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.
“Efficient and effective learning starts with a proper mindset,” Stephen Chew writes in his short, readable, and very useful chapter, “Helping Students to Get the Most Out of Studying.” Chew continues, pointing out what most of us know firsthand, students harbor some fairly serious misconceptions that undermine their efforts to learn. He identifies four of them.
Any time a student moves from high school into postsecondary education, or from postsecondary into the workforce,
stakeholders on either side of the transition seem to say to the other side, “You got this, right?” Postsecondary institutions might say that secondary schools need to better prepare students for PSE, while employers might argue that higher ed does not produce enough “job ready” graduates. But these gaps are not necessarily any one group’s fault, as the entire school-to-work journey has been siloed into a number of distinct services that are in dire need of bridging. With no group focused on the spaces between the silos, it should come as little surprise that these points of transition represent some of the most challenging times in the school-to-work journey.
It’s easier than ever for students to buy assignments. Until universities have better measures for rooting out this kind of cheating, professors are focusing on prevention.
How do you deal with cheating if you can’t be sure it’s happening? For universities across the country, it’s an important question as online services and message boards have made it increasingly easy for students to buy whole, made-to-order essays and pass them off as their own. It’s very difficult for professors to catch, and no one is sure just how big an issue it is.
I joined the University of Virginia in 1982 as an assistant professor of business and reveled in the thrill of teaching and writing. As I advanced up the tenure-promotion ladder, I assumed various responsibilities to strengthen the institution: chair of this program and that committee and executive director of an institute.
In 2005, the president of my university called to ask if I would serve as the dean of the business school for a year. He’d been conducting a search and hadn’t been able to fill the slot in time for the start of the next academic year. He just needed a placeholder for a short while until he could close the sale with one of a number of candidates.
I was ready for a new challenge. But to leap from scholarship to administration is a big, and often one-way, move. The school really needed help. This wouldn’t be an easy assignment. My faculty friends said that I’d be giving up the professorial life that offered self-direction, flexible hours, and a cloistered world. Academic leadership is lonely and conflict-ridden. And my wife correctly foresaw the distractions, stress, long hours, and travel.
On the other hand, some of my prior work was quite relevant to the school’s needs. The issues at hand mattered a lot to me, and I wanted to rally others to them if I could. For every doubt, a reply came to mind. So I finally accepted.
We are often told that we live in a global era, driven in part by technology, globalisation and intensified international commerce. There is a great urgency to cultivate internationally minded and ready citizens. Higher education institutions worldwide are
situated at the epicentre of generating the world’s next legion of global citizens.
In the United States alone, institutions now commonly have study abroad centres or offices of international education and many have established international outposts.
At the core of internationalisation is an ambition for internationalised curricula. Through this, institutions aim to equip students with the tools they need to thrive in the global economy. Yet, despite the momentum surrounding the internationalised curriculum, its substance and benefits are still uncertain.
When Michael Maccoby wrote this article, which was first published in early 2000, the business world was still under the spell of the Internet and its revolutionary promise. It was a time, Maccoby wrote, that called for larger-than-life leaders who could see the big picture and paint a compelling portrait of a dramatically different future. And that, he argued, was one reason we saw the emergence of the superstar CEOs—the grandiose, actively self-promoting, and genuinely narcissistic leaders who dominated the covers of business magazines at that time. Skilled orators and creative strategists, narcissists have vision and a great ability to attract and inspire followers.
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.
Post-Secondary Education in Ontario: Managing Challenges in an Age of Austerity 905 Region - January 2013
In the Fall of 2011, the Toronto School of Theology (TST) within the University of Toronto (UofT) underwent a rigorous quality assurance review of its academic programs by its theological accrediting agency in North America, the Association of Theological Schools (ATS). In all, twenty-one scholars from university-related or free-standing accredited theological institutions with an intimate knowledge of North American theological education—in teams of three, one for each of the six member-institutions of the Toronto School of Theology, and one for the TST consortium itself—strongly affirmed the quality of the programs, including the Doctor of Theology (ThD) research degree program.
Institutions across the country have been considering carefully scripted general-education courses in lieu of
traditional distribution requirements (see “No Math Required,” “Rethinking Gen Ed” and “Gen Ed Redesigns”). Some
months ago, the American Council of Trustees and Alumni issued a report pointing out the efficiencies that would be
realized by sequenced general-education courses with prescribed curricula, little student choice and lots of
requirements.
The same organization also issued a letter deploring the fact that most college students could not identify James
Madison as the father of the U.S. Constitution (most chose Thomas Jefferson) and that 40 percent did not know that
Congress has the power to declare war. Their solution: a course on civic literacy required of every college student.
The Strada-Gallup 2017 College Student Survey declares that “college students do not feel prepared for the workforce.”
Brandon Busteed who directs Gallup’s higher education research tells Inside Higher Ed, “Students are not nearly as prepared as they could or should be, and they actually know it while they’re in college.”
Since the founding of the United States, many Americans have recognized the “fragility and rarity” of democracy (Michelli & Keiser, 2005, p. 246). As a result, many have called for schools to inculcate the values of democracy in American youth (Barber, 1994). As one would expect, the nature of these calls has shifted over time as the perceived needs of the nation have fluctuated. This paper is yet another call for democratic education, an education that is as Ayers (2009) argues “eye-popping and indblowing”
(p. 3), an education that not only promotes and inspires democratic dispositions, knowledge, and values in students, but leads
students through and engages them in the deliberative and collaborative processes of democracy. While contemporary scholars have called for democratic education at the K-12 level in order to increase civic participation (Apple & Beane, 2007; Ayers, 2009; Collins, 2009; Mitra & Serriere, 2015), I join the ranks of those scholars who call for the democratization of teacher education programs as a means to that same end. Soder (1996) explains that while “much has been said about the importance of schools in a democracy…many of those very same people…lapse into uncharacteristic silence as to the education of educators in these matters” (p. 249). In the twenty years since Soder made this claim, more has indeed been written, but arguably the silence around democratic teacher education has been raised to barely a whisper.
“Stereotype threat” is a well-known social psychological construct in which people live down or up to the expectations others have of them based their gender, race, age, or other such characteristics. As professors we are careful — or we should be — not to translate our personal beliefs about students’ capabilities into our expectations of how they will perform academically, but we rarely think about how students’ expectations of us affect our performance.
In particular, faculty who are women and/or members of racial minority groups run the risk of becoming stereotype threatened: feeling anxiety about whether they will either confirm or disprove students’ stereotypical beliefs.
If you don’t think students — or all people — have ideas about what a professor looks and sounds like, try this exercise: Ask a few people who don’t know you’re an academic to describe the “average” professor. Undoubtedly they will paint a picture of an older white male who may or may not be wearing a tweed jacket.
Each year, the Community College Survey of Student Engagement (CCSSE) presents the results of its annual survey. These results give community colleges objective and relevant data about students’ experiences at their colleges so they can better understand how effectively they are engaging their students and identify areas for improvement.
This year, the CCSSE report also includes results of the first administration of the Community College Faculty Survey of Student Engagement (CCFSSE), which provides insights into faculty perceptions and practices. Because many items on CCSSE and CCFSSE are aligned, the report includes side-by-Lori Gates side views of faculty members’ and students’ responses.
Definition of Leadership
Characteristics of a Quality Leader
Various Leadership Style
Contingency Approach to Leadership
The Path - Goal Approach to Leadership Effectiveness.
II. Social Responsibility
Social Responsibilities of Managing
Arguments for and against Social Involvement of Business
Social Responsibility & Social Responsiveness
Ethics in Business Management
Ethical Theories and a Model for Business Orientation
Institutionalizing Ethics
Code of Ethics and its Implementation
Factors that Raise Business Setting
Are your students stressed out, tired, and unable to focus? They’re not alone. The average eighth-grade student now spends over 25 hours a year taking standardized tests, while the average high school student reports feeling stressed 80 percent of the time.
Even kindergartners are feeling more academic pressure, spending less time on art and music and more on math, reading, and assessment compared with the late 1990s. According to the American Academy of Pediatrics, childhood stress can lead to permanent changes in brain structure and function, increasing the likelihood of learning difficulties, memory problems, and chronic diseases in adult life. Meanwhile, a 2013 report by the American
Psychological Association (APA) found that the negative effects of stress persist into the high school years: 35 percent of teens lie awake at night because of stress, cutting into critical sleep time and increasing the likelihood that they’ll have concentration problems or experience feelings of sadness and depression.
If there’s a perfect grading system, it has yet to be discovered. This post is about point systems—not because they’re the best or the worst but because they’re widely used. It is precisely because they are so prevalent that we need to think about how they affect learning.
What do my living room, the Ronald McDonald House in New Haven and the New York City subway have in common? They are all places where I have conducted professional development on a tight schedule. Professional development is the process of developing skills and gaining experience that will help advance your career. Sometimes professional development involves developing skills that are not immediately relevant to your research. My hope for this article is that you will also find professional development opportunities that do not interfere with your academic priorities.
What's the worst college major for your career, according to Forbes? Anthropology and archaeology. Kiplinger's says to stay away from religious studies, music, anthropology and art history.
Such warnings are common these days. And liberal arts professors and admissions deans at liberal arts colleges will tell you that plenty of students (and an even larger share of parents) believe them. Many colleges with liberal arts roots are rushing to add preprofessional programs.