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Showing papers in "Canadian Journal of Education in 1989"




Journal ArticleDOI
TL;DR: Bathory et al. as discussed by the authors, National Institute of Education in Budapest (Hungary), Herman W. van Boxtel, Catholic University at Nijmegen (Netherlands), and Tania Prado, University of Hamburg (FRG).
Abstract: Zoltan Bathory, National Institute of Education in Budapest (Hungary) Herman W. van Boxtel, Catholic University at Nijmegen (Netherlands) Arthur Cropley, University of Hamburg (FRG) Marita Detzner, Psychiatric Clinic at Mannheim Medical Centre (FRG) Barbara Feger, Aachen University of Technology, Aachen (FRG) John F. Feldhusen, Purdue University at West Lafayette/Ind. (USA) David Gulley, Southern Illinois University at Carbondale (USA) Ernst A . Hany, Ludwig-Maximilians-University at Munich (FRG) Kurt A . Heller, Ludwig-Maximilians-University at Munich (FRG) Hans G. Jellen, Southern Illinois University at Carbondale (USA) Franz J. Monks, Catholic University at Nijmegen (Netherlands) Andras Pek, Eotvos Lorand University at Budapest (Hungary) Tania Prado, University of Hamburg (FRG) Ann Robinson, Western Illinois University at Macomb (USA) Joop J.W. Roelofs, Catholic University at Nijmegen (Netherlands) Marcel P. Sanders, Catholic University at Nijmegen (Netherlands) Martin H . Schmidt, University of Heidelberg Mannheim (FRG) Bruce M . Shore, M c G i l l University at Montreal/Quebec (Canada) Gunter Trost, Institute for Test and Talent Research in Bonn (FRG) Athanassios Tsiamis, M c G i l l University at Montreal/Quebec (Canada) Wilhelm Wieczerkowski, University of Hamburg (FRG)

36 citations


Journal ArticleDOI
TL;DR: Two computer-intensive procedures appropriate in nonrandomized studies are reviewed and illustrated: randomization tests clarify treatment effects, and the bootstrap technique estimates the uncertainty of generalizations to populations.
Abstract: Experimental, quasi-experimental, and survey research in education is often carried out using accessible subjects. Such circumstances violate the assumptions of most traditional statistical inference procedures. This paper reviews and illustrates two computer-intensive procedures appropriate in such circumstances: randomization tests clarify treatment effects, and the bootstrap technique estimates the uncertainty of generalizations to populations. These techniques provide guidance in nonrandomized studies by approximating to a best-case scenario of statistical uncertainty.

24 citations


Journal ArticleDOI
TL;DR: For instance, Getzels and Jackson (1958) raised questions about the definition of the giftedness construct and pointed out that the construct was usually defined in terms of scores on an intelligence test: "Giftedness" as related to children has most frequently been defined as a score on an IQ test, and typically the study of the so-called gifted child has been equated with the single IQ variable" as mentioned in this paper.
Abstract: Twenty-eight years ago, Getzels and Jackson (1958) raised questions about the definition of the giftedness construct. They showed that the construct was usually defined in terms of scores on an intelligence test: "'Giftedness' as related to children has most frequently been defined as a score on an intelligence test, and typically the study of the so-called gifted child has been equated with the study of the single IQvariable" (Getzels &Jackson, 1958, p. 75). This definition was narrow both in cognitive terms and in the IQ test's choice of intellectual functions to evaluate. With the passage of time, the giftedness construct acquired meanings, value associations, and expectations that had very little to do with the original narrow purposes of cognitive assessment.

15 citations


Journal ArticleDOI
TL;DR: A longitudinal study of 400 youth in Hamilton, Ontario showed that males and females differ in educational attainment as discussed by the authors, with males more likely to go to university and females more likely than others to attend non-university post-secondary institutions.
Abstract: Data from a longitudinal study of 400 youth in Hamilton, Ontario show that males and females differ in educational attainment. Males are more likely to go to university and females more likely to attend non-university post-secondary institutions. The majority of male and female youth say their occupational plans affected their educational decisions. Regression analysis shows a key gender difference in the status and gender typing of the youths' occupational expectations. Gender affects occupational expectations which, in turn, affect educational attainment. Des donnees tirees d'une itude longitudinale portant sur 400jeunes de Hamilton, en Ontario, indiquent que les garcons et les filles different quant a la duree et a la nature de leurs etudes. Les garcons ont de plus grandes chances de se retrouver a 1'universite; les filles, elles, ont plus tendance a poursuivre leurs etudes dans des institutions postsecondaires non universitaires. La majorite des garcons et des filles disent que leur choix de profession a eu des repercussions sur leurs decisions quant a leurs etudes. Une analyse de regressions indique une difference importante entre les garqons et les filles pour ce qui est de leurs attentes quant a leur profession. Le sexe a donc une incidence sur les attentes professionnelles, ce qui se repercute a son tour sur la duree et la nature des etudes.

14 citations







Journal ArticleDOI
TL;DR: The Irish Readers, the first textbooks authorized for use in Upper Canada (1846) as discussed by the authors, provide evidence of deeper social-historical processes of knowledge production, revealing an ideological matrix meant to reproduce society on fixed lines of race, class, and gender.
Abstract: The Irish Readers, the first textbooks authorized for use in Upper Canada (1846), provide evidence of deeper social-historical processes of knowledge production. A study of the pedagogy, form, and content of representative lessons uncovers an ideological matrix meant to reproduce society on fixed lines of race, class, and gender. Such class-specific social theory silently structures textbooks, giving precedence to certain forms of knowledge. A critical semiotics of the textbook would counter common assumptions about knowledge and its dissemination.



Journal ArticleDOI
TL;DR: The development of computer literacy among teachers requires pre-service education, in-service training, and graduate education as discussed by the authors, and these methods would be more effective if based on an analysis of computers as communications media, and on the assessed needs of teachers.
Abstract: The development of computer literacy among teachers requires pre-service education, in-service training, and graduate education. These methods would be more effective if based on an analysis of computers as communications media, and on the assessed needs of teachers. Curriculum-based and iterative needs assessment would provide continuous guidance in professional development work, suggest implementation strategies, and inform the relationship between teachers and innovation.





Journal ArticleDOI
TL;DR: This article found little evidence that the quality of classroom curricula improves with the number of new or revised provincial curriculum documents each year, and that curriculum development is a large-scale operation in Canada, which may represent the triumph of hope over experience.
Abstract: Curriculum development is a large-scale operation in Canada. Each province maintains curricula for the numerous programs offered in its schools: Alberta, for example, lists over 200 curricula for grades 10-12 alone (Alberta Education, 1978). Periodic revision and innovation produces hundreds of new or revised provincial curriculum documents each year. Many school boards publish detailed curricula based on provincial guidelines, and indi- vidual schools, departments, and teachers produce curriculum documents as course outlines and descriptions. This investment in curriculum writing may represent the triumph of hope over experience. There is little evidence that the quality of classroom








Journal ArticleDOI
TL;DR: In this paper, the authors examine three recent cases involving the powers and obligations of principals investigating criminal conduct in their schools and show that the distinction between the two roles is often significant, especially in the exercise of discipline over pupils.
Abstract: Educators' legal authority over their pupils has traditionally relied upon the common law doctrine of in loco parentis. Modern jurisprudence, however, has recognized, and in some cases preferred, an alternative theory of legal authority based upon a statutory duty to maintain proper order and discipline. Thus has arisen a duality in the legal characterization of educators' legal personality. They are at once surrogate parents and state agents. In law, the distinction between the two roles is often significant, especially in the exercise of discipline over pupils. The Canadian Charter of Rights and Freedoms and the Young Offenders Acthave served to bring the distinction to the fore as courts probe the extent of educators' legal obligations as state agents in executing their duty. This paper examines critically three recent cases involving the powers and obligations of principals investigating criminal conduct in their schools. L'autorite legale des educateurs sur leurs eleves est generalement associee a la doctrine du in loco parentis du common law. Toutefois, la jurisprudence moderne reconnait, et dans certains cas, privilegie une autre theorie de l'autorite legale, fondee celle-la sur le devoir statutaire de maintenir l'ordre et la discipline. Il en resulte une dualite dans la description de la personnalite legale des educateurs. Ils sont a la fois des substituts parentaux et des agents de l'Etat. En droit, la distinction entre les deux roles est souvent importante, surtout lorsqu'il s'agit de maintenir la discipline a l'ecole. La Charte canadienne des droits et libertes et la Loi sur lesjeunes contrevenants ont servi a mettre cette distinction de l'avant, les cours cherchant a determiner les obligations legales des educateurs en tant qu'agents de l'Etat dans l'exercice de leurs fonctions. Dans cet article, l'auteur fait la critique de trois cas recents impliquant les pouvoirs et les obligations des directeurs d'ecole dans les enquetes qu'ils menent au sujet de comportements criminels dans leurs etablissements.