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In this commentary, Donald Fisher reports on the history of the "The Canadian Journal of Education" as part of this 40th anniversary issue. Fisher states that the history of the Canadian Society for the Study of Education (CSSE) has been profoundly influenced by changes in the role of the Canadian State. The 1960s and 1970s were a time of tremendous optimism and excitement in Canadian universities: the expansion of the system and of graduate study changed the nature of university education in Canada. A key component of the boundary work undertaken to consolidate CSSE's status as a legitimate professional organization and the cognitive authority of academic research undertaken by educational researchers was the establishment of a peer-reviewed journal, first named the "Bulletin" that considered articles of general interest to CSSE members, articles in English and French, and articles originating from members of various cooperating associations and geographic regions. In 1977 the "Journal" published its first special issue, which focused on "Canadian Studies". By 1978, the executive was expressing some dissatisfaction with the content of the "Journal", wishing it were more theoretical and more research-oriented. Throughout the 1980s, the "Journal" tried to become more attractive to both authors and readers. In 1983, it began publishing abstracts in Spanish and German in addition to English and French. The issue of gender equity was being addressed in the "Journal" in the 1990s. The legitimacy and cognitive authority of education in academic and national research circles increased dramatically over the period covered in this article. The push to make educational research academically respectable and the subsequent increase in funding has been driven by the Canadian Education Association and government ministries. The "Journal" became the place where Canadian educationalists could share their academic research, the place that confirmed their right to a chair at the university table. The "Journal" was an essential part of the boundary work undertaken by educationalists through their universities and funding agencies, through their research, and specifically through their publications, to create a distinct territory for education.

Previous scholarly attention to the experiences of faculty members has emphasized the contexts of US institutions, with minimal attention to the experiences of faculty members at Canadian universities. This paper presents the findings of the Canadian component of an international survey that was administered in 19 different jurisdictions to understand the perceptions of faculty members about the nature and scope of changes to academic work. As such, the paper explores the perceptions on research and teaching of full-time faculty members affiliated with Canadian universities. Overall, faculty members revealed that Canadian universities have strong, engaging, and vibrant research and teaching environments, yet there are also areas for improvement. Specifically, findings showed that faculty members perceived considerable autonomy with respect to research activities, despite the increasing need to secure external funding for research. Also, faculty expressed substantial commitment to teaching undergraduate students but a lack of clarity about some issues related to graduate teaching. The survey results provide an important baseline for future studies of Canadian universities and the working conditions of the professoriate in a time of rapid institutional and professional change.

Objective: We examined the effectiveness of a second exposure to ACCEL, a novel driving training program, on latent hazard anticipation (HA) performance several months after their first exposure. Background: Past research has demonstrated that PC-based driver training programs can improve latent HA performance in young novice drivers, but these improvements are below the ceiling level. Method: Twenty-five participants were randomly assigned to either the Placebo group, the ACCEL-1 group, or the ACCEL-2 group. Following the completion of the assigned training program, participants drove a series of eighteen scenarios incorporating latent hazards in a high-fidelity driving simulator with their eyes tracked. Participants returned two to six months following the first session and completed either the placebo program (ACCEL-1 and Placebo groups), or a second dose of training program (ACCEL-2 group), again followed by simulated evaluation drives. Results: The ACCEL-2 group showed improved HA performance compared to the ACCEL-1 and Placebo groups in the second evaluation. Conclusion: ACCEL enhances young novice drivers' latent HA performance. The effectiveness of ACCEL is retained up to 6 months, and a second dose further improves HA performance. Application: Policy makers should consider requiring such training before the completion of graduate driver license programs. Young novice drivers that do not show successful latent HA performance could be required to complete additional training before being allowed to drive without restrictions. [ABSTRACT FROM AUTHOR]

Objective: The present study examined the association between executive functioning (EF) and risky driving behaviors in teens with ADHD. Method: Teens diagnosed with ADHD (n = 179; M age = 17.4 years) completed two 15-min drives in a fixed-base driving simulator. EF was assessed using parent- and self-report Behavior Rating Inventory of Executive Functioning (BRIEF-2), a temporal reproduction task, and a Go/No-Go task (GNG). Driving outcomes included known predictors of crashes: count of long (>2 s) off-road glances, standard deviation (SD) of lane position (SDLP), mean speed, and SD speed. Generalized linear mixed models, controlling for intelligence and driving experience, were conducted. Results: Higher rates of GNG commission errors predicted higher rates of long off-road glances. Lower parent-rated EF and increased rates of GNG omission errors predicted SDLP. Higher rates of GNG commission errors also predicted faster average driving speed. Conclusion: Heterogeneity in EF is associated with differences in teen ADHD risky driving behaviors. [ABSTRACT FROM AUTHOR]