Browsing by Author "Garrett, Melissa"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Inclusive education in British Columbia secondary schools: Moving from philosophy to informed practice
    (University of New Brunswick, 2024-08) Loughrey, April; Garrett, Melissa
    Secondary classrooms in British Columbia (BC), Canada are becoming increasingly diverse due in part to students with Special Educational Needs (SEN) being enrolled more frequently in mainstream settings. Faced with a changing student population, educators are struggling to adapt their teaching practices. The intent of this research is to develop an understanding of how secondary teachers in BC are responding to these changes and how equipped they feel to teach in inclusive settings. Utilizing the qualitative narrative method and applying a constructivist approach, data collected from semi-structured interviews has been analyzed to examine teachers’ attitudes, understanding, and confidence regarding inclusive education in BC secondary schools.
  • Thumbnail Image
    Item
    Le rôle du jeu symbolique dans la motivation intrinsèque à s’exprimer à l’oral dans une langue seconde au primaire
    (Association québécoise des enseignants de français langue seconde, 2022-12-15) Le Bouthillier, Josée; Bourgoin, Renée; Garrett, Melissa
    Résumé Cette étude adoptant un devis de recherche orienté par la conception (design-based research) examine les possibilités offertes par le jeu symbolique avancé auprès de jeunes élèves débutant dans le programme d’immersion française (5 et 6 ans) pour l’acquisition de la langue seconde. Des élèves de la première année (n = 36) de deux classes intactes et leurs enseignantes ont participé à cette recherche. Ils ont été observés en classe et filmés pendant des périodes de jeu symbolique autonomes. De l’analyse des transcriptions, des notes de recherche, des entrevues avec les enseignantes et des artéfacts pédagogiques, les sentiments de compétence, d’autonomie et d’appartenance des élèves sont ressortis lors des périodes de jeux symboliques. Mots-clés: jeu symbolique avancé; motivation; autodétermination; interaction orale en langue seconde; jeunes élèves du primaire; immersion française Abstract Adopting a design-based research design, this study examines the potential of advanced symbolic play with young students entering the French immersion program (ages 5 and 6) for second language acquisition. First grade students (n = 36) from two intact classes and their teachers participated in this research. They were observed in class and videotaped during periods of independent symbolic play. From the analysis of transcripts, research notes, teacher interviews, and instructional artifacts, students' feelings of competence, autonomy, and belonging emerged during the symbolic play periods. Keywords: advanced symbolic play; motivation; self-determination; second language oral interaction; young elementary students; French immersion
  • Thumbnail Image
    Item
    Promoting Oral Language Production: Pretend Play in Bilingual and Multilingual Classrooms
    (Canadian Association of Second Language Teachers, 2022) Garrett, Melissa