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This paper examines literacy under-achievement and the limitations of gender-based literacy reforms grounded in essentialist notions of masculinity. It draws on qualitative case-study research conducted in one Ontario secondary school in a working-class community. It focuses on two grade 9 students and their teacher who participated in a larger study which examines how the norms and values associated with school-based literacy practices contribute to under-achievement. The cases highlighted in this paper are employed to raise critical questions about the way in which literacy under-achievement continues to be articulated as a ‘boy problem’. This paper also illustrates how the complex and situated nature of the students’ gendered and classed identities, interwoven with contextual and pedagogical factors, contribute to literacy under-achievement for some boys and some girls. In addition, it argues that the disjuncture between in- and out-of-school literacy practices warrants further study. [ABSTRACT FROM PUBLISHER]

This paper examines the strengths and limitations of the Ontarians with Disabilities Act (ODA) accessibility plan prepared by one post-secondary education institution in Ontario, Canada, during the 2004/05 academic year. The paper focuses on ways the intersectionality between disability and gender is not voiced in the plan and its implications for female students with disabilities in post-secondary educational institutions. It is argued that future accessibility plans need to pay attention to these intersections and, therefore, frame their initiatives in a manner that would address systemic sexism and inequitable power relations that serve to marginalize persons with disabilities, particularly women, hence rendering them marginal in post-secondary educational contexts. [ABSTRACT FROM AUTHOR]

Copyright of INFOR is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents a case study that explored and reflected on the relationship between the beliefs and classroom practices of four English as a Second Language (ESL) teachers in a university language school in Canada related to teacher questions. Data gathered consisted of interviews and classroom observations of all four teachers. The findings revealed that although for the most part the teachers implemented their classroom questioning practices in convergence with their stated beliefs, there were some instances of divergence observed for all teachers. Potential factors contributing to the patterns of convergence and divergence are further explored. In addition, this study found that through the reflective process whereby the teachers articulated and reflected on their beliefs about their use of questions, they became more aware of the meaning and impact of these beliefs on their classroom practices. [ABSTRACT FROM PUBLISHER]

This paper reports the findings of a study conducted on stakeholders' perception of who influences the decision-making processes in Ontario's public postsecondary education institutions. The study identified and interviewed representatives of those stakeholder groups that are frequently written about as the main forces behind decision making in colleges and universities. This is a qualitative research study in which four institutions were selected for case studies. The findings suggest that administrations are the most influential, and faculty unions/associations are the least influential in Ontario's (Canada's second largest and most populated province) public colleges and universities. It is concluded that those in central positions with access to information from all levels, and who are in close proximity to the gatekeepers of the institutions, will dominate the decision-making processes in postsecondary education institutions. They will be the generators and harvesters of ideas and implementers of decisions. [ABSTRACT FROM AUTHOR]

Bramwell A., Nelles J. and Wolfe D. A. Knowledge, innovation and institutions: global and local dimensions of the ICT cluster in Waterloo, Canada, Regional Studies. This paper presents research findings on the information and communication technology (ICT) cluster in Waterloo, Ontario. Cluster dynamics in Canada do not conform to some of the key assumptions in the literature on clusters that emphasize the importance of local intra-cluster dynamics based on inter-firm linkages at the local level. The results of this case study indicate that many inter-firm linkages in the Waterloo ICT cluster are non-local, and that extra-firm institutional supports, such as the local university and industry association, are critical in sustaining and strengthening the cluster. Knowledge-based cluster theories that emphasize the role of local and global knowledge flows and learning processes, and the interaction effect of civic capital and local institutions in supporting the development of a local 'learning economy', provide more compelling explanations for the resilience of the ICT cluster in Waterloo, Ontario... [ABSTRACT FROM AUTHOR]

In response to the competitive examination culture that pervaded medical education in the 1940s and 1950s the founders of McMaster University's new MD Programme created an assessment system based on group functioning within the tutorial. While the tutorial has served the educational process well, 30 years of experience has highlighted its deficiencies as an assessment tool. This paper describes the accumulation of evidence that led to the awareness of the weakness of tutorial assessment and the attempts to provide reliable assessment by the reintroduction of examinations, but in novel formats which would not alter the goals of the curriculum. [ABSTRACT FROM AUTHOR]

The purpose of this study was to assess the accuracy and representativeness of common census-sampled campus climate surveys given the potential for misestimating sexual violence (SV) rates on campuses due to low response rates and self-selection bias in research (mixed findings in previous research). We compared SV rates obtained from a census-sampled campus climate survey with a lottery draw (a common method for collecting campus SV data) with those obtained from a gender-stratified random sample survey with individual incentives. We found no evidence that census-sampled campus climate surveys misestimate SV: our low response rate census-sampled survey produced very similar rates to our high response rate random sample survey. Our research suggests that less costly and labor-intensive census-sampled surveys, when well-designed, produce sufficiently accurate and representative SV estimates on campuses despite their lower response rates. [ABSTRACT FROM AUTHOR]

Dual-process theory characterizes clinical reasoning (CR) as Type 1 (intuitive) and Type 2 (analytical) thinking. This study examined CR on a summative clinical clerkship structured clinical oral examination (SCOE). 511 clinical clerks at the University of Toronto underwent SCOEs. Type 1, Type 2, and Global CR performance were compared to other internal medicine clerkship assessments using descriptive statistics and Spearman correlations. Clinical clerks achieved mean marks >75% on the three clinical reasoning stations, on Type 1 and 2 CR tasks, and the overall SCOE. Performance on the SCOE CR stations correlated with each of the other clerkship assessments: written examination, inpatient, and ambulatory clinic assessments. The correlation of performance between Type 1 and Type 2 clinical reasoning tasks was statistically significant but weak (rs = 0.28). This suggests that defined measures of Type 1 and Type 2 reasoning were indeed assessing distinct constructs. Clinical clerks used both Type 1 and Type 2 reasoning with success. This study's characterization of Type 1 and Type 2 CR as separate domains, distinct from existing measures on the SCOE as well as the other clerkship assessments, can suggest a further addition to multimodal clerkship assessment. [ABSTRACT FROM AUTHOR]

As universities face unprecedented pressure to respond to sexual violence, this article critically analyses how they engage with intersectionality in their responses. Based on research in the Canadian province of Ontario, I demonstrate that universities' commitments to intersectionality often fail to translate into practice. This failure results in anti-violence measures that do not address how systems of oppression shape vulnerability and access to support, or how the university is implicated in and constituted through these systems. When commitments to intersectionality are accepted at face value, they enable the university to brand their anti-violence measures as progressive and inclusive without necessarily addressing how sexual violence is produced and sustained through existing institutional power arrangements. As such, rather than celebrating universities for merely referencing intersectionality, I conclude that these commitments must be used to hold them accountable to the transformative work required to eradicate sexual violence on campus. [ABSTRACT FROM AUTHOR]

The article presents several abstracts related to psychology, including one on interracial couples’ dominant and subordinate discourses in response to racism and partner differences, one on assessing transracial applicants from an anti-oppressive framework and one on identity and multi-ethnic sexual minority youth.

The article discusses research concerning the effect of screening tool Linguistic Acoustic ThreaT Effect (LATTE) for semantic threat in speech processing following a brain injury. Information about the assessment of emotion-identification difficulties in speech (EID) as rehabilitation in injured patients, is provided. Also mentioned is the process of phoneme detection based on sensory input and lexical-semantic code method.

This article focuses on the library of University of Toronto. The access policy is like this: Students, faculty, and staff of University of Toronto have borrowing privileges; Visiting professors from other institutions may apply for free limited access; Research readers who are not members of the University community may purchase a card for an annual fee; and Inter-library loan is available. In the field of Slavic and East European studies, the University of Toronto Library has a collection of considerable strength and scope, which has major national and international value in the scholarly world. It is the largest university library collection in Canada and ranks in the top 10 university research libraries in North America. The Slavic and East European collection at the University of Toronto began with the establishment of the Department of Slavic Languages and Literatures in 1949. In the 1960s and 1970s the collection increased rapidly after the establishment of the Centre for Russian and East European Studies in 1963.

Existing research on marketing within PSE tends to focus on homogeneous groups of high-status organisations. This study ameliorates this gap in the literature, conducting a comparative analysis of promotional materials produced by public universities and community colleges in Ontario, Canada. We find that these two groups draw on unique strategies to communicate their quality to external constituents. Public universities emphasise faculty and institutional-level accomplishments, such as research grants and rankings. Meanwhile, community colleges, lacking access to these symbolic resources, employ corporate-like strategies, such as taglines and non-traditional logos. [ABSTRACT FROM PUBLISHER]

This study empirically examines how for-profit career colleges in Ontario, Canada market themselves to prospective students. It uses a mixed-methods approach to review the content of 489 online promotional profiles representing 375 unique for-profit colleges. It finds that for-profit colleges adopt several distinct marketing strategies, including (1) emphasizing their expedient provision of modern, practical skills and (2) the convenience afforded by the location of their campuses. We interpret these findings through the lens of the new institutionalist theoretical perspective, highlighting how these organizations draw upon alternative strategies to legitimate their chosen forms. [ABSTRACT FROM AUTHOR]

The fiscal climate of restraint in the Canadian province of Ontario has led to increased calls for a more diversified higher education system. Significant diversity in the university sector in Ontario has not been achieved that underscores the importance of understanding government policy and its related influences on institutional diversity. This study used policy and descriptive analysis and drew on mutually related theoretical perspectives from organisational theory as its conceptual framework to examine the factors that promoted or hindered processes of diversity in the sector. The study suggests that the lack of diversity objectives in provincial funding policies combined with the existing egalitarian operating funding model contributed to the continued lack of diversity in the university sector in Ontario while federal funding programmes distributed on the basis of a peer review, competitive process increased the potential for diversification. Structural policy directions to enhance diversity in the university sector are also considered. [ABSTRACT FROM PUBLISHER]

Since 1998, the Ministry of Training, Colleges and Universities in Ontario, Canada, has required that data on specific key performance indicators (KPIs) be made public by its publicly funded universities. The information is intended to be used by universities to demonstrate their achievements, to improve their programmes and services, and to provide a basis for informed decision-making by potential students and their parents in the selection of institutions and programmes. An exploratory and descriptive study on the perception of major informants of participating universities regarding the efficacy and effectiveness of existing KPIs uncovered a number of underlying issues: KPIs are not seen as appropriate measures of performance and accountability at institutional or programme levels; awarding performance funding through aggregation at institutional and system levels is far removed from programme improvement at the decision-making level; and, Ontario Student Assistance Programme Default Rates are driven by factors that are beyond institutions’ control. [ABSTRACT FROM PUBLISHER]

Highlights the Third International Symposium in Medical Geography held August 7 to 11, 1988, hosted by the Department of Geography, Queen's University, Kingston, Ontario. History of the symposium; Number of papers presented at Kingston; Overview of a typical day's agenda at Kingston.

The article discusses the secularism and pluralism in religious clubs at Queen's University in Kingston, Ontario. In one article, it concludes that an ethnographic examination of the state of religious practice on four American colleges and universities, that post-secondary institutions in the U.S. have become more pluralistic and optional, rather than more secular. Significantly, at Queen's University, a non-religious organization with Christian origins, both pluralism and secularism modify the religious landscape. It says that the nature of campus religious clubs has important role for any study of religiosity in the post-secondary aspect. Among the nine religious clubs at Queen's University include Campus for Christ, the Thaqalayn Muslim Association, and the Queen's Catholics.

Copyright of European Journal of Teacher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on a conference "Semiotics and Cinema: The State of the Art" that was held from June 18 to June 22, 1984 in University of Toronto, Ontario. Three histories of the film image were then established: (1) iconic realism, (2) viewer orientation, and (3) discursive and figural representations. In a final forum on "Prospects and Objectives in the Semiotics of the Cinema," the cordiality and collegiality of the week evaporated in a flurry of pointed questions and critiques. The organization and format of the conference itself were criticized for not giving speakers time to develop their ideas, limiting question-and-answer periods, not showing films.

A letter to the editor is presented in response to the article "A Resource of Validated Affective and Neutral Sentences to Assess Identification of Emotion in Spoken Language After a Brain Injury" by B. M. Ben-David et al.

The article presents information on case studies of internships and educational programs related to geographical courses. The article seeks to resolve the question related to the principles of the internship. The roles does it play in the education of undergraduate geographers and the extent to which internship is relevant to the non-vocational type of education in geographical courses. The article presents three case studies which seek to answer these questions. The first case study deals with internship program at the Ryerson Polytechnical Institute in Toronto. The internship program of this institute forms an integral part of an applied geographer's training. The second case study involves the internship program of the Erindale College. It's internship program appreciates the contribution of research planners in liberal arts of the contemporary society. The third case study describes the internship program of the University of Toronto, Toronto, Ontario. It's internship program seeks to evaluate the impact of changing societal attitudes and students aspirations.