1,874 results
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2. Adults' Informal Learning: Definitions, Findings, Gaps, and Future Research. NALL Working Paper #21.
- Author
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Ontario Inst. for Studies in Education, Toronto. and Livingstone, D. W.
- Abstract
This paper on adult informal learning is divided into four sections. Section 1 examines different conceptions of informal learning and the issues and limitations associated with alternative definitions of informal learning. Section 2 is a review of empirical research on the estimated extent, role, and outcomes of informal learning and posited linkages between informal and formal methods of learning. It reports that, according to the New Approaches to Lifelong Learning (NALL) 2000 national survey, over 95 percent of Canadian adults are involved in some form of informal learning activities that they identify as significant. Section 3 critically assesses current research approaches to studying informal learning and identifies policy-relevant knowledge gaps concerning the general level and nature of informal learning, distribution of informal learning across the adult population, impact of informal learning on individual and firm performance, and relationship of informal learning to formal skills development. Section 4 recommends optimal approaches to future research on informal learning practices with a particular focus on survey research in Canada and finds it imperative to establish benchmarks of the general incidence, basic contents and modes, and any differential patterns of intentional informal learning and training, and to continue to track trends in relation to other dimensions of adult learning. (Appendixes include NALL questions and 69 references.) (YLB)
- Published
- 2001
3. Using Course Load Matrix Analysis To Support Departmental Planning for Enrollment Expansion. AIR 2002 Forum Paper.
- Author
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Harter, Elizabeth A. and England, Martin D.
- Abstract
The planning office of a large urban university produced an induced course load matrix (ICLM) analysis to support the university's plans for undergraduate enrollment growth at its three campuses. The ICLM tables, based on the complete course histories of the 1993 entering cohort, summarize the program and course selections of a cohort of students as they progressed through their studies. While the analysis involved some technical challenges, the results are useful in a number of ways. In particular, the results show how program enrollments create instructional demands across academic divisions and how some departments play an important part in service teaching at the university. Because the course load analysis involves detailed quantitative data, senior administrators were consulted during the initial planning of the project, and care was taken to present the results clearly and succinctly. Ultimately, the results were well received and have been incorporated into several planning exercises. (Author)
- Published
- 2002
4. Rural Reflections. Occasional Paper No. 2. Fall 1995.
- Author
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Literacy Field Research Group, Dundas (Ontario). and Literacy Field Research Group, Dundas (Ontario).
- Abstract
This document contains six papers describing program-based research from rural literacy program in Ontario, Canada. Some of the reports describe action research from pilot projects. The papers raise questions about responding to the special challenges of rural needs, such as whether there is an additional expense to providing service of equal quality in rural areas. "The Lambton Learning Lab Project" (Carol Miller, Kevin Churchill) investigates how well a mobile learning lab work can in a rural program. "On Track: Using Tables to Organize and Schedule Data" (Val Hudson) shows how to use tables to improve the planning process. "Rural Literacy and Health Concerns" (Wendy Woodhouse) explains how to identify ways in which literacy needs relate to health concerns. How a literacy program can support job searches for the unemployed is explained in "A Living Library" (Margaret Maynard). "Flying by the Seat of My Pants: A Novice Researcher's Reflections" (Dan Woods) describes what the process of field research feels like the first time. "Recognition for Learning---Life Cycle of a Project" (Andrea Leis) discusses how to develop a system to recognize adult basic learners. The document also contains reviews of two papers: "Initial Assessment Survey Results" (by Bruce Henbest, reviewed by Donna Miniely); and "Learning to Learn: Impacts of the Adult Basic Education Experience on the Lives of Participants" (by Patty Bossort, Bruce Cottingham, and Leslie Gardner, reviewed by Linda Shohet). (KC)
- Published
- 1995
5. Rethinking Productivity from a Workplace Perspective. CPRN Discussion Paper.
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Canadian Policy Research Networks Inc., Ottawa (Ontario). and Gunderson, Morley
- Abstract
The issue of increasing productivity was examined from an interdisciplinary perspective focusing on the impact of workplace practices on various productivity-related outcomes. First, the following methodological issues were discussed: defining workplace practices that affect productivity; linking employer behavior and organizational performance; dealing with the complexity of interrelated factors; reverse causality; bias from selection into the program; bias from the research and publication process; biases from reverting to normal; the Hawthorne effect; and short-run versus long-run effects. Next, the impacts of the following workplace practices on productivity were analyzed with consideration for those methodological issues: job design; employee involvement; compensation; alternative work time arrangements; training; diversity management; and workplace well-being programs. Most of those workplace practices had positive effects on employees, which in turn positively affected firm performance, productivity, and competitiveness. Success of the workplace practices was enhanced when they were combined in clusters, integrated to fit overall corporate strategy, and supported by managers, supervisors, and unions. The analysis identified 11 barriers to adoption and diffusion of "best" workplace practices, including the following: managerial resistance, employee resistance, union resistance, legislative barriers, short-term focus, workplace practices as a source of competitive advantage, barriers to cooperative actions, and externalities and the fact that trained employees may be lured away by other companies. (Contains 433 references.) (MN)
- Published
- 2002
6. In Search of Social Movement Learning: The Growing Jobs for Living Project. NALL Working Paper.
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Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning., Clover, Darlene E., and Hall, Budd L.
- Abstract
The New Approaches to Lifelong Learning (NALL) project is a Canada-wide 5-year research initiative during which more than 70 academic and community members are working collaboratively within a framework of informal learning to address the following issues: informal computer-based learning, recognition of prior learning, informal learning in a variety of social locations, learning within marginalized or disadvantaged cultures, and learning about school-to-work transitions. The NALL project's primary objective is to identify major social barriers to integrating informal learning with formal/nonformal learning and certification and to support new program initiatives to overcome such barriers. The NALL project's focus is on the informal and nonformal learning practices of people involved with the Growing Jobs for Living Project (GJOBS) in the Quinte bioregion, located on the north shore of Lake Ontario in Canada. These learning practices are related to the principles and practices of environmental adult education, feminist adult education, and transformative learning. The global and ideational contexts of some of the major socio-environmental changes and problems that have affected the Quinte bioregion and been a catalyst for GJOBS were examined. The methods used to study the informal learning practices of GJOBS participants were reviewed. The major outcomes of the study were discussed from the standpoint of their relationship to the broader field of adult education. (Contains 25 references.) (MN)
- Published
- 2000
7. Leisure Trends in Ontario. Working Paper 90-5.
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TV Ontario, Toronto. and Capodilupo, Alessandra M.
- Abstract
The trends in leisure behavior of persons who live in Ontario (Canada) are identified in this report that provides a basis for planning and development of relevant programming to meet the leisure interests and needs of Ontarians. The report is organized into four chapters. The first chapter provides a general introduction to the concept of leisure, and to the research methodology employed by the various studies forming the basis of the present report. It also summarizes the major findings regarding leisure behavior of Ontarians. The second chapter highlights various leisure activities that are popular among Ontarians, organized under four major categories: inter- and intrapersonal activities; sports, fitness, recreational, and outdoor activities; arts and cultural activities; and media-related activities. The third chapter describes the leisure pursuits of Ontarians by ethnocultural background. The fourth chapter describes leisure behavior patterns of young Ontarians. A 26-item list of references is included. (DB)
- Published
- 1990
8. The Illinois White Paper: Improving the System for Protecting Human Subjects--Counteracting IRB 'Mission Creep'
- Author
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Gunsalus, C. K., Bruner, Edward M., Burbules, Nicholas C., Dash, Leon, Finkin, Matthew, Goldberg, Joseph P., Greenough, William T., Miller, Gregory A., Pratt, Michael G., Iriye, Masumi, and Aronson, Deb
- Abstract
Our system of research self-regulation, designed to provide internal checks and balances for those who participate in research involving human subjects, is under considerable stress. Much of this crisis has been caused by what we call mission creep, in which the workload of IRBs has expanded beyond their ability to handle effectively. Mission creep is caused by rewarding wrong behaviors, such as focusing more on procedures and documentation than difficult ethical questions; unclear definitions, which lead to unclear responsibilities; efforts to comply with unwieldy federal requirements even when research is not federally funded; exaggerated precautions to protect against program shutdowns; and efforts to protect against lawsuits. We recommend collecting data. We also call for refinements to our regulatory system that will provide a set of regulations designed for non-biomedical research. This will enable IRBs to direct attention to the areas of greatest risk while intentionally scaling back oversight in areas of lesser risk. We recommend removing some kinds of activity from IRB review altogether. Our system, if not broken, is seriously straining at the seams. It is imperative that we have a respected and effective system in place to protect human research subjects, so that much-needed research into the causes and prevention of disease and other research expanding the boundaries of knowledge can proceed. We hope that this White Paper will further the discussion about what reasonable procedures can be instituted to help get IRBs back on track and do what they were originally meant to do--protect the rights and welfare of human subjects while allowing the research enterprise to progress and its benefits to society to accrue. (Contains 8 notes.)
- Published
- 2007
- Full Text
- View/download PDF
9. Individualized Instruction for Undergraduates: Term Paper Clinic Staffed by MLS Students.
- Author
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Auster, Ethel
- Abstract
Describes the goals, planning, implementation, and assessment of a term paper clinic for undergraduates conducted by Master of Library Science students and provides recommendations for similar undertakings. The results of a participant survey, including how students heard of the course and their impressions of it, are presented. A copy of the survey is appended. (12 references) (KRN)
- Published
- 1994
10. Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 1
- Author
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Kalin, Jana, Hilton, Gillian, Ogunleye, James, and Niemczyk, Ewelina
- Abstract
Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society was submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World" and included six thematic sections: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education; and (6) Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research. The book contains a Preface: "Bulgarian Comparative Education Society: 25 Years of Being International" (Nikolay Popov); an Introduction: "Education Provision to Everyone: Comparing Perspectives from Around the World" (Lynette Jacobs) and papers divided into the respective thematic sections. Part 1: "Comparative Education & History of Education": (1) Jullien: Founding Father of Comparative and International Education Still Pointing the Way (Charl Wolhuter); (2) Presentation of Marc-Antoine Jullien's Work in Bulgarian Comparative Education Textbooks (Teodora Genova & Nikolay Popov); (3) "Teach Your Children Well": Arguing in Favor of Pedagogically Justifiable Hospitality Education (Ferdinand J. Potgieter); (4) Theory for Explaining and Comparing the Dynamics of Education in Transitional Processes (Johannes L. van der Walt); (5) Nordic Internationalists' Contribution to the Field of Comparative and International Education (Teodora Genova); (6) International Research Partners: The Challenges of Developing an Equitable Partnership between Universities in the Global North and South (Karen L. Biraimah); (7) Providing Books to Rural Schools through Mobile Libraries (Lynette Jacobs, Ernst Stals & Lieve Leroy); (8) South African Curriculum Reform: Education for Active Citizenship (Juliana Smith & Agnetha Arendse); (9) Universities Response to Oil and Gas Industry Demands in South Texas (USA) and Tamaulipas (Mexico) (Marco Aurelio Navarro); (10) Goals That Melt Away. Higher Education Provision in Mexico (Marco Aurelio Navarro & Ruth Roux); (11) How the Issue of Unemployment and the Unemployed Is Treated in Adult Education Literature within Polish and U.S. Contexts (Marzanna Pogorzelska & Susan Yelich Biniecki); (12) Contribuciones de un Modelo Multiniveles para el Análisis Comparado de Impactos de Políticas Educativas en la Educación Superior (Mirian Inés Capelari) [title and paper are provided in Spanish, abstract in English]; and (13) Internationalization, Globalization and Relationship Networks as an Epistemological Framework Based on Comparative Studies in Education (Amelia Molina García & José Luis Horacio Andrade Lara). Part 2: "Pre-service and In-service Teacher Training & Learning and Teaching Styles": (14) The Goals and Conditions of Qualitative Collaboration between Elementary Schools and Community -- A Challenge for the Professional Development (Jana Kalin & Barbara Šteh); (15) South African Heads of Department on Their Role in Teacher Development: Unexpected Patterns in an Unequal System (André du Plessis); (16) Do Teachers, Students and Parents Agree about the Top Five Good Teacher's Characteristics? (Marlena Plavšic & Marina Dikovic); and (17) Personality Traits and Learning Styles of Secondary School Students in Serbia (Gordana Djigic, Snežana Stojiljkovic & Andrijana Markovic). Part 3: "Education Policy, Reforms & School Leadership": (18) Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England (Gillian Hilton); (19) The Status of Teaching as a Profession in South Africa (Corene de Wet); (20) Initial and Continuing Professional Development of Adult Educators from an Educational - Policy Perspective: Rethinking from Croatia (Renata Cepic & Marijeta Mašic); (21) Educational Reform from the Perspective of the Student (Claudio-Rafael Vasquez-Martinez, Felipe Gonzalez-Gonzalez, Jose-Gerardo Cardona-Toro, MaríaGuadalupe Díaz-Renteria, Maria-Ines Alvarez, Hector Rendon, Isabel Valero, Maria Morfin, Miguel Alvarez); (22) Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement (Nylon Ramodikoe Marishane); (23) Approaches to In-servicing Training of Teachers in Primary Schools in South Africa (Vimbi P. Mahlangu); (24) Social Justice and Capacity for Self-development in Educational Systems in European Union (Bo-Ruey Huang); (25) Social Justice and Capacity for Self-Development in Educational System in Japan (Yu-Fei Liu); and (26) Emotions in Education Generated by Migration (Graciela Amira Medecigo Shej). Part 4: "Higher Education, Lifelong Learning & Social Inclusion": (27) Ambivalent Community: International African Students in Residence at a South African University (Everard Weber An); (28) Internationalization of Higher Education Institutions in Latvia and Turkey: Its Management and Development during the Last Decade (Sibel Burçer & Ilze Kangro); (29) Lifelong Learning: Capabilities and Aspirations (Petya Ilieva-Trichkova); (30) Where Have All the Teachers Gone: A Case Study in Transitioning (Amanda S. Potgieter); (31) An Overview of Engineering Courses in Brazil: Actual Challenges (Alberto G. Canen, Iara Tammela & Diogo Cevolani Camatta); (32) Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies (Rejane P. Costa & Ana Ivenicki); (33) Social Inclusion of Foreigners in Poland (Ewa Sowa-Behtane); (34) An Autistic Child Would Like to Say "Hello" (Maria Dishkova); (35) Research Approaches for Higher Education Students: A Personal Experience (Momodou M Willan); (36) Social Networks Use, Loneliness and Academic Performance among University Students (Gordana Stankovska, Slagana Angelkovska & Svetlana Pandiloska Grncarovska); and (37) The Personal Characteristics Predictors of Academic Success (Slagana Angelkoska, Gordana Stankovska & Dimitar Dimitrovski). Part 5: "Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education": (38) An Exploration of the Wider Costs of the Decision by the Rivers State Government in Nigeria to Revoke International Students' Scholarships (Elizabeth Achinewhu-Nworgu & Queen Chioma Nworgu); (39) Strategies for Improving the Employability Skills and Life Chances of Youths in Nigeria (Elizabeth Achinewhu-Nworgu, Steve Azaiki, Shade Babalola & Chinuru Achinewhu); (40) Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success (Elizabeth Achinewhu-Nworgu, Steve Azaiki & Queen Chioma Nworgu); (41) Peer Exclusion at Physical Education (Gorazde Sotosek); (42) Exclusion and Education in South Africa: An Education Law Perspective of Emerging Alternative Understandings of Exclusion (Johan Beckmann); and (43) Educational and Social Inclusion of Handicapped Children. Polish Experiences (Anna Czyz). Part 6: "Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research": (44) Observations about Research Methodology during 15 Years of Presenting Capacity-Building Seminars (Johannes L. van der Walt); and (45) Using a Play-Based Methodology in Qualitative Research: A Case of Using Social Board to Examine School Climate (Anna Mankowska). Following the presentation of the complete conference papers, the following abstracts are provided: (1) Project-Based Learning in Polish-American Comparative Perspective (Marzanna Pogorzelska); (2) Teaching and Researching Intervention and Facilitation in a Process of Self-reflection: Scrutinity of an Action Research Process (Juliana Smith); (3) Investigating Perceptions of Male Students in Early Childhood Education Program on Learning Experiences (Ayse Duran); (4) Teacher Professional Development and Student Achievement in Turkey: Evidence from TIMSS 2011 (Emine Gumus & Mehmet Sukru Bellibas); (5) The Usage of CBT and Ayeka Approach at the Kedma School (Yehuda Bar Shalom & Amira Bar Shalom); (6) Factors Affecting Turkish Teachers' Use of ICT for Teaching: Evidence from ICILS 2013 (Mehmet Sukru Bellibas & Sedat Gumus); (7) Application of Big Data Predictive Analytics in Higher Education (James Ogunleye); (8) The Pursuit of Excellence in Malaysian Higher Education: Consequences for the Academic Workplace (David Chapman, Sigrid Hutcheson, Chang Da Wan, Molly Lee, Ann Austin, Ahmad Nurulazam); (9) Challenging the Value and Missions of Higher Education: New Forms of Philanthropy and Giving (Pepka Boyadjieva & Petya Ilieva-Trichkova); (10) The Effects of Major-changing between Undergraduates and Postgraduates on the Major Development of Postgraduates (Jinmin Yu & Hong Zhu); (11) Spotlight on Canadian Research Education: Access of Doctoral Students to Research Assistantships (Ewelina Kinga Niemczyk); (12) Regulation or Freedom? Considering the Role of the Law in Study Supervision (J. P. Rossouw & M. C. Rossouw); (13) The Subjectivity-Objectivity Battle in Research (Gertrude Shotte); and (14) Interdisciplinary Approach to Teaching Chemistry: Electrochemical Biosensors Case Study (Margarita Stoytcheva & Roumen Zlatev). A Name Index is included. (Individual papers contain references.) [For Volume 2, "Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 2" see ED568089.]
- Published
- 2016
11. Moving through, Moving on: Persistence in Postsecondary Education in Atlantic Canada, Evidence from the PSIS. Culture, Tourism and the Centre for Education Statistics. Research Paper. Catalogue no. 81-595-M no. 072
- Author
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Statistics Canada, Culture, Tourism and the Centre for Education Statistics Division, Finnie, Ross, and Qiu, Theresa
- Abstract
This report provides new and unique empirical evidence on postsecondary education pathways in Atlantic Canada based on the data from the Postsecondary Student Information System (PSIS). This study covers postsecondary students in public institutions at all levels of study--college, bachelor's, master's, Ph.D. and first professional degrees--with the emphasis on college and bachelor's students. The focus is on students who start new programs over the period of study, years 2001 through to 2004, and then observing who, in each year of their studies, graduates, continues in the same program, switches programs or leaves postsecondary education without graduating. The number of students who leave and then return to postsecondary studies and the number of students who graduate from a program and then continue in their studies are also identified. Students in this study can be tracked longitudinally as they move both within and across all institutions in the Atlantic. The research file used for this study was created by Statistics Canada using PSIS data from the Atlantic region. One of the key objectives of the PSIS is to provide information that will enable researchers to perform studies of student mobility, pathways and their relationship to education and labour market outcomes. The research file includes one longitudinal record for each postsecondary student who studied in Atlantic Canada at some point during the years 2001 through to 2004. The term "longitudinal" means that, as the student progresses through the postsecondary system, the PSIS record will provide a cumulative history of their postsecondary activity. It is the longitudinal nature of the database that allows for statistical studies of student mobility, pathways and their relationship to education and labour market outcomes. The research file contains 337,000 student records. The results reported here might be of interest to academics, institution administrators, postsecondary policy makers, and others with an interest in these dynamics, including even students themselves, not only in Atlantic Canada, but also across Canada, and possibly even in other countries. Appended are: (1) Selection criteria for sample 1; (2) Additional provincial findings; (3) Institutional-level findings; and (4) Comparing the YITS and PSIS (and other proposed checks). (Contains 39 tables, 2 figures, and 39 endnotes.) [Funding for this report was provided by the Canada Millennium Scholarship Foundation and the Council of Atlantic Ministers of Education and Training (CAMET).]
- Published
- 2009
12. Youth in Transition Survey: Program Overview. [Technical Paper Series].
- Author
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Human Resources Development Canada, Hull (Quebec). Applied Research Branch. and Statistics Canada, Ottawa (Ontario).
- Abstract
The Youth in Transition Survey (YITS) is a longitudinal survey that was developed over a 3-year period by Human Resources Development Canada (HRDC) and Statistics Canada in consultation with provincial and territorial ministries and departments of labor and education. The YITS is designed to provide policy-relevant information about school-to-work transitions and factors influencing pathways among education, training, and work. The YITS' implementation plan encompasses a longitudinal survey for each of two cohorts, ages 15 and 18-20, to be surveyed every 2 years. The sample design for the 15-year-old cohort is a school-based frame allowing selection of schools and then individuals within schools. The sample design for the cohort aged 18-20 is similar to that of Canada's Labour Force Survey. The survey questions examine factors influencing respondents' academic achievement and educational and career aspirations and outcomes. Pilot surveys and interviews for the younger and older cohorts were conducted in April-May and January-February 2000, respectively. Data for the YITS will be collected through computer-assisted telephone interviewing. Primary results from both age cohorts are expected to be available in late 2001. (Addresses of eight project contacts are listed. Lists of the HRDC project advisory panel and 154 references are appended.) (MN)
- Published
- 2000
13. Systemic Disruptions: Decolonizing Indigenous Research Ethics Using Indigenous Knowledges
- Author
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Fournier, Cathy, Stewart, Suzanne, Adams, Joshua, Shirt, Clayton, and Mahabir, Esha
- Abstract
Research involving and impacting Indigenous Peoples is often of little or no benefit to the communities involved and, in many cases, causes harm. Ensuring that Indigenous research is not only ethical but also of benefit to the communities involved is a long-standing problem that requires fundamental changes in higher education. To address this necessity for change, the authors of this paper, with the help of graduate and Indigenous community research assistants, undertook community consultation across their university to identify the local and national ethical needs of Indigenous researchers, communities, and Elders. This paper provides an overview of the consultation process, the themes that emerged from the consultations, and a model of the Wholistic Indigenous Research Framework that emerged.
- Published
- 2023
- Full Text
- View/download PDF
14. Papers Presented during CASEA Sessions at the 1981 Annual Conference of the Canadian Society for the Study of Education.
- Author
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Atlantic Inst. of Education, Halifax, Nova Scotia (Canada). and Canadian Association for the Study of Educational Administration, Saskatoon (Saskatchewan).
- Abstract
Nine conference papers examine educational administration in Canada and England. Three papers present the results of survey research on rural principals' reactions to decentralized budgeting in Saskatchewan (Canada), the impact of local government reforms on local educational services in England, and the effects of principals' leadership styles on teachers' job satisfaction, satisfaction with supervision, and participation in decision-making. Another paper proposes research using videotapes to discover whether classroom supervision focuses on the teacher, the student, or both. One author discusses the questions of what schools do and how and why they do it, as an aid to administrators seeking to identify the larger goals of educational administration. Two papers tell of events in Canada, the first recounting a school closing in Manitoba and the second describing a school-community project in northern Alberta. Problems of research methodology are examined in a paper describing participant-observation research in a secondary school in England, and another author proposes a theoretical model of collective bargaining. (RW)
- Published
- 1981
15. Curriculum Evaluation: A Situational Perspective. Working Paper.
- Author
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Wilson, Donald C.
- Abstract
Situational studies comprised one part of a multiperspective approach to evaluation of the social studies curriculum in British Columbia, Canada. Situational studies were defined as settings in which daily interactions occurred among the subjects, and were based on two suppositions; that the interaction of students and educators created social studies programs, and that individuals brought to their situations experiences and motives which influenced their views of school programs. Five settings were chosen, based on the following criteria: a cross section of elementary and secondary schools; a good mix of teachers and administrators; and pupils drawn from grades 4, 8, and 12. Evaluation methods included interviews, observation, school visitation, and mail or telephone follow-up. Implications of using situational studies include: the complementary aspect to factual testing; the appreciation of subjective impressions; and the introduction of sociological and anthropological methodologies to curriculum evaluation. (MH)
- Published
- 1979
16. The Forecasting of Post-Secondary Demand in Manitoba: the Motivational Index and Demand as an Enrollment Forecasting Tool. AIR Forum 1980 Paper.
- Author
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Warrack, Barry J. and Russell, C. Neil
- Abstract
Indices of motivation and demand developed to forecast postsecondary enrollment in Manitoba, Canada, are described. The indices were tested with surveys of more than 14,000 high school students with respect to actual outcomes and validated by surveying more than 5,000 students. The theoretical basis of the indices, their use in enrollment forecasting, and the accuracy of the enrollment demand prediction model are discussed. It is concluded that the use of the motivational index is to provide an aggregate measure of the motivation of students toward postsecondary education. An aggregate measure of postsecondary demand may also be developed for the demand index. This measure is composed of both student motivation and its background influencing variables such as parents' income and father's education. This index can be used to give a measure of the total demand for postsecondary education and the probability of attending postsecondary education. (SW)
- Published
- 1980
17. Rural Remote Learning in Manitoba during COVID-19: Opportunities and Challenges of Action Research
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Smith, Cathryn A. and Moura, Gustavo
- Abstract
In September of 2020, seven school divisions in Western Manitoba developed a remote learning program to support medically fragile families whose children could not return to classrooms. The coalition of these school divisions, known as the Westman Consortia Partnership (WCP), needed to investigate what beliefs, practices, and strategies were critical to this new rural remote learning program, hence the collaboration with researchers to answer that question. From action research perspectives, this paper unpacks opportunities and challenges researchers faced in pre-, peri-, and post- research contexts during the COVID-19 pandemic. The paper explores action research aspects that were both followed and disrupted given the social, cultural, and historical context of the participants in the study.
- Published
- 2023
18. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2021 International Pre-Conference (70th, Miramar Beach, Florida, October 4-5, 2021)
- Author
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE) and Griswold, Wendy
- Abstract
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These "Proceedings" are from the Commission of International Adult Education's (CIAE) 2021 International Pre-Conference. This year's "Proceedings" contain 17 papers from 37 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Belgium, Belize, Burkina Faso, Canada, China, Germany, Ghana, Italy, Nigeria, Norway, Serbia, and the United States. Not surprisingly, a major theme explored is the impact of COVID-19 on learners in a variety of settings, including school teachers, communities, parents, and higher education. A second major theme concerns digital resources and addressing the digital divide. Some papers address practices and research methods that enhance adult learning and others explore professional development, workplace learning, and cultural aspects of learning. [Individual papers are indexed in ERIC.]
- Published
- 2021
19. Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods Course
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Baker, Jayne and Evans-Tokaryk, Tyler
- Abstract
Universities across Canada and elsewhere have a longstanding focus on improving students' writing skills, including for the purpose of fostering better learning. In this paper, we present findings from two sources of data--a discursive analysis and student survey--exploring the impact of writing instruction and support in the context of a required social science research methods course. The course is situated in an institutional context whereby specific courses are targeted for writing support through the provision of additional funds. The results indicate that the structure of the course-- featuring components like tutorials and scaffolded assignment design--facilitates gains in student writing. The discursive analysis shows improvements across the three assignments submitted throughout the term and a positive impact of tutorial attendance. The survey indicates that students have an overall positive impression of the supports designed specifically with the learning of writing and research skills in mind.
- Published
- 2023
20. Using Vignettes as a Research Method to Investigate Placement and Provision for Children with Special Educational Needs in Different Countries
- Author
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Kieron Sheehy, Jonathan Rix, Felicity Fletcher-Campbell, Martin Crisp, and Amanda Harper
- Abstract
This paper examines the use of vignettes as a research method in a comparative exploration of the provision for children with special educational needs across eleven countries. The investigation selected in-country researchers, who responded to questions with respect to children described in 14 vignettes. The questions related to school placement options; assessment processes; support arrangements; service provision; curriculum responses and those involved in placement decisions. The vignette findings were able to highlight differences in placement decisions between the countries; the general lack of pupil voice in decision making and the ubiquitous influence of medical categories within educational settings. The utility of using vignettes in this type of research is discussed in relation to reflecting the complex reality of educational practice in different countries.
- Published
- 2023
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