In fall 2015, overall postsecondary enrollments decreased 1.7 percent from the previous fall. Figure 1 shows the 12-month percentage change (fall-to-fall and spring-to-spring) for each term over the last three years. Enrollments decreased among fouryear for-profit institutions (-13.7 percent), two-year public institutions (-2.4 percent), and four-year private nonprofit institutions (-0.3 percent). Enrollments increased slightly among four-year public institutions (+0.4 percent). Taken as a whole, public sector enrollment (2-year and 4-year combined) declined by 2.3 percent this fall.
When Bernie trailed Behind me to my office after class looking crestfallen and slumped into the chair to study with some intensity the laces on his sneakers, i realized that a battle of epic proportion was being waged. after some moments of silence, he blurted out that he was dropping out of school, that he just didn’t feel connected to the students in my class or to students in any other of his classes for that matter. he felt much more comfort- able with the construction crew he worked with every summer. maybe, after all, this was his true calling—being in the open air with scuffed work boots and dirt under his fingernails. maybe this was where he really should be. maybe college just wasn’t for him.
At most colleges and universities, summer offers a blessed break from the regular meetings of the academic year. It’s a relief to have a few months’ free from having to jockey for air time, listen to long-winded people opine on matters they know little about, navigate petty factional skirmishes, or shore up colleagues whose ideas are routinely shot down.
Now that it’s September, the prospect of returning to meeting-heavy days may seem enervating. But what if we made 2019-20 the year in which we change the traditional dynamics of our meetings? Could we find ways to make them more productive, less
contentious, and more open to voices that usually get muffled or silenced?
National statistics indicate that more than 6.4 million children and youth with disabilities between 3 and 21 years-of-age received special education services during the 20132014 academic school year (U.S. Department of Education, 2015). In addition, 95% of these students received special education services in public schools, with 61% or more of them said to be highly included80% or more of their school dayin general education classroom settings (U.S. Department of Education, 2015). On one hand, these estimates may be quite positive given the high number of students educated in inclusive settings. On the other, they can be disconcerting because inclusion greatly relies on educators who are ill-prepared to meet the needs of all students, and would prefer not to do inclusion (p. 307).
The central goal of the Canadian residential school system was to ‘Christianize’ and ‘civilize’ Aboriginal people, a process intended to lead to their cultural assimilation into Euro-Canadian society. This policy goal was directed at all Aboriginal people and all Aboriginal cultures. It failed to take into account the devel-opment of new Aboriginal nations, and the implications of the Indian Act’s definition of who was and was not a “status Indian” and the British North America Act’s division of responsibility for “Indians.” In the government’s vision, there was no place for the Métis Nation that proclaimed itself in the Canadian Northwest in the nineteenth cen-tury. Neither was there any place for the large number of Aboriginal people who, for a variety of reasons, chose not to terminate their Treaty rights, or for those women, and their children, who lost their Indian Act status by marrying a person who did not have such status. These individuals were classed or identified alternately as “non-sta-tus Indians,” “half-breeds,” or “Métis.” In different times or different places, they might also identify themselves by these terms, but often they did not. Instead, they might view themselves to be members of specific First Nations, Inuit, or Euro-Canadian societies. For the sake of clarity, this chapter generally uses the term Métis to describe people of mixed descent who were not able, or chose not, to be registered as Indians under the Indian Act. It should be recognized that not all the people described by this term would have identified themselves as Métis during their lives, and that the histo-ries of these people varied considerably, depending on time and location.
The federal program that helps First Nations and Inuit people attend college or university has registered an 18.3 per cent decline in the number of students it funds since 1997, according to documents obtained by the NDP through Access to Information and shared with CBC News.
The slump is striking given the population growth in those communities over the same time period. (The First Nations population alone has grown 29 per cent since 1997.)
Canada is at a crucial point: we are well-positioned to manage the opportunities and challenges of the global economy, but despite existing efforts, we are falling behind in investing in people and encouraging research and innovation.
The need to improve postsecondary education and skills training in Canada is driven by global and local challenges. In the global marketplace, our key competitors are moving ahead with economic restructuring, investment in the education and skills of their
people, technological change, research and innovation and aggressive competition. The rapid growth of emerging economies, especially in China and India, along with high oil prices and the strong Canadian dollar, are posing substantial challenges for Canada's industries. To remain prosperous in the face of this competition, Canada needs a workforce that is qualified, flexible, adaptable, and innovative, with employees and employers who embrace lifelong learning.
The Early Childhood Education Report 2017 is the third assessment of provincial and territorial frameworks for early childhood education in Canada. Nineteen benchmarks, organized into five equally weighted categories, evaluate governance structures, funding levels, access, quality in early learning environments and the rigour of accountability mechanisms.
Results are populated from detailed provincial and territorial profiles developed by the researchers and reviewed by provincial and territorial officials. Researchers and officials co-determine the benchmarks assigned. We are pleased to welcome Nunavut and Yukon as new participants in this edition. ECEReport.ca includes the profiles for each jurisdiction, including the federal government, plus the methodology that shapes the report, references, charts and figures and materials from past reports.
This article contributes to the leterature on how teachers learn on the job and how schools and districts can support teaching learning to improve student learn ing and incorpirate changing standards and curricular materials into instructional practices.
After one too many students called me by my first name and sent me email that resembled a drunken late-night Facebook post, I took a very fogeyish step. I began attaching a page on etiquette to every syllabus: basic rules for how to address teachers and write polite, grammatically correct emails.
Over the past decade or two, college students have become far more casual in their interactions with faculty members. My colleagues around the country grumble about students’ sloppy emails and blithe informality.
Mark Tomforde, a math professor at the University of Houston who has been teaching for almost two decades, added etiquette guidelines to his website. “When students started calling me by my first name, I felt that was too far, and I’ve got to say something,” he told me. “There were also the emails written like text messages. Worse than the text abbreviations was the level of informality, with no address or signoff.”
International learning experiences are invaluable for students. Those who undertake education outside their country of residence develop leadership, self-reliance, language skills, intercultural understanding, sensitivity to local and global issues, and specialist skills when they participate in work placements and field schools. Employers also say that international experience gained through education makes a positive contribution to the workplace.1
Both students and educators have long recognized the value of learning abroad. Despite this, and the fact that almost all Canadian colleges and universities offer education-abroad opportunities (including semester exchanges, short-term study abroad, field school, and service learning), relatively few post-secondary students actually participate. Only 3.1 per cent of full-time university students2 and 1.1 per cent of full-time college students3in Canadian have gone abroad for part of their studies. Compared to some OECD countries, these figures are slim. In Germany, for example, fully 25 per cent of students in bachelors and masters programs have participated in a study abroad experience, and the country hopes to raise this number to 50 per cent by 2020.4
Critical thinking is no longer a strange concept in this world. It is being talked about all over, from university to the
workplace, from developed countries to poor ones. The importance of thinking critically has never really been
considered properly until recently. In fact, critical thinking is believed to be the new intellect of the modern era that
reflects a person’s ability to analyze daily problems and make the right decision.
As it’s not a specific talent that people are born with, critical thinking requires practice and effort. Ironically, while
critical thinking has become popular all over the world, not many people know how to develop their critical thinking
skills effectively. Therefore, we are about to show you how you can effectively develop these skills.
In the latest edition of our blog, we hear from Dr. Adam Gaudry. In this piece, Adam explores the historical and contemporary tensions that exist between units like Indigenous Studies and the academy. Perfectly timed, Adam’s piece draws our attention to the calls to Action in the recently released Truth and Reconciliation Commission.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency and are having an increasing effect on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list
of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings
to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation.
This paper provides an overview of research on higher education leadership and management from the 20th and into the 21st century. It highlights the development of specific research in higher education contexts as well as the relationship between research in the management sciences in general on which higher education researchers, practitioners and policy makers have drawn, not always with beneficial consequences. The paper draws particularly on the work of Bensimon et al (1989) and Kezar et al (2006) in the US as well as research in the UK over the last quarter century, including recent research commissioned by the Leadership Foundation for Higher Education in the UK.
The study of leadership has been an important and central part of the literature on management and organization behavior for several decades. Leadership is a topic of interest, study and debate in almost every professional community worldwide.
Organizations are constantly trying to understand how to effectively develop leaders for long term success within their organizations. The systemic problem with this endeavor is that there are many different leadership theories and styles. These options make it virtually impossible for professionals to agree concerning which one theory and or style can best help organizations to develop great leaders. Indeed, “no other role in organizations has received more interest than that of the leader” (Schwandt & Marquardt, 2000,p. 177).
OECD’s Centre for Educational Research and Innovation (CERI) has worked on Open Educational Resources (OER) in the past, which led to the publication Giving Knowledge for Free – the Emergence of Open Educational Resources (2007). This working paper thus builds on exploratory and forward-looking research in CERI and invites countries to consider the policy implications of the expansion of OER, its benefits and associated challenges.
A small OER expert group was established to discuss the subject, link it to other relevant developments in the field, and develop a draft questionnaire for member countries in order to collect information regarding the policy context related to OER. The expert group met in June 2011 and for a second time in September 2011. The questionnaire was sent to the 34 OECD member countries in August 2011. It outlined a short informative note about the benefits and challenges of OER. The responses to the questionnaire are analysed in this document.
Background/Context: There is little question that education is changing, seemingly quickly and in some cases dramatically. The mechanisms through which individuals learn are shifting from paper-based ones to electronic media. Simultaneously, the nature of what individuals must learn is evolving, in good part due to an exponential accumulation of knowledge and of technology to access, share, and exploit that knowledge. Finally, how education is organized, offered, and administered is undergoing transformation, most apparentlybut not onlyin higher education. With potentially seismic changes in the mechanisms,
nature, and organization of education must also come changes in educational assessment.
Many proponents of online education have speculated that the digital learning environment might be a meritocracy, where students are judged not on their race or gender, but on the comments they post.
A study being released today by the Center for Education Policy Analysis at Stanford University, however, finds that bias appears to be strong in online course discussions.
The study found that instructors are 94 percent more likely to respond to discussion forum posts by white male students than by other students. The authors write that they believe their work is the first to demonstrate with a large pool that the sort of bias that concerns many educators in face-to-face instruction is also present in online education.
More than half of black college students fail to complete thier degree work - for reasons that have little to do with innate ability or environmental conditions. The problem, a social psychologist argues, is that they are undervalued, in ways that are sometimes subtle and somes not.