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This mixed methods study examined how middle school students (ages 11-13) in middle-class neighborhoods in Western Canada characterized a caring teacher. Specifically, qualitative content analysis was conducted on 199 sixth and seventh grade students' written responses to the question "What are three things that teachers do to show they care?" Guided by recent work in the area of mindfulness in teaching, we identified 19 themes: one was categorized as "General Teaching" (e.g., "They teach"), and 18 that were grouped into one of three thematic categories associated with mindful teaching: "Calm" (e.g., calm/not reactive), "Clear" (e.g., democratic communication), and "Kind" (e.g., empathy). In their descriptions of caring teachers, almost all students (97.5%) used Kind themes, while many used Clear themes (41%); with fewer students using Calm (13.6%) or General Teaching (10.6%) themes. Chi square analyses revealed that girls were more likely to mention Clear themes compared to boys, while boys were more likely to use the specific themes of nurturance and helpfulness. Additional demographic differences were also explored. This research adds to the growing body of studies aimed at elucidating the role of mindful teaching in caring student-teacher relationships, particularly from the perspectives of early adolescents.

In this research, we explore responsible investing in Canadian Universities. Interviews were conducted with 31 universities that were identified as having endowments or pension portfolios greater than $50M. We also reviewed publicly available data for these institutions. Universities reported facing numerous barriers but perhaps most noteworthy was a lack of knowledge about RI and a concern about performance risk. Other findings included concerns about structural barriers, governance, development of highly qualified professionals, data gaps, and variability. We conclude with recommendations connected to global frameworks and share a Responsible Investing (RI) Categorization that may be a useful roadmap for advancing RI engagement.

Problem-based learning (PBL) is a self-directed learning strategy where students work collaboratively in small groups to investigate open-ended relatable case scenarios. Students develop transferable skills that can be applied across disciplines, such as collaboration, problem-solving, and critical thinking. Despite extensive research on problem-based learning, a thorough examination of student engagement in relation to PBL is lacking (Savin-Baden, 2014; 2016). We studied student motivation through self-reflection exercises, surveys, and peer-evaluations in a third-year undergraduate anthropology course (N = 49) with students of differing levels of course material experience. We hypothesized that throughout the course student motivation would be highest in students with the most subject matter experience. The results show that student motivation was higher in students with more subject matter experience at the beginning of the course, however during the course their motivation decreased. By the end of the course the majority of students had high motivation toward PBL, however, we were surprised that forensic specialists with the most subject matter experience had low motivation at the end of the course. This research is important to demonstrate the challenges of implementing PBL in a traditional curriculum, and to provide suggestions for engaging diverse student populations in PBL.

This article reviews the work of two Albertan educators, David Townsend and Pam Adams, in their application of collaborative inquiry to improving school leadership. Collaborative inquiry is essentially a professional practice that has yet not been comprehensively theorized. This article seeks to lay some foundations for a theorization of the practice by identifying structures and processes that appear to underlie the remarkable success of applications of the practice in several school districts in Alberta, Canada. The emerging mode is one that envisages seven powers: the power of teams, the power of relationship, the power of the process, the power of inquiry and reflection, the power of collaboration, the power of modelling, and the power of narrative. These powers appear to underpin much of what has been written about the ways in which collaborative inquiry has become a powerful force for leadership development in Alberta, and more recently in the State of New South Wales in Australia.

This article presents a rich account of school leadership development within the North Coast Initiative for School Improvement program in New South Wales, Australia. The focus is the school leader at a small rural school, whose engagement with generative dialogue and collaborative inquiry results in a growing confidence in engaging her school community. The study demonstrates the power of narrative as a mode of inquiry and leadership development as represented in the school leader's own account of her changing relationship with her school and her developing sense of professionalism. The study evaluates the success of the approach against a model of Seven Powers derived from the work of David Townsend and Pam Adams in Alberta, Canada, that includes the positive effects of carefully constructed and managed teams, professional relationships and processes, and the use of inquiry, reflection, collaboration, modelling and narrative in supporting the professional development of a school-based leader.

This article introduces an Australian adaptation of an approach to supporting school leadership and improvement pioneered by educationalists David Townsend and Pam Adams, from Alberta, Canada. Referred to as the North Coast Initiative for School Improvement, the adaptation involved school leaders, academics, and government officials who combined to implement the twin processes of collaborative inquiry and generative dialogue at about sixty primary and secondary schools across the North Coast region of New South Wales, Australia. The initiative appears from all reports to have been both well received and highly impactful, including in terms of improved student performance. This issue of the AJER offers an exploration from an Australian perspective of the principles underpinning the two processes. It also presents case studies from an Australian setting of the impact of these processes on school leadership and improvement.

A primary goal of university instruction is the students' demonstration of improved, highly developed critical thinking (CT) skills. However, how do faculty encourage CT and its potential concomitant increase in student workload without negatively impacting student perceptions of the course? In this investigation, an advanced biology course is evaluated after structural changes (implemented in 2010) met with a poor student evaluation of the course and the instructor. This analysis first examines the steps used to transform a course to encourage CT and then explains how it can be assessed. To accomplish these goals, the instructor collaborated with an educational developer to redesign the course using a philosophy informed by SoTL. This approach, as we see it, represents a set of principles that demand transparency in the development and application of strategies whose aim is to encourage student learning. However, the SoTL approach would be insufficient to simply promote a set of strategies without some mechanism for evaluating its efficacy. Therefore, we designed a "Graded Response" (GR) multiple-choice test to measure CT development and hence to properly evaluate whether the strategies embedded in our SoTL-informed course redesign have adequately met our goals.

A pre-post analysis of an undergraduate class in conflict resolution offered by the Religious Studies department of a liberal arts Christian university in central Alberta was conducted. Eight different conflict-resolution classes over a stretch of five years (N = 289) completed a 26-item questionnaire early in the term and then completed the same questionnaire on the final day of class. Nineteen of the items dealt with cognitions and attitudes about resolving conflict. The other seven items assessed behavioral outcomes. Results found that students improved from pre to post in all 26 items, 23 of them significantly. Findings concerning gender differences, differences between romantically attached couples and non-romantic dyads, and changes in effectiveness over time are also discussed. Findings suggest that an undergraduate class in conflict resolution can be of substantial benefit to students in their personal relationships.

The intersection of multiple identities (e.g., racialization, gender, class) strongly determines an individual's social location. In-depth interviews with 42 racially minoritized academics in Canadian universities allowed U.S. to begin to grasp the challenges faced by those who must negotiate the different spaces in an academy that is predominately white, Eurocentric and male. Using an anti-racist framework, we found that the level of inclusion that racially minoritized academics in our study felt within their workplaces depended upon their experiences with 1) acceptance (e.g., through hiring, promotion, and tenure); 2) visibility (e.g., in terms of perceived power in informal and formal work interactions); 3) support (e.g., via collegial and administrative encouragement, assistance, collaboration and resource support); and 4) mentoring (e.g., in terms of providing and seeking mentor experiences). Our findings suggest that the increasing presence of racially minoritized academics may better serve institutional purposes of portraying a mission of diversity than actually achieving a mission of equity. (Contains 1 table and 9 notes.)

This paper reports on a preliminary Australian adoption and adaptation, in the North Coast region of New South Wales, Australia, of the Townsend and Adams' model of leadership growth for school improvement in Alberta. The Australian adaptation of this Alberta model has been named the North Coast Initiative for School Improvement (NCISI). The participants comprise nine university academics and almost one hundred regional school leaders. Leadership is developed through continuing and regular collaborative-inquiry and generative-dialogue meetings between the academics and school leaders. The aim is to improve school leadership with the primary purpose of improving student outcomes. Provisional evaluation records significant positive changes in school leadership across the region. Convergence and divergence of the Australian and Canadian models are explored. The Australian adaptation requires some modification to suit local education processes and context. In particular, there has been the development of some divergence in approaches, especially in working in individual schools or clusters of schools. While the program has only been running for a comparatively short time, and therefore formal program evaluation is only commencing, preliminary evidence suggests significant traction and success in the Australian context. The paper concludes with some tentative implications for the future development of this model in the Australian context: how can the model be conceptualised and delivered to a wider audience in the years ahead.

Play has a significant role in language and literacy learning. However, even when valued in schools, opportunities for play are limited beyond early childhood education. This study of an after-school program for adolescents looks closely at several forms of play that students engaged in to produce self-portraits. The study suggests that play and experimentation with visual texts, tools, spaces, peers, and materials contributed to students' engagement with complex visual literacy practices. Two important implications are discussed: (1) that learning through play is a participatory, inclusive approach to literacy that invites adolescent students, even those often reticent to take risks, to cultivate literacy practices and identities; and (2) that visual modes of literacy play and production enable an experiential understanding of academic literacy concepts adaptable to other modalities and contexts.

Copyright of Canadian Journal of Dental Hygiene is the property of Canadian Dental Hygienists 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.)

In recent years, the concept of fluctuating or recurring impairments has grown both in the public consciousness as well as in frequency of note within policy documentation and legislation. However, contention still surrounds the perceived legitimacy of such impairments, including chronic fatigue syndrome/myalgic encephalomyelitis, epilepsy and diabetes, which have the potential to vary in intensity over time, versus more "traditional" and accepted forms of disability. By drawing on current conceptual discussion and research activities in Canada around what have been termed episodic disabilities, as well as legislative developments in the United Kingdom, this paper will provide an overview of how fluctuating or recurring impairments have to date been conceptualised, contested, and the central issue of competing definitions within this context.

Drawing on Gideonse's (1993) distinction between political, institutional, and professional modes of governance, this article examines changes in the governance of initial teacher preparation in Canada over the last three decades. With data collected from a review of provincial documents and key informant interviews, the article uses Quebec, Manitoba, and British Columbia as case studies to illustrate how provincial governments, universities and their faculties of education, and the teaching profession have been able to exert their influence on the preparation of teachers. The article argues that each of these players constitutes a legitimate partner in initial teacher education, that each partner brings to the governance of initial teacher education varied core values and interests, and that diverse provincial governance arrangements reflect varied accommodations of these values and interests that have implications for how teacher professionalism and teachers' work is being constructed.

The effectiveness of a multidimensional Canadian sex education programme was evaluated using 240 Grade Nine students. The intervention was offered by representatives from various community groups and involved instructional classes on anatomy/physiology of the reproductive system and sexually transmitted infections, a video and group discussion on healthy relationships, a form of "peer education" and discussion on teen pregnancy and HIV/AIDS, as well as a parent workshop and newsletter on teen sexuality. Respondents in the intervention and control groups completed a self-administered questionnaire at baseline and one month after the programme. Compared with the control group, students in the intervention group showed positive changes in the areas of knowledge, sex-role attitudes, sexual interaction values, and the perception that birth control is important. These results suggest that a collaborative effort of outside professionals from various community organisations and involvement of "peer educators" to provide sexual health education in Grade Nine high school classes may be a useful strategy. (Contains 9 tables and 3 notes.)

This study examined the judgments and reasoning of adolescents (ages 12-19 years) from three sites in urban and rural China (n = 270) and in an urban Canadian comparison sample (n = 72), about the fairness of various forms of democratic and non-democratic government. Adolescents from both China and Canada preferred democratic forms of government, such as representative or direct democracy, to non-democratic systems, such as a meritocracy and an oligarchy of the wealthy, at all ages. Adolescents appealed to fundamental democratic principles, such as representation, voice, and majority rule, to justify their judgments. Similar age-related patterns in judgments and reasoning were found across cultures and across diverse settings within China.

Examined the educational attainments of adult offspring of immigrants age 20-64 years, analyzing data from Canada's 1996 Survey of Labour and Income Dynamics. Contrary to second generation decline and segmented underclass assimilation found in the United States, Canadian adult visible-minority immigrant offspring did not have lower educational attainments than their parents or their not-visible-minority counterparts. (Contains references.) (SM)

Describes the change from a traditional, paper-based collection to an electronic library at Bell Canada's Information Resource Center in Montreal. Highlights include universal desktop access for users; library Web site; decline in traditional services to increased use of online services; materials, including books, consultant reports, and periodicals; budgets; staffing; and communications. (LRW)

Explores the potential problems of intersection between the defining aims of antiracist education and teachers' beliefs about the aims of education. Identifies a framework for differentiating three ethical perspectives that teachers often take in articulating and justifying their beliefs about the ideal aims of education. (CMK)

Reports on learning when engaged in a four-month experience of co-teaching a water unit in a seventh-grade classroom. Suggests that co-teaching allows for a mode of learning that is not captured by Schon's notions of reflection-in-practice and reflection-on-practice. Concludes that co-teaching, as co-learning, is praxis. Contains 26 references. (Author/WRM)

Assesses second generation success using data form the 1994 Canadian General Social Survey for women and men, ages 25 to 64. Confirms success at educational level and occupational status through multivariate analysis. Shows that magnitudes of achievement vary for different immigration groups. Contains three pages of references. (MMU)

Has the role and the work of public servants become politicized? Noting the greater frequency at which public servants are losing their anonymity and seemingly being pressured to support – rather than simply implement – politicians’ priorities, the authors review more than a century’s worth of debates of full parliament to determine whether there is evidence of outright politicization of the public service and whether such politicization (if present) has occurred more regularly over time. The authors conclude that public servants are rarely mentioned in full parliamentary debates and have only become a partisan issue within these debates on two occasions. The authors found that contrary to their expectations, parliamentarians belonging to the governing party were less likely than opposition MPs to discuss the public service and that MPs belonging to conservative parties were no more likely to discuss the public service than MPs belonging to parties elsewhere on the political spectrum. [ABSTRACT FROM AUTHOR]

The Curriculum Outcomes Review and Evaluation system of outcomes assessment for accreditation of Canadian dental faculties is described. Features include chart reviews; evaluation of diagnosis and treatment planning and case presentation for a student sample; structured clinical observation; presite visit survey; and solicitation of feedback from students, faculty, administrators, evaluators. (MSE)

Copyright of Forestry Chronicle is the property of Canadian Institute of Forestry 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.)

Purpose/objective: Conflict and discourtesy between college students and faculty have become increasingly common in higher education. Fallout from uncivil student encounters can have numerous effects on educators' overall health and has been shown to negatively impact learning environments. This research assessed the severity and frequency of student incivility in dental hygiene education and explored the relationship uncivil behavior has on faculty feelings of confidence, career satisfaction, and longevity.Methods: Cross-sectional survey research was conducted among dental hygiene educators (n = 601) in the United States and Canada using purposive and snowball sampling. The survey (47-item) was developed based on the literature and validated prior to administration. Spearman's correlation coefficient was used to assess the relationship between variables and mean item category scores and thematic analysis was used to identify themes for open-ended questions.Results: Survey completion rate was 78% (n = 469). Behaviors ranked mildly uncivil, such as eating/drinking in class, occurred more frequently, and incivility had less impact on faculty confidence with increased age (r = -.19; P ≤ 0.01). The level of severity of behaviors did not impact educators; however, how often certain behaviors occurred had some effect. Contemptuous behaviors, such as using a disrespectful/sarcastic tone (r = .34, .32, .31; P ≤ 0.01), had the most impact.Conclusion: This study determined student incivility exists within dental hygiene education. Day-to-day, minor uncivil behaviors seemingly take a greater emotional toll than occasional, highly uncivil encounter. Understanding how faculty perceive these behaviors may influence development of management strategies, fostering a sense of career satisfaction for educators. [ABSTRACT FROM AUTHOR]

Analysis of the 1973 Canadian Mobility Study revealed that the occupational status of Canadian female immigrants is lower than that of immigrant male workers and male and female native-born Canadians. However, considerable stratification exists within the foreign-born population: American and British immigrant women are less affected by the double negative of being female and foreign. (KH)

Presents an overview of the current situation and problems of moral education in Canada. Discusses the official policy on moral education, identifies directions of societal change which may affect it, and argues that the most crucial problems revolve around the central role of the teacher in moral education efforts. (Author/GEA)

Four students of the Atlantic Provinces Resource Centre for the Hearing Handicapped were chosen for total integration in a university preparatory high school program at Amherst Regional High School (Amherst, Nova Scotia). Described are project goals, the role of interpreters/tutors, students' courses and academic performance, and the project's success. (Author/JDD)

Author, who is a philosopher, describes how he came to collaborate with psychologist Lawrence Kohlberg and discusses how Kohlberg's theorizing framed problems at the interface between the disciplines of psychology and philosophy. Explains how Kohlberg influenced the author's professional work. (Author/NB)

Presents results of a survey designed to determine the titles of books used in culture and literature instruction in Ontario secondary schools.

The Dental Aptitude Test (DAT) in Canada and the Dental Admission Test (DAT) in the United States are discussed. A history of the DAT, its composition, underlying concepts, and the problems of validation and guidelines for its uses are presented. A review of the literature is provided. (Author/MLW)

The article offers information on the Canadian research institute for law and the family, 1987–2018. Topics include, mandate to pursue multidisciplinary research into the impact of the law on the family; undertaking interdisciplinary, ongoing research tying together law, statistics and methodology on issues relevant to the family; and learnings from social welfare, economics, psychology, health sciences, education, sociology, anthropology and philosophy.

The article presents population forecast for Canada in 2067. Topics discussed include population aging, generational shift in Canada, baby boom generation and new millennials living in Canada, demographers living over there, statistics on aging of Canada's population and millennials in 2067. It further presents charts on age-sex population and percentile of aged Canadians in 1871. A research on Canadians and Millennials was conducted for analyzing digital change and its social aspects in 21st century.

The article presents population forecast for Canada in 2067. Topics discussed include population aging, generational shift in Canada, baby boom generation and new millennials living in Canada, demographers living over there, statistics on aging of Canada's population and millennials in 2067. It further presents charts on age-sex population and percentile of aged Canadians in 1871. A research on Canadians and Millennials was conducted for analyzing digital change and its social aspects in 21st century.

Carbon dioxide capture and geological storage (CCS) is one strategy to reduce greenhouse gas emissions that has attracted interest from government and industry in Canada. A key factor that will determine if organizations implement CCS is whether the public support the development of the technology. Public views and understandings of key issues surrounding CCS were assessed via Internet and phone on a representative sample of 1479 Canadians. We examined descriptive statistics to understand public perceptions of CCS and applied regression models to assess how risk perceptions, perspectives of climate change and trust in government relate to the support for or opposition to CCS development and funding for the technology. Results indicate there is low support for CCS in Canada; however, findings varied when taking into account participants’ proximity to projects. Furthermore, the publics’ perceptions of the risk and benefits of CCS influenced support for or opposition to the technology. We discuss implications of public perceptions on the development and deployment of CCS and provide recommendations for communication strategies about the technology. [ABSTRACT FROM AUTHOR]

The Tofino Wah-nah-jus Hilth-hoo-is Mudflats on Vancouver Island, British Columbia, Canada, include both pristine areas and sites with residential and resort development. Shorebird counts were conducted at six sites around these mudflats in 2011 and compared with historical counts from 1988, 1989, and 1995. Temporal trends of counts did not vary among sites with different levels of disturbance. Over the entire mudflats, counts of Dunlin (Calidris alpina) moving northward had a negative trend over time (βyr = -0.04), as did counts of Western Sandpiper (Calidris mauri; βyr = -0.04), Least Sandpiper (Calidris minutilla; βyr = -0.03) and Short-billed Dowitcher (Limnodromus griseus; βyr = -0.04) moving southward. In contrast, counts of Black-bellied Plover (Pluvialis squatarola; βyr = 0.03) and Semipalmated Plover (Charadrius semipalmatus; βyr = 0.02) moving northward increased over time. Counts of Dunlin and Short-billed Dowitcher were lower at disturbed sites relative to non-disturbed sites, indicating that disturbance may be displacing birds away from some sites. Further, counts of northward migrating shorebirds were negatively correlated with the presence of people and dogs at the most disturbed site (Chesterman Beach). Monitoring and precautionary actions to address effects of disturbance at this important stopover site are warranted. Received 1 September 2015, accepted 21 January 2016. [ABSTRACT FROM AUTHOR]