The use of data has produced a narrowing effect in education. It has caused schools to narrow the content we are teaching, focusing on key learning targets (e.g. Common Core State Standards). At the same time, it has caused us to narrow the students we are teaching. Since schools are evaluated by proficiency percentages, educators are using data to create categories of “green,” “yellow,” and “red” students, and diverting resources disproportionately toward “yellow” students as a means of boosting overall percentages. This commentary discusses the consequences of this phenomenon,
particularly on student
l systems to use data in a way that tracks growth rather than performance, in an effort to mitigate the triaging effect.
The rise of online and hybrid courses at the higher education level increases the need for distance learning infrastructures to nourish online faculty preparedness and student online learning success. One part of the distance learning infrastructure is incorporating the use of educated and trained instructional designers to assist faculty in developing robust and quality online courses. Developing online courses with an instructional designer is a very laborious process, but the results can outweigh the struggles that faculty encounter when doing it on their own. The authors explain what is involved in an established sixstep
course development model for developing, reviewing, and delivering a quality online course.
This study examines the use of social media/social networking sites and its relationship to academic outcomes in the context of community colleges.
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.
This Signature Report focuses on the six-year outcomes for students who began postsecondary education in fall 2009. These students were part of the surge of increased enrollments that accompanied the Great Recession, arriving on campus at a time when institutions were already dealing with reduced public budget support (Barr & Turner, 2013; Mangan, 2009). One result was that institutions were forced to increase tuition just as students and their families found themselves with diminished financial resources, leading to questions about growing levels of student debt and whether this might affect rates of degree completion (Long, 2013).
In Canada there are growing discussions concerning the role of publicly funded universities and the impact of academic research. The integration of neoliberal practices and market rationalities place pressure on universities to “go public” in order to demonstrate relevance and accountability. Researchers are encouraged or even required to engage the public through knowledge mobilization activities. Our study provides an empirical analysis of knowledge mobilization in order to understand its perceived impact on public criminology, and more broadly the production and dissemination of criminological research. We argue that the institutional shift toward knowledge mobilization is perceived as a tool of institutional governance to demonstrate organizational accountability that shapes the production and dissemination of criminological knowledge.
This paper replicates the work of Giles and Drewes from the 1990s.They showed a catch-up effect whereby graduates of liberal arts undergraduate programs, although at an early-career disadvantage compared with graduates of applied programs, had higher incomes by mid-career. Working with the Panel 5 Survey of Labour and Income Dynamics (2005–2010), the catch-
up no longer exists.
The main task of the Working Group on Adult Learning of the INES Labour Market, Economic and Social Outcomes network is the development of indicators on Adult Learning for publication in the annual volume “Education at a Glance” of the OECD. As part of this task, a list of 18 policy goals/issues in the domain of adult learning have been identified through broad consultations. After identifying the policy goals a theoretical framework was developed in order to be able to systematically select indicators for monitoring them. The theoretical framework is based on a systemic approach, identifying context, input, processes, output and outcome of the system of Adult Learning. The policy goals to be monitored and the theoretical framework constitute the basis for the definition and selection of a list of indicators which might be published in EAG. The third element in the development of international indicators is the existence of comparable data of good quality. The paper includes a list of 44 indicators which are practical to publish with existing data sources or with data sources likely to become available in the near future. The coverage of the policy areas is uneven, reflecting both the focus of existing data sources and the difficulties of some data gathering exercises.
MORE DIRECT FORMS OF READING ASSESSMENT Bibliograph
Bridging programs are designed for internationally educated immigrant professionals who have completed formal training in another country but who may not have the educational, professional or language requirements necessary to become licensed to practice in Canada. As Ontario’s population ages, the successful integration of internationally educated health professionals (IEHPs) into the health care workforce has been identified as a strategy to address the challenges created by the shrinking labour pool and growing demands on the health care system (Finley & Hancock, 2010; Stuckey & Munro, 2013). To better understand the role of Ontario’s postsecondary system in facilitating the entry of IEHPs into the health care workforce, this study analyzed seven Canadian bridging programs and obtained input from 15 key informants. The goal of the evaluation was to identify the characteristics and practices of effective IEHP bridging programs. The specific research questions addressed by the evaluation were:
1. What are the expected outcomes of effective bridging programs and how should they be measured?
2. What are the key features that contribute to bridging program effectiveness?
3. What challenges do bridging programs face in achieving their goals?
4. What is the appropriate role of regulatory colleges, government, employers and professional associations in ensuring bridging program effectiveness?
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
In Canada and elsewhere, a great deal of research has described patterns of youth unemployment and difficulties in youth school to work transitions. A significant proportion of this has focused on the types of barriers facing particular groups of youths who, in turn, become marginalized in relation to labour markets access, career development and society. The Following the Success (FTS) project builds on this research and explores additional issues that are less well represented in the literature. These issues spring from three general gaps. First, despite a solid understanding of the effects of marginalization on youth labour market outcomes, the perspectives of both youth and employers on forms of marginalization are less well understood. Second, the bulk of existing research essentially tracks failed labour market transitions. This is important. However, equally valuable is research devoted to understanding instances of ‘success’ during which youth obtain stable and potentially career-establishing positions in the labour market. And third, the bulk of research in this area frames marginalization as a relatively static process. What is needed is a dynamic perspective that takes into account how both youth and employers learn to overcome these
marginalizing factors to varying degrees within youth employment. The FTS project was designed to respond to these three main gaps in the research literature in order to further supplement knowledge of the relationship between workplace learning practices, employment and marginalized youth success.
Based on recent public opinion polling commissioned by the Ontario Undergraduate Student Alliance (OUSA), an
overwhelming majority of Ontarians (79 per cent) agreed that students and their families have to borrow too much money
to pay for their education. When asked to rank (on a scale of to 5) how important a university degree was to finding a good
job, 53 per cent of those surveyed selected 4 or 5, indicating that a degree was ‘important’ or ‘very important’. Only 11 per
cent of the respondents ranked a degree as ‘unimportant’ or ‘very unimportant’ to securing a good job. Finally, nearly half
of Ontarians indicated that they would be willing to pay more taxes to decrease student costs and increase student financial
assistance.
The leadership of Higher Education institutions has been placed under increasing scrutiny since the 1980s with the expansion of student numbers, changes in funding for student places, increased marketization and student choice, and continuing globalisation of the sector. In this climate of change Higher Education institutions have been required to consider how to develop their leaders and what might be appropriate leadership behaviour to enable adaptation to these new circumstances. When the various paradigms of leadership encountered in the Higher Education sector are compared with established leadership theory and practice it is possible to identify further intricacies in the development of Higher Education leaders. Further consideration of practicalities within Higher Education identifies whether competence frameworks might assist in leadership development. An examination of a recently-developed comprehensive framework of leadership capabilities applied in an alternative sector leads to an evaluation as to whether the same constructs apply to the demands placed upon leaders in Higher Education. Analysis demonstrates that, with minor changes in terminology, the constructs remain appropriate and valid. The definitions Higher Education leaders could be developed and therefore form a potential framework of leadership capabilities for Higher Education.
A leader is assumed to be someone entrusted by his/her followers to lead, behave responsibly and be accountable for his actions. He/she would be someone righteous, with a high level of moral judgement and a good reputation, and thus, be held to a higher moral standard.
Keywords
leadership, performance, responsible, framework
The purpose of this quantitative study was to determine if a learning contract supported student milestone and degree completion for online doctoral degree programs. Further, students provided insights into aspects of the learning contract that were most supportive of their dissertation process. Data from this study were used to understand the benefit of using learning contracts in doctoral dissertations. Data were gathered from students who participated in the Ombuds Pathway to Completion. The research variables used in the study were milestone completion, degree completion, and factors predicting student success with a learning contract.
International Students in Canada 2018
This study contributes to the literature on the schooling of homeless and highly mobile students. Although previous work has detailed the demographics of home- lessness, the effects of homelessness on academic progress, and particular legal issues in homeless education, this research focused on how individual and institutional relationships influence homeless education.
I come not only to praise Kathleen Wynne, but also to bury her. The auspices for her government are so dire that a eulogy today hardly seems premature. Writing it now lets us imagine what settled opinion in the future, freed from the toxic fog of the current campaign, might make of Wynne and her six-year premiership.
Certainly four years of Premier Doug Ford will be more than enough to clear the air. But even before that, I suspect Wynne will emerge in hindsight as the bold leader of the most capable and effective government Ontario has enjoyed since the heyday of the fabled Big Blue Machine. She will be remembered as the best of her generation, representing Ontario at its
best.
Between 1991 and 2011, the share of young people with a university degree increased significantly, as did the share of young workers employed in professional occupations. Nevertheless, many young university degree holders could still be considered ‘overqualified’—working in occupations requiring lower levels of education. In this article, changes in the overqualification among young graduates are examined over the period from 1991 to 2011.