Public concern over the employability of youth has reached pandemic levels. Over the last several years, whole storehouses of ink have been spilled exploring the challenges facing a “lost generation” of highly educated, jobless youth, struggling under the yoke of student debt and low wages. Over time, this public concern has given rise to public doubt over the value of sending a generation of youth to post-secondary education.
Numerous studies have found that men in the sciences publish at higher rates than women. But the designs of some of those studies make it difficult to isolate the possible origins of that gap. Women are less likely than men to attend prestigious doctoral programs, complicating any study of gendered publication rates among researchers with different educational backgrounds, for example, as journals favor prestige.
This report was commissioned by the Canadian Council of Chief Executives (CCCE) as part of a multi-year effort to improve the quality of education and skills training in Canada while enhancing young people’s ability to succeed in the 21st century job market. Opinions in the paper are those of the author and do not necessarily reflect the views of the CCCE or its members.
Listening: An Introduction
There seems to be a growing realization of the importance of solid listening and communication skills. After all, lack of attention and respectful listening can be costly ‐ leading to mistakes, poor service, misaligned goals, wasted time and lack of teamwork.
Administrators at many colleges and universities have had online courses at their institutions for many years, now. One of the hidden challenges about online courses is that they tend to be observed and evaluated far less frequently than their face-to-face course counterparts. This is party due to the fact that many of us administrators today never taught online courses ourselves when we were teaching. This article provides six "secrets" to performing meaningful observations and evaluations of online teaching,
including how to use data analytics, avoid biases, and produce useful results even if observers have never taught online themselves.
A DISCUSSION of educational leadership in these troublous times might concern itself with an attempt to review our social and economic ills, to show their relationship to education, and to propose the way out by means of economic and social reconstruction. I shall assume that all of you are familiar with current discussion concerning the maladjustments in our society. I shall take it
for granted, as well, that you are conversant with the opposed points of view of those who see the
need for complete reorganization of our economic life, our government, and indeed the whole social
order, and those who believe that progress lies in the more gradual evolution of our society. I
feel sure that you will agree with me that leaders in education and in all other walks of
life will need to cooperate in finding and putting into effect those changes which will contribute to the common good. I take it, as well, that you would agree that those of us who work in the field of education must depend for guidance on experts in economics, in government, in psychology, in sociology, and in anthropology if we are to have a sound basis in fact for our thinking with respect to social change.
University research drives innovation, builds economic prosperity and improves quality of life for all Canadians. We can be proud of our globally competitive research infrastructure, the excellence and capacity of our faculty, and the international scope of Canada’s research initiatives.
Canada has the necessary building blocks to become a world leader in innovation, and universities are at the heart of this work. Investing in university research is integral to a nation’s long-term economic growth and productivity. Universities, industry and governments need to work together to encourage creativity and risk-taking and support students, researchers and entrepreneurs to cultivate a robust innovation system.
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.
Through the writings and research of pre-eminent online learning expert, Dr. Tony Bates
For almost 50 years, Tony Bates has been a consistent, persistent and influential voice for the reform of teaching and learning in post-secondary education, notably through the effective use of emerging technologies. Author of 11 books and 350 research papers in the field of online learning and distance education, Tony Bates is also an advisor to over 40 organizations in 25 countries, and publisher of what is arguably the most influential blog on online learning (link is external) with over 20,000 visits a month. A Contact North | Contact Nord Research Associate, Dr. Bates has helped educators, academic administrators and policy makers grasp key concepts, trends and challenges in online learning. This posting is one of a series that looks at Tony’s perspectives and advice on key issues in online learning.
This series was researched and developed by Contact North | Contact Nord Research Associates, Dr. Jane Brindley and Dr. Ross Paul.
This report provides parliamentarians with an assessment of the state of the Canadian labour market by examining indicators relative to their trend estimates, that is, the level that is estimated to occur if temporary shocks are removed.
To provide additional information on labour utilization that may not be captured by typical indicators for younger workers, PBO also examines how the educational credentials of younger university graduates match their occupational requirements.
Lori Ernsperger's Recognize, Respond, Report: Preventing and Addressing Bullying of Students with Special relevant. The book addresses research-based strategies for combating bullying as it applies to students with N deiesdasb iilsi ttiiems ewlyh oa nadre roaftthene ro dviesrtliollos ktehde ianv tahilea bwlied elirt erreasteuarrec hin oton ab uclolyhiensgi vaen dst rparteevgeyn tsihoanp.e Tdh bey a huethr oorw dno eexs pneorti epnucrep oarntd t oe xipnterrotdisuec aes n ae w30 s-tyreaatre gvieetse rbaunt of public schools and academia.
The Canadian Graduate and Professional Student Survey (CGPSS) is a national survey that was completed by over 51,000 students across 48 universities in 2013. This comprehensive survey includes questions covering a broad array of topics including students’ satisfaction with their departments, programs and advisors, availability of funding, use and quality of university services, and satisfaction with professional development supports (CAGS, 2010). This report uses data and opinions collected from graduate students through the CGPSS in an effort to contribute to the conversation on graduate student education in Canada.
This paper examines whether intermediary bodies are useful in advancing government goals for quality and sustainability in higher education systems. It explores the evidence about intermediary bodies through case studies of England, Israel, New Zealand and the United States. It also treats the case of Ontario, whose best-known intermediary bodies have been the Ontario Council on University Affairs and the colleges’ Council of Regents.
Is there a tipping point at which students who take a blend of online and in-person coursework are doing too much online? That question goes to the heart of something called the online paradox.
The online paradox has inspired much debate, and it describes two seemingly contradictory things. The first is
that community-college student who take an online course are more likely to fail than are those who take it face-to-face. The second is that community-college students who take some online classes are more likely to complete their
degrees than are those who don’t take any.
How can Canada encourage more postsecondary students to study abroad?
Employers and higher ed institutions have acknowledged the value that this type of experience could bring to the country’s workforce. But only 3.1% of full-time university students and 1.1% of full-time college students have studied abroad as part
of their postsecondary education.
People abused by angry discipline as children, may tend to abuse or overly punish other people or themselves for perceived wrongs in their adult lives. Passive and aggressive personality types are often attracted to each other. In some individuals, aggressive or passive personality traits may be genetically inherited. The aggressive personality may feel weakened by having guidelines or boundaries for anger. Anger is a normal human emotion, and these guidelines can help express anger in a healthy way:
Beliefs about language learning and teaching have intrigued applied linguists since the mid-1980s starting with the pioneering work of Elaine Horwitz (1985) and Anita Wenden (1986). Since then, the interest in this topic in the field of Applied Linguistics has increased, with the publications of books on the theme (Bernat 2009; Borg, 2006; Kalaja & Barcelos, 2003) as well as several thesis, dissertations and journal articles. As a construct, beliefs have eluded researchers since the beginning being labeled as "messy" (Pajares, 1992) and complex. Several terms have been used to refer to beliefs such as folklinguistic theories of learning (Miller & Ginsberg, 1995), representations (Riley, 1994), metacognitive knowledge (Wenden, 1986), learning culture (Riley, 1997), the culture of learning languages (Barcelos, 1995), and culture of learning (Cortazzi & Jin, 1996), teacher cognition (Borg, 2003), and BAK (Beliefs-Assumption-Knowledge) (Woods, 1996). This profusion of terms is not necessarily negative. To quote Freeman (1991), "the issue is not the pluralism of labels, but the recognition of the phenomenon itself"
When it comes to Canadian universities, the level of funding doesn’t predict performance, according to a new report from the Higher Education Quality Council of Ontario (HEQCO). In its newest and most comprehensive analysis of Canadian postsecondary systems, HEQCO finds that Ontario and Nova Scotia are top performers overall despite lower per-student operating costs, while other provinces that spend the same or in some cases considerably more money achieve average or below average performance.
Making work-integrated learning a fundamental part of the Canadian undergraduate experience is one of several commitments recently made by Canada’s Business/Higher Education Roundtable – a year-old organization representing some of the country’s leading companies and post-secondary institutions.
In early 2015 the government of Ontario announced that it would be conducting a review of the processes by which it funds universities. In order to best capture the needs of those that consume, deliver and fund higher education, the government has commissioned extensive consultation with parents, students, universities, employers, agencies, and sector experts. This submission will serve as a summary of the Ontario Undergraduate Student Alliance’s contributions to those discussions, as well as a statement of our principles in the area of funding priorities that could benefit students.