Want a Loyal Team? Choose Kindness over Toughness
Scholars who study educational equity and inequality in education, academic achievement gaps, and educational opportunity offer a variety myriad of explanations as to how or whether race has any role or impact on educational experiences, access, or opportunity. Indeed, race has been an abiding question in the social sciences and education for several decades.
Despite the debates within both fields regarding the meaning of race, the current popular sentiment among the lay public and many educational practitioners is that on November 4, 2008, America reached a post-racial moment with the election of Barack Obama as the 44th President of the United States. In other words, according to the post-racial discourse, race no longer matters, especially as it relates to people of color. The editors and contributors of this volume challenge this rhetoric and examine how and whether race operates in understanding how issues of access to productive opportunities and quality resources converge and impact experiences and outcomes in education. Hence, the purpose of this NSSE Yearbook is to explain how and why race is a “dynamic system of historically derived and institutionalized ideas and practices” shaped by myriad forces (e.g., power, gender, language, class, and privilege), which determine the quality of educational opportunities, experiences, and resources for people of color in the United States.
Young Canadians in a wired world
Over the last 30 years, Canadians have watched with concern as voting rates among younger people have declined, with the result that in the 2011 federal election, the majority of young people opted not to cast a vote. The low voting rate among younger Canadians is often viewed as evidence that young people today are more apathetic or lazy than any other generation before. Samara's latest research “Message Not Delivered” debunks these myths. Check out this infographic of the main findings.
This document contains the appendices to CAAT baccalaureates{ What has been their impact on students and colleges?
There are no easy answers for California's two-year college system as it faces an unprecedented decision to move to a new accreditor, while also debating how to change the current one.
Universities are intensely human places and are not immune from the worst impulses of human nature; and while violent incidents on university campuses may belie the ideal of the quad as a place of calm reflection and civil discussion, such incidents take place.
The Ministry’s consultation paper speaks to the risk of violence in the education sector, the sector in which the 15,000 professors and academic librarians we represent work.
Purpose of Research: In this analysis and synthesis of our recent qualitative and ethnographic studies, we specifically describe the dimensions of local understanding that foster citizenship in the literate community for individuals commonly acted upon as hopelessly aliterate, subliterate, or illiterate due to assumptions surrounding their degree of disability. We contrast these descriptions of local understanding with U.S. education policy that mandates what we believe to be a singular, narrow, and rigid approach to early or initial written language instruction.
It's been more than seven months since Justin Trudeau pledged to develop an Indigenous Languages Act, and a Sudbury professor is hoping that the government eventually develops a preservation plan with "teeth."
Mary Anne Corbiere of the University of Sudbury said that some languages are on the brink of being lost.
"If they are not preserved, they will die when the last speaker dies," Corbiere told CBC's Morning North. "Some languages in Canada now just have fewer than 10 speakers who grew up with the language. Most of those speakers are elderly."
From pro-rape chants at St. Mary's University in Halifax to misogynistic Facebook posts by some dentistry students at Dalhousie University, sexual assault has become a contentious topic on Canadian campuses.
Over the course of six months, CBC News contacted 87 university and major colleges across Canada to request the number of sexual assaults reported on each campus to the institution between 2009 and 2013.
Here's that data, searchable by school.
The main task of the Working Group on Adult Learning of the INES Labour Market, Economic and Social Outcomes network is the development of indicators on Adult Learning for publication in the annual volume “Education at a Glance” of the OECD. As part of this task, a list of 18 policy goals/issues in the domain of adult learning have been identified through broad consultations. After identifying the policy goals a theoretical framework was developed in order to be able to systematically select indicators for monitoring them. The theoretical framework is based on a systemic approach, identifying context, input, processes, output and outcome of the system of Adult Learning. The policy goals to be monitored and the theoretical framework constitute the basis for the definition and selection of a list of indicators which might be published in EAG. The third element in the development of international indicators is the existence of comparable data of good quality. The paper includes a list of 44 indicators which are practical to publish with existing data sources or with data sources likely to become available in the near future. The coverage of the policy areas is uneven, reflecting both the focus of existing data sources and the difficulties of some data gathering exercises.
KSU redefined the MOOC value proposition through collaboration of university leadership and faculty. The new proposition shifts measures of success beyond just course completion to include measures that benefit students, faculty, and the institution. Students benefitted through access to open educational resources, the acquisition of professional learning units at no cost, and the potential of college credit at a greatly reduced cost. Academic units benefited through a mechanism to attract students and future revenue while the university benefited through digital impressions, branding, institutionally leveraged scalable learning environments, streamlined credit evaluation processes and expanded digital education.
Raise your hand if your salary increased by more than 50 per cent in the past five years. Nope? Didn’t think so.
But it could go up that much by September if you’re the president of a college in Ontario. Or maybe it will rise by a mere 39 per cent.
Whichever, you get the picture. As the end of a five-year wage freeze on non-unionized public sector workers approaches, the province’s 24 colleges are setting the stage for massive pay increases for their presidents.
Deb Matthews, the minister responsible for post-secondary education, needs to rein them in. Not only to stop a salary race at the college level, but to manage pay expectations for other public sector workers, including those at universities, hospitals, school boards and government agencies.
The extent of the college presidents’ pay ambitions are made clear in documents released by the Ontario Public Service Employees Union, which opposes the proposed new salary levels.
Nous cherchons à mesurer l’effi cience d’approches inductive ou déductive à court et à long terme sur l’apprentissage par des élèves de 1re secondaire de savoirs relatifs au complément du nom. Dans le cadre de cette expérimentation, les résultats montrent que l’approche déductive permet une appropriation signifi cativement plus grande, mais uniquement pour des aspects morphologiques. Par ailleurs, il semble que l’approche pédagogique ait moins d’incidence sur l’apprentissage que l’effet-enseignant, peu importe l’approche préconisée par l’enseignant. La discussion des résultats portera sur l’importance
de différentes variables de l’intervention éducative autre que l’approche pédagogique. Mots clés : approche déductive, approche inductive, approches pédagogiques, complément du nom, effet-enseignant, grammaire.
We attempt to measure the ef ficiency of inductive or deductive approaches to short and long-term learning of knowledge about the “complément du nom” by French as a fi rst language secondary 1 students. Our results show that, in the context of our experiment, the deductive approach allows greater appropriation of morphological aspects. Moreover, it seems that the
pedagogical approach has less impact on the learning than the teacher effect, regardless of the approach used. We will discuss our results in putting forward the importance of some conditions of the educative intervention. Keywords: complément du nom, deductive approach, grammar, inductive approach, pedagogical approaches, learning, teacher effect.
This report examines community colleges from the perspective of the faculty who deliver their public service – high quality post-secondary education and job training. The report is based on conversations with over 600 faculty at all 24 CAATs,
along with historical research and present-day inquiry into the sector’s financing, management, and operations. The report is focused primarily on perceptions by college faculty that there is a crisis of quality within the college system today.
Grounded and reliable measurement instruments grounded in theory are essential to move the field of servant leadership forward.
here are three basic ways that I hear faculty talk about difficult dialogues—in-class dialogues that were planned ut did not go particularly well; in-class hot moments that were not anticipated and that the faculty member did not eel equipped to handle; and difficult dialogues that happen during office hours or outside of class.
n all three instances, faculty are challenged to use skills they may not have learned at any point in their disciplinary raining. That lack of skill can actually cause them great angst, and in the most extreme situations, cause them to avoid addressing important issues directly.
The push-back was strong when we sought to increase the diversity of teachers through a modified admissions policy in our education degree program.
The makeup of the Canadian population is changing rapidly. The percentage of the population who identify as Indigenous is increasing; the percentage of new immigrants who are from racial, ethnic or linguistic minority groups is growing; those who identify as LGBTQ are feeling increasingly safe to be open about their identities; and individuals with disabilities are making dynamic contributions to Canadian society. Although our communities are becoming increasingly diverse, the makeup of the teaching profession remains relatively stagnant, with white, female teachers making up more than 80 percent of the teaching force. While our communities are becoming richer with diversity, the teaching profession is not.
ENVER -- The public -- and heck, many people in higher education -- widely assume prestigious colleges and universities provide the best quality education. That's why employers often want to hire their graduates and why many parents want their children to attend them.
And the assumption partially explains the fascination from the media and others in recent years with massive open online courses from Harvard and Stanford and other elite universities: the courses were believed, rightly or wrongly, to be of higher quality than all other online courses precisely because they came from name-brand institutions
Colleges are feeling heat to prove that their students are learning. As a result, a growing number of colleges are
measuring intended “learning outcomes” as well as issuing grades. But fewer are using standardized tests than was the case a few years ago.
Those are findings of a new survey from the Association of American Colleges and Universities (AAC&U). The liberal education organization received responses from chief academic officers at 325 of its member institutions, including community colleges and four-year institutions (public and private as well as a couple of for-profits).