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Recently there has been much interest in defining effective practice for principals, and, in particular, the role of the principal in encouraging and supporting growth in teachers. In this project I have employed a combination of qualitative and quantitative analyses to explore the concept of supportive supervisory practices from the perspective of administrators. Specifically, the administrators I chose for inclusion in this study were those that were identified by their colleagues and supervisors as having made a positive impact on the growth and development of teachers under their supervision. Through interviews with five administrators representing a couple of rural school divisions in Alberta I have explored how effective administrators view the practice of supervision. During these interviews I asked administrators specific questions to determine how significant a role they thought teacher supervision played in their administrative duties. Further, I encouraged administrators to elaborate on what strategies and structures they found the most conducive to encouraging and supporting teacher growth. Based on their responses, I have made some suggestions as to how principals can actively and effectively support teacher growth. Some of these strategies involve creating specific structures conducive to helping teachers while others involve processes that engage teachers in reflecting on their practice. In presenting these findings I propose a model for teacher growth that employs an assessment for learning philosophy and process.

English language learners (ELL) often struggle to make real world connections in mathematical contexts. Using an action research model, combined with a project-based learning perspective, this study explores some of the strategies educators can employ to help ELL students understand mathematical concepts. This paper describes how five Grade 1 ELLs explored the concept of patterns in a cross-curricular fashion. The children were encouraged to investigate patterns from a mathematical, scientific, and artistic perspective. Included are digital photographs depicting student process and products. This documentation has made the learning visible to teachers, parents, and the children themselves. In honouring the ways in which children express their learning we value the contributions they make both in and outside of the classroom.

New course development can be a very time consuming process, potentially confounded by ambiguity, misdirection, and a lack of clear focus. What components of existing new course development models can be synthesized to construct a model that is efficient, clear, and concise that promotes successful student learning while fostering the dynamic, self-directed nature of adult learning? Although the new course development model presented here has been developed specifically with adult learners in mind, it may be adapted to new course development for any type of learner. The main concept of this model is to develop clear, concise learning outcomes first, and to design learning assessment activities that reflect the same degree of priority as emphasized in the learning outcomes before the course content is actually constructed. This provides the necessary focus to proceed with the development of course content. These prioritized learning outcomes and assessment mechanisms clearly focus on what the teacher wants the student to learn in the course. These learning outcomes must be identified early in the course and remain unchanged for the duration of the course as learners cannot be expected to hit a moving target. Further, a teacher may evaluate the distribution of assessment mechanisms and cognitive domains tested relative to the prioritized learning outcomes through the use of the course assessment matrix-an organizational tool used to assess develop and retain course focus in a pragmatic way. Effective teaching starts with a clear idea of the end in mind where student success is the ultimate goal.

Teachers today deal with many issues in their classrooms from student behaviour problems to curriculum concerns. Many teachers are searching for fresh and innovative ways to approach these issues. One approach that has been moving through the United States and Canada is the Multiple Intelligences approach to teaching. These strategies are based on the Multiple Intelligences theory developed by Howard Gardner in 1983 that all people have within them many "intelligences" or capabilities. This study, which describes a workshop conducted for the teachers and assistants of Lethbridge School District #51, outlines Multiple Intelligences teaching strategies and is designed to help educators feel more comfortable using these strategies in their classrooms. A pre-workshop questionnaire guided the creation of the workshop and a post-workshop questionnaire indicated most participants gained knowledge and confidence as a result of attending the workshop. Recommendations for changes to future Multiple Intelligences workshops were suggested by the participants as well as an interest in further communication to support teachers who wish to use the strategies in their classrooms.

This study focused on the development and implication of a rubric assessment report card for 30 English as a Second Language students, ages ranging from 7 to 15, in a one room Hutterite Colony School. Through an action research approach, data were gathered in the forms of observations, discussions, and review of educational literature. The findings of this study indicate that rubric assessment improves student learning and performance. This was attributed to rubrics being motivational tools of assessment, allowing students to take responsibility for their own learning while being involved in their own assessment. This led to the conclusion that a rubric assessment report card better complements the current assessment practices in the researcher's school.

The father's role in families where there has been domestic violence is now known to have significance impact on future intergenerational abuse (Dutton, 1998). Fathers who shame and physically abuse their sons are putting these young boys at risk for becoming potential abusers. However, even though this risk factor is known, the literature review conducted through this study shows the absence of information on the father/child relationship. Also absent was a knowledge on parenting groups available for these men. In attempting to address this gap in the research and to gain a better understanding of how these fathers experienced the parenting group, I realized I first needed to understand how these men experienced their lives. Using interpretive inquiry, three men were interviewed about their understanding of their life experiences. The men chosen for the research had a history of domestic abuse within the family. Data collection included observations made during the parenting group, profiles gathered from intake files, and transcripts from the interviews. The data were analyzed for themes, patterns, confirmations, and contradictions, and then interpreted to reconstruct the men's stories. The findings of the study indicate several topics common to all three men: custody, visitation, the role of the father, emotional functioning, and past and present relationships. Interwoven among the topics were the themes of inefficacy, personal care, emotional nurturance and attachment, and awareness of the way they use language. Their stories echo the same message: they love their children and want to be with them.

This paper discusses the issues involved in family support, and describes the family room initiative implemented at Galbraith Elementary school in the 1996-97 school year. A series of three focus groups were held with staff, students, and parents involved in the program. Each group discussed five key areas in the project which included how and why people became involved in the program, examples of parental and community interaction, how the project changed parenting skills, what additional community resources were being utilized, and how the program could improve. The findings from this research indicate that parent advocacy, staff ability to communicate with parents, and a sense of place for parents in the school are enhanced by this program.