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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 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 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.)

Though summer learning loss has been widely documented across both the United States and Canada, there is little knowledge on how parents and teachers view the use of technology in the context of summer vacation, and what the role of digital tools are in potentially alleviating achievement gaps due to summer learning loss. Drawing on 71 parent and 37 teacher interviews from a large-scale Canadian study examining summer learning loss in Ontario through summer literacy and numeracy programs for students (grades 1–3), this study highlights the complexities associated with using digital tool in both home and school life in the summer. Through extensions of Bourdieu's theory of cultural capital, we suggest that digital tools are becoming a new type of valued skillset that parents and educators are acknowledging. In specific, our main findings center around three interrelated themes: i) comfort with technology; ii) home-school connections; and iii) perception of children as digital natives. Results may be fruitful for parents, educators, and policymakers to understand the larger role that digital technology plays amongst Canadian families and teachers during the summer months and school year. Capturing these discussions can maximize both school and home use of digital tools. [ABSTRACT FROM AUTHOR]

Drawing on a photo-interview study of home reading practices with 35 children (ages 5–8) we examine how the ‘parent-effect’ influences research with young children. Not surprisingly, we find that parents influence reading practices and access to literacy resources. However, it is also clear that children’s reliance on parents affects data collection. Children who have more help from parents produce better photographs and a clearer narrative about home reading practices, but parents’ use of impression management influence the images that children produce and sometimes the photo-interview that follows. Rather than compromising children’s agency or the purity of the data, we argue that the parent-effect can be used an indicator of cultural norms about parenting; it can shed light into the dynamics of the parent-child relationships; and it can illuminate the degree to which children exert ‘child capital’ over home reading practices and the social construction of family life. [ABSTRACT FROM AUTHOR]

Objectives: To examine how recent Doctor of Pharmacy graduates feel about providing full-scope pharmacist services (such as prescribing and immunization) and whether characteristics such as recent graduates' institutional and personal demographics, practice setting (e.g., busyness of practice, time spent directly with patients), or additional education after graduation affect their perceptions of feeling able and sure to perform services., Design: Cross-sectional survey., Setting and Participants: Recent graduates from 2 pharmacy schools in Ontario, Canada, who were licensed Ontario pharmacists and provided direct patient care in a community pharmacy setting., Outcome Measures: Dichotomous variables measured how able (less or more able) and sure (less or more sure) recent pharmacy graduates felt in performing 14 full-scope pharmacist services., Results: Of the 231 survey respondents (23.2% response rate), 120 met the inclusion criteria. Overall, graduates felt prepared to perform these services in practice, although for many services, graduates felt more sure than able. Busier practice settings and services that were provided less frequently had a negative impact on new graduate's perceptions of being able and sure. Respondents who were younger or were pursuing further postgraduate training also felt less able and sure., Conclusion: It is important for employers of new graduates and academics who train pharmacy students to recognize and encourage new graduates' feelings of being sure and able to provide full-scope pharmacist services. However, new graduates were not immune to the impacts of busy practice settings on provision of these services and should be supported in their development and interest in further training., (Copyright © 2018 American Pharmacists Association®. All rights reserved.)