Fostering a Relational Pedagogy

Lyle, Ellyn; Latremouille, Jodi; Markides, Jennifer; Martens, Sherry; McCabe, Kate; Sibbald, Timothy

doi:10.1163/9789004388864

Cited by 3 publications

(1 citation statement)

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“…This is valuable when I searched the literature to be mindful of the complexity of how I interpret findings as there could be varying contextual features embedded. Self-study was a space to allow for reflection and I used this paper as a brave space to challenge and reconceptualize policy to practice [17]. The advantage of self-study allowed me to speak to a field that I believe requires advocacy.…”

Section: Methodsmentioning

confidence: 99%

Clarity of the Educational Assistant Role: A Look toward Policy and Practices

2023

Educ Res Appl

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As an Educational Assistant (EA) working in an urban Ontario School Board, I aim to explore my ontological and epistemological views on policy implications that impact my work. Over the past two decades, I have witnessed the evolution of the EA role from providing academic and one-to-one developmental support to managing multiple student caseloads with the most challenging school needs. While the demands have increased, my concern is that the voice of EAs needs to keep pace with the changes in the role. From my position through a reflexive self-study and literature review, I examined my frontline experience, detailing anonymous work experiences related to the language within the Ontario R.R. O. 1990, Reg. 306: Special Education Programs and Services using the theoretical lens of critical policy theory. A literature review found data specific to Special Education and the marginal frontline employee voice. The critical policy theory framework supported an in-depth examination of the relationship between meaning making within policy and practice outcomes. The self-study method allowed engagement with my experiences and research findings to advocate for authentic policy for a changing role.

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Section: Methodsmentioning

confidence: 99%

Clarity of the Educational Assistant Role: A Look toward Policy and Practices

2023

Educ Res Appl

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Realising Relational Education: Integrated Spaces to Promote Scholarly Pedagogic Enquiry

Mcintosh,

Nutt

2024

The Contemporary Scholar in Higher Education

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The 3 C’s: A Model for Co-creation of Student Success in Higher Education

McIntosh,

May

2024

Co-Creation for Academic Enhancement in Higher Education

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This chapter is in two parts. The first part explores the 3 C’s model of staff-student co-creation: (1) collaboration, (2) community and (3) cohesion, developed by McIntosh and May (2024). These three core features coalesce around high-quality relational pedagogic practice to impact student belonging and connectedness in the academy and support improved student outcomes. The model is research-informed and can be applied in a variety of higher education settings, which is explored further in the second part of this chapter. It reflects on the impact of implementing the 3 C’s model via the theory of change approach, outlining the development and embedding of staff-student co-creation in the short, medium and long terms. The chapter features some visual diagrams of the model and its application, these are used to illustrate its impact in practice-based settings.

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Fostering a Relational Pedagogy

Cited by 3 publications

References 0 publications

Clarity of the Educational Assistant Role: A Look toward Policy and Practices

Clarity of the Educational Assistant Role: A Look toward Policy and Practices

Realising Relational Education: Integrated Spaces to Promote Scholarly Pedagogic Enquiry

The 3 C’s: A Model for Co-creation of Student Success in Higher Education

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