As sites of work-force development, community colleges must be responsive to the demands of the rapidly changing job market. Now, many community-college systems are turning to job-market data that are more up to date and more precise than ever before.
Building on an earlier 2008 summary prepared for OECD by Marlene Scardamalia and Carl Bereiter, this paper by Gesa S. E. van den Broek provides a more extensive discussion of approaches described as “research based innovation.” Fostering Communities of Learning is a constructivist approach in which teachers help students discover important curricular concepts. Learning by Design is an inquiry-based science learning programme based on case-based reasoning models. Central Conceptual Structures (CCS) theory describes developmental changes in children’s thinking and what is needed to progress through stages in specific cognitive domains. Web-based Inquiry Science Environment (WISE) is an internet-based adaptive learning environment building on the principles of knowledge integration. Cognitive Tutors and ACT-R theory are intelligent adaptive software programmes that provide students with scaffolded instruction and feedback. Direct Instruction aims to accelerate learning through clear scripted direct instruction by the teacher and scaffolded practice aimed at student involvement and error reduction. Higher Order Thinking Skills (HOTS) is for disadvantaged students especially to engage in Socratic dialogues about ideas and strategies to solve computer game-based problems. Knowledge Building is a constructivist teaching approach centred on building knowledge and creating knowledge communities.
RÉSUMÉ
Gender inequality and sexist behaviour is prevalent in almost all workplaces and rampant in online environments. Although there is much research dedicated to understanding sexist behaviour, we have almost no insight into what triggers this behaviour and the individuals that initiate it. Although social constructionist theory argues that sexism is a response towards women entering a
male dominated arena, this perspective doesn’t explain why only a subset of males behave in this way. We argue that a clearer understanding of sexist behaviour can be gained through an evolutionary perspective that considers evolved differ- ences in intra-sexual competition. We hypothesised that female-initiated disruption of a male hierarchy incites hostile behaviour from
poor performing males who stand to lose the most status. To test this hypothesis, we used an online first-person shooter video game that removes signals of dominance but provides information on gender, individual performance, and skill. We show that lower-skilled players were more hostile towards a female-voiced teammate, especially when performing poorly. In contrast, lower-skilled players behaved submissively towards a male-voiced player in the identical scenario. This difference in gen- der-directed behaviour became more extreme with poorer focal-player performance. We suggest that low-status males increase female-directed hostility to minimize the loss of sta- tus as a consequence of hierarchical reconfiguration resulting from the entrance of a woman into the competitive arena. Higher-skilled players, in contrast, were more positive towards a female relative to a male teammate. As higher-skilled players have less to fear from hierarchical reorganization, we argue that these males behave more positively in an attempt to support and garner a female player’s attention. Our results provide the clearest picture of inter-sexual competition to date, highlighting the importance of considering an evolutionary perspective when exploring the factors that affect male hostility towards women.
This report explores the use of social capital theory in understanding educational advantage/disadvantage from a public policy development perspective. We undertake a detailed review and critique of the key ‘strands’ of social capital theory, contextualising these in an analysis of applied social capital theory in a public policy and a development environment. Finally, we use our modified understanding of the theory to explore the social capital of business and IT students in higher education and vocational education and technology (VET) in Victoria.
Whether Mr. John S. Montalbano, Chair of the Board of Governors, and/or individuals in the School of Business identified by the Faculty Association, conducted themselves in the events following Professor Jennifer Berdahl’s publication of her blog on August 8, 2015 in a manner that violated any provision of the Collective Agreement, the UBC Statement on Respectful Environment, or any applicable University policies including whether her academic freedom is or was interfered with in any way.
As governments around the world struggle with doing more with less, efficiency analysis climbs to the top of the policy agenda. This paper derives efficiency measures for more than 8,600 schools in 30 countries, using PISA 2012 data and a bootstrap version of Data Envelopment Analysis as a method. We estimate that given current levels of inputs it would be possible to increase achievement by as much as 27% if schools improved the way they use these resources and realised efficiency gains. We find that efficiency scores vary considerably both between and within countries. Subsequently, through a second-stage regression, a number of school-level factors are found to be correlated with efficiency scores, and indicate potential directions for improving educational results. We find that many efficiency-enhancing factors vary across countries, but our analysis suggests that targeting the proportion of students below low proficiency levels and putting attention to
students’ good attitudes (for instance, lower truancy), as well as having better quality of resources (i.e. teachers and educational facilities), foster better results in most contexts.
Improving student outcomes is a primary goal of all postsecondary institutions. This report includes the first set of results for a research project that aims to understand the effectiveness of an intervention designed to improve postsecondary student success.
Student orientation and transition programs constitute an important part of Mohawk College’s Student Success Plan. The college endeavours to facilitate the development of an individualized “Future Ready Plan” for students to ensure they are prepared for their college experience by organizing goal-setting workshops during orientation and initial transition activities. Recent evidence suggests that an online, guided, writing-intensive approach to goal setting and self-authorship may have significant effects on student outcomes, such as retention and academic performance (Morisan et al., 2010; Schippers, Scheepers & Peterson, 2015).
It’s been said that no one dreams of becoming an academic leader when they grow up. It’s a tough job that’s only gotten more challenging as budgets shrink, public scrutiny rises, and responsibilities continue to grow. It requires a unique skill set – part field general, part mediator, part visionary, and part circus barker – to name just a few. But what does it really take to be an
effective leader?
The question of how to hold Ontario’s universities accountable to the needs of students is a relatively complex one. One must be careful to balance the need for academic freedom with the public’s (and especially students’) right to be assured that its considerable investments into postsecondary institutions are being used effectively and appropriately. OUSA’s Accountability paper offers recommendations to improve quality assurance and strategic goal-setting in Ontario’s universities. In essence, it
describes students’ vision of to whom, for what, and how universities should be held accountable.
It may seem strange to say that professional development—educators going to workshops and conferences, and taking courses—bears little relationship to classroom and school improvement. Similarly teachers toiling away as individuals do not add up to school or system success. What really counts is what happens ‘in between workshops’ or what I call learning is the work (Fullan, 2008).
Ontarians are most likely to identify the province’s financial situation as the most important issue currently facing the Ontario
government.
The purpose of this study is to estimate the effects of organizational attributes on social integration in particular, and more generally on the student withdrawal process. Theory elaboration (the application of new concepts borrowed from other theoretical perspectives to explain the focal phenomenon) is used to help with the revision of Tinto's interactionalist theory of individual student departure. The existence of empirical evidence supporting the importance of organizational attributes in the persistence process makes the addition of organizational characteristics a logical choice as a possible source of social integration in an elaboration of Tinto's theory. The results from this study provide strong supp elaborating the revised version of Tinto's theory through the inclusion of concepts from organizational theory.
The 2016 Canadian National Postdoctoral Survey (the 2016 Survey) is an outcome of the collaboration between Canadian Association of Postdoctoral Scholars (CAPS-ACSP) and the Tri-Council granting agencies (Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council and Social Sciences and Humanities Research Council). The content of the 2016 survey leverages the results from two earlier National Postdoctoral Surveys1 and a CAPS-ACSP 2014 report2 developed in collaboration with Social Sciences and Humanities Research Council (SSHRC), which highlighted the professional development needs of postdocs in the Social Sciences and Humanities.
Academic preparation is an important part of being ready for college or university. Taking the right courses in high school, and succeeding in them, is vital for admission into the post-secondary programs of your choice as well as success in those
programs. There are, however, many other facets of your college or university life that you should also be prepared for.
Remember to study what you love – if you didn’t obtain a very good mark in 12U Biology, you will
not like or succeed in university biology classes.
Understand credit and finances – talk to your parents about money, credit, and budgeting.
Be aware of the services and resources that are and will be available to you – in your research of
academic programs, also seek out what student services are available like health and counseling
services, academic skills support, financial aid advising, academic advising, etc.
VISIT the schools you are considering applying to – there is no better way to determine how you
feel about a particular institution.
Campus tours
On-campus events – fall open houses, March break, etc. University and College Fairs
High School information sessions
GLOBE is a research program focusing on culture and leadership in 61 nations.
Problem statement: Graffiti is about self-expression. When youth cannot find people to listen to them, they may express their strongly felt, internal experiences and emotions safely by writing on public property. Thus, graffiti can be handled as a counseling issue. When this self-expression of a thought, wish, or attitude comes from prospective teachers, the difficult
work of sorting these issues out may help us develop better teacher-education programs and produce better teachers. Thus, this work takes the issue of graffiti by prospective teachers as an interdisciplinary issue, bridging counseling and teacher training.
A well-known expenment used in organizational behavior courses involves showing the class an ambiguous picture-one that can be interpreted in two different ways. One such picture represents either an attractive young girl or an ugly old woman, depending on the way you look at it. Some of my colleagues and I use the experiment, which demonstrates how different people in the same situation may perceive quite different things. We start by asking half of the class to close their eyes while we show the other half a slightly altered version of the picture-one in which only the young girl can be seen-for only five seconds. Then we ask those who just saw the young girl's picture to close their eyes while we give the other half of the class a five-second look at a version in which only the old woman can be seen. After this preparation we show the ambiguous picture to everyone at the same time.
Vocational education and training is changing rapidly, but there is no coherence to these changes or shared understandings about what VET should be like. The danger is that the current changes will lead to the development of a new tertiary education sector that includes the upper levels of VET, but leaves the remainder as a rump. VET needs its own review, similar to the 2008 Review of Australian Higher Education led by Denise Bradley. There needs to be a vision for VET and a shared public purpose and some explicit understanding about its relationship with schools and higher education.
Canada has enjoyed exceptional and sustained economic growth for the past 15 years – strong commodity prices have created a currency advantage in export markets, the R&D collaboration between universities and the private sector is strong, post-secondary education attainment is one of the highest amongst OECD countries, the overall unemployment rate has fallen, and the number of small and medium enterprises have risen in the last decade. However, as international competition for talent and capital continue to intensify, now may be the time to review one of the critical elements for any economy – skills and learning.
Chief Student Affairs Officers (CSAOs) are senior-level student affairs per-sonnel. In 2011, 33 CSAOs responded to a national survey and provided a professional perspective on field development, student services, as well as predicted five-year trends for student affairs. In 2013, 17 CSAOs responded to the same survey and provided further information on these topics. Results indicated that attitudes towards diversity and technology remained stable be-tween 2011 and 2013. We established that CSAOs have less positive attitudes towards research, evaluation, and assessment than they do towards commu-nication and leadership. Here, we discuss at length the implications of these finding, as well as the potential for research into student affairs. In addition, we examine the continued professionalization of the CSAO field and note that research into CSAOs should be proactive instead of reactive.