Documents found
-
3721.More information
The study of transfer in Canadian post-secondary education is a fractured terrain, with vast inter-provincial differences and deep schisms between participating communities. At the time of writing, there exists no comprehensive review that maps the predictors and associated outcomes of transfer in Canada, thus complicating the advancement of this sub-field. Drawing on a review of over 100 academic articles, policy reports, and institutional research documents produced from 1968 to 2020, we discuss the major findings of, methodological approaches to, and gaps within the existing quantitative transfer literature. Further, we outline challenges that Canadian researchers face as they attempt to emulate “best practices” used by internation-al counterparts. In particular, we emphasize the need for the use of more robust administrative data linkages and enhanced methodological sophistication in Canadian quantitative transfer research.
Keywords: transfert, transfer, mobilité étudiante, student mobility, méthodes quantitatives, quantitative methods
-
3722.More information
A documented history of cultural competitions and contests in Gaelic Cape Breton is being deliberately forgotten. Drawing on Paul Connerton’s theory of social forgetting, the author suggests that this has happened for ideological reasons involving the construction of Gaelic culture as participatory and inclusive, characteristics that many Cape Bretoners find irreconcilable with competitions. By examining historical evidence demonstrating that cultural contests and competitions existed in Cape Breton at various times and in various places, and how they relate to a broader, international context of competitions in “Celtic” cultural communities, the author concludes that present-day claims about the absence and insignificance of contests are inconsistent with the historical record.
-
3723.More information
This article explores the relation between poetry, place, and the concept of epigram as site-specific writing in the Coryciana. Published in 1524 in an edition assembled by Blosius Palladius, this multi-author, predominantly epigrammatic collection in honour of the humanist and apostolic protonotary Johann Goritz focuses on two prime sites within the city of Renaissance Rome: Goritz’s column chapel in Sant’Agostino, and his vineyard-villa near Trajan’s Forum. The poets and editors of the Coryciana participate in a collaborative placemaking project, plotting Goritz’s new sites of piety and culture in relation to the places of Greco-Roman antiquity and the modern city. At the same time, they represent the collection itself as a textual space, imbued with the commemorative, encyclopedic, and canonizing capacities of sites and built structures in ancient and contemporary Rome.
Keywords: Coryciana, Johann Goritz, Blosius Palladius, Fabio Vigili, Angelo Colocci, Renaissance Humanism, Renaissance Rome, Place, Space, Textuality, Canonicity, Neo-Latin Poetry, Epigram, Inscription, Collecting, Encyclopedism, Metapoetics, Print Medium
-
3724.More information
As a result of recent developments in AI, data-based school governance is undergoing profound changes in its implementation, the consequences of which are difficult to anticipate in detail. This is particularly the case for school systems such as Quebec's which have been late to embark on data-based school governance and whose ins and outs are largely still to come. Other school systems, notably the Anglo-Saxon countries and some Western European countries, are more advanced along this path. These studies offer interesting insights to better understand current changes in school governance, as well as the issues at stake and their consequences for school systems, and to guide managers in their implementation of data-based school governance, which is particularly timely in the case of the Quebec school system since it is in its infancy. The aim of this paper is to provide a synthesis of what we know about data-based school governance in the age of AI.
Keywords: gobernanza escolar, gestão educacional, gouvernance scolaire, school governance, school data, dados escolares, données scolaires, datos escolares, informatização, datificación, datafication, infrastructure de données, intelligence artificielle, infra-estruturas de dados, data infrastructure, infraestructura de datos, inteligência artificial, mise en données, inteligencia artificial, artificial intelligence
-
3725.More information
Professional development (PD) for teachers is one of the most effective ways of improving the quality of education and preparing them for new realities (Mukamurera, 2014). Faced with the arrival of generative artificial intelligence (AI), many anticipate the need to train teachers to ensure responsible use of this emerging technology while also providing a solution for improving teachers' PD pathways. This literature review therefore seeks to understand the extent to which AI can enhance teachers' PD. To this end, 24 articles were analyzed based on the 7 teacher PD characteristics of Darling-Hammond et al. (2017). AI can value teachers' PD characteristics to some extent, but its effects on teachers' practice require further investigation. For future studies, it is recommended that Darling-Hammon et al.’s (2017) characteristics be analyzed for their value through AI trained with the SAMR model in view of uncovering the extent to which such characteristics could be (S) substituted, (A) enhanced, (M) modified or (R) redefined by AI use as well as the effects such changes could have on teacher’s agency.
Keywords: intelligence artificielle, artificial intelligence, inteligencia artificial, inteligência artificial, teachers, docentes, professores, enseignants, desenvolvimento profissional, desarrollo profesional, professional development, développement professionnel, formación, formação, training, formation, technologies éducatives, tecnologias educativas, tecnologías educativas, educational technologies
-
3726.More information
Conventional scholarship within the sociology of education and organizations posits that schools achieve legitimacy by virtue of conforming to normative standards, abiding by government regulations and mimicking the forms of successful peers. Through this study, an examination of a sample of 751 Canadian for-profit colleges (FPCs) is performed, revealing the presence of an alternative logic. Rather than conformity, organizations within this sector engage in niche-seeking behaviour, using promotional materials to carve out unconventional identities. They do so by directly drawing on symbolic resources and affiliations from the industrial sectors which they service. These findings are interpreted through the prism of contemporary theorizing within organizational sociology.
-
3727.More information
This review of the literature draws on critical race theory to examine the lack of racial diversity among the teaching force in Canada. Several barriers including systemic racism, non-diverse hiring policies, and arduous certification requirements for immigrant teachers inhibit the racial diversity of the teaching force in several provinces. Manitoba is profiled because one of the province’s leading universities overhauled its Bachelor of Education admissions protocols to admit an increase in BIPOC applicants. Another leading university in the province has implemented policies to increase the number of Indigenous faculty members and pre-service teacher candidates. Understanding the effectiveness of Equity, Diversity, and Inclusion (EDI) policies in Manitoba could result in a more comprehensive understanding of the validity of EDI policies in general. Through a scoping review, this analysis unearthed 34 articles and documents published around the intersection of race, racial diversity, BIPOC educators, and White teachers. This article presents the findings of the literature review by exploring the merits and drawbacks of using critical race theory to elucidate potential barriers and opportunities for affirming linguistic, ethnic, cultural, and racial diversity in the Canadian school system.
Keywords: teacher diversity, internationally educated teachers, teachers of colour, Ontario school system, Manitoba school system, policy analysis
-
3728.More information
The early dropout rates of teachers is a much-discussed issue in several industrialized countries such as Canada, where dropout rates of over 50% can occur among novice teachers. The aim of this article is to identify the induction support strategies offered to novice teachers and to carry out a qualitative analysis in order to assess their effectiveness in helping teachers to solve the attrition problem. The results show that school administration responsibility is crucial, whether in training mentors and novice teachers, or in ensuring that the induction program is properly implemented and runs smoothly. This systematic literature review also shows that, when mentoring, if the most popular form of dyadic support is properly administered and management is informed of its effectiveness, both contribute significantly to the retention of novice teachers. In conclusion, this review has highlighted the fact that many mentors do not receive appropriate training to carry out their mission, and that expectations from the school administration regarding their roles and responsibilities often remain unclear.
Keywords: teacher dropout, décrochage enseignant, attrition, attrition, tutoring, tutorat, mentoring, mentorat, coaching, coaching, teacher induction, accompagnement dyadique, enseignant novice, novice teacher
-
-