Previous research has shown that fathers taking some time off work around childbirth, especially periods of leave of 2 or more weeks, are more likely to be involved in childcare related activities than fathers who do not do so. Furthermore, evidence suggests that children with fathers who are ‘more involved’ perform better during the early years than their peers with less involved fathers. This paper analyses data of four OECD countries — Australia; Denmark; United Kingdom; United States — to describe how leave policies may influence father’s behaviours when children are young and whether their involvement translates into positive child cognitive and behavioural outcomes. This analysis shows that fathers’ leave, father’s involvement and child development are related. Fathers who take leave, especially those taking two weeks or more, are more likely to carry out childcare related activities when children are young. This study finds some evidence that children with highly involved fathers tend to perform better in terms of cognitive test scores. Evidence on the association between fathers’ involvement and behavioural outcomes was however weak. When data on different types of childcare activities was available, results suggest that the kind of involvement matters. These results suggest that what matters is the quality and not the quantity of father-child interactions.
This paper examines the policies surrounding international students and international education from the perspective of college students in Ontario. The goal of this paper is to inform the discussion on the federal, provincial, and institutional policies surrounding international students as they pursue Ontario credentials and international education in general. International student currently represent about 10% of the overall college population. Their experiences are different from typical college students’, in part because international students undergo a different process of applying to an Ontario college. Furthermore, these students typically come from cultures that are different than that of Ontario, and may have difficulties in adapting to the way of life and the stresses associated with being an international student. It is important to make sure there are supports in place to address the differing needs these students have as they study in Ontario.
Public post-secondary institutions are responsible for delivering both high-quality education and research in the public interest. This responsibility requires the right for academic researchers to exercise independent inquiry that is free of influence or restrictions from both the government and private industry.
Over the last two decades, there has been increasing pressure from the private sector to re-shape the mission of the university to be more closely aligned with the needs of business. In the area of university research, this has led to a premium placed on research commercialisation. This shift in focus of publicly-funded institutions is a significant departure from the academic principle of independence on which universities have operated for centuries.
An independent arbitrator will soon hear a case at Queen’s University that raises serious questions about protection of faculty who allege colleagues’ academic misconduct.
The university’s office of the provost has found Professor Morteza Shirkhanzadeh guilty of workplace harassment in a dispute that dates back a decade. As a result, he is banned from entering three university buildings and communicating with certain administrators, professors and the board of trustees.
The retirement patterns of senior faculty are an issue of ongoing interest in higher education, particularly since the
2008-09 recession. If a significant share of tenured faculty works past “normal” retirement age, challenges can arise for institutional leadership focused on keeping the faculty workforce dynamic for purposes of teaching, research and service. Buyout packages and phased retirement programs have been common responses to encourage faculty retirement, but colleges and universities are increasingly interested in alternative and complementary strategies to manage faculty retirement patterns.
Faculty members at various institutions debate the pros and cons of shielding freshmen from themselves (or least their performance) in the form of "covered" or "shadow" grades on transcripts.
The Community College Baccalaureate Some references related to presentation - Michael Skolnik
The quality of students’ relationships with teachers and peers is a fundamental substrate for the development of academic engagement and achievement. This chapter offers teachers and researchers a motivational framework that explains how positive
and negative student–teacher and student–peer relationships are sustained in the classroom, and strategies for creating solutions to improve relationships.
A partnership approach - retention framework.
Practical Nursing Diploma
Georgia State University (GSU), a public university in Atlanta with nearly 33,000 undergraduates, has dramatically improved its rates of student success over the past decade. GSU’s six-year graduation rate has increased from 32 percent in 2003 to 54 percent in 2014.1 During the same period, GSU has made a concerted effort to increase enrollment for traditionally underserved students. Remarkably, the share of its students who are Pell eligible nearly doubled, from 31 percent in 2003 to 58 percent in 2013.
GSU’s success with traditionally underserved students has received broad recognition. National media outlets have touted the innovative programs undertaken at GSU,2 and President Obama praised GSU during the 2014 White House College Opportunity Summit.3 GSU is a core member of the University Innovation Alliance, and now hosts approximately 80 visits each year from representatives of other colleges and universities seeking to understand how GSU has achieved its success.4 To research this case study, we visited GSU’s downtown Atlanta campus in March 2015, spending two days meeting with 17 administrators and staff members.5
I continue to be impressed by the need for teachers to clarify common aspects of instruction instead of assuming that students’ understanding of what they entail are the same as ours. Participation is a good example. How often is it defined in the course syllabus? How often is it characterized beyond the basics when it’s discussed at the beginning of the course or at different times throughout the semester? We do probably agree on the essentials— questions, answers, and comments—but much more
than that is needed if classroom interaction is to realize its potential as a student engagement strategy. Here’s an example of the degree of clarification I think we should be after:
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.
Beware reliance on teaching excellence framework metrics, says Claire Taylor
Nearly 25,700 full-time Ontario college students received tuition refunds after a five-week strike derailed their semester.
Ontario's Ministry of Advanced Education confirmed Tuesday that 10.3 per cent of Ontario's roughly 250,000 full-time college students asked for, and received, their money back after the strike.
Minister Deb Matthews said the figures are still preliminary and could change in the coming weeks as further numbers are reported by Ontario's 24 colleges.
This week, Beckie considers professors’ efforts to inspire contemplation among digitally-distracted students and flags a
new initiative to encourage science professors to embrace active learning. You’ll also find suggested reading material
and a tip from a reader.
Prior knowledge is essential for learning because it helps us make sense of new ideas and information. But when that prior knowledge is incomplete, confused, or flawed, it can create barriers to learning. Consider the following scenarios.
It is easy to silo away postsecondary education within the confines of our provincial borders. Our hope with this project is to shed light on an issue with which all students regardless of jurisdiction have to deal. The mental health of students is a unifying theme and priority for student organisations such as ours’ across the country.
Unlike some more-easily defined issues being tackled by student organisations, such as high debt
levels and youth employment, mental health-related problems remain somewhat of a taboo subject for legislators and university officials alike.
Traditional lack of awareness and a societal inability to separate mental illness from physical
ailments has contributed to a grossly underfunded and poorly-equipped postsecondary sector that, while well-intentioned, has failed to grasp the magnitude of the mental health challenges facing its students.
Lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual, and ally (LGBTQQIAA) students are not commonly discussed in teacher education programs. Issues related to LGBTQQIAA learners need to be addressed in schools and in teacher education programs. Extant research shows that LGBTQQIAA students often face hostile school climates, with few resources and little support, which can lead to higher levels of absence and truancy, lower levels of academic achievement, and numerous negative health outcomes. This article uses autoethnographic methods to examine the experiences of an activist group working with preservice teachers, teacher educators, and other social justice advocates on a long-term service project for undergraduate teacher candidates aimed at increasing recognition of and giving voice to K–12 LGBTQQIAA students’ experiences. Issues related to agency and resistance are addressed, and implications for teacher preparation programs are discussed.
Constant communication, trust and transparency, frequent feedback and offering recognition – these are all things that research consistently suggests managers should focus on in order to improve employee engagement. But you’ve read this before, and we don’t want to tell you what you already know.
MANY an ephemeral emphasis has come and gone in education. Teachers still activ can remember when they were first challenged by the Palmer method of handwriting, the additive method of subtraction, homogeneous grouping, or the Dalton Plan for individualized instruction. For some years after World War I, Teachers College gave
courses in how to Americanize the flood of recent immigrants. During depression years some states began to require that their schools give instruction in the Cooperative Movement. Viewing the upsurge, in the past dozen years, of educational articles, pamphlets, films, talks, and workshops on intergroup relations, one might first ask whether this, too, will swiftly run its course as another educational fad— inspired, of course, by the highest motives.