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Purpose The purpose of this paper is to report on the policy and practice contexts for school autonomy and twenty-first century learning in Canadian provinces.Design/methodology/approach This paper reports on an analysis of policies in Canadian provinces (particularly the provinces of Alberta and Saskatchewan). The authors review policies related to school autonomy and twenty-first century learning initiatives.Findings In this paper, the authors argue that autonomy is a complicated and multi-levelled phenomena with a measure of autonomy devolved from the state to local school divisions, and yet other elements of autonomy devolved to the school and to individual teachers. The link between autonomy and twenty-first century learning are unclear as yet. This paper attempts to establish the policy contexts for school autonomy and twenty-first century learning without making claims about a causal relation between the two.Originality/value The originality of this paper lies in its description of autonomy beyond the school level. Autonomy, as a construct, is rarely examined as a dynamic process among multiple layers of the educational system. [ABSTRACT FROM AUTHOR]

Copyright of Comparative & International Education is the property of Canadian & International Education 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 Intergenerational Reflections technique was developed to bring together the voices of connected stakeholders of different ages and positions—in this case, students and teachers—to create recommendations that build on both groups' perspectives. This article describes its use and results as piloted in the Time to Teach about Gender-Based Violence in Canada project. The project gathered 11 teacher participants in a participatory workshop to mobilize teachers' reflections on student-produced cellphilms responding to the prompt: "What do you want your teachers to know when teaching about gender-based violence?" Framed using hooks' engaged pedagogy, analysis describes teachers' identification of potential pedagogical adaptations responding to student recommendations, demonstrating Intergenerational Reflections' value in getting teachers to actively listen to student messages in educational research and practice. Results identify the need to involve other educational stakeholders in Intergenerational Reflections, particularly in addressing a lack of multi-level institutional support to enhance pedagogy about gender-based violence. [ABSTRACT FROM AUTHOR]

This research explores responsible investment practices at Canadian and international universities. We analyze universities' Statement of Investment Policy and Procedures and Responsible Investing Policies to understand how responsible investing is included and how this varies by region. Our results show that most university investment policies are lacking in content and specificity. We compare four different regions, Canada, the United States (USA), the United Kingdom and Ireland (UK-I) and Australia New Zealand (ANZ) in terms of responsible investment integration. We find a clear international hierarchy, with the UK-I as the most advanced region in responsible investing integration, followed by Canada and ANZ with the USA a distant last place. We develop recommendations which act as tools to help mobilize university knowledge in responsible investing, drawing on globally recognized frameworks, in two areas: governance and policy. Our recommendations are broadly applicable to any post-secondary institution and also expand to other sectors attempting to incorporate responsible investing. Implications for universities and areas for future research will be discussed. [ABSTRACT FROM AUTHOR]

The TLRP has provided a wealth of information that can form the foundation of conversations and debate for researchers, policy-makers and practitioners. This paper focuses on two of the issues raised by James and Pollard: (1) the methodology that they used to analyse and synthesise the learning from massive amounts of data into a coherent and defensible set of interpretations, in order to address large and important questions about pedagogy and learning and to share their learning broadly; and (2) the difficult issue of 'Getting to the 'spirit' of Assessment for Learning'. [ABSTRACT FROM AUTHOR]

There is scant research literature on the interconnection between spirituality and anti-oppressive pedagogy in the higher-education classroom. In this paper, based on a broader qualitative study that examined spiritually-minded activist scholars in the Canadian university context, I focus on how four such scholars integrate spirituality into their teaching practices. Two themes are presented in this paper: (1) toward a pedagogy of hope; and (2) affirming different ways of knowing. I conclude with the argument that teaching from a spiritual paradigm is fraught with challenges and risks yet has positive implications for developing anti-oppressive pedagogy in higher education. [ABSTRACT FROM AUTHOR]

Copyright of Accounting Perspectives is the property of Canadian Academic Accounting Association 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.)

As multiliteracies educators, we accept that 'the screen' frames, guides, and underpins our meaning-making. Most of our reading and certainly writing takes place on-screen and students we teach in primary and secondary school think on and in terms of the screen. In many ways, to be literate is to be governed by the screen. In our paper, we will present how a publisher in Canada sought to create a multiliteracies reading program based (implicitly) on the four seminal strands of a multiliteracies pedagogy: situate practice within technology as the dominant meaning-making system; overtly teach based on technology (as our epistemology) and to technology (opposed to assuming the reader will read a printed text); critically frame material so that it addresses and accounts for contemporary communication; and finally, the reading program asks students to move from one medium to the next - to build a website. In presenting material written within a multiliteracies epistemology and designed with an end-user in mind, the paper opens up the question: can multiliteracies be equally effective (and indeed applicable) in printed versions? Does a 'multiliteracies reading program' give greater access to multiliteracies pedagogy? Given that a multiliteracies epistemology is premised on a notions of hybridity and intertextuality within meaning-making, is it possible to create a printed text that simulates a multiliteracies model of meaning-making? [ABSTRACT FROM AUTHOR]

This essay examines a project entitled The Pheromone Trees and Coyote as a case study, to draw an analogy between concepts of territoriality—regarding fluid territories of highly adaptive wildlife species—and the fixed ‘territories’ of institutional management systems that deal with them. Coyotes, as a ‘varmint’ species in Canada, can be subject to violent control strategies, with little to no restrictions in place. Yet the case study, first proposed within the context of an academic research programme (situated on the opposite side of the planet and with entirely different ecological circumstances), became burdened with prerequisites—theatrically absurd certification processes and field performances, considering the open permissibility of local regulations. This paper will discuss how a remote federal ‘partnership’ framework of institutional governance can be seen to represent extended colonisation, where blanket restrictions on access to natural ‘resources’ (i.e. ‘fur-bearing’ animals) discount lived, hyperlocal realities of citizens and wildlife experts. [ABSTRACT FROM AUTHOR]

This study aims to compare the structural features and program contents of educational administration doctoral programs in Türkiye and Canada, both of which are ranked among the top 1000 universities in the 2023 Academic Ranking of World Universities (ARWU) list. This study is an example of comparative educational research as it aims to identify, compare, and analyze similar and different characteristics of the selected doctoral programs in Canada and Türkiye. The study sample consists of six universities, three from Türkiye (n=3) and three from Canada (n=3), selected by the stratified purposeful sampling method and positioned at different points in the ARWU ranking system. Therefore, the University of Toronto, the University of Alberta, and the University of Saskatchewan from Canada; and Hacettepe University, Ankara University, and Ege University from Türkiye, formed the study sample. The data was collected through the document analysis method and analyzed using the descriptive analysis method. Firstly, online information and documents were obtained from the official websites and graduate admission units of the doctoral programs at the selected universities. Secondly, the selected doctoral programs in Türkiye and Canada were analyzed by comparing their admission requirements, degree requirements, and offered academic courses. The results revealed similarities and important differences between the selected doctoral programs in the two countries. Considering educational administration doctoral programs at the top-ranked Canadian universities, this study suggests potential innovations that could be implemented to establish successful and outstanding educational administration doctoral programs in Turkish universities. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education 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.)

Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research 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.)

Copyright of Canadian Journal of Science, Mathematics & Technology Education is the property of Springer Nature 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.)

In Canadian higher education, students from across the world interact within tight-knit communities, sharing ideas and developing a wealth of soft and disciplinary skills. With many universities playing host to dozens if not hundreds of student groups, the word "leadership" is uttered by students and faculty in hallways, gymnasiums, outdoors areas and of course, student group meeting rooms. On June 20, 2013, five members of the 2013 3M National Student Fellowship cohort explored the term "leadership," sharing their personal experiences and observations with Canadian faculty members in a Society for Teaching and Learning in Higher Education (STLHE) workshop. This paper explores the conversations and ideas inspired by the group's pre-STLHE online discussions and the current emphasis on leadership in Canadian higher education [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to describe activities used to initiate health promotion in the school setting. Design/methodology/approach – Description of successful pilot Health Promoting School (HPS) initiatives in Canada and Uganda and the validated measures central to each program. Evaluation methodologies: quantitative data from the tools used complimented by descriptive/qualitative methods. Findings – Previously validated tools/methodologies used include: The World Health Organization (WHO) growth charts for comparison of children's height, weight, head circumference, and BMI against multi-ethnic standards; a 24-h dietary recall instrument to assess dietary diversity as a proxy measure of nutritional adequacy; urine analysis to evaluate baseline renal function and the effect of supplemental hydration; “photo-voice” to aid discussion of personal and community issues of concern; “role play” to promote dialogue and promote social competence; and fitness training. Each activity can combine the “curriculum content” and “healthy practices” components central to HPS concepts. All activities engaged more than 95 percent of pupils enrolled, generated positive responses, and had the potential to impact behaviors and promote health. Practical implications – All the activities are inexpensive and straightforward to initiate, offer schools interested in health-promotion-driven education a broad range of potential “entry points” that can be matched to the interests/challenges of individual communities, and use validated methodologies aiding objective evaluation. Originality/value – These activities foster a community empowerment (“bottom up”) approach, but are also relevant for policy makers exploring HPS to address disease prevention through lifestyle change (“top down” approach). Engagement of communities and ultimately their “ownership” of the HPS initiative have been achieved with these entry point activities. [ABSTRACT FROM AUTHOR]

This paper, part of a larger study, investigates the ways research is used by leaders in Canadian schools and districts, an area in which there is relatively little empirical evidence. The paper analyzes survey results from 188 education leaders in 11 school districts across Canada about school and district practices related to the use of research. Results indicate a growing awareness in districts of the importance of research use, reported district capacity, and many kinds of support available for research-related activities; however, actual research use remains modest. Districts appear to have relatively weak processes and systems for finding, sharing, and using relevant research. [ABSTRACT FROM AUTHOR]

This paper evaluates the performance of national higher education systems in 48 countries as measured with 20 variables grouped under the four headings of Resources, Environment, Connectivity and Output. Rankings within each module are then combined into an overall ranking that is topped by the United States followed by Sweden, Canada, Finland and Denmark. Relationships between different attributes are explored. Countries ranked highest on output tend to be ranked highly on resources. Research output is correlated with government funding, especially expenditure on research and development (R&D). The impact of the policy and regulatory environment is also examined. The weakest national systems are those with low government funding but high government control. [ABSTRACT FROM PUBLISHER]

This paper presents the major findings of a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education at Lakehead University (Stock, 2011). An anti-oppressive pedagogical approach in a secondary classroom in Northwest Ontario was used to incorporate Indigenous rights education into the existing Civics curriculum. This research was modeled after a participatory action research framework allowing flexibility and input from participants. A curriculum unit based on the UNDRIPs was developed and implemented in the Civics classroom. The research findings support the integration of Indigenous content in the Ontario public school system at the ministry, board, teacher education, and school levels. (Baskin 2008) (Bishop 2002). [ABSTRACT FROM AUTHOR]

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This paper is a report on the theoretical origins of a decolonizing research sensibility called Indigenous Métissage. This research praxis emerged parallel to personal and ongoing inquiries into historic and current relations connecting Aboriginal peoples and Canadians in the place now called Canada. I frame the colonial frontier origins of these relations – and the logics that tend to inform them – as conceptual problems that require rethinking on more ethically relational terms. Although a postcolonial cultural theory called métissage offers helpful insights towards this challenge, I argue that the postcolonial emphasis on hybridity fails to acknowledge Indigenous subjectivity in ethical ways. Instead, I present an indigenized form of métissage focused on rereading and reframing Aboriginal and Canadian relations and informed by Indigenous notions of place. Doing Indigenous Métissage requires hermeneutic imagination directed towards the telling of a story that belies colonial frontier logics and fosters decolonizing. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education 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.)

A variety of interventions have been attempted in education and other fields to increase the use of research use in policy and practice. However, there is still limited research on the impact of these interventions. This paper uses survey and qualitative data to analyze three interventions designed to increase research use among secondary school leaders in nine Canadian school districts. These interventions were found to have little impact, but were more successful where (1) designated facilitators were involved and (2) research used was connected to existing priority issues. The research design for this study (measuring the change in agreement with particular bodies of research knowledge using interventions and pre-post design) is a promising methodology to measure both research use and impact. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Review of Art Education: Research & Issues is the property of Canadian Society for Education Through Art (CSEA) 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 goal to enhance the impacts of academic research in the 'real world' resonates with progressive visions of the role of universities in society, and finds support among policy makers who have sought to enhance the 'transfer', 'translation', 'uptake', or 'valorization' of research knowledge in several areas of public services. This paper reports on an exploratory study of the strategies used by selected Canadian and international faculties of education to mobilize research knowledge. Drawing on data from semi-structured interviews with senior administrators of 13 faculties of education, the analysis reveals several themes. Academic leaders recognize knowledge mobilization as a desirable institutional mission, but they identify a number of barriers to greater efforts in this area. Although a number of strategies are employed, changes across multiple organizational dimensions to encourage and support knowledge mobilization were reported at only two institutions. These results are relevant to faculty administrators, scholars, and policy-makers interested in understanding the role of academic institutions in the mobilization of research knowledge to the broader education community. [ABSTRACT FROM AUTHOR]

Over the last decade, the Social Sciences and Humanities Research Council has been actively working to encourage interdisciplinary and collaborative approaches to acquiring and disseminating knowledge in Canada. How interdisciplinarity is understood and how it is translated into practice has been a source of debate, however. In this paper, we examine how we problematised interdisciplinarity and collaboration and how we learned from this process as a student group in the context of Hidden Costs / Invisible Contributions, a large multi-university research project based at the University of Alberta. Students have been involved at a number of levels in this project: our MA, MSc and doctoral research have become intertwined with and integral to the project; we have authored and co-authored papers and presentations, we have assisted in other members' research, and we have been involved in the SSHRC mid-term review. As emerging scholars, in a project which has combined the research and knowledge of both the social sciences and the humanities, we have had to develop our own strategies for negotiating differences. In this paper, we will investigate four key areas that we have identified as potential challenges to successful collaboration: conceptual, methodological, pragmatic and personal differences. In our examination of the difficulties and rewards that we faced as students in each area, we will argue that successful collaborative and interdisciplinary work across the social sciences and humanities requires a reconfiguration of the ways that we are taught to "see" our particular disciplines. We have had to challenge how we understand the language, practice and function of our disciplines and the manner in which we approach this work as individuals. This has been a transformative process for each of us, but also one that has lent a renewed rigour and expanded scope in our own individual work. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Geographer is the property of Wiley-Blackwell 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 explores the experiences of new graduate supervisors, individuals who have just moved as it were from one side of 'the table' to the other. We describe how their learning to 'do supervision' relates to their understanding of academic work and how they make sense of the transition from doctoral student, someone supervised, to someone supervising, how they connect the past to the present (and future). The particular contribution is the examination of new academics' experience of supervision within the broader context of undertaking to establish oneself as an academic. This study is part of a broad research programme in Canada that investigates the experiences of doctoral students and the academic staff who support them and then works collaboratively with those in the units in which we are collecting data to ensure the findings can inform and support doctoral policies and pedagogies. [ABSTRACT FROM AUTHOR]

This paper is part of a larger study looking at the issues involved as two large urban Canadian school boards, in Winnipeg and Toronto, responded to the demands of poor, inner city areas over the last thirty years of the twentieth century. In this paper we focus our attention on the broader stage on which education policy takes place. We draw from our data three overarching themes that we believe are critical for understanding change in inner-city education over this period. These are: 1) The diminishing role of school boards, as provincial governments took more control of education policy and limited the scope of school boards, 2) The importance of unique, and sometimes unexpected local events, and 3) The powerful implications for schools and education policy of increasing population diversity in cities. [ABSTRACT FROM AUTHOR]

The purpose of this research paper was to identify differences and similarities among Native and non-Native teachers regarding special education service delivery to Native Canadian students. The sample for this study included Native and non-Native teachers from two elementary schools and one secondary school in the province of Ontario. A questionnaire was developed to analyze the extent to which the perceptions of the two groups of teachers differed on elements related to special education service delivery which included: teaching practices, assessment practices, and placement practices. Results indicated that differences were found between Native and non-Native participants regarding special education service delivery to Native Canadian students. Major findings of this study suggested that both Native and non-Native participants perceived the use of teaching accommodations and modifications to help Native Canadian students with instructional difficulties. However, they lacked information in relation to assessment tests, test norms, and test purposes used to place students in special education programs. The lack of information on tests used to place students in special education programs might be a possible reason for the significant number of Native Canadian students identified as having disabilities in Ontario. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education 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.)

ObjectiveWe sought to conduct a major objective of the CAEP Academic Section, an environmental scan of the academic emergency medicine programs across the 17 Canadian medical schools.MethodsWe developed an 84-question questionnaire, which was distributed to academic heads. The responses were validated by phone by the lead author to ensure that the questions were answered completely and consistently. Details of pediatric emergency medicine units were excluded from the scan.ResultsAt eight of 17 universities, emergency medicine has full departmental status and at two it has no official academic status. Canadian academic emergency medicine is practiced at 46 major teaching hospitals and 13 specialized pediatric hospitals. Another 69 Canadian hospital EDs regularly take clinical clerks and emergency medicine residents. There are 31 full professors of emergency medicine in Canada. Teaching programs are strong with clerkships offered at 16/17 universities, CCFP(EM) programs at 17/17, and RCPSC residency programs at 14/17. Fourteen sites have at least one physician with a Master’s degree in education. There are 55 clinical researchers with salary support at 13 universities. Sixteen sites have published peer-reviewed papers in the past five years, ranging from four to 235 per site. Annual budgets range from $200,000 to $5,900,000.ConclusionThis comprehensive review of academic activities in emergency medicine across Canada identifies areas of strengths as well as opportunities for improvement. CAEP and the Academic Section hope we can ultimately improve ED patient care by sharing best academic practices and becoming better teachers, educators, and researchers. [ABSTRACT FROM PUBLISHER]

The authors of this article use data produced in a collaborative community arts group in BC Canada as a way to think about validation in arts-based educational research (ABER). As Lather attempted to find middle ground between ‘rampant subjectivity’ and ‘pointless precision’ in research, she (1986) suggested that studies with an ideological or critical agenda might be validated by their catalytic potential – the ability to generate change. She has further argued that such work must be both conceptually and methodologically rigorous. With this charge in mind, the authors describe and discuss a memory box made by one participant in a two-year federally funded postdoctoral research project. They consider the catalytic validity of this artefact and reflect upon research methodology in ABER, in terms of triangulation, face and construct validities and member checks. They conclude with a challenge: What new and imaginative research methodologies might be invented for critical research in arts-based education? [ABSTRACT FROM PUBLISHER]

Copyright of Comparative & International Education is the property of Canadian & International Education 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 examines policy responses across Canada to international student assessment programs such as the program for international student assessment, trends in international mathematics and science study, and progress in international reading and literacy study. Literature reviewed included refereed and non-refereed journal articles, proceedings from academic conferences, ministry of education research reports and policy documents, books and other monographs, achievement data from various statistical databases, critiques published in newspapers, and other widely disseminated research reports. The comparative analysis suggests a variety of factors influence the nature and degree of policy responses to international comparison testing within various Canadian provinces. [ABSTRACT FROM AUTHOR]

HARROWING J.N., GREGORY D.M., O'SULLIVAN P.S., LEE B. & DOOLITTLE L. (2012) A critical analysis of undergraduate students' cultural immersion experiences. International Nursing Review Purpose: This paper is concerned with the impact of an international health promotion experience on the understanding of culture among university students. Such immersion experiences are often cited as a strategy to prepare nurses for culturally appropriate practice. We describe students' epistemic movements over time with respect to cultural perspectives prior to, during and after a field study in Malawi. Design: Data were collected at three time points from students in undergraduate nursing ( n = 14) and non-nursing ( n = 8) programs at a Canadian university. Two essays narrating participants' understanding of culture were submitted by consenting class members. A subgroup of nine participants (four nursing students, five from other disciplines) completed a third narrative following a subsequent field study course in Malawi. Method: Using narrative analysis, themes and structures in the participants' writing were identified and located within a constructivist or essentialist paradigm of cultural understanding. Findings: Overwhelmingly, students' narratives were initially portrayed and informed by an essentialist understanding of culture. Later narratives demonstrated varying degrees of epistemic movement towards more constructivist viewpoints. Narratives that initially exhibited constructivist characteristics tended to display strengthened convictions in that paradigm. Conclusion: We challenge the claim that an international immersion experience immediately transforms participants into cultural experts; our evidence suggests that students experienced existential growth, but their understanding of culture did not change as a result of their brief stay in a different cultural context. Cultural immersion is a phenomenon that requires more critical analysis and systematic investigation to determine how such experiences contribute to learning about culture among nursing students. [ABSTRACT FROM AUTHOR]

This study seeks to understand how academic business valuation research influences business practice. It uses knowledge market theory to assess the efficacy of the evidence-based solution to academic research relevance. Fifteen semi-structured interviews were conducted with chartered business valuators in Canada. Interview transcripts were subjected to thematic analysis using QSR's NVivo software (QSR International, Cambridge, USA). The research findings revealed that academic research on business valuation is relevant to business valuation practitioners. The professional nature of the business valuation profession promotes evidence-based management practices and encourages the use of academic literature in managerial decision making. Business valuation academics should not change the manner in which they publish scholarly articles. Instead, a solution to the academic relevanceproblem resides in having efficient market intermediaries in the form of knowledge translation mechanisms. Copyright © 2012 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education 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.)

Copyright of ALTER: European Journal of Disability Research, Journal Europeen de Erche sur le Handicap is the property of European Society for Disability Research 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 discusses a study on the understanding and administrative response of Catholic high school principals relative to their expectations on the admission of non-Catholic students. The method used in data gathering of the study is explained, which include interviews from six Catholic school principals from schools in Western Canada. The results indicate four themes prevalent in the inclusion of non-Catholic students in Catholic schools, which include expectations of school administrators and student-school relationship. It notes that the result highlights some implications on the entrance procedures of non-Catholic students before their admission in Catholic schools.

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education 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.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED 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.)

Background: Although formal participation in research is an integral and often mandatory component of clinical training programs, resulting productivity is highly variable. The objective of this review was to identify determinants of successful research performance among graduate medical education trainees. Methods: A structured review of the published literature was performed by searching PubMed, CINAHL, and EMBASE from inception through to 7 April, 2021. Articles examining graduate medical education trainee research productivity evidenced by publications in peer-reviewed journals were included. Results: Eighty-five articles were included of which most (66; 78%) were reported from the USA or Canada (10; 12%). A wide range of disciplines were represented with the most common being general surgery, internal medicine, orthopedic surgery, and pediatrics. Themes (number of reports) included trainee characteristics (n = 24), project characteristics (n = 8), mentoring/supervision (n = 11), and programmatic aspects (n = 57). Although variable results were observed, research productivity tended to be higher with prior research experience, later years of training, male gender, and pursuit of a postgraduate degree. Few project related aspects of success were identified. Trainee publication was associated with mentors with higher rank, publication productivity, and supportive academic environments. Training programs with organised programs/curricula including protection of time for research were associated with increased productivity as were provision of incentives or rewards but not mandatory requirements. Conclusion: This review identifies several trainee characteristics, project and mentor aspects, and programmatic aspects associated with increased productivity that may serve as a useful resource for trainees and graduate medical education training programs. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Modern Language Review is the property of University of Toronto Press 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 presents a comparative analysis in student- and instructor-directed approaches to elementary science education by researchers from Canada. Tentatively, it appears that neither approach had an overall advantage in the development of course objectives. However, the pattern of interactions reveal that students having different orientations benefit differently from alternative types of instruction. The monitoring procedures revealed a clear cut treatment differences in terms of the approaches involved.

The paper examines the relationship between program composition of school and post-secondary plans for a national sample of Canadian technical high school student. Students in solely technical high schools are found to have higher aspiration than students in schools containing university preparatory students-a reversal of the traditional compositional effects finding in education. The result is interpreted as manifesting certain reference group processes brought about by the rigid streaming characteristic of Canadian high schools. The interpretation seems to reconcile the finding with previous research . [ABSTRACT FROM AUTHOR]

The article evaluates the circumstances for expansion of adult education world-wide. The author draws upon a broad categorization of how industrialized, developing and socialist states expanded access to literacy laid out in earlier work. In the article, alternative views concerning the attempt to regain momentum for the promotion of universal literacy, have also been offered. Regarding the research, that author has evaluated illiteracy and poverty in Canada which seems extremely useful in understanding other national contexts. The world economic crisis that has mainly influenced the adult education provides a macro-level perspective has been evaluated by the author. Consecutively, these analyses are applied to a country context to illustrate their relevance to understand anticipation for expanding basic skill acquisition throughout a nation's population.

Signature Pedagogy in social work education has been well discussed in the American context, yet, less so in Canada. In the United States, field education has been proclaimed as the signature pedagogy for social work in 2008 and reaffirmed in 2015. To date, the Canadian Association for Social Work Education (CASWE), has affirmed field education as a cornerstone of social work education, yet has not declared it as its signature pedagogy. The claim that all professions have a signature pedagogy piqued our curiosity about our Canadian position. This mixed methods study reflects the voices of three stakeholder groups in Western Canada. Focus groups were utilized to explore social work students, field education staff, and faculty members' understandings of social work signature pedagogy, and inform an on-line national survey of faculty and field education staff. Utilizing thematic analysis and descriptive statistics, the findings suggest common and disparate views between participant groups. Despite nuances in understanding, strong suggestions by some scholars, and some support for the value of defining signature pedagogy, there is not yet agreement on signature pedagogy in Canadian social work education. [ABSTRACT FROM AUTHOR]

Background: With the increasing recognition that leadership skills can be acquired, there is a heightened focus on incorporating leadership training as a part of graduate medical education. However, there is considerable lack of agreement regarding how to facilitate acquisition of these skills to resident, chief resident, and fellow physicians. Methods: Articles were identified through a search of Ovid MEDLINE, EMBASE, CINAHL, ERIC, PsycNet, Cochrane Systemic Reviews, and Cochrane Central Register of Controlled Trials from 1948 to 2019. Additional sources were identified through contacting authors and scanning references. We included articles that described and evaluated leadership training programs in the United States and Canada. Methodological quality was assessed via the MERSQI (Medical Education Research Study Quality Instrument). Results: Fifteen studies, which collectively included 639 residents, chief residents, and fellows, met the eligibility criteria. The format, content, and duration of these programs varied considerably. The majority focused on conflict management, interpersonal skills, and stress management. Twelve were prospective case series and three were retrospective. Seven used pre- and post-test surveys, while seven used course evaluations. Only three had follow-up evaluations after 6 months to 1 year. MERSQI scores ranged from 6 to 9. Conclusions: Despite interest in incorporating structured leadership training into graduate medical education curricula, there is a lack of methodologically rigorous studies evaluating its effectiveness. High-quality well-designed studies, focusing particularly on the validity of content, internal structure, and relationship to other variables, are required in order to determine if these programs have a lasting effect on the acquisition of leadership skills. [ABSTRACT FROM AUTHOR]

Education research demonstrates that positive and trusting family/school relationships support academic achievement but for many Indigenous parents in Canada legacies of residential schooling have made it difficult to develop strong bonds with schools and teachers. Drawing on interviews with 69 Indigenous parents and eight non-Indigenous parents of children who identify as Indigenous from two Canadian provinces, this study explores the intersection between family/school relationships and social class, and highlights distinct ways that middle-class Indigenous parents are involved in schooling. Shifting from a "deficit" approach to a "strength based" approach highlights existing resources and capacities among those who are comfortable and familiar with navigating the education system while also creating prospects to build on that capacity to empower others who are less familiar/comfortable. [ABSTRACT FROM AUTHOR]

Even though worldwide research and teaching in Agroecology blossomed in the 1980s, until recently, the development of Agroecology in China has been constrained by technical, cultural and economic considerations. The delay in the assimilation of Agroecology, as a science, a practice and a movement, has resulted in the discipline of Agroecology in China lacking the holistic, interdisciplinary approaches needed to respond to current global and regional agricultural challenges. There is a need to redefine Agroecology both as a critical discipline and as a pedagogical approach. By using an ecology-oriented systematic approach to integrate education and research, a reframed Agroecology is proposed; this is based on a re-imagined, holistic consideration of the hierarchy of agroecosystems. The practical experience of a 15-year international team-taught Agroecology education programme among participants from Canada and China has helped refine disciplinary classifications, both from horizontal and vertical hierarchies. There are evolving impacts of this experiment in Sino-Canadian cooperation in Agroecological research and education; they include a new generation of highly trained agroecologists prepared to act across inter-related disciplines; the alignment of Chinese universities to international agricultural curricula and a better- informed policy-making process towards greening agriculture in China. [ABSTRACT FROM AUTHOR]