Showing papers in "Canadian Journal of Education in 1992"
TL;DR: In this article, the authors considered the relationship between student achievement, knowledge and cognitive skill, teacher efficacy, and interactions with assigned coaches and found that teachers who relied on school administrators reported less involvement with their coaches and these teachers obtained lower student achievement.
Abstract: This research considers relationships between student achievement (knowledge and cognitive skill), teacher efficacy (Gibson & Dembo, 1984), and interactions with assigned coaches (self-report measures) in a sample of 18 grade 7 and 8 history teachers in 36 classes implementing a specific innovation with the help of 6 coaches. Student achievement was higher in classrooms of teachers who had more contact with their coaches and in classrooms of teachers with greater confidence in the effectiveness of education. Teachers who relied on school administrators reported less involvement with their coaches and these teachers obtained lower student achievement. There was no interaction between efficacy and coaching, possibly because there was virtually no peer observation. Cette recherche porte sur les relations entre le rendement scolaire (connaissance et aptitude cognitive), l’efficacite des enseignants (Gibson et Dembo, 1984) et les interactions avec des aidants (mesures d’auto-evaluation) dans un echantillon de 18 enseignants d’histoire dans 36 classes de 7e et 8e annee ou etait implantee une innovation avec l’intervention de six aidants. Le rendement scolaire a ete superieur dans les classes des enseignants qui avaient plus de contacts avec leurs aidants et dans celles des enseignants ayant une plus grande confiance dans l’efficacite de l’education. Les enseignants qui comptaient sur les administrateurs scolaires ont fait etat de contacts moins nombreux avec leurs aidants et ont obte- nu un rendement scolaire inferieur. Il n’y avait aucune interaction entre l’effica- cite et l’encadrement des aidants, peut-etre parce qu’il n’y avait presque aucune observation mutuelle.
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TL;DR: The role played by research in teacher education, Marvin Wideen and Richard Tisher teacher education in Canada - a research review as discussed by the authors was a review of teacher education programs in India.
Abstract: The role played by research in teacher education, Marvin Wideen and Richard Tisher teacher education in Canada - a research review, Marvin Wideen and Patricia Holborn research on teacher education in Japan, Akira Sato and Jun Ushiwata a decade of research on teacher education in the Netherlands, Frans Kieviet one and a half decades of research on teacher education in Australia, Richard Tisher research on teacher education in West Germany, Hans Gerhard Klinzing research in teacher education in Singapore (1968-1988), Ho Wah Kam research on teacher training in a changing society - the case of Britain in the late 1980's, David McNamara indian researchers in teacher education - a review, R.Govinda and M.B.Buch scholary inquiry into teacher education in the United States, Nancy Zimpher and Kenneth Howey research on Swedish teacher training, Bertil Gran research on teacher education in Israel - topics, methods and findings, Miriam Ben-Peretz education reforms and research on teacher education in China, Zhaoyi Wu and Jean Chang a framework for research on teacher education programs, Lilian Katz and James Raths review, reflections and recommendations, Richard Tisher and Marvin Wideen.
62 citations
TL;DR: In this article, the authors argue that the success of teaching for social change depends on our ability to incorporate these critical approaches in conventional courses and subject matters where, in my experience, not all students would welcome unconventional classroom relations.
Abstract: Critical pedagogy challenges the exclusionary practices of racism, sexism, ablism, and heterosexism in the dominant society. The exponents of critical pedagogy have rejected the traditional view of classroom instruction in favour of ap- proaches that challenge the status quo. In this paper, by reviewing some of my teaching experiences as a woman of colour, I demonstrate that not all teachers teach pedagogy in the same way. Based on my observations, I argue that debates on critical pedagogy should include voices from outside the dominant social groups and ethnicities, be they teachers’ or students’ voices. Furthermore, the success of teaching for social change depends on our ability to incorporate these critical approaches in conventional courses and subject matters where, in my experience, not all students would welcome unconventional classroom relations. La pedagogie critique conteste les pratiques d’exclusion que sont, dans les groupes sociaux dominants, le racisme, le sexisme, l’heterosexisme et la discrimi- nation fondee sur les deficiences. Les chefs de file de la pedagogie critique rejettent l’enseignement traditionnel au profit d’approches qui mettent en question le statu quo. Dans cet article, l’auteure demontre, tout en analysant certaines de ses experiences pedagogiques en tant que Noire, que tous les enseignants n’ensei- gnent pas la pedagogie de la meme maniere. Se fondant sur ses observations, l’auteure soutient que les debats sur la pedagogie critique devraient inclure des points de vue provenant d’ethnies ou de groupes sociaux non dominants, qu’il s’agisse des points de vue des enseignants ou des eleves. Le succes de la pedagogie eu egard aux changements sociaux depend de notre aptitude a incorpo- rer ces approches critiques dans les matieres et les cours traditionnels ou, d’apres l’experience de l’auteure, tous les eleves ne sont pas disposes a accueillir favorablement des methodes d’enseignement non traditionnelles.
57 citations
TL;DR: In this paper, the contexts - Australia, Canada, United Kingdom, United States of America towards a reconceptualization of SBCD are discussed, and a unit curriculum for years 8-10 at River Valley Senior High School is presented.
Abstract: Part 1 Settings and issues: the contexts - Australia, Canada, United Kingdom, United States of America towards a reconceptualization of SBCD. Part 2 Case studies: Australia - establishing a unit curriculum for years 8-10 at River Valley Senior High School Canada - school-based curriculum deliberation United States of America - school-based curriculum development in Chester - revising a curriculum United Kingdom - managing curriculum development at Branston School and Community College. Part 3 Issues and prospects: re-examination of factors affecting SBCD current and future issues.
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TL;DR: Two themes inferred from interviews with four western Canadian women educators holding doctorates in Educational Administration throw light upon their lives and careers: "Competing Urgencies" and "Late Bloomers".
Abstract: Two themes inferred from interviews with four western Canadian women educators holding doctorates in Educational Administration throw light upon their lives and careers: “Competing Urgencies” and “Late Bloomers.” “Competing Urgencies” tells of the dual commitment to paid and family work, of combining the roles of wife, mother, and paid professional worker. Women’s time, and often money, are scarce resources, but their energy is abundant, as is their capacity to sustain close familial connections. “Late Bloomers” describes these women’s career development after their mid-thirties. The women’s stories concern achiev- ing wide-ranging professional competence, increased self-confidence, clearer aspirations, and a sense of purposefulness at a later age than usual. Taken together, the themes enhance understanding of career development and of the low proportion of women in school administration. Deux themes tires d’entrevues menees aupres de quatre educatrices de l’Ouest du Canada titulaires d’un doctorat en administration educative jettent une lumiere sur leurs vies et leurs carrieres: “les conflits entre les urgences” et “l’epanouisse- ment tardif.” Nous regroupons sous le premier theme l’engagement dans deux activites a savoir le travail et la famille, la combinaison des roles d’epouse, de mere et de travailleuse professionnelle a salaire. La femme dispose de peu de temps et souvent de peu d’argent, mais elle deborde d’energie et elle excelle dans le maintien de relations familiales etroites. Par “epanouissement tardif,” nous entendons un developpement de carriere apres 35 ans. L’histoire de ces femmes raconte l’atteinte de competences professionnelles variees, le developpement d’une confiance en soi, l’identification d’aspirations de plus en plus claires et l’emergence d’une determination a un âge plus avance que d’ordinaire. En- semble, ces themes permettent de mieux saisir le deroulement de la carriere et la faible proportion des femmes dans les administrations scolaires.
33 citations
TL;DR: In this paper, a bref historique de la science cognitive, l'auteur examine la representation des connaissances (les schemas), the dynamique de l'accomplissement d'une tâche complexe, les competences humaines et leur acquisition (fondements theoriques and application a la formation), l'affectivite et la cognition (besoins, expectatives, emotions, attitudes, motivation, apprentissage).
Abstract: Apres un bref historique de la science cognitive, l'auteur examine la representation des connaissances (les schemas), la dynamique de l'accomplissement d'une tâche complexe, les competences humaines et leur acquisition (fondements theoriques et application a la formation), l'affectivite et la cognition (besoins, expectatives, emotions, attitudes, motivation, apprentissage). Il presente enfin la conception systematique d'une activite de formation: etudes des besoins de formation, organisation du cours, analyse des objectifs terminaux, construction de tests, choix des methodes.
TL;DR: Aikenhead et al. as mentioned in this paper argue that the crucial problem is not the technical aspects of handling and processing information, but rather the reasoned ability to select and to interpret critically available information.
Abstract: Most people see technology as the know-how and the creativity to use tools, resources, and systems to solve problems and to enhance control over natural and man-made environments to improve the human condition. Three major implications follow from this view: technology is "good" and all kinds of technological development are desirable; anything that facilitates technological advancement should be encouraged; and education should impart the technical training and skills required by the technological enterprise. "Does any technological development necessarily improve our quality of life?" "What are the trade-offs of any implemented new technology?" "Should a particular technology be implemented in the first place?" Such questions commonly are not dealt with in traditional science education. In ordering priorities and goals, after all, one implies value judgments. But such judgments should be encouraged and fostered in technology education, and this means distinguishing between technical literacy (having the practical ability to handle or use the "stuff') and being technologically literate (having the capacity to critically assess technology, as a basis for rational decision making and action). Although science and technology may establish what can technically be done, neither can tell us what should be done (Zoller & Watson, 1974). The crucial problem is not the technical aspects of handling and processing information, but rather the reasoned ability to select and to interpret critically available information. This is the deep-rooted rationale for science-technology-society (STS) education (Aikenhead, 1989; Bybee, 1987; Science Council of Canada, 1984; Yager, 1985; Zoller, 1987b). Those advocating the STS theme across the curriculum believe technology literacy is the combined functional capability to understand and communicate the interactions among science, technology, and society; to assess technology; and to exercise the rights and responsibilities of citizenship. STS should, thus, be mandatory for every student.
TL;DR: In this paper, the authors discuss prob- lems encountered as a white, heterosexual teacher developing such pedagogical practices in the university classroom, showing how these problems are related to the unexamined epistemological basis of these practices.
Abstract: The literature of feminist pedagogy emphasizes the transformation of women from passive recipients of knowledge to active knowers who see themselves as agents of social change. This transformation is linked to consciousness-raising and experiential learning—as means to empower students. I here discuss prob- lems encountered as a white, heterosexual teacher developing such pedagogical practices in the university classroom, showing how these problems are related to the unexamined epistemological basis of these practices. I show how an over- emphasis on subjective, experiential learning can lead to epistemological relativ- ism as resistance to the hegemony of Eurocentric, academic feminism. Challenges to my authority as a white academic “expert” have led me to advocate a feminist pedagogy based on relational thinking that brings together subjective and objective dimensions of knowing. Ironically, this approach heightens rather than diminishes the contradictions we face as feminist teachers. Les ecrits sur la pedagogie feministe mettent l’accent sur la transformation des femmes, de receptrices passives des connaissances a connaisseures actives qui se voient comme des agentes des changements sociaux. Cette transformation est liee a la conscientisation et a l’apprentissage par l’experience personnelle, deux moyens de responsabiliser les etudiants. L’auteure analyse des problemes aux- quels elle a a faire face en tant que professeure heterosexuelle de race blanche ayant recours a de telles methodes pedagogiques a l’universite; elle explique comment ces problemes sont relies au fait que le fondement epistemologique de ces methodes n’a pas ete approfondi. Elle montre comment la trop grande impor- tance accordee a l’apprentissage au moyen d’experiences subjectives peut mener a un relativisme epistemologique qui correspond a une forme de resistance a l’hegemonie du feminisme universitaire eurocentrique. La contestation de l’auto- rite de l’auteure en tant qu’“experte” universitaire de race blanche l’a amenee a proner une pedagogie feministe reposant sur une pensee relationnelle qui con- jugue les dimensions subjectives et objectives de la connaissance. Ironiquement, cette approche intensifie les contraditions auxquelles font face les professeures feministes, plutot que de les diminuer.
TL;DR: Feminist pedagogy is a generic expression encompassing a range of pedagogi- cal practices, not all of which are so labelled as discussed by the authors, which allows to discuss intervention practices among women's groups, "egalitarian" feminist pedagology, and feminist pedagogies as practiced and theorized in women's studies and feminist studies.
Abstract: “Pedagogie feministe” est d’abord definie comme une expression generique qui recouvre une multitude de pratiques pedagogiques qui ne sont pas toujours nommees ainsi. Cette approche permet d’examiner un courant de pedagogie feministe egalitaire ainsi que des pratiques d’intervention feministe que l’on retrouve chez des groupes de femmes. Les pedagogies feministes comme telles sont surtout le propre des Etudes sur les femmes et des Etudes feministes ou des courants de pensee feministe radicale soutendent la pensee et l’action des professeures. Une synthese des differentes caracteristiques de ces pedagogies feministes ainsi qu’une analyse de certaines de leurs limites completent la demarche de cet ecrit, qui propose des balises pour mieux cerner ce que sont les pedagogies feministes. “Feminist pedagogy” is a generic expression encompassing a range of pedagogi- cal practices, not all of which are so labelled. This definition allows me to discuss intervention practices among women’s groups, “egalitarian” feminist pedagogy, and feminist pedagogies as practiced and theorized in women’s studies and feminist studies. I describe these feminist pedagogies’ characteristics, analyse some of their limitations, and then propose criteria helpful in marking out feminist pedagogies.
TL;DR: In this paper, Walkerdine and Steedman interpolate passages from their own educational autobiography in their own critique, thus illustrating how deconstructivist materialist feminist pedagogy works in classroom situa- tions.
Abstract: This article offers a materialist feminist critique of commonly held, although naturalizing assumptions, about the appropriateness of “nurturant” pedagogy in feminist university classrooms. Using, yet interrupting, the theoretical autobio- graphical accounts of British feminist educators Valerie Walkerdine and Carolyn Steedman and American literary critic bell hooks, I interpolate passages from my own educational autobiography in my own critique, thus illustrating how what I call a “deconstructivist materialist feminist” pedagogy works in classroom situa- tions. Cet article fait appel au feminisme materialiste pour critiquer des hypotheses courantes, quoique naturalistes, sur la pertinence d’une pedagogie “nurturante” dans les salles de cours feministes des universites. Utilisant tout en les question- nant les comptes rendus autobiographiques theoriques des educatrices feministes britanniques Valerie Walkerdine et Carolyn Steedman et de la critique litteraire americaine bell hooks, l’auteure interpole des passages de sa propre autobiogra- phie d’educatrice dans sa critique, illustrant ainsi comment la pedagogie “femini- ste materialiste deconstructiviste” fonctionne dans les salles de cours.
TL;DR: For over two decades, the effectiveness of the French immersion program in Canada has been measured almost solely in terms of the linguistic and educational achievements of its population as mentioned in this paper, which is not the case in the United States.
Abstract: In the American view of educational effectiveness, a school is “effective” if it provides all children, regardless of social background, with an education. For over two decades, the effectiveness of the French immersion program in Canada has been measured almost solely in terms of the linguistic and educational achievements of its population. French immersion programs are educational and should be submitted to the test of effectiveness under educational criteria. We must learn what French immersion is, examine its organizational setting, probe its social environment, consider the program’s academic and linguistic leadership, examine the responsibility of administrators and educators in ensuring accessibil- ity to the program, and study the relationship between traditional unilingual programs and the growing alternative. Selon la vision americaine de l’efficacite pedagogique, une ecole est “efficace” si elle fournit une education a tous les enfants, peu importe leur milieu social. Depuis plus de deux decennies, l’efficacite du programme d’immersion francaise au Canada est evaluee presque exclusivement en termes des acquis linguistiques et pedagogiques de la population qui y participe. Les programmes d’immersion francaise sont pedagogiques et devront donc etre soumis a des tests d’efficacite fondes sur des criteres pedagogiques. Nous devons cerner la definition meme de l’immersion francaise, nous pencher sur son cadre organisationnel, preciser son environnement social, tenir compte du leadership pedagogique et linguistique du programme, examiner la responsabilite des administrateurs et des educateurs eu egard au maintien de l’accessibilite au programme et etudier la relation entre les programmes unilingues traditionnels et la solution de rechange de plus en plus repandue que constituent les programmes d’immersion.
TL;DR: The Science Laboratory Environment Inventory as discussed by the authors assesses students' or teachers' perceptions of actual or preferred classroom environment, namely, Student Cohesiveness, Open-Endedness, Integration, Rule Clarity, and Material Environment.
Abstract: The Science Laboratory Environment Inventory assesses students’ or teachers’ perceptions of five dimensions of actual or preferred classroom environment, namely, Student Cohesiveness, Open-Endedness, Integration, Rule Clarity, and Material Environment. The instrument was field-tested in Canada, Australia, the United States, England, Israel, and Nigeria, both in secondary and in post- secondary institutions. Various analyses attested to each scale’s internal consist- ency, reliability, discriminant validity, factorial validity, predictive validity, and ability to differentiate between the perceptions of students in different classes. The instrument is equally valid for use in its actual and preferred versions, for senior secondary school and university laboratory classes, for the individual or the class mean as the unit of analysis, and for each of the six countries. Le Science Laboratory Environment Inventory evalue les perceptions des etu- diants ou des enseignants ayant trait a cinq facettes de la salle de cours, a savoir la cohesion des etudiants, l’ouverture, l’integration, la clarte du reglement et l’environnement physique. L’instrument a ete utilise au secondaire et au post- secondaire au Canada, en Australie, aux Etats-Unis, en Angleterre, en Israel et au Nigeria. Diverses analyses attestent la coherence interne, la fidelite, la validite discriminante, la validite factorielle et la validite predictive de chaque echelle comme son pouvoir de differencier les perceptions des etudiants dans diverses classes. La validite de l’instrument a egalement ete etablie dans ses versions presente et preferee, pour une utilisation dans les dernieres annees du secondaire et les cours de laboratoire a l’universite, pour la moyenne par individu ou par classe comme unite d’analyse et pour chacun de ses six pays.
TL;DR: Alasdair MacIntyre's philosophy, based on Aristote and the Judaeo-Christian tradition, argues for the objective virtues of truth, courage, justice, friendship, and humility.
Abstract: Alasdair MacIntyre’s philosophy, based on Aristotle and the Judaeo-Christian tradition, argues for the objective virtues of truth, courage, justice, friendship, and humility. The aesthete, the therapist, and the manager are, in consequence of MacIntyre’s ideas, found to be removed from daily life and from virtue. Their role play further removes them from the good. Because public schools appealing to a lowest common denominator of values are academically and socially unsuccessful as compared with those teaching a shared doctrine within a com- munity, his ideas are particularly relevant. The future educational system will see schools of choice based on traditional virtue becoming popular among parents. La philosophie d’Alasdair McIntyre, qui repose sur Aristote et la tradition judeo- chretienne, prone les vertus objectives de la verite, du courage, de la justice, de l’amitie et de l’humilite. Dans l’esprit de MacIntyre, l’esthete, le therapeute et le gestionnaire sont loin de la vie quotidienne et de la vertu. Leur role les eloigne davantage du bien. Comme les ecoles publiques qui visent le plus petit denomi- nateur commun en matiere de vertus echouent sur le plan scolaire et social en comparaison de celles qui enseignent une doctrine partagee par la communaute, les idees de MacIntyre sont particulierement pertinentes. Le systeme d’education de l’avenir verra des ecoles de choix fondees sur les vertus traditionnelles de plus en plus valorisees par les parents.
TL;DR: In this paper, an instrument for measuring the cognitive domain of the quality of student life in faculties of education, developed using a representative sample of undergraduate and graduate students at a major Canadian university, was presented.
Abstract: This study presents an instrument for measuring the cognitive domain of the quality of student life in faculties of education, developed using a representative sample of undergraduate and graduate students at a major Canadian university. The findings suggest there are three dimensions of the cognitive domain of the quality of student life: Development of Pupils, Subject Expertise, and the Methodology of Teaching. Alpha reliability coefficients for these scales ranged from 0.72 to 0.75. Cette etude presente un instrument servant a evaluer la facette cognitive de la qualite de la vie etudiante dans les facultes de sciences de l’education, instrument mis au point a l’aide d’un echantillon representatif d’etudiants des premier, deuxieme et troisieme cycles dans une grande universite canadienne. Les conclu- sions semblent indiquer que la facette cognitive de la qualite de la vie etudiante comprend trois dimensions: le developpement des etudiants, la maitrise du sujet d’etude et la methodologie pedagogique. Les coefficients de fidelite alpha pour ces echelles variaient entre 0,72 et 0,75.
TL;DR: In this article, a narrative, inductive teaching strategy that deliberately acknowl- edges women's differences and that will contribute to knowledge is proposed. But this strategy requires teaching practices aimed at establishing an affirming student/teacher relationship, facilitating relationships among students, enabling students to articulate their knowledge and experience, and helping students to engage meaningfully with course content.
Abstract: Although admission of women to higher education has increased, equitable inclusion of women in the academy has not kept pace. Women often experience marginality in the classroom because they may have different styles of learning and because women’s experiences are not represented in mainstream knowledge. We suggest a narrative, inductive teaching strategy that deliberately acknowl- edges women’s differences and that will contribute to knowledge. This strategy requires teaching practices aimed at (1) establishing an affirming student/teacher relationship, (2) facilitating relationships among students, (3) enabling students to articulate their knowledge and experience, and (4) helping students to engage meaningfully with course content. This approach raises new difficulties for teach- ers, difficulties to be overcome in pursuing the equitable inclusion of women in higher education. Bien que de plus en plus de femmes poursuivent des etudes superieures, l’inclu- sion equitable des femmes dans les corps professoraux laisse a desirer. La marginalite dont font l’experience les femmes dans les salles de cours tient peut- etre au fait qu’elles ont des styles d’apprentissage differents et que les experien- ces des femmes ne sont pas representees dans les connaissances courantes. Nous proposons une strategie pedagogique narrative et inductive qui reconnait delibere- ment les differences des femmes et qui contribuera a l’evolution des connaissan- ces. Cette strategie exige des methodes d’enseignement qui visent (1) a etablir une relation manifeste entre l’etudiant et le professeur, (2) a faciliter les relations entre les etudiants, (3) a permettre aux etudiants d’articuler leurs connaissances et leurs experiences et (4) a aider les etudiants a s’engager d’une maniere feconde vis-a-vis de la matiere du cours. Cette approche pose de nouvelles difficultes aux professeurs, difficultes qui seront surmontees par l’inclusion equitable des femmes dans l’enseignement superieur.
TL;DR: In this article, the authors compare the two models as products of their respective educational value systems, showing that the American model is based on pre-established descriptions of language proficiency for different levels of a sequential program and the Canadian model adopts a multidimensional approach emphasizing content more than terminal outcomes.
Abstract: The advent of “communicative” second-language teaching has implications not only for classroom methodology but also for curriculum development. In North America, models for program design are exemplified by the American Council for the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines and the Canadian National Core French Study. The American model is based on pre-established descriptions of language proficiency for different levels of a sequential program. The Canadian model adopts a multidimensional approach emphasizing content more than terminal outcomes, and envisages the integration of language and a cultural component. Despite similar didactic principles, the two models differ as products of their respective educational value systems. L’enseignement de type “communicatif” d’une langue seconde a des incidences non seulement sur la methodologie employee dans la salle de cours, mais aussi sur le developpement curriculaire. En Amerique du Nord, les modeles en matiere de conception de programmes sont illustres par les American Council for the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines et le Canadian National Core French Study/Etude nationale sur les programmes de francais de base. Le modele americain repose sur des descriptions preetablies de competence linguistique pour les differents niveaux d’un programme sequentiel. Le modele canadien adopte une approche multidimensionnelle qui privilegie davantage le contenu que les resultats finals et envisage l’integration de la langue et d’une composante culturelle. En depit de principes didactiques semblables, les deux modeles different et sont en cela des produits de leurs systemes respectifs de valeurs en matiere d’education.
TL;DR: In this paper, the authors present an analysis of the text, intertext, and subtext of the Year 2000 document, a comprehensive statement of policies and objectives for education in British Columbia issued by the Ministry of Education in 1990.
Abstract: This paper presents an analysis of the text, intertext, and subtext of the Year 2000 document, a comprehensive statement of policies and objectives for education in British Columbia issued by the Ministry of Education in 1990. Examination of the relationships between the text and intertext of the Year 2000 reveals a subtext that fundamentally contradicts the stated objectives of the document itself. Rather than encouraging the development of students’ individu- ality, as the text of the Year 2000 document frequently advocates, its subtext reveals an educational agenda that would maintain social stability and economic prosperity at the expense of students’ individuality. The impossibility of a text imposing such control is discussed. Cet article presente une analyse du texte, de l’“intertexte” et du “sous-texte” de Year 2000, un document prepare en 1990 par le ministere de l’Education de la Colombie-Britannique et dans lequel sont enoncees de facon detaillee ses politi- ques et objectifs pedagogiques. L’examen des relations entre le texte et l’inter- texte revele un sous-texte qui contredit fondamentalement les objectifs enonces dans le document lui-meme. Plutot que d’encourager l’epanouissement de l’indi- vidualite des eleves, comme le prone a maintes reprises le texte de Year 2000, le sous-texte revele un programme educatif qui maintient la stabilite sociale et la prosperite economique aux depens de l’individualite des eleves.
TL;DR: Although licensing of chartered accountants in Canada is governed by provincial law, the basic requirements are similar across the country: the equivalent of an undergraduate education in accounting, two years of experience, and a passing score on the Uniform Final Examination (UFE) as discussed by the authors.
Abstract: Although licensing of chartered accountants (CAs) in Canada is governed by provincial law, the basic requirements are similar across the country: the equivalent of an undergraduate education in accounting, two years of experience, and a passing score on the Uniform Final Examination (UFE). The UFE, taken by candidates after completion of a bachelor's degree, is administered and scored annually by the Canadian Institute of Chartered Accountants (CICA). The profession agrees that standards for the UFE and for other licensing requirements should remain high; still, the pass rate on the UFE, which has ranged as low as 29%, has worried a number of observers (Gibbins, 1986; Matusky, 1991; Meikle, 1986; Rosen, 1978, 1982). Recently, candidates aspiring to enter the field of chartered accountancy in Quebec have brought political arguments into the debate on the reasonableness of UFE pass rates (Matusky, 1990).
TL;DR: Many schools in Ontario have, or have had, volunteer programs as discussed by the authors, although there is limited inter-school or interboard communication about them, and there is no formal policy had to wait until the Education Act (Ontario Ministry of Education, 1987): "a board may permit a principal to assign to a person who volunteers to serve without remuneration such duties in respect of the school as are approved by the board and to terminate such assignment" (p. 171).
Abstract: Many schools in Ontario have, or have had, volunteer programs. Most such programs are "successful," although there is limited inter-school or interboard communication about them. Cussons and Hedges' (1978) study of educational volunteers in the Halton Board has been the only comprehensive study for Ontario. Given the demands of curriculum in diverse classroom populations, teachers are pulled in many directions. To accommodate students, additional personnel are required. Non-expert volunteers have not usually performed professional tasks. Problems with volunteers have included "issues of insecurity" specified as "Concern about trouble makers . . . whether parents should serve as volunteers in their children's classrooms . . . confidentiality, fear of having another adult in the classroom" (Cussons & Hedges, 1978, p. 12). Although the Ontario Teacher Federation, the Ontario Ministry of Education, and local boards were uneasy about volunteers, formal policy had to wait until the Education Act (Ontario Ministry of Education, 1987): "a board may permit a principal to assign to a person who volunteers to serve without remuneration such duties in respect of the school as are approved by the board and to terminate such assignment" (p. 171). These provisions concern legal obligations but not volunteers' qualifications and duties. Cussons and Hedges reported that teachers worried about "the legality and practicality of sharing with [volunteers] some of the lower level instructional functions of the teacher" (pp. 12-13). Although non-educational volunteer functions were non-controversial, the implications of dividing teaching responsibilities between teacher and volunteer were problematic. Accounts of volunteer programs typically support volunteerism. Perras (1973) suggested that all persons assisting teachers be defined as paraprofessionals, reporting that in most schools, volunteers supervise field trips and help prepare teaching material. In 23 Ontario schools, volunteers helped in the main instructional program, working, for example, with children on remedial reading exercises or on mathematics drills. Perras argued every province should enact legislation to enable employment of teacher aides, including orientation programs and annual inservice sessions. Similarly, Jackson's (1975) study of volunteers in the National School Volunteer Program said of volunteering that it offered "greater opportunity for adult contact with students, [and that] volunteers have helped to personalize and humanize the school experience" (p. 15). According to Jackson, anyone