Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic propositions and demonstrated that cooperative learning (compared with competitive and individualistic learning) increases students’ efforts to achieve, encourages positive relationships with classmates and faculty, and improves psychological health and well being. Operational procedures have been derived from the validated theory to implement cooperative learning in university classes, including those needed to implement formal cooperative learning, informal cooperative learning, and cooperative base groups.
When building an online program, there are certain big questions that need to be answered. Among them are: What kind of program you want it to be – high tech or low tech? Professor intensive or adjunct driven? Blended learning or fully online? What kind of technology will be used to deliver course content? What about opportunities for collaboration?
Teacher empowerment requires investing in teachers' right to participate in the determination of school goals and policies and the right to exercise professional judgment about the content of the curriculum and means of instruction. Implications of this conception and the kind of school leadership it requires are discussed. (Source:ERIC)
Two central questions should arise for anyone who attends to the rhetoric of empowerment that is being used in current discussions of improvement of teaching as a profession: (1) What is teacher empowerment? and (2) Toward what ends are teachers to be empowered? Discussions of teacher empowerment have proceeded as if all of those who use the term were in agreement, when even a cursory review of what has been written on the subject reveals that this is clearly not the case. In the literal sense, to ize or license. It is also to impart or bestow power to an end or for a purpose. An obsolete definition ng back into the history of the word, is to gain power or assume power over.1
ize or license. It is al ng back into the history of the word, is to gain power or assume power over.
This study provides a fact-based look at the oft-heard claim that public spend-ing on Canada’s Aboriginal population is forever inadequate. It does so by examining actual spending on Aboriginal Canadians, using four sources: the federal department of Aboriginal Affairs and Northern Development Canada, Health Canada, Employment and Social Development Canada, and provincial governments. The three federal departments were chosen because reference to First Nations spending is clearly identified in the Public Accounts. Dozens of other federal departments, as well as federal and provincial agencies and municipalities, were excluded. Thus, the estimates herein are extremely conservative. They do not capture all government spending in Canada on Aboriginal Canadians—be they First Nations, Inuit or Métis.
Vision
Students succeeding through personalized learning. Innovation and achievement powered by people.
Mission
Fleming champions personal and career success through applied learning. We contribute to community
success and sustainability through programs, services, and applied research.
Background: In terms of high school graduation, college entry, and persistence to earning a college degree, young women now consistently outperform their male peers. Yet most research on gender inequalities in education continues to focus on aspects of education where women trail men, such as women’s under representation at top-tier institutions and in science and engineering programs. The paucity of research on the realms where women outpace men, namely college enrollment and completion, constitutes a major gap in the literature.
Diverses expérimentations de stratégies de collaboration entre l’école, la famille et la communauté (CEFC) en milieu à risque (MR) font ressortir l’apport positif de cette collaboration sur la persévérance scolaire des élèves (Deslandes, 2006; Epstein, 2001; MELS, 2009). Trente-cinq stagiaires en enseignement ont effectué un stage en MR; vingt-cinq La collaboration entre l’école, la famille et la communauté en milieu à risque d’entre eux ont amorcé un projet de CEFC. L’analyse de ces projets à partir de la typologie d’Epstein (2011) fait ressortir principalement deux types de collaboration, à savoir la communication et le volontariat. La collaboration avec la communauté est présente dans quelques projets des stagiaires, tandis que la prise de décisions relatives à la vie scolaire par les parents, ne suscite aucune activité. La formation initiale devrait sensibiliser les
futurs enseignants à la pertinence des six types de CEFC, entre autres, la connaissance par les parents de leur rôle parental et les moyens de susciter le soutien scolaire à la maison.
Mots-clés : collaboration école-famille-communauté, formation initiale en enseignement,
milieu à risque, stagiaires en enseignement, typologie d’Epstein.
Abstract
Several experiments investigated the collaboration strategies between school, family, and community (CSFC) in underprivileged areas (UA). The results showed positive repercussions on the student’s performance and attitude towards school and learning (Deslandes, 2006; Epstein, 2001; MELS, 2009). Thirty-fi ve pre-service teachers had their practicum in schools from underprivileged areas, and 25 of them initiated a CSFC project. After analyzing the projects, based on Epstein’s typology (2011), two dominant types of collaboration emerge: communicating and volunteering. Collaborating with the community was
a part of some projects, while decision making by parents about the school was absent. We argue that the original teaching formation should guide the future teachers towards the six types of CSFC, particularly the knowledge of their parenting role by the parents and ways to get school support at home.
Keywords: Epstein’s typology, original teaching formation, pre-service teacher practicum,
school-family-community collaboration, underprivileged area.
“What is mentoring all about”? Being Telemachus’ guide and resource person Mentor’s prime role was to “help” the young and unskilled son of Odysseus to become a proficient and self-regulated learner, able to cope with the demands of life. This ‘helping” process (Cox, Bachkirova, & Clutterbuck, 2010) was accomplished through conversation. Mentoring’s typical
characteristic is talk, i.e., the communicative interactive exchange between persons. This exchange is considered to be the vehicle of learning and professional development. Therefore, to tentatively answer our opening question, mentoring is about learning in conversations. For mentoring to be of any help its process (i.e., conversation) and its result (i.e., learning to become a professional) need to be carefully appreciated and scrutinized by mentors – i.e., “reflected upon” – in order to
warrant a mentor’s role and position as a “helping” agent.
Online delivery of courses and programmes is not a panacea. It is simply one tool in the access toolkit. For many students, particularly younger students and those who are already underrepresented in post-secondary education, online delivery is not a substitute for in-class, face-to-face education and should only be used in a way that enhances the learning experience
and accommodates the unique needs of students. Without appropriate levels of funding, it is unlikely for online course offerings to have the same academic rigour as face-to-face classes. Many learners need an intense interaction with their instructors that is difficult to achieve with online delivery. The importance of the social and intellectual interaction between students and teachers that enhances academic quality is not served well by poorly-designed online courses or programmes or with a goal of cost-saving or revenue generation.
Students, faculty and staff believe that any new initiative may be at risk of diverting the emphasis away from improving the
Any expansion to online education must addresss:
• The skyrocketing cost of attending a post- secondary institution in Ontario.
• Ontario’s student-faculty ratio and class sizes that are the largest in Canada.
• The lack of space at institutions to achieve the provincial government’s projected 70 percent post-secondary attainment rate and the shortfall in deferred maintenance.
• The increasing reliance on private sector services and funding and the subsequent impact on
academic freedom and quality of education.
This publication was originally designed in 2003 when the Gender in Education Network in Asia-Pacific (GENIA) was established. Few gender in education resources were available at that time, and until the 2006 version, documents were mainly intended to be used by GENIA members, who are representatives (gender focal points) from ministries of education in the Asia-Pacific region.
GENIA members have been using the Toolkit to sensitize and train their national counterparts ever since.
The Government is fulling its promise to balance the budget in 2015. pursuant to its long-standing commitment to responsible fiscal management. Economic Action Plan 2015 will see the budget balanced and Canadians can rest assured that Canada's fiscal house is in order.
There is currently a powerful push-pull factor in schooling. The push factor is that school is increasingly boring for students and alienating for teachers. The pull fac-tor is that the exploding and alluring digital world is irresistible, but not necessarily productive in its raw form. The push-pull dynamic makes it inevitable that disruptive changes will occur. I have been part of a group that has been developing innova-tive responses to the current challenges. This response consists of integrating three components: deep learning goals, new pedagogies, and technology. The result will be more radical change in the next five years than has occurred in the past 50 years.
This guide contains practical steps that will help public sector agencies and departments develop a social media strategy and policy to gain maximum value from social media efforts. It also outlines some smart records retention practices—so you’ll be better prepared to respond to open records requests or other e-discovery needs when they arise.
Ensuring access to postsecondary education (PSE) for all qualified individuals is key to Ontario’s future competitiveness and equally critical from an equity perspective. This paper provides an empirical analysis of access to PSE among a number of under-represented (and minority) groups in Ontario, including comparisons to other regions. Having parents that did not attend PSE is the most important factor across the country, and the effects are even greater in Ontario than in some other regions. Being from a low-income household is considerably less important than parental education, and the income effects are even smaller in Ontario than in certain other regions. Aboriginal and disabled youth are also strongly under-represented groups in PSE in Ontario, driven entirely by their lower university participation rates, offset to different degrees by higher college participation rates . Rural students are also significantly under-represented (though to a lesser degree) in university, but again go to college at somewhat higher rates. Furthermore, for these latter groups, Ontario does not compare favourably to other regions. The children of immigrants are much more likely to go to university but somewhat less likely to attend college almost everywhere. Being from a single parent family has little independent effect on access to PSE, as is also the case for being a Francophone outside of Quebec, the latter effect in some cases actually being positive. Intriguingly, although females generally have significantly higher PSE (especially university) attendance rates than males, females in under-represented groups are generally more disadvantaged than males.
AAUP sessions center on faculty members' role and responsibilities regarding classroom conversations about race.
Last month’s Women’s March, one of the largest demonstrations in American history, drew between three and five million people across 673 U.S. cities and 170 cities internationally, according to a Google Drive effort to capture estimates. Since then, protests have continued in communities nationwide, including a series of major demonstrations in response to President Trump’s executive order barring travel to the United States from seven predominantly Muslim nations, his order to move ahead with the wall along the Mexican border and the controversial North Dakota pipeline.
Viewed as signaling white nationalism, racism, sexism and xenophobia, the election of Donald Trump has provoked strong and negative responses among students. The turbulent political atmosphere recently engulfed the University of California, Berkeley, where students or -- according to campus officials -- agitators from off the campus violently interrupted what were to be peaceful protests and a speech by Breitbart editor Milo Yiannopoulos. Student protests against Trump’s travel ban have also occurred at Ohio, American, Chapman and Rutgers Universities.
What do these events say, if anything, about activism on college campuses today? Have they sparked a new wave of student engagement? Or is it a momentary outcry?
Purpose: Barriers to simulation-based education in postgraduate and continuing education for anesthesiologists have not
been well studied. We hypothesized that the level of training may influence attitudes towards simulation-based education
and impact on the use of simulation. This study investigated this issue at the University of Toronto which possesses two sites
equipped with high-fidelity patient simulators.
ABSTRACT
We describe a cheating strategy enabled by the features of massive open online courses (MOOCs) and detectable by virtue of the sophisticated data systems that MOOCs provide. The strategy, Copying Answers using Multiple Existences Online (CAMEO), involves a user who gathers solutions to assessment questions using a “harvester” account and then submits correct
answers using a separate “master” account. We use “clickstream” learner data to detect CAMEO use among 1.9 million course participants in 115 MOOCs from two universities. Using conservative thresholds, we estimate CAMEO prevalence at 1,237 certificates, accounting for 1.3% of the certificates in the 69 MOOCs with CAMEO users. Among earners of 20 or more
certificates, 25% have used the CAMEO strategy. CAMEO users are more likely to be young, male, and international than other MOOC certificate earners. We identify preventive strategies that can decrease CAMEO rates and show evidence of their effectiveness in science courses.
Keywords: Massive Open Online Courses (MOOCs), Cheating Detection, Educational
Certification, Educational Data Mining (EDM), Security.
Innovation cannot be taught like math, writing or even entrepreneurship, writes Deba Dutta. But it can be inculcated with the right skills, experiences and environments.
The primary objectives of the Pan-Canadian Education Indicators Program (PCEIP) are to develop and maintain a set of statistics that provide information about education and learning in Canada and to support evidence-based policy making. PCEIP has been doing this since publishing its first set of education indicators for Canada and its jurisdictions in 1996. In September 2009, a set of international indicators was introduced in the first edition of Education Indicators in Canada: An International Perspective. Each year, this PCEIP series presents indicators for Canada and its provinces/territories, placing them in a broader international context. The report has been designed to complement and expand upon the information for Canada that is provided annually to the Organisation for Economic Co-operation and Development (OECD) for publication in its Education at a Glance (EAG) report. The international context provided by the report supports the mission of the Canadian Education Statistics Council (CESC) to “create and commit to comprehensive and long-term strategies, plans, and programs to collect, analyze, and disseminate nationally and internationally policy-relevant and comparable statistical information.”