by cells that succumb to lytic viral replication. Here, we report the development of the firs