n November 2005, the province of Ontario and the federal government signed two historic agreements – the Canada-Ontario Labour Market Development Agreement and the Canada-Ontario Labour Market Partnership Agreement. One year later, on Nov. 24, 2006, key labour market stakeholders, including users, delivery agents and government came together to collectively take stock of progress and to explore how partners can help governments move forward with successfully implementing the agreements.
Even though your toughest students are just kids at the mercy of emotions they don't understand or can't control, it can be hard for a teacher to stay calm and not take these ongoing behavioral problems personally. My advice: it's time to hit the reset button!
Tough kids are usually covering a ton of hurt. They defend against feeling pain by erecting walls of protection through rejection. Efforts to penetrate those walls by caring adults are generally met with stronger resistance expressed through emotional withdrawal and/or offensive language, gestures, and actions. Like a crying baby unable to articulate the source of its discomfort, these kids desperately need patient, determined, and affectionate adults with thick skin who refuse to take offensive behavior personally. Here are some ways to connect or reconnect with students who make themselves hard to like.
Watching the crackdown on protestors in Turkey four years ago, Ayca Koseoglu, then a recent MA graduate from a university in Ankara, had two thoughts.
“I thought there was no life in Turkey for people like me any more, for academics,” said Ms. Koseoglu, who decided she had to go abroad to continue her education.
Her second thought was that she wanted to research how political movements used public space to stand up to repressive regimes, whether in Turkey, the Middle East or the United States.
1. Public support to families with pre-school children can be in the form of cash benefits (e.g. child allowances) or of “in-kind” support (e.g. care services such as kindergartens). The mix of these support measures varies greatly across OECD countries, from a cash / in-kind composition of 10%/90% to 80%/20%. This paper imputes the value of services into an “extended” household income and compares the resulting distributive patterns and the redistributive effect of these two strands of family policies. On average, cash and in-kind transfers each constitute 7 – 8% of the incomes of families with young children. Both instruments are redistributive. Cash transfers reduce child poverty by one third, with the estimated impacts in Austria, Ireland, Sweden, Hungary and Finland performing above average. When services are accounted for, child poverty falls by one quarter and poverty among children enrolled in childcare is more than halved. This reduction is highest in Belgium, France, Hungary, Iceland and Sweden.
Many factors come into play in determining whether students pursue a postsecondary education. At a broad level, costs, parental and peer influences, and academic achievement all play important roles (Frenette 2007). From a policy perspective, however, family income is generally a key target in the student financial aid system. Many programs are in fact designed to make postsecondary education more affordable for youth from lower-income families.
Certaines données utilisées dans ce guide sont tirées du projet de recherche-action Modes de travail et de collaboration
à l’ère d’Internet réalisé sous l’égide du CEFRIO. Ce projet visait essentiellement à étudier la mise en place,
le fonctionnement, l’évolution et les résultats générés par une série de communautés de pratique virtuelles. Rappelons
qu’il poursuivait trois grands objectifs :
I arrived at my Monday-evening seminar 10 minutes early to set up, get my bearings, and chat a little with the students before class started. While I was fiddling around on my laptop, a student spoke up from the middle of the room: "Professor Lang, I couldn’t see the feedback you gave us on our last papers."
Two years ago, I began grading papers via my college’s learning-management system (LMS, for short). I had evaluated the first round of papers in my senior seminar the previous week. Yet according to this student, while she could see her grade, she couldn’t read either my comments on the paper or my end note, in which I give instructions on how students might improve their next papers.
aculty dread the grade appeal; anxiety prevails until the whole process is complete. Much has been written about ow to avoid such instances, but the potentially subjective assessments of written essays or clinical skills can be specially troublesome. One common cause of grade appeals is grading ambiguity in which the student and faculty ember disagree on the interpretation of required content. Another cause is inequity, whereby the student feels thers may have gotten more credit for very similar work or content (Hummel 2010). In the health-care field specially, these disagreements over clinical-skills assessments can actually result in student dismissal from the program and may lead to lawsuits.
Is a valid strategy to improve a college's retention rate to encourage students at risk of dropping out to do so in the first few weeks, so they won't be counted in the total numbers reported to the U.S. Education Department and others?
That is a question raised by emails leaked to the student newspaper at Mount St. Mary's University, in Maryland. The emails suggest that the president had such a plan in motion -- despite opposition from some faculty members and other administrators. The board chair at Mount St. Mary's released an open letter in which he did not dispute the emails, but said they were taken out of context. The board chair's letter did not detail what was allegedly out of context. Primarily, his statement blasted the student journalists for publishing the contents of confidential emails.
ADMINISTRATION AND CONTROL.—Under the Canadian Constitution, education is the responsibility of the provincial governments. There is no single, national school system; each of the provinces grapples with the problem in its own way. Yet the similarities among the provincial school systems are more striking than the differences. In every province education is administered by a Minister of the Crown, advised and aided by a group of employed experts. The chief of these is usually
styled deputy minister or superintendent of education. In every province except the smallest (Prince Edward Island), the provincial contribution to educational budgets is much less than the amount derived from local taxes on real property; in all provinces the degree of provincial control of education is high, especially over such items as the training and certification of teachers, curricula, standards, and supervision. Every province requires school attendance to the age of fourteen, some to the age of sixteen. Although junior high schools or intermediate schools are found in many urban centers, the usual pattern is the familiar 8-4 arrangement. Quebec has a seven-year elementary school and two of the provinces have five-year secondary schools.
Colleges have a big stake in the outcome of the lawsuit that three publishers, Cambridge University Press, Oxford University Press, and Sage Publications, brought against Georgia State University officials for copyright infringement. The lawsuit, now in its eighth year, challenged GSU’s policy that allowed faculty members to upload excerpts (mainly chapters) of in-copyright books for students to read and download from online course repositories.
Four years ago, a trial court held that 70 of the 75 challenged uses were fair uses. Two years ago, an appellate court sent the case back for a reassessment under a revised fair-use standard. The trial court has just recently ruled that of the 48 claims remaining in the case, only four uses, each involving multiple chapters, infringed. The question now is, What should be the remedy for those four infringements?
It will be some time before we know the full impact of the COVID-19-induced shift to remote learning this spring -- how it altered the arc of students' academic careers, for example, or affected the extent and nature of their learning.
But we now have some early data on how it reshaped instructors' teaching practices.
A survey released today by Bay View Analytics (formerly the Babson Survey Research Group) and its president, the digital learning researcher Jeff Seaman, offers some insights into the transition that virtually all colleges, instructors and students undertook this spring as the novel coronavirus shut down campuses across the country.
After struggling for months to receive the accommodations she was entitled to, one student shares her story as a lesson for university administrators, faculty members and front-line staff.
To better understand how new teachers experience curriculum and assessments in the face of standards-based reform, we
interviewed a diverse sample of 50 1st- and 2nd-year Massachusetts teachers working in a wide range of public schools. We found that, despite the states development of standards and statewide assessments, these new teachers received little or no guidance about what to teach or how to teach it.
In 2008, University of Manitoba professors Stephen Downes and George Siemens taught a course on learning theory that was attended by about 25 paying students in class and by another 2,300 students online for free. Colleague Dave Cormier at the University of Prince Edward Island dubbed the experiment a “massive open online course,” or MOOC.
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.
Over the past 30 years, more and more faculty members and institutions have embraced undergraduate research
as a way to further faculty research and to enhance student learning. It has been used to attract and retain talented
students, to improve the educational experience of minorities, and to prepare more students for graduate school.
Engaging students in original scholarship is a time-intensive and expensive activity, but the outcomes are almost
always powerful and positive. Perhaps most important, research keeps students and the faculty connected and
engaged in high-level intellectual collaborations. Studies have shown that student learning depends strongly on
faculty involvement, and that when faculty members who have a strong research focus don’t include students in that
research, it has a negative impact.
Keywords Schools, Leadership, Development, Educational philosophy, Integration
Abstract This paper looks at the central role of school leadership for developing and assuring the quality of schools, as corroborated by findings of school effectiveness research and school improvement approaches. Then, it focuses on the growing importance placed on activities to prepare school leaders due to the ever-increasing responsibilities they are facing. In many countries, this has led to the design and implementation of extensive programs. In this paper, international trends in school leader development are identified. As regards the aims of the programs, it becomes obvious that they are increasingly grounded on a more broadly defined understanding of leadership, adjusted to the core purpose of school, and based on educational beliefs integrating the values of a democratic society.
Teaching and learning. For decades, we focused almost exclusively on the teaching side of things. More recently, we’ve been paying attention to learning, and that’s a good thing. However, we shouldn’t be thinking about one without the other—they’re both important and inseparably linked.
Question: What are the merits of a tenure-track job at a small college versus a term/clinical position at a major research university (R1 or R2)? I’m on the tenure track at a liberal-arts college, but on a very low salary. I have a possibility of a "clinical professorship" — a renewable term position — at an R1 university where I would earn a lot more money. But term/clinical positions are not guaranteed job security even at fancy institutions, right? Aren’t those jobs thought of as second class in the higher-education caste system? Any insights you can provide would be appreciated.