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Public education systems are often large, diverse, fragmented, and historically very hard to change. While previous reforms targeted primarily school staff, large-scale policies now include a broader audience including non-system organizations (e.g., knowledge brokering organizations) that may influence directly or indirectly policy implementation. Arguing that knowledge brokering organizations can contribute to policy implementation by bridging equity policy and research and practice at the local level, we put forward that their networks and relationships with districts, schools, and community organizations can bring about substantial changes to the organization and practices of schools on equity issues, even though they may face obstacles in implementing change due to particular contexts. We aim to better understand the role of knowledge brokering networks and of the university partners who act as knowledge brokers to bridge Ontario Ministry of Education policy goals with equity research and practice. As knowledge brokers working in a bilingual province-wide equity knowledge brokering network, we use our experiences as a particular case of a non-system role in system-wide reforms. We build on these experiences to question and self-reflect on our role as knowledge brokers who accompanied practitioners and community coalition leaders towards equity and inclusion over a 2-year period. By analyzing knowledge brokering functions, we show the challenges and opportunities we faced as knowledge brokers in guiding local equity and inclusion initiatives: (1) the roles we carried out during interactions and practices that could take on different meanings as knowledge producers and mobilizers; (2) we point out how and why these knowledge brokering functions and our roles within a bilingual province-wide network needed to adapt to local realities by providing for a more flexible planning process that allowed for sufficient time to identify local needs and to produce, if necessary, the knowledge that incorporated cultural context considerations or particularities.

In the present study, we manipulated different types of information available in the parafovea during the reading of Chinese sentences and examined how deaf readers make use of the parafoveal information. Results clearly indicate that although the reading-level matched hearing readers make greater use of orthographic information in the parafovea, parafoveal semantic information is obtained earlier among the deaf readers. In addition, a phonological preview benefit effect was found for the better deaf readers (relative to less-skilled deaf readers), although we also provide an alternative explanation for this effect. Providing evidence that Chinese deaf readers have higher efficiency when processing parafoveal semantics, the study indicates flexibility across individuals in the mechanisms underlying word recognition adapting to the inputs available in the linguistic environment.

Copyright of Éducation et Francophonie is the property of Association Canadienne d'Education de Langue Francaise (ACELF) 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 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.)

Copyright of Education et Societes is the property of INRP 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 McGill Journal of Education is the property of McGill Journal 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.)

Recently, Bélanger, Slattery, Mayberry and Rayner showed, using the moving-window paradigm, that profoundly deaf adults have a wider perceptual span during reading relative to hearing adults matched on reading level. This difference might be related to the fact that deaf adults allocate more visual attention to simple stimuli in the parafovea. Importantly, this reorganization of visual attention in deaf individuals is already manifesting in deaf children. This leads to questions about the time course of the emergence of an enhanced perceptual span (which is under attentional control) in young deaf readers. The present research addressed this question by comparing the perceptual spans of young deaf readers (age 7-15) and young hearing readers (age 7-15). Young deaf readers, like deaf adults, were found to have a wider perceptual span relative to their hearing peers matched on reading level, suggesting that strong and early reorganization of visual attention in deaf individuals goes beyond the processing of simple visual stimuli and emerges into more cognitively complex tasks, such as reading. [ABSTRACT FROM AUTHOR]

Copyright of Lien Social et Politiques is the property of Institut National de Recherche Scientifique (INRS) 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 Education et Societes is the property of INRP 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 Disability Studies is the property of Canadian Disability Studies 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.)

Copyright of Historical Studies in Education / Revue d'Histoire de l'Éducation is the property of Canadian History of Education 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.)

Copyright of International Journal of Canadian Studies 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.)

We investigated how orthographic and phonological information is activated during reading, using a fast priming task, and during single-word recognition, using masked priming. Specifically, different types of overlap between prime and target were contrasted: high orthographic and high phonological overlap (track–crack), high orthographic and low phonological overlap (bear–gear), or low orthographic and high phonological overlap (fruit–chute). In addition, we examined whether (orthographic) beginning overlap (swoop–swoon) yielded the same priming pattern as end (rhyme) overlap (track–crack). Prime durations were 32 and 50 ms in the fast priming version and 50 ms in the masked priming version, and mode of presentation (prime and target in lower case) was identical. The fast priming experiment showed facilitatory priming effects when both orthography and phonology overlapped, with no apparent differences between beginning and end overlap pairs. Facilitation was also found when prime and target only overlapped orthographically. In contrast, the masked priming experiment showed inhibition for both types of end overlap pairs (with and without phonological overlap) and no difference for begin overlap items. When prime and target only shared principally phonological information, facilitation was only found with a long prime duration in the fast priming experiment, while no differences were found in the masked priming version. These contrasting results suggest that fast priming and masked priming do not necessarily tap into the same type of processing. [ABSTRACT FROM AUTHOR]

Copyright of Education et Societes is the property of INRP 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.)

Many deaf individuals do not develop the high-level reading skills that will allow them to fully take part into society. To attempt to explain this widespread difficulty in the deaf population, much research has honed in on the use of phonological codes during reading. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers, though not well supported, still lingers in the literature. We investigated skilled and less-skilled adult deaf readers' processing of orthographic and phonological codes in parafoveal vision during reading by monitoring their eye movements and using the boundary paradigm. Orthographic preview benefits were found in early measures of reading for skilled hearing, skilled deaf, and less-skilled deaf readers, but only skilled hearing readers processed phonological codes in parafoveal vision. Crucially, skilled and less-skilled deaf readers showed a very similar pattern of preview benefits during reading. These results support the notion that reading difficulties in deaf adults are not linked to their failure to activate phonological codes during reading. [ABSTRACT FROM PUBLISHER]

Deaf people often achieve low levels of reading skills. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers is not yet fully supported in the literature. We investigated skilled and less skilled adult deaf readers' use of orthographic and phonological codes in reading. Experiment 1 used a masked priming paradigm to investigate automatic use of these codes during visual word processing. Experiment 2 used a serial recall task to determine whether orthographic and phonological codes are used to maintain words in memory. Skilled hearing, skilled deaf, and less skilled deaf readers used orthographic codes during word recognition and recall, but only skilled hearing readers relied on phonological codes during these tasks. It is important to note that skilled and less skilled deaf readers performed similarly in both tasks, indicating that reading difficulties in deaf adults may not be linked to the activation of phonological codes during reading. [ABSTRACT FROM PUBLISHER]

Copyright of Lien Social et Politiques is the property of Institut National de Recherche Scientifique (INRS) 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 Éducation et Francophonie is the property of Association Canadienne d'Education de Langue Francaise (ACELF) 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 purpose of this paper is to discuss the ethical and methodological significance for children and university researchers to participate together in data collection and research interpretation. We examine this process in the context of a three-year study with the aim of understanding how children become identified as having difficulties in a diverse, semi-urban minority French-speaking Catholic elementary school in Ontario (Canada). First, we review the literature on child informed consent. Then, we describe the setting and the process of how children in this study became informed participants. We describe how the children became active in exercising their discretionary consent to be observed during the data collection process, then how they progressively became engaged in observing their social context in terms of their own sense-making of the research project. We discuss how the children gave a new direction to the original project proposed by the university research team investigating on identification and special needs children. Lastly, we revisit the ways in which we addressed the various subject positions that became possible for us and for the children as co-researchers within the social relations of the classroom-based research team in a French minority language school. It became apparent throughout the research that informing consent was more than an act on the part of researchers to explain and thus establish a research framework in which collecting data from children would take place. Rather, we found that our research with children involved children's active participation as co-researchers informing the project from its design to its data analysis. [ABSTRACT FROM AUTHOR]

This paper examines the general context in which special education policies have been implemented in Western societies in order to try to understand the recent changes. It summarises the different meanings attached to the notion of equality, which are central to the question of special education and recent reforms, and finally it attempts to understand the ways in which special education provisions have been implemented into two different contexts, namely France and French speaking schools in Ontario (Canada). The paper draws on policy analysis conducted in France and in Ontario and from two recent research projects conducted in four different elementary and secondary French language schools in Ontario over the last 2 years, through an ethnographic approach involving different methodological tools, such as observation, interviewing and document analysis. [ABSTRACT FROM AUTHOR]

The aim of this article is to examine challenges faced by two francophones communities, one in the Niagara Peninsula, the other in the Simcoe region. We investigate (1) how communities are affected by changes related to globalization; and (2) how the members of these two communities use their linguistic resources to adapt socially and professionally to the changing economy. We conducted some 40 semi-structured interviews in each region with a diversified population in terms of languages and social practices, bilingualism and literacy, training and access to jobs. The comparison of the two regions shows that globalization encourages the development of customer service sectors, which transcends into a greater need for oral and written communication. The employers of the region can count on a bilingual population for their actual needs, but, according to them, the pool of bilingual labourers is decreasing rapidly. At the same time, unemployed Francophones are facing challenges in their search for employment: (1) they must obtain the appropriate level of education (Grade 12); and (2) they must be mobile enough to move or to accept a long daily commute, which may mean cutting themselves off from the network of solidarity in their community, and which may influence the social maintenance of the community. [ABSTRACT FROM AUTHOR]

Presents information on a study that compares the sexual interests of intrafamilial and extrafamilial child molesters. Information on the discriminant validity of phallometric assessments of sexual interest in children; Methodology used in the study; Function of the pedophilic index in showing differences between intrafamilial and extrafamilial child molesters.

In the present study, we manipulated different types of information available in the parafovea during the reading of Chinese sentences and examined how deaf readers make use of the parafoveal information. Results clearly indicate that although the reading-level matched hearing readers make greater use of orthographic information in the parafovea, parafoveal semantic information is obtained earlier among the deaf readers. In addition, a phonological preview benefit effect was found for the better deaf readers (relative to less-skilled deaf readers), although we also provide an alternative explanation for this effect. Providing evidence that Chinese deaf readers have higher efficiency when processing parafoveal semantics, the study indicates flexibility across individuals in the mechanisms underlying word recognition adapting to the inputs available in the linguistic environment. [ABSTRACT FROM AUTHOR]