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This report provides an overview of child care in rural areas of Ontario. Chapter 1 outlines the paper's purpose, defining "child care" and "rural." It discusses the nature of rural Ontario in the 1990s and the need for child care in rural areas. Also, implications for child care provision in a rural context are highlighted. Chapter 2 reviews child care in Ontario with regard to the roles of different levels of government. Issues of child care availability, affordability, and quality are discussed, along with child care reform initiatives. Chapter 3 looks at rural child care in Ontario in terms of the characteristics of rural communities and characteristics of successful child care programs. Chapters 4 through 6 focus on rural center-based child care, regulated home child care, and the provision of care in the child's own home, including the special challenges and issues related to each setting. Chapter 7 considers resource centers, school-age care, and care for children with special needs. Finally, chapter 8 highlights programs in Alberta, Manitoba, Prince Edward Island, and Quebec that specifically target the needs of rural families. A list of key informants, demographic information, and information on the availability and affordability of child care in Ontario are topics covered in the four Appendices. (Contains a 37-item bibliography and glossary). (AC)

This report discusses an approach for the psychoeducational evaluation of students with deafness in the Francophone population of Ontario, Canada. An introduction describes the historical context of education of deaf students and presents the idea that learning a sign language, ideally while the child is very young, furnishes a foundation for subsequently learning to read and write in a second language, French. The report contends that a revision of evaluation strategies is needed, in order to determine: the child's potential, the level of performance achieved, and which teaching strategies will best reduce the gap between the two. Subsequent chapters deal with: (1) the goals of evaluation and the evaluation process; (2) mediation as a central element of evaluation as well as teaching; (3) components of dynamic evaluation including philosophy, preparation, implementation, instruments, and interpretation of results; (4) particular concerns relating to students with deafness, including learning processes and dominant cognitive style and the impact of these concerns on teaching strategies and materials; (5) personalized intervention plans; and (6) integration of evaluation into the service system. (Contains 29 references.) (JDD)

Projections are provided in this report on the characteristics of Quebec society in the year 2000, direction that must be given to Quebec's community colleges' mission, and how college education should be organized and managed. First, a summary report, corresponding to the full-length report, is presented. Part 1, Quebec Society: Foreseeable Growth and Educational Needs, focuses on the Conseil des colleges' efforts to plan within the context of recent and projected changes in Quebec's society, reviewing population, economic, cultural, political, and scientific and technological trends. Part 2, An Up-To-Date Definition of College Education, defines a quality college education, looks at college studies as a link to lifelong learning, and explores the relationship between colleges and their environment, emphasizing the services they offer the local and regional community, and their contribution to regional development. Part 3 reviews the steps involved in fulfilling the following priorities: (1) provide a broad-based, solid general education for all students; (2) revamp and adapt pre-university education to meet current and future needs; (3) improve technical education, increase recruitment, and make programs more flexible; (4) develop continuing education as a means of making college education accessible to adults; (5) develop and implement a true strategy for educational success; and (6) intensify evaluation practices and broaden their application. Finally, part 4 reviews five measures essential to the renewal and development of college education. Following the 35-page, English-language summary of highlights, the full 413-page report is presented in French. (JMC)

A text-editing approach to composition in the foreign language classroom is set forth. In a 15-week composition course meeting three times each week, students prepare a weekly composition that they will revise after an in-class text-editing session involving several student papers. The third day is devoted to grammar work. Criteria for evaluating student compositions are set forth. Progress in writing skill is enhanced by careful attention to prose style, and students are encouraged to write pastiches. Finally, students are required to keep a journal. Testing and grading are discussed, and situations commonly encountered by teachers are dealt with. Appendices include suggestions for or samples of personal assessment statement, course introduction for a basic French composition course, grammar mid-term, student evaluation of course, prose style analysis checklist, grammar review sheet, sentence-embedding exercises, and tests. Samples of student work (composition outlines, prose style analyses, and pastiches) are presented, most with the actual text-editing corrections of the teacher. The paper concludes with suggested texts for pastiche exercises. (JB)

Given the centrality of the topic of transfer of learning to so many areas of workplace education, this discussion paper (in both English and French versions) draws together research results and practical techniques to help practitioners in the field. Part 1 defines transfer of learning. Part 2 describes factors that influence the transfer of learning. It considers barriers identified by research: lack of reinforcement on the job in applying training to the job; interference by the immediate environment; lack of active support by the organizational climate; poor timing of training; unfocused learning objectives; establishment of rewards; program participants' perceptions; program design and content; changes required to apply learning; and organizational context. Part 3 discusses integrating learning transfer into program planning. These areas are considered: when barriers to learning transfer usually arise; who is primarily responsible for the barrier; and how learning transfer can be facilitated. Part 4 suggests more than 30 strategies to enhance the transfer of learning. The techniques are organized around the three major periods of the training process--before, during, and after--and the program participants who have an opportunity to strengthen the transfer process---workplace instructor, trainee, and supervisor. A table summarizes all the learning techniques. (Contains 22 references.) (YLB)

Presented is an overview of some specific schemes that have been used successfully by teachers throughout New York State to strengthen basic mathematics skills. Components offer ideas that have been successful with primary, intermediate and secondary students. The contents of this French language edition are identical to the English language and other foreign language editions. In addition to the Foreword, there are sections on: (1) Some Brief Observations About Strengthening Mathematics Skills; (2) The Balanced Mathematics Program; (3) "Par"--Puzzles+Arithmetic=Remediation; (4) Regrouping in Subtraction; (5) Money Games; (6) A Visual Sequence for Teaching Fractions; (7) A Space to Carry in Simple Addition and Multiplication Examples; (8) Grid Paper Computation; (9) The Need for Math Reading Skills; (10) A Structural Approach to Multiplication; (11) The Electronic Calculator in Remedial Mathematics; (12) Nature's Mathematics; and (13) Additional Teacher Designed Ideas. (MP)