The test of a leader lies in the reaction and response of his followers. He should not have to impose authority.
Bossiness in itself never made a leader. He must make his influence felt by example and the instilling of
confidence in his followers. The greatness of a leader is measured by the achievements of the led. This is the ultimate test of his effectiveness.
Cet article évalue l’état de l’éducation aux médias au Québec. Pour ce faire, il présente et défi nit d’abord cette notion, pour ensuite en schématiser les ancrages problématiques dans le Programme de formation de l’école québécoise (PFÉQ). Cet article soulève également la question de la formation des enseignants, notamment par une analyse des formations offertes aux professeurs dans les universités québécoises et par la synthèse de quatre entrevues de groupe réalisées auprès d’enseignants de niveaux primaire et secondaire. La synthèse effectuée permet de problématiser la mise en oeuvre des intentions éducatives
du PFÉQ en matière d’éducation aux médias à la lumière des perspectives exprimées par des enseignants et des enseignantes. Nos travaux indiquent un soutien minimal offert par le système scolaire québécois se traduisant par la rareté des formations, des ressources et des appuis institutionnels.
Mots-clés : conditions de travail, éducation aux médias, formation des enseignants, littératie
médiatique, Programme de formation de l’école québécoise
L’éducation aux médias dans le Programme de formation de l’école québécoise 2
Canadian Journal of Education / Revue canadienne de l’éducation 38:2 (2015)
www.cje-rce.ca
Abstract
This article provides an assessment on the state of media education in the province of Québec. It introduces and defines the notion of “media education,” and then maps its problematic roots in the Québec Education Program (QEP). The article also raises the issue of teacher training in media education and offers an analysis of current university programs and professional development opportunities available for teachers. Finally, it presents the results of four group interviews conducted with teachers working at primary and secondary levels. The article questions the implementation of the QEP educational
aims with regard to media education in the light of perspectives expressed by teachers. It highlights minimal support offered by the school system, resulting in a scarcity of training and resources as well as poor institutional support.
Keywords: media education, media literacy, Québec Education Program, teacher training,
work conditions.
Ignoring that advice I took close to maximum time to complete my PhD (well, that's how it felt): working, partaking in further study and publishing widely before formally graduating. I have the scars on my back to prove it, but it helped me get my start in academe.
The role of the PhD as a rite of passage to becoming an academic is but one of many contradictions in the profession.
A new survey of 43,000 prospective international students echoes findings from other recent student
surveys that employability and career goals are a key motivation for study abroad
The survey notes, however, a growing openness to alternative forms of education beyond university
degrees as well as willingness to stay home to study if the quality of domestic programmes
improves
The accompanying study report observes fierce competition for students in a relatively small number
of markets, mainly in Asia, and calls for a more diversified – and evidence-based – approach to
recruitment
Assessment is a very complex topic. As this essay articulates, it is meant to monitor or to measure what students have learnt. For validity and reliability, and to minimise subjectivity, standardised tests are often adopted and marks are awarded, followed by a process in which test scores are converted into grades. The grades are then recognised as measures of students’ learning attainment. But what assessment actually means is seldom articulated. Is it a measure of the body of knowledge that a student has acquired, or is it also a measure of other attributes?
There is a growing body of research demonstrating that there have been major changes in the work and working conditions of university teachers in many countries over the last few decades. In some cases this has led to the increasing employment of non-full-time university instructors, and questions have been raised, especially in the United States, concerning the working conditions of part-time faculty and the implications of these changes on educational quality. The number of full-time faculty at Ontario universities has not increased at the same pace as the massive growth in student enrolment, raising questions about whether universities have employed non-full-time faculty in larger numbers and whether the balance between full-time and non-full-time instructors is changing. However, very little empirical research has been conducted on non-full-time instructors in Ontario. This study offers a preliminary exploration of the issue by addressing four key questions:
a) What categories of non-full-time instructors are employed by Ontario universities?
b) What are the conditions of employment for non-full-time instructors?
c) Has the number of non-full-time instructors employed by Ontario universities changed over time?
d) Has the ratio of full-time to non-full-time instructors employed by Ontario universities changed over time?
The research method focused on the collection and analysis of publicly available information through a detailed review of collective agreements and related documentation, and the analysis of institutional data on employment. Most institutions do not report data on non-full-time instructor appointments.
Last week, I described how what some observers might see as a bad approach to teaching -- focusing on our weakest students -- can, in fact, have good results. Continuing with that theme, let us take a look at a second aspect of good teaching -- promoting student learning -- and consider its inverse. In award letters, students regularly talk about how much they learned from award-winning professors and how new worlds were opened to them. It is hard to argue that learning is not fundamental to effective instruction.
On March 12, 2015, the government announced that Ontario would be moving forward with the transformation of its postsecondary education sector by launching consultations on modernizing the university funding model. The purpose of this consultation paper is to outline an engagement process and position the review within the context of the government’s
overall plan for postsecondary education. Funding universities in a more quality-driven, sustainable and transparent way is part of the government’s economic plan for Ontario.
Problem-based learning (PBL) is an instructional method where student learning occurs in the context of solving an authentic problem. PBL was initially developed out of an instructional need to help medical school students learn their basic sciences knowledge in a way that would be more lasting while helping to develop clinical skills simultaneously. Although PBL ad- dresses this specific need, it is also based in sound educational theories and paradigms. The author addresses those theoretical foundations of PBL, which, in turn, help readers to understand why PBL can be effective as well as enable them to diagnose and improve PBL applications when things are not going quite as planned.
A country’s economic strength is enhanced by its ability to win investment from multi-national enterprises (MNEs). Global corporate mandates bestow subsidiaries with resources that are essential for establishing and expanding operations. They also help to spur positive spin-off benefits, including innovation and job growth that benefit stakeholders across industries and sectors. Canadian leaders who understand the factors that drive MNE investment decisions are better positioned for success.
In 2007, business, education and labour leaders came together to form Ontario’s Workforce Shortage Coalition, dedicated to raising awareness of the emerging skills shortage challenge. The coalition represents more than100,000 employers and millions of employees.
A Conference Board of Canada report prepared for the coalition predicted Ontario will face a shortage of more than 360,000 employees by 2025. Employers will need more highly skilled workers as technology changes and competition for customers grows tougher. As well, baby boomers are retiring and the number of young workers is about to plummet.
Very often, we tend to interpret a person's behavior as an act that reflects their character, however, behaviors don’t always tell us everything we need to know about a person's personality. The desire to classify people and judge them prevents us from seeing things that can explain the reason for that behavior, and according to prominent American psychotherapists, Beck, and Arthur Freeman, authors of "Cognitive Therapy of Personality Disorders," something bigger often hides in abnormal behavior that can indicate a mental illness with the same symptoms. In order for you to try and identify these disorders in their
initial stages and to prevent further development and/or treat it, and especially so as not to rush to judge people because of their behavior, we’ve collected for you eight personality traits that many of you have encountered in a certain person and perhaps interpreted incorrectly.
Audience response systems (ARS) are electronic applications in which a receiver captures information entered by students via keypads or hand-held devices. Students’ responses can be displayed instantly, usually in the form of a histogram. Professors typically use ARS to increase student interaction and for formative assessment (to measure students’ understanding of material during a lecture; Micheletto, 2011). In some cases, audience response systems have also been used to pose real research questions and follow an interactive sampling approach (not to be confused with experiment data collection). For example, imagine that a research study concluded that females respond more quickly to red stimuli than do males. An interactive sampling session in the classroom would present students with coloured stimuli, and the instructor would ask students to respond, as quickly as possible and using the ARS, when they see the red stimuli. The instructor would then display the students’ responses and compare the students’ data to results from the published research study. Barnett & Kriesel (2003) propose three criteria that classroom interactive sampling should meet if it is to stimulate discussion among students:
1. Interactive sampling should be conducted to demonstrate class concepts.
2. Students should be providing responses in a controlled setting.
3. Students’ responses should be compared to behavioural hypotheses derived from theory.
Media and policy commentary have focused lately on Canadian employers’ apparent inability to find employees with the desired labour market skills. To explore this issue further, HEQCO reviewed and summarized the current discourse surrounding a “skills gap” in The Great Skills Divide: A Review of the Literature and conducted an analysis of Canadian job advertisements geared toward recent postsecondary graduates in Bridging the Divide, Part I: What Canadian Job Ads Said. In the latter publication, 316 job advertisements for entry-level positions requiring postsecondary education were examined to ascertain the education credentials, work experience and essential skills employers were seeking. To follow-up on Bridging the Divide, Part I, the current report analyzes survey responses from 103 employers that posted job advertisements included in the preceding study.
In particular, employers were asked if they had filled the advertised position or, if not, the reasons for being unable to find someone to hire. Those employers that had filled the position were also asked about the successful candidates’ qualifications and performance on the job so far.
Executive Summary
Centrality of language proficiency in academic achievement
Proficiency in language is recognized as an essential component of student success at Ontario‟s colleges and in the provincial workplace.
Research indicates that postsecondary underachievement, failure, and attrition are highly
correlated with academic under-preparedness, especially with respect to deficits in language
proficiency.
Contemporary college students in Ontario do not represent a homogeneous population; rather, they
exhibit a wide range of abilities and needs related to language proficiency. Additionally, an
increasing percentage of Ontario college students have second language challenges.
The identification of students who are at-risk of not successfully completing their programs due to
deficits in language proficiency, and the provision of timely and appropriate remediation where
necessary, represent critical priorities in supporting
student success.
It was as a secretary in a busy English department at a large state university over 30 years ago that I first learned that full-time and part-time faculty occupied different worlds. Although these worlds intersected in the classroom -- and at times in my very small office -- I wondered even then if better communication and mutual recognition were possible. I saw students served by both forms of faculty. I handled instructional materials created by everyone, and I sensed the degree of commitment -- or frustration -- that both groups brought to their jobs.
Background
According to a report by the Ontario Ministry of Training, Colleges and Universities (2005) , 30 to 40% of all students enrolled in four-year degree programs drop out, and 78-80% of those who do drop out will do so in their first year. Similar levels have been reported in other provinces, such as Québec (25-35%, Montmarquette, Mahseredjian, & Houle, 2001). In a paper for the Commission of Inquiry on Canadian University Education, Gilbert (1991) estimated that after five years the non-completion rate for university undergraduates is approximately 42% across Canada. Of particular concern, research on student retention has demonstrated that some disciplines have higher drop-out rates than others; science, mathematics, and engineering students are more likely to drop out than students in other disciplines (Daempfle, 2004). Moreover, each year approximately 35% of undergraduates fail introductory mathematics and science classes (Useem, 1992). Because of these growing concerns, research is needed that focuses on increasing retention and achievement in undergraduate science. This research addresses these
concerns by implementing a different approach to providing feedback to students that may result in higher achievement and increased retention at the undergraduate level of education.
One of the most intriguing expressions of human behavior is the leader-follower phenomenon. Since the beginning of civilization, people have sought answers to the questions of who becomes a leader and why. Philosophers, political scientists, and psychologists have produced extensive literature on leaders and leadership, but despite this, there is still no consensus as to why and under what circumstances some become leaders and others remain followers. There is no universal theory of leadership and no precise formula for producing leaders, and the answers are elusive. Furthermore, the debate continues about whether effective leadership and successful management are synonymous. Perhaps one of the best ways to answer some of these questions is to describe some of the views about leadership. This provides a beginning for defining leadership, for explaining the power associated with it, for discussi g the various current theories about it and for determining where theories coalesce and diverge.
What is Next for Mobile Learning?
In December 2015, there were 4.3 billion mobile phone subscribers in the world. In North America, 77% of families have at least one smartphone and 46% have access to a tablet at home. Worldwide, even though only 75% of the world has ready access to electricity, 75% of the world’s population has access to a mobile phone[1]. Some of the most remarkable learning development projects in the world, such as the Commonwealth of Learning’s Learning for Farmers initiative, use mobile phones and simple messaging systems to transform the livelihoods of thousands of families. Learning through mobile devices is possible anywhere and at anytime and is happening now.
NEW YORK, Jan. 13, 2016 /PRNewswire/ -- Today, The Jed Foundation (JED) and the Steve Fund, two leading mental health organizations, announced a joint plan to provide colleges and universities with recommended practices for improving support for the mental health and emotional well-being of America's college students of color. The announcement is accompanied by the release of new data showing the urgency of improving mental health support for this population.