While the cost of tuition and the rate at which it increases are obviously important subjects to students, they often cloud other important tuition-related issues. For instance, there are currently no regulations governing how and when universities may charge students tuition, meaning that each institution has the freedom to set individual payment processes.
Lesson planning is important for three reasons:
Thoughtful planning creates more purposeful instruction. Lesson planning is what links the curriculum to the particulars of instruction (Clark & Dunn, 1991). Thoughtful planning also helps you understand the content of the lesson, creates a logical sequence of instructional events (Freiberg & Driscoll, 1992), and links activities to instructional objectives.
Abstract Since the 1990s, enrolment in postgraduate programs has increased significantly in Canada. In more recent years, this has led to concerns regarding overproduction and the labour market outcomes of those with postgraduate education. Women have played an important role in this growth, but questions remain as to whether women’s progress into the highest levels of education has helped ameliorate their wage disadvantage relative to men. Using the 2011 National Household Survey, this study finds large wage premiums for completing master’s and doctoral degrees for both men and women, especially in younger cohorts; however, there are important differences by field of study. The gender wage gap is smaller for women with master’s degrees than for those with bachelor or doctoral degrees. Occupational differences account for more of the gender wage gap than field of study, suggesting that after degree completion, university-educated women sort into occupations that are lower paid than their male counterparts’.
Résumé Depuis les années 90, les inscriptions aux programmes de deuxième et de troisième cycles universitaires ont augmenté de façon importante au Canada. Récemment, des inquiétudes ont été exprimées quant à la surproduction de diplômés et à ses conséquences sur le marché du travail. Bien que les femmes aient occupé un rôle important dans l’augmentation de ces inscriptions, il est encore impossible de savoir si l’avancement de celles-ci vers les niveaux académiques les plus élevés a contribué à l’amélioration de leurs conditions salariales, par rapport à celles des hommes. À l’aide de l’Enquête nationale auprès des ménages 2011, la présente étude conclut que les salaires des femmes, tout comme ceux des hommes, sont bonifiés après l’obtention d’une maîtrise ou d’un doctorat, surtout chez les cohortes plus jeunes. Par contre, d’importantes variations existent en fonction du domaine d’étude. Pour les femmes possédant une maîtrise, l’écart salarial entre sexes est moindre que pour les femmes possédant un baccalauréat ou un doctorat. L’écart salarial est davantage dû aux variantes sur le plan professionnel que celles des domaines d’étude, postulant donc qu’après avoir obtenu un diplôme universitaire, les femmes se lancent vers des professions moins rémunérées que ne le sont celles de leurs homologues masculins.
Residents of Eastern Ontario are most likely to identify "balancing the budget" as the most important issue currently facing the Ontario government.
While it requires a significant amount of time and persistence, completing a PhD is not now – nor has it ever been – a guaranteed path to a lucrative end, and its general value has come under increasing scrutiny in recent years. This paper is written for aspiring doctoral students, current doctoral students or candidates, recent doctoral graduates, as well as their families and friends. It provides detailed information about the evolution of the PhD and of the broader labour market and educational environment in which it is embedded. The analyses provided in this paper also lead to recommendations to government and institutions about PhD programs. The paper:
1. provides a detailed explanation of the PhD as an academic credential; 2. outlines the expectations that accompany admission to a doctoral program; 3. chronicles the recent rise in doctoral enrolments in Ontario universities; 4. explores the various labour market pathways available to doctoral graduates; 5. offers recommendations to doctoral candidates, graduate programs and governments.
The Ontario Undergraduate Student Alliance (OUSA) recognizes the importance of attracting more international students to study in Ontario, as articulated by the Ontario government in its Open Ontario Plan. In a competitive global environment, international students enable the province to train and retain highly skilled individuals, provide access to a greater pool of talent, diversity and ideas, and contribute to the economy. This paper provides an overview of six areas of significant importance to undergraduate domestic and international studen are in need of greater attention by institutions and the provincial government.
If any part of the university should understand leadership, it would be the business school. Not only do the faculty research leadership, they also impart this knowledge to undergraduate and graduate students, as well as participants from across the globe in a variety of executive education programmes.
Background/Context:Policy discussions in the U.S. and abroad have become increasingly studded with reference to the results of international tests like PISA. Unlike most assessments, PISA is not designed to measure whether students have mastered a particular school curriculum but rather provide a measure of students ability to meet future challenges irrespective of where in the world they live. Though growing in influence, the concept of a contextless form of accountability has an important antecedent in the history of American education: the Tests of General Educational Development (GED), which were developed in the 1940s to assist the transition of American World War II servicemen and women.
Since their creation in 1965, Ontario’s colleges have played a pivotal role in providing PSE opportunities to all residents (Rae, 2005). Often located in smaller and more geographically dispersed communities than Ontario’s universities, colleges were intended to be more responsive to and reflective of these communities (Canadian Council on Learning, 2010) and to work closely with business and labour sectors to ensure programming that produced employment-ready graduates (Rae, 2005).
Discussions of Canada’s so-called ‘skills gap’ have reached a fever pitch. Driven by conflicting reports and data, the conversation shows no signs of abating. On the one hand, economic indicators commonly used to identify gaps point to problems limited to only certain occupations (like health occupations) and certain provinces (like Alberta) rather than to a general skills crisis. On the other hand, employers continue to report a mismatch between the skills they need in their workplaces and those possessed by job seekers, and to voice concern that the postsecondary system is not graduating students with the skills they need.
Research and experience have demonstrated that early childhood development (ECD) is integral to future outcomes. Quality ECD programming contributes to healthy growth and development, as well as school readiness and success. Given the legacy of colonialism in Canada, access to culturally relevant ECD programs can play a key role in bridging gaps in life-chances between Indigenous and non-Indigenous children.
Can a new institutional leader succeed after making damaging remarks that are informally shared?
Current discussions about literacy often focus on how economic changes are raising expectations for literacy achievement. The emergence of a so-called knowledge economy or learning economy requires more people to do more things with print. Less attention has been given, however, to how the pressure to produce more literacy affects the contexts in which literacy
learning takes place. This article looks at the literacy learning experience of an autoworker turned union representative, a blind computer programmer, two bilingual autodidacts, and a former southern sharecropper raising children in a high-tech university town. It uses the concept of the literacy sponsor to explore their access to learning and their responses to economic and
technological change. Their experiences point to some directions for incorporating economic history into thinking about cultural diversity and for using resources in school to addresseconomic turbulence and inequality beyond the school.
Dear Students: I think it’s time we had the talk. You know, the one couples who’ve been together for a while ometimes have to review boundaries and expectations? Your generation calls this "DTR" — short for "defining the elationship."
We definitely need to define our relationship because, first of all, it is a long-term relationship — maybe not between ou and me, specifically, but between people like you (students) and people like me (professors). And, second, it ppears to need some defining, or redefining. I used to think the boundaries and expectations were clear on both sides, but that no longer seems to be the case.
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.
Since the late 1990s, teacher professional development models have shifted from a focus on individual improvement to collaboration as a means to foster support, information, and resource exchange between teachers. Following this shift, researchers began to use social network research methodology in the early 2000s to reveal the ways in which informal relationships affect teachers’ practices. This chapter reviews current literature on teachers’ social networks and teacher quality to describe the ways in which social networks mediate teachers’ practices. It provides detailed examples from two studies on teachers’ social networks and suggests ways that scholars can incorporate the constructs of social capital and social networks into large-scale research on teacher quality.
Rise of the machines: tools may monitor eye movement and facial expressions Computer-based teaching applications that monitor and respond to students’ performance are set to allow for increasingly personalised learning experiences, but users must have a say on how much information they are willing to share.
This article provides a qualitative review of the trait perspective in leadership research, followed by a meta-analysis. The authors used the five-factor model as an organizing framework and meta-analyzed 222 correlations from 73 samples. Overall, the correlations with leadership were Neuroticism = -.24, Extraversion = .31, Openness to Experience = .24, Agreeableness = .08, and Conscientiousness = .28. Results indicated that the relations of Neuroticism, Extraversion, Openness to Experience, and Consci- entiousness with leadership generalized in that more than 90% of the individual correlations were greater than 0. Extraversion was the most consistent correlate of leadership across study settings and leadership criteria (leader emergence and leadership effectiveness).
Overall, the five-factor model had a multiple correlation of .48 with leadership, indicating strong support for the leader trait perspective when traits are organized according to the five-factor model.
When it comes to assessment, there are enough perspectives, stakeholders, tools and methodologies to make your head spin. To be sure, despite the admirable goal of improving student learning by assessment, the trend toward greater accountability is often viewed as something that is imposed upon higher education institutions; infringing on an institution’s autonomy and stifling faculty members’ academic freedom without providing truly meaningful data to justify the additional workload it generates.
Meanwhile, others accept the fact that assessment is here to stay and strategies that, with careful planning, it’s entirely possible to design exactly the type of assessment systems you need to get precisely the type of information required for an accurate picture of learning outcomes.
This note demonstrates how life tables can be adapted from demography to studies of teachers’ careers. We provide an example using data from the Schools and Staffing Survey to compare teachers across rural, urban, and suburban locales. Using life tables, we estimate both retention rates and how long we expect teachers to remain at their school depending on their level of experience and find no difference across locales. This methodology could be applied to predict future school staffing needs.