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Purpose: Funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) partnership grant, this article examines the differences between Chinese and Canadian physical education (PE) activities conducted as part of the SSHRC partnership grant on Reciprocal Learning between Ontario, Canada, and Southwest China. More specifically, it focuses on a comparative analysis of traditional PE games and an inquiry into experiential learning. Design/Approach/Methods: Through 10 interviews of both Chinese reciprocal learning teacher candidates and Canadian PE teacher candidates, this article provides qualitative data regarding the differences in games across both China and Canada while developing themes including risk-taking and resilience, willingness to implement the foreign practice, division of sport-related skills, and daily physical activity (DPA). Findings: Findings suggest that DPA is overlooked in Canadian classrooms. Chinese teachers are more likely to implement foreign practice than Canadian teachers due to the Canadian teacher candidates’ perceived unwillingness of the students to participate. Additionally, the types of skills explored in traditional PE games are disparate of Canada and China. Originality/Value: This unique comparison of Chinese and Canadian PE demonstrates the broad range of games in the profession and analyzes the differences in qualities of the two countries’ practices. The unique perspective of this project helped field an inquiry into the nature of PE in both countries.

Researchers have noted that restorative justice (RJ) practices in schools seem to improve targeted outcomes (e.g., decreased office visits, increased grades, etc.). It has been acknowledged that a 'grass roots' (beliefs level) buy-in from teachers is necessary for the creation of a school environment that is in line with the ideals of RJ. In the current study, an operational definition for restorative justice ideology was developed and used as the basis for the creation of a Restorative Justice Ideology (RJI) measurement instrument. This is intended to facilitate understandings of the influence that RJ training has on individuals at the beliefs level, and whether the degree to which an individual holds an RJI is associated with the degree to which RJ practices are carried out at the classroom and school level. An exploratory factor analysis was conducted, a three-factor model was selected, and the instrument was tested for reliability and validity. The RJI was then used to investigate whether other individual differences were related to the RJI of teachers. The outcome of this study was the development of a psychometrically sound RJI instrument. Perspective-taking, empathic concern, pupil control ideology, personal distress, and self-efficacy were identified as important characteristics of RJI.

As part of the SSHRC partnership grant on Reciprocal Learning between Ontario, Canada and Southwest, China, we examined the commonalities and differences in secondary school Inquiry-based Teaching (IBT) in science between sister schools in Ontario, Canada and Southwest, China. Canadian and Chinese teachers' interpretations of inquiry through video-recorded lessons, qualitative observational annotations, and quantitative data collected via the EQUIP instrument were analyzed. Results suggest that there is a non-significant difference in application of IBT between secondary science teachers in Ontario, Canada and in Southwest, China between the reciprocal learning populations. Both populations are perceived to use inquiry-based teaching methods in their classrooms proficiently, and that students are more receptive at a higher cognitive level when teachers incorporate IBT.

Dr. Johrendt obtained her doctorate in Mechanical Engineering in 2005 from the University of Windsor after working for almost ten years as a Product Development Engineer in the automotive industry. Currently an Assistant Professor of Mechanical and Automotive Engineering at the University of Windsor, she previously worked for two years as an Experiential Learning Specialist in the department. She serves as both the Faculty and Departmental Cooperative Education representative. She has co-authored several journal paper publications and conference presentations that have featured experiential learning and engineering education topics as well as her engineering research in vehicle structural durability and the use of neural networks to model non-linear material behaviour. Schantal Hector, University of WindsorMs. Hector is currently pursuing her Bachelor's Degree in International Relations and Economics at the University of Windsor. She is a Research Assistant at the Centre for Career Education and has applied her knowledge and skills as part of the project to develop learning outcomes for the cooperative education program over the past two years. She has been instrumental in the collection and statistical analysis of the learning outcomes data using Excel and SPSS methods and its presentation into a comprehensible graphic format. Other endeavours have included aiding in the development of an online course for co-op students at the University of Windsor and engaging in research that seeks to enhance the employment options for graduates. Her research interest continues to be to help enrich and enhance the co-op experience for other students.