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While internationalization is among the top strategic priorities of universities and colleges globally, research into the expanse of internationalization in the kinesiology discipline is not well researched. Given this gap, critical consideration of the state and status of the phenomenon is needed. Knowing more about what is being done in the name of internationalization within kinesiology and reflecting on how those actions and outcomes are aligned, or not, with key theoretical guidance is necessary in order to plan for improvement accordingly. For these reasons, this paper first provides a primer on internationalization in higher education, including how the phenomenon has come to be defined as well as key contemporary critiques associated with it. In particular, we highlight Beck's (2012) theoretical concept of 'eduscape' to critically consider the influences of globalization on internationalization within higher education kinesiology as well as Khoo, Taylor, and Andreotti's (2016) principles of intelligibility, dissent, and solidarity to consider the ways kinesiology scholars engage critically with internationalization processes. Presented next is a review of the kinesiology literature that is explicitly focused on internationalization. Then, the results of a pilot survey into the views of National Association for Kinesiology in Higher Education (NAKHE) members and other Western kinesiology scholars on internationalization is reported next. The paper concludes with recommendations as to how NAKHE and the broader community of Western kinesiology scholars might best navigate internationalization moving forward. We recommend the complexity-informed and principle-driven approach of inclusive leadership as a means of pursuing cognitive justice in the 21st century.

In this paper I address one question asked by teachers who teach online--"How can I build community among my learners in my class?" This paper provides an answer; in fact, it provides ten possible answers, in the form of ten models for teachers to use to build community in on-line courses. Each model has been tried and tested over ten years of post-secondary experience in designing and teaching twenty-nine online courses at four institutions in Canada. Community can be built in online courses. Each model offers ten unique approaches regarding how to develop community among learners and teachers in a course. The tacit notion hidden within and throughout each model is that courses that develop community and good pedagogic relationships among learners and teachers are those that are intentionally designed to do so. Each model described in this paper includes a unique structure of ideas, a rational for the model's use and some strong theoretical support. Each model is a particular expression of the general concept of constructivism--that thinking is socially constructed, and knowledge a social construction. When intentionally designed to do so, an online class activity of socially constructing some project or collaborating to design a scenario can lead to the development of sound pedagogical relationships. The premise in this paper is that community development in online courses must be designed for and intentionally built into in the architecture of a course. Community is a particular way of being in the world that comes about through right relationships; when we are in the world in particular ways we bring about right relationships, and bring about community. When power is exercised so as to bring about psychological control over a learner, right relationships are not brought about. When forgiveness for a mistake is asked for by a teacher, and in turn offered by an offended student, a right relationship is brought about. As learners in a course recognize a teacher's request for forgiveness, community develops. Particular ways of being in the world (e.g. offering and receiving forgiveness, dignifying each person's answers, truth telling to name a few) and many other right and good attributes in both teacher and learner are created in healthy community and in turn create healthy community, one that comes to be characterized by good pedagogic relationships. Community is essentially dialectical, a verb whose essence is right relationships. Community is sustained by particular attributes and not others. This conceptualization of community, while subtle, is the important basis for this paper and my presentation of the ten models for online course design and teaching. This paper draws from anthropology, psychology and sociology--how theorists in each discipline propose that community is best developed and nurtured. The paper draws heavily from best practices in education in North America. The ideas within each model are also drawn from my analyses of student feedback of twenty nine course evaluations. Finally, the evidence this book draws from includes learning theory and what is known today about how people learn in community and through relationships. The instructional designer with limited teaching experience may need to suspend disbelief regarding a model, to interrogate the methodology within each model until they try and test it in the heat of instructional battle. Each model will ring true for the experienced educator. Both the experienced educator and experienced designer of instruction will be able to give that "experiential nod" to what is presented in each model, and know why each model as proposed can develop community among learners. Experienced teachers know not to waste time teaching. They will recognise that each model offers much promise for building community among learners and teachers in on-line courses.

This paper traces the century-long history of a library that has served teacher preparation programs in Calgary, Alberta, since 1909. It looks at how this library's role and collections adapted to shifting notions of what constituted good teacher education and changing economic circumstances. In recounting this history, the paper examines the historical circumstances that created a separate education library at the University of Calgary and how issues of group and professional identity contributed to its continuing existence. The various themes which emerge may be common to many North American education libraries.

This paper is a conversation about growing an inclusive field of disability studies. The paper draws on data collected through an analysis of existing disability studies programmes in selected Canadian universities. The paper makes a case for including diverse perspectives, experiences, viewpoints, and voices in these programmes. In this work, I call for an interrogation of the normativity in the field of disability studies and for critical reflections and discussions about growing a diverse and inclusive field that pays attention to marginalised populations. There is a need to rethink the exclusionary nature of knowledge, space, bodies, and pedagogy in the field, which perpetuates Eurocentric culture, thoughts, and practices.

In this paper, I discuss the process of redesigning and teaching a mandatory, academic skill building course for students on academic probation at Mount Saint Vincent University (MSVU) in Atlantic Canada. The rationale for redesigning the course was to offer an alternative curricular framework, including instructional approaches, to course instructors who taught a modular-based curriculum. The original course was designed to focus on improving students' individual self-efficacy and motivation for academic success; however, the social and relational nature of learning was not articulated as an underpinning theory in the curriculum. In the new curriculum, I draw on both Etienne Wenger's (1998) notion of communities of practice as sites for learning and Howe and Strauss' (2000; 2007) work on generational analysis as theoretical frameworks. Furthermore, I incorporate Wenger, McDermott, and Snyder's (2002) design principles for cultivating communities of practice as a framework for translating theory into practice. The initial information that I collected from students, instructors, and a thorough review of the original curriculum led to the main inquiry question: How can a curriculum, centred on building community in the classroom, help students to cultivate meaningful learning experiences that take learning beyond a "fake it 'til you make it" mentality? This question guided the curricular design process and also my experiences teaching the course at MSVU during the Fall semester of 2012.

Comparing group is one of the key uses of large-scale assessment results, which are used to gain insights to inform policy and practice and to examine the comparability of scores and score meaning. Such comparisons typically focus on examinees' final answers and responses to test questions, ignoring response process differences groups may engage in. This paper discusses and demonstrates the use of response process data in enhancing group comparison and fairness research methodologies. We propose two statistical approaches for identifying differential response processes which extend the differential item functioning (DIF) detection methods and demonstrate the complementary use of process data in comparing groups in two case studies. Our findings demonstrate the use of response process data in gaining insights about students' test-taking behaviors from different populations that go beyond what may be identified using response data only.

This paper reports on two studies that evaluated the statistical validity of the Classroom Learning and Development Questionnaire as a universal screening and early identification observation instrument within the North American context. The Classroom Learning and De-development Questionnaire was first proposed and tested in Hong Kong in the mid-1990s. It has been used as an integral part of the school procedures in the Hong Kong school system since it was first launched and has spawned a number of intervention programs for students within the Hong Kong Educational Authority. The Classroom Learning and Development Questionnaire (CLDQ) has been adapted from the Hong Kong study as a Tier I observation instrument to be used in the North American context. Results of the principal component analysis (PCA) in Study 1 (N = 820) extracted six components, which exhibited adequate to high levels of internal consistency. Results of Study 2 (N = 117) indicated statistically significant and negative relationships between the CLDQ subscales and Teacher Rating Form (TRF) (Achenbach, 1991) variables, demonstrating evidence of convergent validity. Based on the findings of these studies, the authors conclude that the screening protocol does present as a robust instrument capable of supporting screening at a primary prevention level. Based on this study, it is argued that classroom teachers hold a wealth of information concerning each student and that this, when presented in a systematic fashion, leads to greater understanding of individual and group learning needs and may lead to pre-emptive actions which would benefit students' learning trajectories.

Higher education is the linchpin of music education in North America. It is primarily in collegiate institutions that music teachers are educated throughout the life cycles of their careers. This begins with preservice programs, typically at the baccalaureate level, and continues with in-service professional development and graduate degree programs. It is in these programs that music teachers develop musical and pedagogical knowledge, skills, habits, and dispositions that guide them throughout their careers. American and Canadian collegiate music education programs have traditionally focused on preparing preservice music teachers for work in schools, providing professional development for in-service music teachers through graduate programs and other offerings, preparing professors of music education, and producing research and scholarship intended to inform and guide the profession. Music education professors operate within a dynamic web of institutions, society, and industry. Each of them has challenges, values, and priorities that affect music education in higher education and K-12 schools. The key issues that challenge collegiate music education programs reviewed in this paper include changing demographics and tastes in music; transformation of the music industry; new technologies that alter the way people interact, access information, and engage musically; cultural and financial changes in higher education; changing expectations for primary and secondary schools; and nonschool providers of music education services. These changes are the result of a continual democratization of society and a globalizing economy. One can expect these areas to continue evolving, with people having increasingly more access to information, music, and other people. In this paper, the author addresses each of them and discusses implications for collegiate music education programs. He then provides some closing thoughts. (Contains 5 notes.)

Professional mutual recognition agreements (MRAs) are one of the policy instruments employed in global and regional trade agreements to facilitate the mobility of skilled labour. While such agreements have been noted in the literature examining cross-border academic mobility, little is known about how they impact higher education. This paper examines the formation of professional MRAs in North America since the passing of the North American Free Trade Agreement (NAFTA), focusing on three fields: engineering, architecture, and accounting. In the three professions, asymmetries characterizing the NAFTA partners led to system-level reforms in Mexico. The paper discusses how and why the institutional arrangements governing professional higher education in the country were "harmonized" with those of the United States and Canada.

Purpose: To assess the Luneburg Sustainable University Project (the Project) in a non-European international context; to relate the project scholarly approach to selected scholarly and practice-oriented North American sustainability in higher education (SHE) methods; to analyze project innovations against North American initiatives. Design/methodology/approach: Benchmarking indicators were developed inductively in four SHE areas--governance/administration, curriculum/student opportunities, research/scholarship, and operations--via thematic content analysis of 15 descriptions of USA and Canadian universities active in SHE. Data were triangulated with data from the four Association for the Advancement of Sustainability in Higher Education Campus Sustainability Leaders 2006. Findings: The assessment against selected North American peers suggests that the project is unique in its scholarly approach to and scientific foundation of sustainability in higher education. The transdisciplinary transformative case study is not replicated at any of the comparison institutions; however, elements of the approach and scholarly framework can be found at all North American universities participating in this assessment. North American institutions tend to excel in operational innovations to keep abreast of international developments, University of Luneburg is encouraged to commit to a climate-neutral campus strategy and to implement a sustainability management system, amongst other initiatives. Practical implications: Knowledge transfer and capacity-building North American post-secondary institutions can learn from the theoretically-guided, applied research-based approach to SHE. Through intensified exchange partnerships with North American peers, the project and the University of Luneburg stand to profit from community-based research approaches and the practice-oriented work of USA and Canadian campus sustainability offices. Originality/value: The paper contributes an "outsider's perspective" to the project evaluation. Methodologically, the paper contributes to inductive SHE indicator development. (Contains 5 tables and 4 notes.)

North Americans have had a lengthy and often one-sided relationship with Great Britain. Long after the waning of the British Empire and the apex of Britain's exercise of global political and economic hegemony, its cultural influence remains strong. Beyond the commercial successes in the box office and the bookstore, there is a much more immersive, even fetishistic and nostalgic, preoccupation with British culture, texts, and worldview within North American society, as well as other parts of the world. Described as anglophilia, or "Masterpiece Theatre Culture," its presence in North America is not wide, but its influence on those who exercise and maintain the traditionally dominant ideology has been significant, especially within the realms of economic and political power and academia. Anglophilia can be characterized by its adoration of the class system in Britain, in particular, the upper classes and their values. It is a form of leisure which is both consumptive and performative. As an antimodernist tendency it creates nostalgia for an English past, typically a genteel one.

When faculty development is viewed as an ongoing need and when we approach faculty development as a long-term, continuous effort, community building becomes a part of the process. Carefully designed faculty development approaches can facilitate and create a culture that supports a thoughtful focus on teaching, while at the same time, nurture a sense of connectedness and collegiality across the organization that is vital to continuous innovation and improvement. This paper reports on a program designed to improve the collegial culture at a higher educational organization in Western Canada. While the program was aimed at a Social Work Faculty at a research university, we believe the design can be modified and applied in other disciplines and in other environments, such as distant and open universities. We conclude with suggestions for applying our approach to faculty development in open and distance institutional contexts.

Teachers typically receive the brunt of the criticism for poor performance on large-scale standardized tests. In order to stave off this criticism, some teachers have begun to provide instruction that utilizes actual or cloned items from these high-stakes tests. Such teaching to the test rarely helps learning and has a detrimental effect on the teaching profession as a whole. The present paper addresses the dangers of directly teaching to a standardized test and the implications of this practice for students, educators and policy makers. It also discusses measures designed to promote constructive test preparation activities. It argues that educators and policy makers both have important roles in ending this practice.

Learning as a central focus in the discourse on professional development is well grounded in the educational and professional development literature. Yet, despite this consensus, and significant research on how professionals learn, most professional development and continuing professional education (CPE) practices continue to focus on delivering content rather than enhancing learning. This paper provides an update and overview of adult education's ongoing critique of and contributions to debates about the aims, structure, and purposes of continuing professional development and CPE. The author profiles a long-standing and continuing effort by educational scholars to reclaim this vital area of study and practice, in order to bring their learning focus as well as their critical questions to bear on it.

Considering the arts model as a tool for promoting awareness, understanding, and support for people with autism and developmental disabilities, this paper discusses stories as a measure of societal thinking as well as a vehicle for societal change. The author's dual perspectives are shared as a researcher of books for children and young adults, as well as an award-winning writer of books for young people. Data from an ongoing qualitative study related to award-winning North American picture books for young people offer understandings of current patterns and trends regarding portrayals of characters who are differently abled, and this article has wide implications for teaching, learning and further research. [An annotated bibliography of award winners is included.]

"In Search of April Raintree" by Beatrice Culleton Mosionier is a text that continues, over twenty-five years after its initial publication, to call its readers to reflect on racism in Canada and beyond. It is precisely this call that must incite readers also to exercise a vigilant critical consciousness and to seek out spaces in the text that require--in Sherene Razack's words--"unmapping". In her essay "Gendered Racial Violence and Spatialized Justice: The Murder of Pamela George," Razack challenges, or unmaps, the naturalization of violence in the social space of Aboriginal womanhood and the converse naturalization of the violent and colonial brutalization of Aboriginal women by white men. In this essay the author employs aspects of Sherene Razack's formulations on race and space in a decolonizing reading of "In Search of April Raintree," with a twofold purpose: first, to demonstrate and advocate for a decolonizing approach to reading and, second, to locate readers' social responsibility to read with a decolonizing approach within the context of relations of domination in North America. This essay is particularly concerned with the teaching of Aboriginal literatures and emphasizes that such teaching is an endeavor embedded within a broader social context. (Contains 4 notes.)

Family literacy programs in North America and the United Kingdom have enjoyed widespread public and political support. Thousands of initiatives following a variety of models currently operate under the spectrum of family literacy programs. In this paper, the influence of learning theories, the research on children's early literacy development, and the sociopolitical context with gave rise to the intervention movement, will be reviewed with respect to their impact on current models of family literacy programs. The research on program evaluation is also considered, and is related to current practice and future directions in family literacy programming.

This essay is a critique of the scientific and policy rationales for transnational standardization. It analyzes two examples of policy export: early childhood standards in one of North America's oldest Indigenous communities and the ongoing development of international standards for university teaching. It examines calls for American education to look to Finland, Canada, and Singapore for models of reform and innovation, focusing on the complex historical, cultural, and political settlements at work in these countries. The author addresses two affiliated challenges: first, the possibility of a principled understanding of evidence and policy in cultural and political-economic context, and second, the possibility of a mediative educational science that might guide policy formation.

Global health is becoming an important area of inquiry and learning in North American research universities, stemming from on-going and new commitments to the field by multiple governmental and non-governmental agents. External demands for research and education in global health require enhanced inter-disciplinary, inter-sectoral and international collaborations, all perceived as growing trends but often not easily accommodated in universities. This paper investigates how four leading universities in Canada and the US have entered the field of global health, exploring the relationships among national contexts, academic structures, and institutional strategies. Content analysis of institutional records is triangulated with data from sixty interviews with academic leaders and researchers at Harvard, Johns Hopkins, McGill and Toronto. Resource asymmetries emerge as an important differentiating factor shaping the emergence of global health in the American and Canadian institutions. Domestic sources of support and previous academic structures provided important cumulative advantages to the US campuses in claiming national and international leadership in the field.

The new objects of public and open prejudice are Hispanics, primarily Mexicans due to their large population and their proximity to the United States. Because the Iraq War is such a disaster on all fronts, conservatives and reactionaries have shifted their patriotic fervour from invading foreign countries to inveighing against brown-skinned foreigners who come in the United States. In this article, the author talks about America's xenophobia which goes back a long way past 1928 when it was alleged that Al Smith, the Democratic candidate and first Catholic to be nominated for the presidency, would build a tunnel from the Vatican to the White House so that the Pope could secretly run the country. The author also talks about interstate highways which were specifically created to aid evacuation in case of a Soviet attack. The interstate highway in the crosshairs of the xenophobes is I-69 or sometimes conflated with I-35. Anti-immigrant organisations see expansion of I-69 as a plot to create a NAFTA (North American Free Trade Association) superhighway stretching 1600 miles from Mexico to Canada; this would be the first step towards the creation of NAU, the North American Union, resulting in "the disintegration of these countries as sovereign nations." Although the interstate highway is considered as treason to some Americans, the author was astonished to find that to some Christians, it is deemed the road to salvation.

This paper suggests a particular question that higher education researchers might ask: "Do educational programs use teaching methods that are environmentally, socially and economically sustainable?" It further proposes that program evaluation research (PER) can be used to answer the question. Consideration is given to: a) program evaluation research processes and indicators, and their modifications for evaluating the sustainability of teaching methods; and b) institutional sustainability evaluation research tools and their modifications for the evaluation of teaching. North American university and college program evaluation websites and sustainability evaluation tools used to assess universities in North America are examined. (Contains 1 table.)

A model of service delivery called Wraparound, which was developed in the USA, focuses on maximising collaboration between stakeholders, including the client and their support network, as well as services involved. It is used extensively in the disability, mental health, juvenile justice, education and out-of-home care fields across North America. This paper reviews the literature exploring evaluations of the model and also examines an example of the application of Wraparound in an Australian context--the Turnaround program in the ACT--and its preliminary evaluation. Finally, challenges and opportunities for the model are considered. (Contains 1 figure.)

In this article I explore the gendered assumptions in the new generation of dress codes that have swept through North American schools in response to how girls are dressing these days. Through a feminist poststructural examination of a particular case in Langley, British Columbia, I locate three contradictory discourses in one school's dress code policy that positioned girls as irresponsible, deviant, and in need of help. I argue that these discourses reproduce dominant and oppressive forms of gender and sexuality. I conclude by suggesting that much work remains to be done on the minutiae of school policies such as dress codes given that they contribute to how the student('s) body is thought about, looked at, and treated.

Utilizing data on approximately 16,000 children from the Early Childhood Longitudinal Survey-Kindergarten Cohort and a rich set of mediating factors on 16 immigrant groups, this paper examined the associations between children's immigrant generation status and their academic performance. The changes in academic achievements during kindergarten and first-grade were also examined to explore the varying learning paces exhibited by children from different countries of origin. Results indicate that, compared to third and later generation non-Hispanic white children, children of Latin American regions tended to have lower reading and math scores, while children of Asian regions tended to have higher reading and math scores. In addition, although children of immigrants may have either higher (e.g., children from East Asia) or lower scores (e.g., children from Mexico) by first-grade compared to third and later generation non-Hispanic white children, the former generally learned skills at faster paces, thus widening (e.g., for children from East Asia) or narrowing (e.g., for children from Mexico) academic achievement gaps. Child and family characteristics accounted for a large share of the differences in children's academic achievements. Home, school, and neighborhood environments may also matter but to a lesser extent. Research implications are discussed. (Contains 8 tables and 8 footnotes.)

The evolving field of Book History has had difficulty in integrating the experiences of immigrant culture. In explaining the origins of print culture in North America, Book History has a tendency to associate lowbrow with immigrants and their struggles to establish a foothold in a new land. Book History therefore symbolically defines immigrant culture as other, institutionalizing a hierarchy so that highbrow or learned culture is privileged. Drawing upon the work of Pierre Bourdieu and Homi Bhabha, this paper suggests that this cultural distinction is not only a contingent classificatory choice that sends a fraught ideological message, but one that should be replaced by the idea of hybridity. (Contains 7 notes.)

The study on which this paper is based examined the experiences of students in order to develop a theoretical and empirically grounded account of the dynamic social forces of inclusion and exclusion experienced by youth in their unique contexts of North American urban schooling. The ethnographic scenes, organized into four "beats," theatrically render the cultural performances of youth and researchers in the context of a diverse urban drama classroom. In this classroom, students, teacher, and researchers engage in a lively and often disturbing debate. Questions about the ways in which sexuality and other identity markers are socially constructed and performed, how the moral, gendered and discoursed cultures created in classrooms re-inscribe historical inequities are central to the ethnographic scenes, drawn from field notes, researcher reflections, interview transcripts, and the epilogue which follows. Aspects of youth culture, performance (cultural and artistic), the construction of identities--particularly in relation to theories of masculinity and the (heterosexual) "pass"--are deconstructed in the epilogue. (Contains 5 notes.)

In this essay, the author first describes the cultural ethos of the Federation of Women Teachers' Associations of Ontario (FWTAO), with its primary commitment to the never-married teacher. She then traces the declining status of the single, female teacher in the postwar period. Coupled with this decline is an emphasis placed on the importance of marriage and motherhood by the educational community. Second, the author examines the postwar sociological and psychological literature to show how traditional gender roles and heterosexual identity cultures were both regulatory and normative. The importance placed on heterosexual adjustment by educational administrators became intricately tied to the worry about female homosexuality, masculine identified, and independent women. This essay also argues that married women teachers attained the professional stature originally held by single female teachers. The newly formed allegiance to the marriageable and heterosexually attractive woman (whether married or unmarried) caused difficulty for single females wanting to pursue administrative positions. The call to embrace a heterosexual ideal of beauty worked as an obstacle to tenure and to upward career mobility for female teachers who could not or would not adhere to these regulatory ideals. (Contains 135 footnotes.)

Discusses ways to decrease costs when planning the design of a new library or an addition that also considers future needs. Topics discussed include space allocation considerations for the collection, users, and staff; entrances and exits; structural loading; building configuration; information technology considerations; and staff willingness to accept new organizational structures. (six references) (LRW)

In this article, the author discusses the impact of compulsory state schooling in North America. The author stresses that schools are not making kids smarter, more capable or more skilled. The basic aspects of everyday school life have emerged and continue to evolve not as a response to the needs of students, but as driven by institutional needs. The author points out that it is impossible to describe "The Good School" as if it were a magic formula that could be applied and reapplied anywhere. (Contains 6 notes.)

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This article offers a sampling and critique of the history of education in North America, including Canada, the United States and Mexico. Being Black and Indigenous academics, respectively, the authors' scholarship centres on community relationships, considering activism around #BlackLivesMatter and Indigenous Peoples, especially with the news of thousands of unmarked graves at former Indian Residential Schools in Canada. Amidst increasing global calls for decolonisation, social justice and accountability, we ask: how should one consider the history of education in North America amidst social unrest, climate change, the SARS-CoV-2 pandemic, ongoing colonialisms, gender inequities, police violence against Black bodies and unmarked graves of Indigenous children? This paper traces histories of Indian Residential Schools, explores schooling structures and emerging settler states, and examines the growing focus on local histories to offer new directions in the history of education that challenge antiquated national narratives. [ABSTRACT FROM AUTHOR]