Ontario Institute for Studies in Education

About: Ontario Institute for Studies in Education is a based out in . It is known for research contribution in the topics: Curriculum & Higher education. The organization has 1798 authors who have published 3807 publications receiving 193985 citations. The organization is also known as: Ontario College of Education & OISE.

The Four-Phase Model of Interest Development.

Abstract: Building on and extending existing research, this article proposes a 4-phase model of interest development. The model describes 4 phases in the development and deepening of learner interest: triggered situational interest, maintained situational interest, emerging (less-developed) individual interest, and well-developed individual interest. Affective as well as cognitive factors are considered. Educational implications of the proposed model are identified.

Linguistic Interdependence and the Educational Development of Bilingual Children

Abstract: The central thesis of this paper is that a cognitively and academically beneficial form of bilingualism can be achieved only on the basis of adequately developed first language (L1) skills. Two hypotheses are formulated and combined to arrive at this position. The “developmental interdependence” hypothesis proposes that the development of competence in a second language (L2) is partially a function of the type of competence already developed in L1 at the time when intensive exposure to L2 begins. The “threshold” hypothesis proposes that there may be threshold levels of linguistic competence which a bilingual child must attain both in order to avoid cognitive disadvantages and allow the potentially beneficial aspects of bilingualism to influence his cognitive and academic functioning. These hypotheses are integrated into a model of bilingual education in which educational outcomes are explained as a function of the interaction between background, child input and educational treatment factors. It is suggest...

The Internationalization of Higher Education: Motivations and Realities

Abstract: Globalization and internationalization are related but not the same thing. Globalization is the context of economic and academic trends that are part of the reality of the 21st century. Internationalization includes the policies and practices undertaken by academic systems and institutions—and even individuals—to cope with the global academic environment. The motivations for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses, cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of internationalization. Efforts to monitor international initiatives and ensure quality are integral to the international higher education environment.

The psychology of written composition

Abstract: The subject of this book is the mental activities that go into composing written texts. For brevity we will often refer to the subject simply as writing, but the term should not be taken too literally. In this book we are not concerned with the physical act of writing, except insofar as it influences other processes. The mental activities of writing considered in our research are the same kinds of higher mental processes that figure in cognitive research on all aspects of human intelligence. They include goal setting, planning, memory search, problem solving, evaluation, and diagnosis. Writing is, of course, easily recognized as an activity in which a good deal of human intelligence is put to use. Its neglect, until very recently, by cognitive scientists is, however, easy to understand. Cognitive research has been gradually working its way from well-defined to ill-defined problems, from tasks that draw on limited knowledge to tasks that draw on large bodies of knowledge, and from tasks that are easily constrained experimentally to ones that are more susceptible to intentions of the participants. On all of these counts, writing lies far out on the yet-to-be-reached end of the continuum.