ethanporcaro/eric-fulltext-meta huggingface dataset:
For the Love of the Child: Bestowing Value Amidst Inconsistent Inclusive Education Beliefs and Practices for One Student with Severe Disabilities
Author: Mooney, Laura Rae
Date: 2015-00-00
Type: Journal Articles
Subjects: Inclusion,Mainstreaming,Foreign Countries,Severe Disabilities,Access to Education,Equal Education,Case Studies,Parent Attitudes,Teacher Attitudes,Caring,Adolescents,Grade 11,Elementary Secondary Education,Interviews,Best Practices

In this article, we chart developments of inclusive education practice and policy in Alberta, Canada, and conclude that much remains to be done toward achieving an educational system where all students, including those with severe disabilities, feel welcome and valued. We argue a need for deeper understandings of parent and educator beliefs about, and practices of, inclusive education in order to promote &quot;mutual adaptation,&quot; built on shared beliefs and consistent practices. To this end, we present an instrumental case study examination of the inclusion experience of one Canadian student with a severe disability described from multiple parent and educator perspectives. We call attention to inconsistencies in educator beliefs and practices, yet we draw out shared beliefs rooted in &quot;love of the child.&quot; Our study derives from Paulo Freire's understanding of love as key to educational pedagogy (1968/1970, 2005), and we uphold love as a point of convergence for parents, educators, and other educational stakeholders striving for more consistent approaches to inclusive education.
50 Shades of Green: An Examination of Sustainability Policy on Canadian Campuses
Author: Vaughter, Philip
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainability,Campuses,Higher Education,College Role,Sustainable Development,School Activities,College Planning,Educational Practices,Annual Reports,Regression (Statistics),Regional Characteristics,Correlation,School Policy,Institutional Research,Classification,School Size

Koichiro Matsuura, Director-General of UNESCO, asserts that education is one of the most effective instruments that society can employ in the effort to adopt sustainable development. This paper is a first effort to explore the degree to which Canadian institutions of higher education, including colleges and universities, have embraced this assertion. It includes the first census of the existing environment/sustainability policies and/or plans of Canadian postsecondary institutions (n = 220), and an examination of the relationships between the existence of an environment/sustainability policy/plan and the presence of other sustainability initiatives on campus. The focus on policies and plans is timely because in public institutions like colleges and universities, actions and practices are determined by policy. The results reveal a number of patterns and insights, including, for example, the influence of provincial legislation on the uptake of policies.
A Large, First-Year, Introductory, Multi-Sectional Biological Concepts of Health Course Designed to Develop Skills and Enhance Deeper Learning
Author: Murrant, Coral L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Introductory Courses,Biology,College Science,Scientific Concepts,Large Group Instruction,Curriculum Design,Thinking Skills,Communication Skills,College Freshmen,Speech Communication,Independent Study,Instructional Effectiveness,Foreign Countries

Large first-year biology classes, with their heavy emphasis on factual content, contribute to low student engagement and misrepresent the dynamic, interdisciplinary nature of biological science. We sought to redesign a course to deliver fundamental biology curriculum through the study of health, promote skills development, and encourage a deeper level of learning for a large, multi-section first-year class. We describe the Biological Concepts of Health course designed to encourage higher-order learning and teach oral communication and independent learning skills to large numbers of first-year students. We used the Blooming Biology Tool to determine the cognitive skills level assessed in the newly developed course and the courses it replaced. This evidence-based approach demonstrated that our new course design achieved the goal of encouraging a deeper level of cognition, and further, successfully introduced both oral communication and independent learning skills in large first-year classes.
Islamic Education in a Multicultural Society: The Case of a Muslim School in Canada
Author: Ali, Faisal Mohamed
Date: 2015-00-00
Type: Journal Articles
Subjects: Islam,Multicultural Education,Case Studies,Muslims,Private Schools,Qualitative Research,Content Analysis,Participant Observation,Interviews,Cultural Maintenance,Values,Political Influences,Social Influences,Educational Principles,Cultural Pluralism,Foreign Countries

The case study explores the ways in which a prominent, private Canadian Muslim school provides an Islamic education while negotiating its place in an integrated, socially cohesive, multicultural society. The data are derived from an in-depth qualitative investigation utilizing documentary analysis, participant observation, and interviews (N = 22). The findings reveal the ways in which the school perceives the specific challenges in negotiating the tension between their aspiration to preserve Islamic values and wider socio-political pressures to integrate into Canada's multicultural society. The study concludes that both the nature of Islamic educational provision and Canadian multicultural policy require modification and change.
Applying a Linked-Course Model to Foster Inquiry and Integration across Large First-Year Courses
Author: Husband, Brian C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Introductory Courses,Biology,College Science,Inquiry,Active Learning,Learner Engagement,College Instruction,Teaching Methods,Curriculum Design,Foreign Countries

Many first-year university courses are large and content-driven, which can contribute to low student engagement and difficulty involving students in the dynamic, cross-disciplinary nature of inquiry. Learning communities can address these goals, but their implementation often poses logistical challenges, especially in large courses. Here, we apply learning communities using a linked-course model to enhance student engagement and inquiry across three large, first-year biology courses. These three courses (Discovering Biodiversity, Molecular and Cell Biology, and Biological Concepts of Health) offer different contexts for biological inquiry, introduce key biological concepts, and are connected through jointly mapped learning outcomes, shared online skill workshops, and integrative learning communities composed of students from each course. Diverse modes of student learning are used across the three courses, and contemporary problems are explored within classes and small group seminars, which promote the development of skills necessary for inquiry. This course structure requires the coordinated scheduling of seminars and interdisciplinary projects but allows flexibility in the use of lecture periods and online content while offering increased resource efficiency. Collectively, these courses provide opportunities for integration, skill development, and problem solving. In contrast to many other forms of learning communities, this particular model promotes both a disciplinary foundation and cross-disciplinary applications for large numbers of students.
Assessing Mentoring Culture: Faculty and Staff Perceptions, Gaps, and Strengths
Author: Sheridan, Lynn
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mentors,College Faculty,Teacher Attitudes,Likert Scales,Colleges,Teacher Surveys,Measures (Individuals),Statistical Analysis,Positive Attitudes

The purpose of this non-experimental, cross-sectional, descriptive research was to survey faculty and staff perceptions of mentorship in a postsecondary institution in order to determine gaps and strengths in the current mentorship environment. The anecdotal activities we present reflect our educational practice environment through the work of our Mentorship Team. Data were collected utilizing Zachary's Mentor Culture Audit tool. The culture building block measured 4.65 on a 7-point Likert scale, suggesting the presence of a weak mentorship culture. However, the infrastructure building block measured only 3.41, showing that organizational resources and supports are below average. We also present eight hallmark category results to further identify strengths and gaps. This is the first assessment of our mentoring culture at an organizational level. Other postsecondary institutions may benefit from formally assessing the gaps in and strengths of their mentorship culture to assist them with acquiring adequate resources to further develop and sustain their mentoring activities.
Labels in Education: The Role of Parents and Parental Cultural Capital in Acquiring Diagnoses and Educational Accommodations
Author: DeRoche, Christina
Date: 2015-00-00
Type: Journal Articles
Subjects: Labeling (of Persons),Parent Role,Cultural Capital,Disability Identification,Developmental Disabilities,Learning Disabilities,Clinical Diagnosis,Well Being,Academic Accommodations (Disabilities),Educational Policy,Neurological Impairments,Parent Attitudes,Foreign Countries,Qualitative Research,Data Analysis,Advocacy,Case Studies,Interviews,Observation

This study provides a qualitative examination of the original tenets of Labelling Theory (LT) within the realm of education using a relatively new medical label, developmental coordination disorder. Labelling Theory, although initially proposed in the areas of crime and deviance, has been applied to mental illness and educational labels. However, recent social changes have prompted a renewal of its sustainability in these areas. This study empirically evaluates the original tenets of LT and explores the role of parents in the diagnostic process. Arguably, parents play an active role in their well-being and educational opportunities today; this study uses one case in exploring this role and in asking four research questions. It finds that parents, from beginning to end, played an active role in acquiring formal labels and services for their children throughout the diagnostic process and afterwards. Parents drew from the considerable resources and capital in this process. The findings of this article have profound implications for health care policies and educational policies, which are discussed in this article.
The Efficacy of Key Performance Indicators in Ontario Universities as Perceived by Key Informants
Author: Chan, Vivian
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Educational Indicators,Graduation Rate,Employment,Loan Default,Student Loan Programs,Program Effectiveness,Planning,Student Recruitment,Tuition,Educational Improvement,Surveys,Interviews,Content Analysis

The Ontario Ministry of Education and Training's Task Force on University Accountability first proposed key performance indicators (KPIs) for colleges and universities in Ontario in the early 1990s. The three main KPIs for Ontario universities are the rates of (1) graduation, (2) employment, and (3) Ontario Student Assistance Program loan default. This exploratory and descriptive study examined the perceptions of 12 key informants from 11 participating universities about the efficacy and effectiveness of these KPIs. The results of this study demonstrate that a clear majority of participants believe these KPIs are not having the intended impact. This paper analyzes the evidence and makes recommendations designed to foster efficient collaboration between stakeholders; it also asks all parties to clarify their goals, agreed expectations, and requirements, in order to develop effective measures of institutional performance and accountability and address the political needs of the government, the universities, and the public.
The Culture of Business Education and Its Place in the Modern University
Author: Evans, Russell A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Universities,Vocational Education,Business Schools,Educational Administration,Models,Commercialization

Many researchers believe that the modern university is in a state of crisis like never before. One of the main reasons cited for this decline is that the modern university has a closer resemblance to a transnational corporation than to a traditional scholarly institution (Lewis, 2005). This paper attempts to define the term &quot;university&quot; from a classical perspective and to describe the gradual incorporation of vocational pursuits into its scope. Focusing on modern North American university models, it asks whether business schools, in particular, should be operating within academia. An alternative is discussed, which focuses on the vocational attributes of business rather than theoretical knowledge. I draw on secondary sources as well as my own personal experience as a student and researcher to make suggestions on how interdepartmental tension developed and how it can be reduced. The paper finds that the business school does have a place in the modern university; however, the classical representation of the university must be abandoned for it to be fully embraced.
Exploring Student and Advisor Experiences in a College-University Pathway Program: A Study of the Bachelor of Commerce Pathway
Author: Percival, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Transfer Programs,Business Administration Education,Two Year Colleges,Universities,Partnerships in Education,Program Effectiveness,Undergraduate Students,Student Experience,Faculty Advisers,Mixed Methods Research

Currently, there is great interest across Ontario in the expansion of pathway programs between colleges and universities. Through strategic partnerships, two Ontario-based postsecondary institutions (a college and a university) have developed innovative and effective pathway programs that facilitate the transition of students between institutions for the completion of degrees, diplomas, and certificates. These programs support the training of highly qualified, market-ready graduates. This paper reports on a mixed-methods study of the successes and challenges of a particular Ontario college and university pathway program, with a focus on the Bachelor of Commerce Pathway program. Preliminary results indicate that pathway students were more academically successful than their traditional university student counterparts but did experience a number of challenges in transitioning from college into university. Principal challenges included inefficient communication between program administrators, academic advisors, and students; lack of orientation activities for pathway students; lack of college student preparedness in communication and critical thinking skills; and difficulties experienced by college students integrating into the social-cultural life of the university.
Knowledge Liaisons: Negotiating Multiple Pedagogies in Global Indigenous Studies Courses
Author: Augustus, Camie
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Organizational Change,Educational Change,Canada Natives,International Education,Universities,Strategic Planning,Epistemology,Indigenous Knowledge,Criticism,Educational Objectives,Correlation,Global Approach,Undergraduate Students,Course Evaluation,Models,Reflective Teaching,Foreign Countries,Indigenous Populations,Ethnic Studies

Over the past few years, Canadian universities have been at the forefront of institutional changes that identify Aboriginal people, internationalization, and pedagogical change as key areas for revision. Most universities' strategic planning documents cite, at least to varying degrees, these three goals. Institutions have facilitated these changes by supporting new programs, teaching centres, and course redevelopment. While much attention has been given to those goals individually, it is rarely considered how these commitments converge in particular course offerings. This article considers the connections among Indigenous, global, and pedagogical goals by examining undergraduate comparative Indigenous studies courses, some pedagogical challenges that arise in those courses, and some strategies I have developed in meeting those challenges. Based in auto-pedagogy and a critical analysis of existing and emerging pedagogical frameworks, this article uses key concepts from Indigenous epistemologies, knowledge translation, and Sue Crowley's (1997) levels of analysis to propose &quot;knowledge liaisons&quot; as a teaching model that addresses these challenges.
Faculty Writing Groups: A Support for Women Balancing Family and Career on the Academic Tightrope
Author: Penney, Sharon
Date: 2015-00-00
Type: Journal Articles
Subjects: Qualitative Research,Communities of Practice,Writing (Composition),Females,Family Work Relationship,College Faculty,Personal Narratives,Gender Issues,Child Rearing,Stress Variables,Nontenured Faculty,Foreign Countries,Teacher Educators,Teacher Collaboration,Content Analysis

This qualitative research project explored the experiences of women who juggle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the personal, reflective narratives of 9 women who participated in a faculty writing group. Analysis of narratives uncovered 5 themes common to the researchers and participants in this study: gender-specific experiences surrounding parenting, second-career academics, pressure surrounding academic work, human costs, and commitment to work and family. Implications of the findings are discussed with particular emphasis on how a faculty writing group framed by a relational model of interaction can be used to support untenured faculty who experience difficulty balancing the demands of family and academia.
Establishing Best Practice in School Counselling via Collaborative Leadership in the Counsellor-School Administrator Dyad
Author: Reavie, Michael S.
Date: 2015-12-21
Type: Journal Articles
Subjects: Foreign Countries,Best Practices,School Counseling,School Counselors,Models,Interprofessional Relationship,Counselor Role,Administrators,Cooperation,Expectation,Leadership,Supervision

School counselling services in Canada are inconsistent due to differing provincial guidelines. The lack of a national school counselling model and inconsistent provincial guidelines results in limited awareness of best practice and inconsistent services for students. Administrators and school counsellors have differing perspectives related to the counsellors' appropriate work role, service delivery, and priority duties. This discrepancy results in challenges with inter-professional collaboration, shared leadership, and counsellor supervision. Recommendations for establishment of a school-counselling model, improved administrator-counsellor professional development, appropriate supervision, and increased administrator-counsellor collaboration are provided.
New Faculty Experience in Times of Institutional Change
Author: Yeo, Michelle
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Beginning Teachers,Teacher Attitudes,Teaching Experience,Educational Change,Beginning Teacher Induction,Ethnography,Interviews,Adjustment (to Environment),Power Structure,Socialization,Teacher Evaluation,Discourse Analysis,Professional Identity,Organizational Change

Many post-secondary institutions in Canada over the past decade have made the transition from college to university status. The researchers on this team were hired in the midst of such a transition at one western Canadian institution. As new faculty we were navigating the normal tides of adjusting to a new faculty position, but our induction occurred in a shifting institutional context. Our research question, &quot;What is the new faculty experience in a transitional institution?&quot; guided a five-year focused ethnography, beginning as a self-study of the research team and expanding into 60 interviews with 31 participants over several years. The results demonstrate that a more complex theory is required to reflect the experience of new faculty than has appeared previously in the literature. We propose a framework of competing discourses.
Student Affairs in Canada in 2013: Perceptions, Trends, and an Outlook toward the Future
Author: Browne, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Personnel Services,Student Personnel Workers,National Surveys,Attitudes,Professionalism,Educational Research,Educational Trends,Trend Analysis,Colleges,Measures (Individuals),Demography,Academic Degrees,Mixed Methods Research

Chief Student Affairs Officers (CSAOs) are senior-level student affairs personnel. In 2011, 33 CSAOs responded to a national survey and provided a professional perspective on field development, student services, as well as predicted five-year trends for student affairs. In 2013, 17 CSAOs responded to the same survey and provided further information on these topics. Results indicated that attitudes towards diversity and technology remained stable between 2011 and 2013. We established that CSAOs have less positive attitudes towards research, evaluation, and assessment than they do towards communication and leadership. Here, we discuss at length the implications of these finding, as well as the potential for research into student affairs. In addition, we examine the continued professionalization of the CSAO field and note that research into CSAOs should be proactive instead of reactive.
Exploring the Gap between Teacher Certification and Permanent Employment in Ontario: An Integrative Literature Review
Author: Brock, Allison
Date: 2016-01-09
Type: Journal Articles
Subjects: Foreign Countries,Teacher Certification,Employment Potential,Supply and Demand,Employment Opportunities,Labor Market,Beginning Teachers,Teacher Placement,Part Time Faculty,Part Time Employment,Literature Reviews

The following integrative literature review illuminates the perceptible time gap that currently exists for new Ontario teachers graduating and moving from teacher preparation programs to permanent members of the Ontario teaching community. At a time of oversupply of teachers, many new teachers within Ontario and beyond its borders become occasional teachers and must wait several years before gaining permanent teaching employment. Due to this extended wait time for a permanent contract position, it is important to explore just how occasional teachers remain prepared. Herein the question of whether new teachers are prepared for a permanent position after a period of occasional teaching is addressed.