scholarly journals Inuit education in Alberta and Nunavik (Canada)

2010 ◽  
Vol 33 (1-2) ◽  
pp. 173-190 ◽  
Author(s):  
Michelle Daveluy
Keyword(s):  
School Board ◽  
Education System ◽  
Western Canada ◽  
Curriculum Content ◽  
Education Policies ◽  
Administrative Control ◽  
Educational Issues ◽  
Canadian Context ◽  
French And English

During the reorganisation of education in Nunavut that led to the passing of Bill 21 in 2009, reliance on curricula developed in other parts of Canada was mentioned and sometimes perceived as problematic. In this article, I describe how Inuit concerns have recently been integrated into education policies and programming developed by the Alberta government. To examine educational issues that concern Inuit students at southern schools, I have compared Alberta’s efforts and activities with those of the Kativik School Board in Nunavik (Northern Quebec) where the education system is trilingual with programs in Inuktitut, French, and English. The comparison shows how curriculum content, languages of instruction, and administrative control interrelate in the Canadian context. In particular, curricula seem to be more spiritually focused in Western Canada than in Nunavik or Nunavut.

scholarly journals Forest bathing: a narrative review of the effects on health for outdoor and environmental education use in Canada

2019 ◽  
Author(s):  
Sandrine Mathias ◽  
Patrick Daigle ◽  
Kelsey Needham Dancause ◽  
Tegwen Gadais
Keyword(s):  
Health Professionals ◽  
Healthcare Professionals ◽  
Well Being ◽  
Alternative Intervention ◽  
Education And Health ◽  
Canadian Context ◽  
French And English ◽  
Narrative Literature ◽  
Narrative Literature Review ◽  
Health And Well Being

Background: Education and health professionals from a range of disciplines seek alternatives to promote well-being through nature. Shinrin Yoku, originating from Japan, means “forest baths” or “taking in the forest atmosphere” and provides the opportunity to reconnect with nature and its benefits, with great potential in Canada. This brief review aims to highlight the potential for the use of Shinrin Yoku in the Canadian context of education and healthcare. Methods: We conducted a narrative literature review including a search of four French and English databases (Google Scholar, Pubmed, Scopus, Cairn) from 1985 to 2017. Then, we classified 26 articles according to three main categories that emerged from the first reading of the abstracts. Results: Benefits of Shinrin Yoku have been classified into physiological, psychological, and environmental categories. We synthesize key benefits of Shinrin Yoku and highlight opportunities to use this alternative intervention by educators and health professionals in Canada. Conclusion: A growing body of research suggests that Shinrin Yoku can have benefits on many aspects of an individual's health and well-being. Given the resources already available in Canada, Shinrin Yoku could be integrated into existing programs and interventions, and could provide another option to educators and healthcare professionals seeking low-risk educational and intervention alternatives for their students and patients.

Continuity and Change: Special Education Policy Development in Toronto Public Schools, 1945 to the Present

2016 ◽  
Vol 118 (2) ◽  
pp. 1-42
Author(s):  
Jason Ellis ◽  
Paul Axelrod
Keyword(s):  
Special Education ◽  
Education Policy ◽  
School Board ◽  
Inclusive Education ◽  
Policy Change ◽  
Policy Development ◽  
Developmental Trajectory ◽  
Education Policies ◽  
Policy Makers ◽  
Special Education Policy

Background/Context It is frequently assumed that changes in special education policies since 1945 have come mostly from “landmark research” or actions of a few “pioneers.” We argue in this article that there have been many different sources of change, including legislation, court rulings, activism, and even shifts in socially and historically constructed categories of ability. In contrast to the contention that there has been “a gradual but steady progression towards the present inclusive education,” we argue that remarkable continuity has characterized certain elements of policy as well. The article identifies general trends in special education policy development historically that can help to inform the most current thinking about policy change in special and inclusive education. Purpose How has special education policy developed historically? What factors have been involved? How can historical research help education researchers, policy makers, school personnel, and others to deepen their understanding of the development of policy? The Toronto public school system is examined. The developmental trajectory of special education policy in Canada's largest urban school board generally resembles the development of policy in other large American and Canadian cities. The period from 1945 to the present was selected because the shifting character of special education policy across this broadsweep of time is not well understood. Research Design This qualitative study employs historical analysis. It draws on archival documents, school board and provincial government records, and pertinent secondary sources. Conclusions/Recommendations There are a few identifiable general trends in special education policy development historically. Prior to 1970, local school officials were empowered to make many changes in special education policy; since 1970, this ability has been eroded in favor of centralized policy making, with parents and others possessing some ability to influence policy change. Today, policy makers must balance different contextual factors and stakeholder interests that have developed over time, not least of all the interests of teachers who have been important partners to policy implementation. The degree of “policy talk” about inclusion, and about a social model of disability, has exceeded the degree to which either has actually been implemented. Rather, a continuum of services model that hybridizes segregated and inclusive settings continues today to characterize special education policies, as it has since the 1970s. Money matters in special education policy, especially when it is tied to specific policy options and can therefore influence local policy decisions, but also depending on whether the power to raise and disburse funds is held locally or centrally.

Information Systems Effectiveness in Small Businesses

2011 ◽  
pp. 245-274
Author(s):  
Ana Ortiz de Guinea ◽  
Helen Kelley ◽  
M. Gordon Hunter
Keyword(s):  
Information Systems ◽  
Small Business ◽  
Small Businesses ◽  
Small City ◽  
Western Canada ◽  
Canadian Study ◽  
Managerial Support ◽  
Canadian Context ◽  
Information Systems Effectiveness ◽  
Systems Effectiveness

This study examines the applicability of the Thong, Yap, and Raman (1996) model of information systems (IS) effectiveness tested among Singaporean small businesses in a Canadian context. The model evaluates the importance of managerial support and external expertise (vendors and consultants) for IS effectiveness. This study extends the Thong et al. model by adding an intention of expansion construct. The sample included 105 small business users of IS in a small city in western Canada. The results show that both managerial and vendor support are essential for effective IS in Canadian small businesses, and supported part of the relations between IS effectiveness and intention of expansion. Overall, the results suggest that managers should engage quality vendors to obtain IS that contribute to the specific goals of the small business. The results of the Canadian study were, for the most part, similar to the results reported in the Singaporean study; however, a few notable differences appear to exist.

Are national higher education policies adequate for the next decade?

2012 ◽  
Author(s):  
Paul Clark
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Education System ◽  
Education Policies ◽  
Large Measure ◽  
Higher Education System ◽  
Higher Education Policies ◽  
National Economic ◽  
The Uk

The period since the election in May 2010 has seen a number of very far-reaching reforms enacted in the higher education system in the UK, and especially England. These have been driven in large measure by the economic situation, but also by the aim to introduce a more market-based approach into the sector. At the same time, the higher education system faces a number of long-term challenges, particularly in terms of how it can best contribute to much-needed regional and national economic growth. This article first summarises the reforms which have been put in place and some of the factors driving them; next goes on to set out the long-term challenges which the sector will need to address; and finally assesses whether the policy platform established through the government's reforms is likely to help or hinder the achievement of the sector's (and the country's) strategic aims.

scholarly journals Teachers’ experiences with dyslexic learners in mainstream classrooms: Implications for teacher education

2020 ◽  
Vol 9 (6) ◽  
pp. 34
Author(s):  
S’lungile K Thwalaa ◽  
Christian Sunday Ugwuanyi ◽  
Chinedu I.O Okeke ◽  
Nombuso N Gamad ◽  
Abahle Thewala
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Education System ◽  
English Language ◽  
Teacher Education Program ◽  
Sampling Technique ◽  
Language Teachers ◽  
Structured Interviews ◽  
Education Policies ◽  
Phenomenological Research Design

Inclusive education represents the main ethos of the Kingdom of Eswatini education system. This reflects on both the Constitution and on various education policies since the country became a signatory to the goals of Education for All. However, it would appear that major constraints impede the education vision that resonates through the charter of ‘no child is left behind’. The education of learners with dyslexia is then called into empirical questions with a focus on the experiences of teachers of such category of learners within the Eswatini education system. A phenomenological research design was chosen, using a convenience sampling technique to select 12 English language teachers of dyslexic learners. Data were obtained by individual semi-structured interviews and by non-participant observations. Content analysis was employed to analyze the data, which were then presented thematically. Peer review, as well as member checks, were used to improve the trustworthiness of data. The main themes that emerged were insufficient time, unwelcoming attitudes, lack of support, and lack of training of teachers of dyslexic learners. It was equally evident that teachers were challenged by insufficient training to enable them to deal with dyslexic learners. Without an effective support structure for teachers, the education of dyslexic learners would remain a chimera. This finding implicates the teacher education programs in colleges of education and universities in the sense that training on inclusive classroom teaching should form part of the teacher education program.            

scholarly journals Resistance and Local Control of American Multicultural Education in the Era of Globalization

2019 ◽  
Vol 2 ◽  
pp. 00011
Author(s):  
Irma Febriyanti
Keyword(s):  
Public Schools ◽  
Multicultural Education ◽  
School Board ◽  
Local Control ◽  
School System ◽  
Gain Control ◽  
Cultural Influences ◽  
Education Policies ◽  
Global Movement ◽  
American Schools

This paper focuses on the process and result of creating a local control and the development of American schools in Newark, New Jersey. Being poor and insecure neighborhoods, Newark also has a 25 percent higher crime rate than the national average in the US which affects the school system, especially to the minorities. A disproportionate impact on minorities happens because of Newark’s population is 75 percent Black and Hispanic. As the ¾ part of the population, the minorities in Newark had not been able to decide their school system based on the locals’ needs. As a result, for decades, the education was mired by corruption, crumbling facilities, and low-performing students. There has been a debate about how the residents of Newark may be able to control Newark Public Schools and why they should gain control of their school board. Being able to regain control of its school board means having their rights to education granted: to adapt and experience American education equally. Controlling the school board has been central to Newark public schools since it is the only way to produce school policies. Globalization in education is not only a global movement of cultural influences, but also the framework of U.S. public schools for its multiculturalism as the country develops its public education system. Therefore, the question asked by this paper is that how education policies can be obtained.

scholarly journals Albania and the Education Policies of Italy from the Beginning Until the End of the 30s of the Twentieth Century in Archival Documents and in the Albanian Press in General

2021 ◽  
Vol 10 (3) ◽  
pp. 80
Author(s):  
Jani Sota ◽  
Lindita Lutaj
Keyword(s):  
World War I ◽  
Education System ◽  
Point Of View ◽  
World War ◽  
Education Policies ◽  
National Education ◽  
Archival Documents ◽  
Individual Type ◽  
The One ◽  
The Individual

This paper is dedicated to the education policies of Italy for the expansion and consolidation of Italian schools in Albania, from the point of view of archival documents and the Albanian press at that time. The study focuses primarily on the efforts of the Italian government to organize the education system, establish schools, prepare programs and textbooks, equip schools with the necessary acts, etc., as an attempt to outline the European profile of education in Albania after 1912. As a part of the general analysis on the effects of the Italian schools on the life of Albanian society, would undoubtedly be the analysis of the "individual" type that it produced. On the one hand, the changes after the World War I generated a complex, renewed and more productive national education, but on the other hand, it was highly dependent on the Italian-Albanian education policies, and consequently, oriented towards a more open education system which promoted the cultural tendencies and aspirations of the Albanian nation. New democratic developments in Albania, gave us the opportunity to shed light on Italian-Albanian education policies within the context of the Italian-Albanian relations. Thanks to this, prominent figures left in oblivion, their work for the spread of new pedagogical ideas and the development of Western schools are given the acknowledgment that they deserve. The tendency to embrace and adapt those policies to the conditions of Albania of that time, reflect the important phenomenon of its developments and intellectual thought, so that the school could help more in the civilization and education of the Albanian society.   Received: 12 January 2021 / Accepted: 31 March 2021 / Published: 10 May 2021

scholarly journals Like Father, Like Son? A Story of Vietnamese Education System Over 30 Years of Transition.RCISS-0221-03

2021 ◽  
Author(s):  
Hiep-Hung Pham ◽  
Ha Bui
Keyword(s):  
Public Schools ◽  
Education System ◽  
International Schools ◽  
School Administrators ◽  
School Bus ◽  
Education Policies ◽  
Traditional Public Schools ◽  
K 12 ◽  
Short Essay ◽  
Full Day

From a heart-warming story of a father taking his six-year-old son to the school bus station every day, this article identifies some changes within Vietnamese K-12 education policies in the last three decades (1990–2020) and suggests some implications for primary stakeholders, including policymakers, educators, and school administrators. Thirty years, more school models, more sets of national standardized textbooks, more full-day class sessions, more high-quality facilities and services, yet more inequalities and skepticism—all of these changes will be discussed in detail below. Through this short essay, the authors want to introduce a new book project—in which this essay serves as a prelude—focusing on the emerging trend towards the decentralization process of Vietnamese K-12 education. The book will comprise narratives and analyses of socializing processes in our education system, such as the transition from traditional public schools to modern private and international schools. With this project, the authors hope to humbly contribute some significant insights into Vietnamese local educational research archives.

How not to miss a great opportunity? A closer look at teaching geosciences in formal education systems

2021 ◽  
Author(s):  
Joanna Zawiejska ◽  
Agnieszka Świętek
Keyword(s):  
Education System ◽  
Student Attitudes ◽  
Science Communication ◽  
Formal Education ◽  
Scientific Information ◽  
Primary Source ◽  
University Education ◽  
Time Lags ◽  
Curriculum Content ◽  
Great Opportunity

<p>Pre-university education is the most comprehensive channel of communicating verified and uniform science information to young people. Despite this foundational role, how that science is taught in schools seems often overlooked, with more attention devoted to the efficacy of alternative education pathways. We argue that effective formal science education is crucial as it nurtures future willingness to embrace new scientific information, shapes perceptions, and promotes “intellectually sustainable” attitudes towards the abiotic environment and its dynamic nature. In particular, inquiry-based teaching is necessary for students to be open to life-long learning and critical thinking as adults when they inevitably confront the effects of climate change, increasing risks from natural hazards, environmental change and simultaneous expansion of social media as a basic, if not primary, source of information about the world. Based on the analysis of Polish education system and curricula, and on interviews with geosciences teachers participating in targeted workshops, we identify systemic aspects of formal education that influence effectiveness of science communication likely to affect student attitudes, with particular regard to geohazards, related risks and to environmental protection. Factors that influence effectiveness of that education include (i) adequate knowledge transfer between fast-developing geosciences and the education system, (ii) progress in geosciences education and didactics research, (iii) long-term teacher training, (iv) progress in development and availability of innovative education tools, (v) development, construction and topicality of geosciences curricula content, (vi) degree of freedom by the teachers in interpretation and following the curriculum content, and (vii) consistency in curriculum content throughout the education cycle and across subjects that include geosciences topics. Coordination of these aspects is challenging, especially since each is designed, driven, supervised and often financed by different actors. Particular attention should be given to the timely incorporation of current scientific knowledge into school curricula to avoid significant time lags in the content of communicated information and resultant collation of contradictory messages that students receive. Finally, we emphasize the urgent need for development of post-diploma education programmes and similar initiatives that will support geosciences teachers</p>

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