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.
Jobs paranoia is widespread in Canada. Elementary pupils are coming home after receiving the “job talk” from their teachers, typically emphasizing the importance of getting good grades so they can get into a high-quality university – rarely a college, a polytechnic institute or an apprenticeship program. Parents worry about enrolling their children in the “right” schools and academic programs. There is growing concern about the transition from school to work. News media, television programs and movies offer tales of underemployed university and college graduates, intense competition for decent jobs and chronic youth unemployment.
College prices have increased by 45 percemt on average over the past decade, while household income has declinded by 7 percent in the same period.
Abstract
The Ontario Ministry of Education announced the Parent Engagement Policy for Ontario Schools in 2010. This policy aims to support parent engagement and provides a vision of its implementation at schools, boards, and the ministry. This mixed methods case study sheds light on its implementation and thus its implication by exploring the parent engagement
experiences of parents and teachers. The study results reveal that the actual and desired levels of engagement are different between new immigrants and the established or non-immigrant families, and that teacher education in parent engagement is desirable in optimizing parent partnerships.
Keywords: immigrants, parent engagement, policy, parent involvement, teacher education,
professional development
Résumé
Le Ministère de l’éducation de l’Ontario a annoncé le Parent politique d’engagement pour les écoles de l’Ontario en 2010. Cette politique vise à soutenir l’engagement parent et Implementing Parent Engagement Policy in an Increasingly Culturally Diverse
fournit une vision de sa mise en oeuvre dans les écoles, les conseils scolaires et le ministère. Cette méthodes mixtes étude de cas met en lumière sa mise en oeuvre et donc son implication en explorant la participation des parents expériences vécues par les parents et les enseignants. Les résultats de l’étude révèlent la réelle et désirée niveaux d’engagement sont différentes entre les nouveaux immigrants et les établis ou de non-immigrant, familles et que la formation des maîtres en participation des parents est souhaitable dans l’optimisation des partenariats parent.
Mots-clés : immigrés, participation des parents, la participation des parents, la formation des enseignants, le développement professionnel, politique, défense des intérêts du public
This study examined the assessment literacy of primary/junior teacher candidates in all four years of their concurrent program. Candidates from each year of the program completed a survey pertaining to self‐described level of assessment literacy, main
purposes of assessment, utilization of different assessment methods, need for further training, and suggested methods for promoting assessment literacy in university and practice teaching settings. Levels of self‐efficacy remained relatively low for teacher candidates across each of the four years of this program. Most candidates suggested summative purposes for assessment and only a minority expressed formative purposes. They favoured observational techniques and personal communication.
Key words: classroom assessment; preservice education
Cette étude porte sur la capacité d’évaluation chez les étudiants en pédagogie durant les quatre années de leur programme de formation à l’enseignement au primaire et au premier cycle du secondaire. Des étudiants de chaque année du programme ont
rempli un questionnaire portant sur les sujets suivants : auto‐estimation de leur aptitude à l’évaluation, buts principaux des évaluations, utilisation de diverses méthodes d’évaluation, besoin d’une formation plus poussée et suggestion de
méthodes pouvant aider à perfectionner l’aptitude à l’évaluation à l’université et lors de stages pédagogiques. Les répondants dans chacune des années du programme estimaient que leur capacité d’évaluation était relativement faible. La plupart ont
parlé d’évaluations sommatives et seulement une minorité, d’évaluations formatives. Les répondants favorisaient les techniques d’observation et les communications personnelles.
Mots clés : évaluation des élèves, formation à l’enseignement
In this study, the authors’ determined the individual learner characteristics of educators enrolled in online courses that influenced social presence (affective social communication). Findings reveal that the number of online courses taken, followed
by computer‐mediated communication proficiency, are significant predictors of social presence. Recommendations for the effective use of online learning recognize that instructors must deliberately structure interaction patterns to overcome the potential lack of social presence of the medium. Similarly, quality instructional design and course development strategies need be incorporated with supportive pre‐course instructional activities provided to acquaint novice learners with online learning
expectations.
Key words: online learning, social presence, learner characteristics, computermediated
communication
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.
Keywords Sustainable development, Higher education, Learning
Abstract It is higher education’s responsibility to continuously challenge and critique value and knowledge claims that have prescriptive tendencies. Part of this responsibility lies in engaging students in socio-scientific disputes. The ill-defined nature of sustainability manifests itself in such disputes when conflicting values, norms, interests, and reality constructions meet. This makes sustainability – its need for contextualization and the debate surrounding it – pivotal for higher education. It offers an opportunity for reflection on the mission of our universities and colleges, but also a chance to enhance the quality of the learning process. This paper explores both the overarching goals and process of higher education from an emancipatory view and with regard to sustainability.
Self-determination theory (Deci & Ryan, 1985, 1991), when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, a valuing of education, and a confidence in their own capacities and attributes. These outcomes are manifestations of being intrinsically motivated and internalizing values and regulatory processes. Research
suggests that these processes result in high-quality learning and conceptual understanding, as well as enhanced personal growth and adjustment. In this article we also describe social-contextual factors that nurture intrinsic motivation and pralmote internalization, leading to the desired educational outcomes.
Although historical thinking has been the subject of a substantial body of recent research, few attempts explicitly apply the results on a large scale in North America. This article, a narrative inquiry, examines the first stages of a multi-year, Canadawide
project to reform history education through the development of classroombased assessments. The study is based on participant-observations, documents generated by the project, and interviews, questionnaires, and correspondence with participants.
The authors find impediments – apparently surmountable – in teachers’ application of potentially difficult concepts, and in their organizational resistance.
Hilda Neatby, the author of So Little for the Mind, which stirred up a national debate about education in the 1950s, finds an unlikely ally in Michel Foucault. Both believe that progressive education, grounded in scientific pedagogy, is a means of domination rather than liberation. Both trace its roots to the 18th-century Age of Reason, which, according to Foucault, gave birth to the “disciplinary society” and, in Neatby’s view, destabilized the balance between faith and reason. Although they are philosophically far apart (Foucault, a Nietzschean; Neatby, a Christian), they have a startlingly similar appraisal of the progressive school.
A new measure of motivation toward education has been developed in French, namely the "Echelle de Motivation en Education" (EME). The ME is based on the tenets of self-determination theory and is composed of seven aubscales assessing three types of intinsic motivation.
Abstract
Emerging from the contested site of a new university campus, this article reflects on the transformative process of reconceptualizing and rebuilding a professional and an academic stream in a 21st-century Faculty of Education. In order to maximize her own capital, an assistant professor sought tenure in an innovative new stream introduced to her campus,
professor of teaching. The novel rank reflected the commitment of the university to provide educational leadership, outstanding teaching, and curriculum innovation to higher education. However, guidelines for promotion to professor were not directive and
exhaustive but more suggestive of being situated in place-based environments. Within the context of a market driven and policy-laden post-secondary institution, this was problematic. Since evidence supporting promotion to full professor is dependent on the discipline and the faculty, a myriad of interpretations of what exactly constituted a professor of
teaching emerged. Based on the ambiguity of these policies, the discussion surrounding the experiences of otherness and marginalization which arose as this scholar-practitioner focused on her work as a teacher educator and a researcher in an emerging rank became of singular interest.
Keywords: professor of teaching, higher education, tenure, promotion, research, marginalization
Résumé
Tirant sa source du site contesté d’un nouveau campus universitaire, cet article propose une réflexion sur le processus de transformation lié à la reconceptualisation et à la refonte d’un volet professionnel et universitaire au sein d’une Faculté d’éducation du XXIe siècle. En vue de maximiser son propre capital, une professeure adjointe a cherché à obtenir sa
permanence dans un volet novateur introduit dans son campus, celui de « professor of teaching », un nouveau niveau de poste reflétant la volonté de l’université de promouvoir le leadership en éducation, l’excellence dans l’enseignement et l’innovation en matière de curriculum au postsecondaire. Toutefois, au lieu d’être directifs et exhaustifs, les critères à remplir pour accéder à ce niveau de poste étaient plutôt de nature suggestive et fondées sur le milieu. Dans le contexte d’un établissement postsecondaire axé sur le marché et ancré dans des politiques, cela posait un problème. Comme les données venant appuyer
la promotion au poste de professeur titulaire dépendent de la discipline et de la faculté, une foule d’interprétations de ce qui constitue exactement un « professor of teaching » a surgi. Étant donné l’ambiguïté de ces politiques, la discussion entourant les expériences d’altérité et de marginalisation qui est survenue lorsque cette universitaire-praticienne a concentré son attention sur son travail comme professeure de pédagogie et comme chercheuse dans un nouveau niveau de poste s’est avérée particulièrement intéressante.
Mots-clés : professor of teaching, enseignement supérieur, permanence, promotion,
recherche, marginalisation
This article explores the development of culturally relevant teaching practices of non-Native teachers in First Nations communities. The findings were gathered from a qualitative study that asked First Nations and non-Native educators what they believed non-Native teachers needed to know about cultivating student success for First Nations students. Based on participants’ personal stories, suggestions, and advice, this article encourages non-Native teachers to enrich their teaching practices through self-reflection, communication and community engagement, and the right kind of attitude. Participants
suggest that these activities can help non-Native teachers create a learning environment that is meaningful to the students they teach.
Keywords: culturally relevant teaching, First Nations education, teacher development
Résumé
Cet article explore les méthodes pédagogiques adaptées aux différences culturelles que développent des enseignants non autochtones au sein de communautés des Premières Nations. Les résultats présentés proviennent d’une étude qualitative dans le cadre de laquelle des enseignants autochtones et non autochtones se sont vu demander ce que, à leur avis, des enseignants non autochtones ont besoin de savoir afin de promouvoir la réussite scolaire de leurs élèves autochtones. Basé sur les témoignages, les suggestions et les conseils des participants, cet article encourage les enseignants non autochtones à
enrichir leurs méthodes pédagogiques par la réflexion personnelle, la communication et l’engagement communautaire, et l’adoption d’une bonne attitude. Les participants croient que cela peut aider les enseignants non autochtones à créer un milieu d’apprentissage qui est pertinent pour leurs élèves.
Mots-clés : enseignement adapté aux réalités culturelles, éducation des autochtones, perfectionnement
des enseignants
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.
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.
Nous cherchons à mesurer l’effi cience d’approches inductive ou déductive à court et à long terme sur l’apprentissage par des élèves de 1re secondaire de savoirs relatifs au complément du nom. Dans le cadre de cette expérimentation, les résultats montrent que l’approche déductive permet une appropriation signifi cativement plus grande, mais uniquement pour des aspects morphologiques. Par ailleurs, il semble que l’approche pédagogique ait moins d’incidence sur l’apprentissage que l’effet-enseignant, peu importe l’approche préconisée par l’enseignant. La discussion des résultats portera sur l’importance
de différentes variables de l’intervention éducative autre que l’approche pédagogique. Mots clés : approche déductive, approche inductive, approches pédagogiques, complément du nom, effet-enseignant, grammaire.
We attempt to measure the ef ficiency of inductive or deductive approaches to short and long-term learning of knowledge about the “complément du nom” by French as a fi rst language secondary 1 students. Our results show that, in the context of our experiment, the deductive approach allows greater appropriation of morphological aspects. Moreover, it seems that the
pedagogical approach has less impact on the learning than the teacher effect, regardless of the approach used. We will discuss our results in putting forward the importance of some conditions of the educative intervention. Keywords: complément du nom, deductive approach, grammar, inductive approach, pedagogical approaches, learning, teacher effect.
There are about 420 registered private career colleges (PCCs) in Ontario – the number is in constant flux. 60% of schools are ten years of age or younger. They serve 53,000 full time equivalent (FTE) students, or about 1 in 15 Ontario postsecondary students. Their overall vocational revenues are in the order of $360M annually. They are mostly small; 70% have total revenues under $1M and average enrolment is under 200.
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.
This article brings together empirical academic research on public sector innovation. Via a systematic literature review we investigate 181 articles and books on public sector innovation, published between 1990 and 2014. These studies are analysed based on the following themes: (1) the definitions of innovation, (2) innovation types, (3) goals of innovation, (4) antecedents of innovation and (5) outcomes of innovation. Based upon this analysis, we develop an empirically-based framework of potentially important antecedents and effects of public sector innovation. We propose three future research suggestions: (1) more variety in methods: moving from a qualitative dominance to using other methods, such as surveys, experiments and multi-method approaches; (2) emphasize theory development and testing as studies are often theory-poor; and (3) conduct more cross-national and cross-sectoral studies, linking for instance different governance and state traditions to the development and effects of public sector innovation.