ONE set of circumstances distinguishes the present crucial demand for strong educational leadership from past demands: the pressures for change in school and society outweigh any in the past century. Freedom, democracy, human dignity are under fire. The repercussions of this upheaval are reaching into almost every community in the land. No other period of civilization has witnessed the kinds of changes which have occurred in the past half century and are continuing. Scarcely a single aspect of present-day society has not been altered markedly in this brief period. Building a school program to keep pace with—let alone contribute to—change requires effective educational leadership.
In summary, the OECD assessment of the strengths and challenges of the Canadian postsecondary vocational education and training (VET) system is as follows:
When I visit with teachers employed in public schools, I often hear, “You are already where I want to be. College. That’s where we all want to be.”
Many public school teachers consider pursuing master’s degrees with the goal of someday teaching college. Unfortunately, many of them are under misconceptions. More than once, someone has applied for a position at Howard College who was not aware of certain realities. For those who have considered teaching at a community college, here are a few things of which to be aware.
This study focuses on culturally endorsed implicit theories of leadership (CLTs). Although cross-cultural research emphasizes that different cultural groups likely have different conceptions of what leadership should entail, a controversial position is argued here: namely that attributes associated with charismatic/transformational leadership will be universally endorsed as contribut- ing to outstanding leadership. This hypothesis was tested in 62 cultures as part of the Global Leadership and Organizational Behavior Effectiveness (GLOBE) Research Program. Universally endorsed leader attributes, as well as attributes that are universally seen as impediments to outstanding leadership and culturally contingent attributes are presented here. The results support the hypothesis that specific aspects of charismatic/transformational leadership are strongly and universally endorsed across cultures.
Wilkins presents interesting concepts in Education in the Balance: Mapping the Global Dynamics of School
Leadership regarding principles of school leadership. Wilkins notes that innovation and greater ownership are needed in leadership. In the introduction, he identifies that Education in the Balance connects several
related but different fieldseducational policy, globalization, philosophy, the future purpose of schooling,
leadership publications, school effectiveness, comparative education, and academic disciplinary writing
centered around educational geography.
Abstract
Various studies acknowledge the uncertainty many doctoral graduates face when beginning their search for full-time employment within the academic sector. Recent graduates face a job market where the likelihood of obtaining full-time permanent positions in academia is perceived to be declining, and the mobility of graduates within the sector is unclear. Drawing on Statistics Canada’s 2013 National Graduates Survey, this paper assesses whether graduates who pursued a doctoral degree to become a full-time professor achieved their goal within three years of graduation. The results suggest that although a large portion of doctoral graduates pursued their degrees to become full-time professors, relatively few reported obtaining such positions within three years of graduation, regardless of field of study.
Résumé
Plusieurs études attestent de l’incertitude que doivent affronter les titulaires d’un doctorat quand ils entament leurs recherches pour un poste à temps plein dans le secteur universitaire. En effet, les récents diplômés font face à un marché de l’emploi où on plein dans le secteur académique s’amenuisent, et où la mobilité professionnelle des titulaires d’un doctorat de ce secteur demeure floue. À partir des données de l’Enquête nationale auprès des diplômés 2013 de Statistique Canada, cet article examine la propension des titulaires d’un doctorat souhaitant devenir professeurs à temps plein à réaliser leur objectif sur une période de trois ans après leur collation des grades. Indépendamment du domaine d’étude, les résultats démontrent que, bien qu’une grande proportion de titulaires d’un doctorat aspire à devenir professeurs à temps plein, peu d’entre eux rapportent avoir obtenu de tels postes trois ans après leur remise de diplôme. perçoit que les chances d’obtenir un poste permanent à temps
TORONTO — Ontario's minister of post-secondary education says he's concerned that two publiclyfunded Ontario colleges have opened campuses in Saudi Arabia that don't allow women.
On Wednesday, Colleges and Universities Minister Reza Moridi said decisions on the operation of a campus, including student composition, are up to each college's board of governors.
But late Thursday, after a lot of criticism on social media about the male-only campuses, the minister had a change of heart about Ontario colleges teaching courses that deliberately exclude women.
"I understand and appreciate the concern that has been raised in recent weeks around some of these international activities, particularly around two Ontario colleges running male-only campuses in Saudi Arabia," Moridi said in a statement to The Canadian Press. "I share those concerns."
Focus of Study: This study aimed at examining teacher needs specific to data-related professional learning through a lens informed by knowledgebased organizational learning. We were guided by two broad questions: (a) What knowledge and skills do teachers need in order to engage in datainformed practice? (b) How do professional learning supports address these needs?
Right near the core of education, just past tolerance and just short of affectionate connectivity, is the idea of
empathy. University of California Berkley's Greater Good Science Center explains empathy:
The term "empathy" is used to describe a wide range of experiences. Emotion researchers generally
define empathy as the ability to sense other people's emotions, coupled with the ability to imagine
what someone else might be thinking or feeling.
Toronto, ON – With the end of Labour Day marking the unofficial end of summer, post-secondary students are setting their focus on school and their future after it. But according to an Ipsos poll conducted on behalf of RBC, many students are trying to please their parents through the process, and many parents under-estimate the degree to which this is happening.
Recently we posted a brief research finding from Stanford math professor Jo Boaler: “Timed math tests can
discourage students, leading to math anxiety and a long-term fear of the subject.” That terse conclusion, from a
2014 article in Teaching Children Mathematics, provoked a torrent of passionate comments as educators and former
students weighed in on the merits of timed testing.
The debate split the audience in half. One side argued that timed testing was valuable because there are real
deadlines in life and careers—and real consequences to missing them. Others felt that timed testing causes a kind
of paralysis in children, throwing a wrench into students’ cognitive machinery and hindering deeper learning. What’s
the point of timed testing, the latter group argued, if the results are as much a measure of fear as aptitude?
TORONTO — Two Ontario colleges have opened campuses in Saudi Arabia that don’t accept female
students in their classes.
Niagara College offers tourism, hospitality and business courses at its campus in Taif, while Algonquin
College offers 10 programs, including business, accounting and electrical engineering technician, at a
campus in the city of Jazan.
EXECUTIVE SUMMARY
There is untapped human potential in Canada; this talent is vital for the Government’s innovation ambitions. The next federal budget must seek new and innovative ways to maximize the growth potential of workers and employers.
Polytechnics Canada presents a suite of ten measures that respond to the Finance Committee’s call for ideas to improve outcomes for individual Canadians, businesses and communities. Six of our recommendations focus on people and talent, so necessary for real innovation gain. Four of our recommendations focus on accelerating business innovation through improved collaboration with polytechnics and colleges. A polytechnic education builds a resilient and resourceful workforce. Canada needs more of this kind of applied education. Budget 2017 can help scale-up support to make optimal use of polytechnics and colleges for Canada’s talent and innovation needs.
At times, it can seem as if the march of technology in higher education is unstoppable. But using a laptop in class can significantly damage students’ academic performance, a study warns.
The paper, based on an analysis of the grades of about 5,600 students at a private US liberal arts college, found that using a laptop appeared to harm the grades of male and low-performing students most significantly.
The two US academics who conducted the research found that students who used laptops, typically in “laptop required” or “laptop optional” classes, scored between 0.27 and 0.38-grade points lower on a four-point grade point average scale than those who took notes using pen and paper.
"If you look closer," sang Smokey Robinson, “it’s easy to trace the tracks of my tears.” Clearly he never experienced the flow of tears at the end of a semester.
Whenever midterm and final exams loom, students’ tears during faculty office hours become as commonplace as requests for extra credit and do-overs. Low grades produce desperation and despair. In deciding how to respond, professors first must identify the reasons for the crying because not all tears are equal.
Some students cry because they lack the necessary skills to succeed in the course. Others are dealing with the stresses of life and, particularly if they're young, haven't developed coping mechanisms. There are tears from students who are dealing with the very real traumas of microaggressions, racism, homophobia, rape, and the failure of their institutions to recognize those pressures or listen to their voices. And there are tears that surely produce less empathy — from the grade grubbers crushed by a B or the slackers who simply didn't do the reading but know how to turn on the waterworks.
The combination of work and study has been hailed as crucial to ensure that youth develop the skills required on the labour market so that transitions from school to work are shorter and smoother. This paper fills an important gap in availability of internationally-comparable data. Using the 2012 Survey of Adult Skills (PIAAC), it draws a comprehensive picture of work and study in 23 countries/regions. Crucially, it decomposes the total share of working students by the context in which they work (VET, apprenticeships or private arrangements) and assesses the link between field of study and students’ work. The paper also assesses how the skills of students are used in the workplace compared to other workers and identifies the socio-demographic factors and the labour market institutions that increase the likelihood of work and study. Finally, while it is not possible to examine the relationship between work and study and future labour market outcomes at the individual level, some aggregate correlations are unveiled.
Since the mid-1980’s, student unions across Canada and within the United States have been advocating to governments and Universities-alike for increased safety measures for those affected by sexual violence and harassment. Student unions have played a crucial role in creating campus culture and social expectations. We have also been at the forefront of programming and processes around staff training to combat sexual violence, gendered-violence, and sex-based harassment, bystander intervention, and health and protective services. We offer important peer-to-peer and survivor services as well, recognizing that survivors prefer to seek peer support. Therefore we offer much to be listened to on this topic and have been given great opportunities over the past year to speak to some of these issues.
In my educational leadership work, I’ve talked with administrators and faculty from across the country who are interested in creating safer and more supportive, engaging, and inspiring school
environments.
But we are confronted with the challenge of disengagement in America’s schools. Simply put, schools are places here too many kids do not want to be. And when this happens, they vote with their feet to leave, or stay and truggle, dissociate, or worse. A Gallup study showed that 24 percent of fifth graders were disengaged. That percentage grew to 39 percent for middle school students and 56 percent of students in high school. (And that 56 percent doesn’t include all those disengaged youths who had already dropped out.)
It is naïve to think that a finished teaching product can be created in four semesters of any teacher preparation program. These programs instead provide the knowledge and skills for preservice teachers to begin their journey toward being and becoming skillful professionals and eventually, expert teachers. Toward this end, there are two necessary elements: developing knowledge and engaging in reflective analyses.
A generation ago, college administrators eager to enhance their institution’s international profile might have set up a handful of study abroad programs and sought to host a few overseas students each year. These limited initiatives were often delegated to international programs offices that were understaffed and under-resourced. Those days are long since past. On campuses large and small, urban and suburban, public and private, university leaders increasingly understand the importance
of raising the international profile of their institutions and preparing all students with the attitudes, skills, and knowledge that will serve them well in a rapidly shrinking world.