In this paper we argue that a multimedia composition of various data sources is an ideal and appropriate medium for conveying the contextspecific, teacher-directed, flexible and cyclical (non-linear) nature of collaborative action research (CAR). This compilation also expresses four main process outcomes of eight CAR studies in southwestern Ontario during 2007-2008: bridging the school-university gap, meaningful professional development, the "catch-22 of time," and complexity.Almost a half-century since Marshall McLuhan (1964) first coined the phrase, "The medium is the message," his most quoted dictum continues to be routinely acknowledged and just as routinely ignored. While technologies of the 21 st century enable unprecedented levels of creativity and variety in presentation media, most scholars still "give papers" aurally, often alongside visual, textbased, projections. Though graphics and photographs appear more frequently through such programs as Power Point, users may remain unconscious to the reality that these programs come with their own sets of aesthetic and semiotic templates (Van Leeuwen, 2008) with conservative, predictable appearances and limited choices. It appears that by focusing almost exclusively on the central, obvious figure or "content" of the message, the "ground" or medium of the message is still often ignored (Federman, 2004;McLuhan). This being the case, researchers may be unknowingly limiting the "impact" of findings by limiting the medium of expression almost exclusively to text.We propose that, while text-based presentations may effectively convey some academic ideas, for other messages, they are inadequate and perhaps even misrepresentative in their relatively simplistic, predictable, linear format. To elaborate the latter case, this paper relates the rationale behind choice of medium to communicate findings about the process of a collaborative action research (CAR) project undertaken by eight teams of teacher-researchers in Southwestern Ontario. By integrating conceptually our research findings and medium of presentation, we offer a format that explains our findings in a more holistic manner and comes closer to expressing the essence of our findings than could be affected through text-only presentation. Finally, we invite readers to experience our multimedia presentation online and then, if suitably provoked, to join in the

Using a project-based learning approach, three teacher educators, teaching three different methodology courses, worked together to create, plan, and assess an arts-based assignment completed by preservice candidates. The preservice teachers created an animation project while applying curriculum expectations in three subject areas: visual arts, music, and language arts. The three subjects were segregated for the purpose of instruction, integrated during the group work and creative process, and then jointly assessed using negotiated reporting. This paper describes the project and details the challenges of integrating teaching and learning across institutionally segregated courses when student expectations are conditioned by their prior experience of siloed, subject-based learning, and discusses lessons learned by the three teacher educators and implications for team teaching across the curriculum.

This paper describes the pedagogical roots of the work we do, both as teachers and as performers; and how our work reaches beyond the classroom and into community, eliciting narratives and weaving them through improvised dance and music collaborations, eventually onto the walls of an art museum. Our concept was to solicit stories that told of some event that happened in a particular place, and that left a memory that was tethered to that place. We collected stories, pooled our own stories, “pinned” stories to their geographic locations, and then transformed these stories through improvised movement and sound.

Labour strife in the education sector in Ontario has repeatedly highlighted the precariousness of certain types of teaching and learning that are delivered under the catch-all designation extracurricular. This paper reviews education legislation in Ontario over the past 40 years that has impacted teachers’ right to strike; examines how teacher unions and the provincial government targeted extracurricular activities during collective bargaining; and considers how extracurricular activities have come to be an expected part of public education.

This research explores the effects of institutional constraints on instructional practices in a preservice generalist teacher music education program in Keywords: preservice teacher education, music education, Institutional Ethnography, adjunct facultye are teaching colleagues at a mid-sized university in Ontario, Canada, where we teach in a Faculty of Education. We have both taught Bachelor of Education music methodology 1 courses for generalist (non-specialist) teachers and we have both encountered student resistance to course content. In 2016, we began a funded research project to explore factors that influence generalist teacher confidence and engagement with teaching music in the elementary classroom. Our hope was to improve course content as well as our own teaching practice in music methodology classes. The project arose from our shared belief that relevancy and engagement in our teacher education classes W