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In 2015, The Truth and Reconciliation Report (TRC) was released in Canada, outlining 94 Calls to Action which, include pushing Canadian post-secondary institutions to ethically engage Indigenous communities and knowledge systems. This paper seeks to respond to the TRC by offering a spatial analysis of the differences, broadly conceived, between Indigenous and western ontological structures. We consider these differences in terms of 'circles and lines' through a novice, settler understanding of how Mi'kmaw concepts of etuaptmumk (two-eyed seeing), netukulimk (conservation laws) and m'sɨt No'kmaq (all our relations) can be brought to support decolonial teaching and learning about such important and urgent matters as climate change. A related goal in this paper is pedagogic: we hope our own ambivalent learning here can be used as an example to reflect deeply on how settlers like us might/should/can't work with the ethical, political, and practical challenges of responding to the TRC in our research, involving, and considering Indigenous ways of knowing and being. [ABSTRACT FROM AUTHOR]

International student migration (ISM) is one of the fastest growing categories of migrants in Canada. Drawing on the narratives of 30 international students at a Canadian university, this paper investigates international students' decisions to study overseas and the roles of social networks in shaping mobility. We find that international students negotiate information while embedded in multiple social networks consisting of family, friends, ethnocultural and religious communities, and professional relations in origin and settlement countries. These social networks exceed typical knowledge and connection functions; they act as informal migration agents, providing transnational care and guidance, and 'do' family in ways that shape mobility decisions and settlement. The information provided through these networks, however, can be inaccurate or incomplete, requiring the strategic mobilization of new networks to support migration. We conclude that international student mobility relies on building transnational networks to support knowledge transfer, provide care and offer tangible supports. Furthermore, we argue that these fluctuating local and transnational social networks should be more fully recognized in the theorizing of ISM and in strategies implemented for supporting international students. [ABSTRACT FROM AUTHOR]

Serious games (i.e., digital games designed for educational purposes) can foster positive learning attitudes and are increasingly used as educational tools. Foodbot Factory is a serious game application (app) that helps children learn about healthy eating based on Canada's Food Guide principles and has demonstrated to increase nutrition knowledge among this group. This paper describes the process followed to expand Foodbot Factory's educational content and integrate immersive technologies and innovative features into the app. The revision process, which was guided by the Obesity-Related Behavioral Intervention Trials model, included the following phases: first, an interdisciplinary team of nutrition scientists, education experts, and computer scientists analyzed data from the original pilot study, recently published literature, and feedback from stakeholders to define areas to improve Foodbot Factory. The five original Foodbot Factory modules were evaluated by the team during weekly meetings, where the educational content, interactive features, and other elements that required updates (e.g., aesthetics and accessibility) were identified. Second, prototypes were created and refined until a final version of Foodbot Factory was approved. Nineteen children tested the updated Foodbot Factory and found it "easy to use" (89%) and "fun" (95%). The new version of Foodbot Factory contains 19 learning objectives, including 13 original and six new objectives. Interactive engagement features in the updated Foodbot Factory included augmented reality incorporated into two learning modules; new mini-games were created, including a memory game; an overhaul of the aesthetics; (e.g., new food images); and accessibility features were included to support users with cognitive and vision disabilities. [ABSTRACT FROM AUTHOR]

In this paper, I recount the circumstances which have caused me to question deeply my own complicity in Eurocentric education, which is really all we have to offer our Aboriginal students. Coming from my position as a white, female, middle-aged university professor with a history of school teaching and school counselling, I outline the concerns I have with both schools and faculties of education, fearing personal complicity in cultural genocide. In particular, I am concerned with three things: one, how we frame and name our own racism -- to come to feel comfortable talking about our own biases and prejudicial thoughts, actions, and attitudes-as a necessary first step to action; two, how we disadvantage Aboriginal students in our universities, for whom success may require some form of personal "amputation," and three, how we, as teacher educators, can begin to model, through our own culturally sensitive actions and through our teaching, ways of becoming culturally sensitive classroom teachers. While I do not provide answers to the thorny question of "what to do," I do hold out hope that working in arrangements of mutual respect with those of another culture can lead us to idiosyncratic and powerful models of change. [ABSTRACT FROM AUTHOR]

In Canada, there are vast differences between the state of accommodation/housing, health, social inequalities, education and economic conditions for people in the northern and southern regions of the country. Overcrowding in Inuit Nunangat is a direct result of the promises made by past government policy that led to Inuit people settling in sedentary communities in the North on the understanding that they would be provided with social welfare. However, these welfare programmes proved to be either insufficient or non-existent for Inuit people. Therefore, Inuit are living in overcrowded homes in Canada, resulting in a severe housing shortage, poor-quality housing and homelessness. This has led to the spread of contagious diseases, mould, mental-health issues, gaps in education for children, sexual and physical violence, food insecurity and adverse challenges for the youth of Inuit Nunangat. This paper proposes several actions to ease the crisis. First, funding should be stable and predictable. Next, there should be ample construction of transitional homes which could be used to accommodate people before moving them into proper public housing. Policies regarding staff housing should be amended, and if possible, these vacant staff houses could provide shelter to eligible Inuit people, which could help lessen the housing crisis. The advent of COVID-19 has made the issue of affordable and safe housing more serious because without safe housing, the health, education and well-being of the Inuit people in Inuit Nunangat are in peril. This study focuses on how the governments of Canada and Nunavut are dealing with this issue. [ABSTRACT FROM AUTHOR]

This paper presents findings from an investigation of nature-based practices, from the perspectives of 10 academics/educators from six nations. Participants engaged in a focus group exploring the prevalence and inclusion of nature in social work practice and education. While the study focused on individual members' experiences and perspectives, the findings highlight important context-specific factors for including nature within social work to reconnect humans with nature for health, well-being, healing, and justice. An Integrative Environmental Model for social work is proposed to assist future practice and education. [ABSTRACT FROM AUTHOR]

Our intention is to contribute to the development of Canadian Nursing and Medical Education (NursMed) and efforts to redress deepening, intersecting health and social inequities. This paper addresses the following two research questions: (1) What are the ways in which Decolonial, Intersectional Pedagogies can inform Canadian NursMed Education with a focus on critically examining settler‐colonialism, health equity, and social justice? (2) What are the potential struggles and adaptations required to integrate Decolonial, Intersectional Pedagogies within Canadian NursMed Education in service of redressing intersecting health and social inequities? Briefly, Decolonial, Intersectional Pedagogies are philosophies of learning that encourage teachers and students to reflect on health through the lenses of settler‐colonialism, health equity, and social justice. Drawing on critical ethnographic research methods, we conducted in‐depth interviews with 25 faculty members and engaged in participant observation of classrooms in university‐based Canadian NursMed Education. The research findings are organized into three major themes, beginning with common institutional features influencing pedagogical approaches. The next set of findings addresses the complex strategies participants apply to integrate Decolonial, Intersectional Pedagogies. Lastly, the findings illustrate the emotional and spiritual toll some faculty members face when attempting to deliver Decolonial, Intersectional Pedagogies. We conclude that through the application of Decolonial, Intersectional Pedagogies teachers and students can support movements towards health equity, social justice, and unlearning/undoing settler‐colonialism. This study contributes new knowledge to stimulate dialog and action regarding the role of health professions education, specifically Nursing and Medicine as an upstream determinant of health in settler‐colonial nations such as Canada, United States, Australia, and New Zealand. [ABSTRACT FROM AUTHOR]

Purpose: The present study assesses how sibship size affects child quality as measured by educational attainment. Design/methodology/approach: The data are from the Canadian General Social Surveys (GSS) of 1986, 1990, 1994 and 1995. The sample is restricted to the individuals born in Canada between 1946 and 1965, that is, the baby-boom generation. In addition to controlling for parental education, the sibship size is instrumented by a non-binary variable created based on the sex composition of the sibship. While most previous studies have pooled both genders, the present paper produces by gender estimates Findings: The OLS estimates are statistically significant, negative and moderately large for both male and female baby boomers. When the sibship size is instrumented, the estimates indicate that one additional sibling had reduced the educational attainment of male baby boomers by almost half a year. No causal effect for the sibship size is found for female baby boomers. Originality/value: This is the first paper on the effects of sibship size on educational attainment, using Canadian data. [ABSTRACT FROM AUTHOR]

Children in low-income neighbourhoods experience an intersection of socio-structural factors that delimit their engagement with out-of-school (informal) science education. Using Bourdieu's framework of habitus, this paper explores how informal science educators and children in a given low-income community in western Canada described the attitudes, dispositions, and experiences that influence the informal science education practices of children in the community. Participants in the study included 32 children (aged 9–14) attending 4 different subsidised community clubs (each of which incorporated some science programming), 5 science centre staffers, and 11 community club program leaders. This multi-method study uses habitus as a thinking tool that bridges theoretical and methodological domains. The study employed various data sources in order to develop rich descriptions of participant perspectives; these sources included individual dialogues, focus groups, a statement sorting exercise, and participant responses to pilot data. The paper outlines the synergies and contrasts in the perspectives of children and informal science educators regarding the place of informal science education in the lives of local children. Despite certain consistencies between educator and child accounts, educators underestimated the level of interest children had in out-of-school science education and the range of self-/home-directed science activities in which children were participating. The paper ends by examining the implications of adults' attempts to hide the word science from children during informal science activities and makes suggestions regarding the provision of informal science education in other low-income contexts. [ABSTRACT FROM AUTHOR]

Building on the recent studies revealing that official bilingualism policies in Canada are often used to reinforce a specific racial and linguistic order, this paper addresses the impact of these federal-level policies on education policies at the provincial level. From the policy genealogy perspective, we examine Ontario's Heritage Languages Program (HLP), a highly contentious provincial policy that is still in place today. By analysing the discourses circulating in public and within the Ontario Ministry of Education around a proposed bill in the legislature to bolster heritage-language instruction and a subsequent Ministry initiative, we argue that official bilingualism and policies of multiculturalism functioned as discursive vehicles for resisting an enhanced HLP and to heritage-language education per se in politically more tolerable ways. The first part of the paper describes the research design, and introduces the historical context which produced the HLP and the early conflicts over it. The second part discusses three specific findings: (1) a discussion of the Proposal and its relationship to Bill 80; and (2) the discourses present in the general public; and (3) the discourses present in Ministry-internal deliberations of the HLP in Ontario. [ABSTRACT FROM AUTHOR]

The present paper assesses the causal effects of education on smoking and self-rated health in Canada. Education is instrumented using the changes in compulsory schooling laws. The sample is restricted to cohorts born between 1946 and 1964. The data are from the Canadian General Social Surveys of 1995 and 2016, allowing to observe the evolution of the gradient over the life course. The gradient is confirmed for smoking and self-rated health in correlational estimations, with stronger associations among males in later life. However, the IV regressions produce no evidence for a causal relationship. [ABSTRACT FROM AUTHOR]

In this paper, I explore Discourses [Gee 1996. Social Linguistics and Literacies: Ideology in Discourses. 2nd Edition, 1996; 3rd Edition, 2008; 5th Edition. 2015. London: Taylor & Francis] on language, and how they influenced plurilingual students' subject positioning during classroom interactions. I analyse documents published by a school board as well as transcripts from classroom interactions from a case study research in a grade-six classroom in a Francophone minority school in British Columbia, Canada. I argue that teachers appeared to have integrated, in their interactions with students, a Discourse on languages of French monolingualism and separate bi/plurilingualism. These Discourses also influenced how students interacted with each other. Some students, however, were able to work around these Discourses in order to position themselves as plurilinguals. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject?: Although the seminal work of McCormack et al. (International Practice Development Journal, 2015, 5, 1) and Nolan, Davies, Brown, Keady, and Nolan () provides useful conceptual frameworks in person‐centred care, research is needed to understand how theoretical concepts can be applied into practice to support dementia care. Also, evidence is needed to demonstrate the impacts of implementing person‐centred care and staff experiences. What does this paper add to existing knowledge?: This paper adds to the emerging work that is providing a greater understanding of how team education in practice can make a difference in building capacity to improve dementia care.We offer timely evidence and useful insights into how an education programme, Gentle Persuasive Approaches (GPA), was implemented ("what worked" and "how") in a large Canadian hospital to improve knowledge and skills among staff in dementia care.The GPA education helped hospital staff enact person‐centred care by cultivating shared values and a learning environment to change attitudes, practices and conditions for continuous practice development. What are the implications for practice?: Mental health nurses in advance practice are well positioned to lead dementia education and advocate for person‐centred care in hospitals.Hospital leaders are responsible for providing resources to cultivate a supportive environment for continuous learning to ensure the workforce gains the capacity to meet the changing demands and needs of the ageing population. System support is essential for creating conditions to enable person‐centred care. Introduction: Hospital staff lacks knowledge and skills in dementia care. There is a need to understand how person‐centred care theory can be operationalized in staff's practices to improve dementia care. Aims: To describe the staff's experiences of learning and applying the Gentle Persuasive Approaches (GPA) to enact person‐centred care in a hospital. Methods: Mixed methods, including posteducation survey and focus groups, were used. Thematic analysis was conducted to identify themes that describe participants' experiences. Results: Three hundred and ten staff and leaders in a hospital participated in the GPA education and completed a posteducation survey (n = 297). After 1 year, two follow‐up focus groups were conducted with interdisciplinary staff (n = 24) across medicine and mental health programmes. Our analysis identified three themes to enable person‐centred care: (a) changing attitudes, (b) changing practices and (c) changing conditions. Discussion: This study contributes to the literature by providing evidence of how an education programme was implemented in a large Canadian hospital to build capacity for dementia care. Joint education for interprofessional staff offers value in enabling person‐centred care. Implication: Mental health nurses are in position to lead dementia education and advocate for person‐centred care in hospitals. Staff need structural support to engage in team learning for practice improvement. [ABSTRACT FROM AUTHOR]

This paper explores the perception of inaccessibility as it reflects the cultural education of the sensorium. Following Gilroy, sensorium is taken here to mean the dense weave of historical experience that organizes the relations among the senses and perception itself. With this concept, I examine texts related to accessibility management at a large Canadian University. These texts include a 2017-18 email exchange regarding accessibility between a subway station and a university building, as well as the first policy statement on 'The University and Accessibility for Disabled Persons' from 1981. Through these texts, I show how people, now as then, are taught to sense disability as excludable. The paper demonstrates how the sensorium is educated to exclude a concern for the history, responsibility, as well as the touch of the actual physical environment. In pursuit of a re-education of the sensorium, this paper reveals how disabled people are sensed as potentially includable in the future while excludable in the present. [ABSTRACT FROM AUTHOR]

In 2007, the Toronto District School Board (TDSB) passed the 'Students Without Legal Immigration Status Policy', commonly known as the Don't Ask, Don't Tell policy. While the policy assured undocumented students' admission to schools on paper, it remains to be fully implemented. In addition, given the discursive connection between immigration status, race, and criminalization, the TDSB has instituted procedures that further illegalize undocumented students including a more onerous and dangerous enrolment procedure. This paper examines the role of schools as border zones for undocumented immigrants in Toronto. It argues that bureaucratic processes and criminalizing rhetoric based on race actively exclude undocumented migrants from the school site. [ABSTRACT FROM AUTHOR]

This paper considers the evolution of Carleton University's Department of Law and Legal Studies and its approach to the study of law and the legal within the context of the continuing growth of legal studies programs across the country. It starts by outlining the historical development of the Department and the evolution of its perspective of its role and purpose. Part II examines a number of aspects of the architecture of fourteen undergraduate legal studies programs across the country and the ways in which the roles of these programs are described. Part III provides a brief outline of the current structure of the undergraduate programs offered by the Department and considers how it fi ts within the broader landscape of academic units offering undergraduate legal studies programs in Canada. The paper concludes by identifying some of the challenges faced by the Department as it prepares for the next 50 years. [ABSTRACT FROM AUTHOR]

In this paper, we employ a comparative life course approach for Canada and Germany to unravel the relationships among general and vocational educational attainment and different life course activities, with a focus on labour market and income inequality by gender. Life course theory and related concepts of 'time,' 'normative patterns,' 'order and disorder,' and 'discontinuities' are used to inform the analyses. Data from the Paths on Life's Way (Paths) project in British Columbia, Canada and the German Pathways from Late Childhood to Adulthood (LifE) which span 28 and 33 years, respectively, are employed to examine life trajectories from leaving school to around age 45. Sequence analysis and cluster analyses portray both within and between country differences – and in particular gender differences – in educational attainment, employment, and other activities across the life course which has an impact on ultimate labour market participation and income levels. 'Normative' life courses that follow a traditional order correspond with higher levels of full-time work and higher incomes; in Germany more so than Canada, these clusters are male dominated. Clusters characterised by 'disordered' and 'discontinuous' life courses in both countries are female dominated and associated with lower income levels. [ABSTRACT FROM AUTHOR]

This paper examines how organisations have increasingly been portrayed in textbooks as solving social problems as well as contributing to national development. Findings from 527 Canadian and U.S. textbooks illustrate the rise of an organisational society during the time period between 1836 and 2011. Discussions of for-profit and non-profit forms of organisations rise early on in both countries, creating the foundation for an organisational society, which expands to incorporate global organisations in the post-World War II period. We argue that such portrayals in textbooks both reflect and legitimise the role of organisations in society, strengthening their taken-for-granted status as social actors. [ABSTRACT FROM AUTHOR]

This paper uses cutbacks to a post-secondary funding program for Indigenous peoples in Canada to understand how changes in the costs of higher education affect the educational attainment and labour market outcomes of Indigenous groups. I exploit exogenous variation in exposure to student aid across cohorts and ethnicities to show that increasing the costs of post-secondary education not only affects post-secondary attainment but can also lead to a sizable decrease in high school graduation rates. After reductions in targeted student aid in the late 1980s, high school graduation rates declined by five percentage points on Indian reserves. I suggest that this finding is consistent with a model of human capital acquisition in which the return to a high school degree is low. In this framework, some students complete high school in order to attend a post-secondary institution. When post-secondary education is no longer affordable, some students may no longer find it worthwhile to complete high school. In the long-run, the program cutbacks had lasting adverse effects on labour supply. [ABSTRACT FROM AUTHOR]

Accessible summary: What is known on the subject?: Compared to the general population, people with mental illness die several years prematurely. The prevalence of chronic physical illnesses such as diabetes and cardiovascular disease is higher in people with mental health illnesses, putting them at increased risk of developing skin wounds.The majority of the studies on wound care education and management were carried out in acute care and long‐term care settings. A very few addressed the wound care needs for psychiatric patients and the educational needs of nurses in the mental health setting. What the paper adds to existing knowledge?: This study adds to the existing evidence by offering an evidence‐based solution to equip Psychiatric and Mental Health Nurses (PMHNs) with the necessary knowledge and skills to provide high‐quality wound care to patients.When a lack of wound care competency has been identified, it may be worth the effort to provide education and training to psychiatric nurses on wound care management. What are the implications for practice?: This project has the potential benefit of healthcare cost savings, which can be further investigated in a future study, for instance, a pilot randomized controlled trial to estimate the parameters for a full‐trial and cost‐effectiveness study.Future mental health nursing practice and research need to focus on finding solutions to help support PMHNs improve their competence in caring for physical illnesses. Introduction: People with mental illnesses are at increased risk of developing skin wounds. A very few studies addressed the wound care needs for psychiatric patients and the educational needs for psychiatric and mental health nurses (PMHNs). Aim: A wound care education—feasibility and quality improvement project—was implemented to improve wound care competence among nurses on the Seniors' Mental Health Units at a psychiatric hospital. Methods: A total of 36 nurses participated in wound care knowledge education and completed both the pretest and post‐test. Four nurses participated in wound care skills training. Results: The post‐intervention mean score increase for wound care knowledge was 5.14 (178%) and for skills was 7(75.7%). The results were statistically significant (p <.001). Discussion: This study adds to the existing evidence by offering an evidence‐based solution to equip PMHNs with the necessary knowledge and skills to provide high‐quality wound care to patients. Implications for Practice and Research: Future mental health nursing practice and research need to focus on finding evidence‐based practical solutions to help support PMHNs improve their ability to care for physical illnesses. A future pilot randomized controlled trial will be needed to estimate the parameters for a full‐trial and cost‐effectiveness study. [ABSTRACT FROM AUTHOR]

Acknowledging differences in contexts, the purpose of this paper considers how physical education and sport pedagogy (PESP), while maintaining our collective identity, can most effectively develop a capacity to engage with academic and institutional changes in productive, proactive ways. This, we contend, entails considering extending the groups or communities in which PESP is represented to increase the potential to access substructures with other academic communities. We have chosen a metaphor to frame this work, acknowledging that metaphor can often open-up new ways to view a specific aspect or phenomenon that has been conceived in a common, or perhaps static way. Worked examples of the metaphor are presented from an Irish and Canadian perspective and implications of these examples pose possible ways forward. [ABSTRACT FROM AUTHOR]

This paper delivers the results from a quantitative analysis of the Assessing Student Awareness of Indigenous Peoples survey carried out in Newfoundland and Labrador in 2013. The results suggest that most students are substantially unaware of Aboriginal people including their presence (geography), their cultural continuity (history), the laws structuring their conditions of life (governance), current events, and their cultures. Most students entering Memorial University learn what they know from the K-12 curriculum, which is woefully inadequate-although where the curriculum is strong students do perform better, suggesting that curricular and text reform could make a large difference. This paper is the first in a two-part series in which we focus first on quantitative results and then a discourse analysis of students' words. [ABSTRACT FROM AUTHOR]

In Canada’s first-ever strategy, international education (IE) is linked to immigration policy with international students (IS) recruited as ‘ideal’ immigrants. This paper engages in policy sociology and Ball's concepts of 'policy as text' and 'policy as discourse' (10). It follows three stages of critical policy discourse analysis. The first a simple tally of the most commonly used words/phrases in the Strategy; the second analyses it using Van Leeuwen’s framework and the third presents results from a study on the perception and experiences of IS, exposing the gap between policy rhetoric and practice. The paper concludes that critical discourse analysis is a powerful tool to uncover policy values/ideologies, identify legitimation strategies and reveal perpetuation of power relations/status quo within Canadian society. [ABSTRACT FROM PUBLISHER]

Drawing from a review of studies and reports on teacher diversity in the Canadian public education sector, in this paper, I argue that the underrepresentation of minority teachers in the public education workforce cuts across all public educational system levels. To address this institutional dilemma, I suggest that lawmakers should inspire provincial ministries of education to enforce cross-cultural accountability policies on schools and universities in order to increase the hiring and the integration of minority teachers in the school and academic workplace. [ABSTRACT FROM AUTHOR]

This paper is a case study of Black Barbadians, colonialism, and education systems on the Island and Canada. Throughout their respective histories and contemporary realities, euro-centric systems of education have been tools to control and conform Black and Indigenous peoples. This piece argues that groups, including racially conscious Black liberators, can support Black student achievement in Canada, by indoctrinating the values of a West Indian, specifically Barbadian, culture of education. This culture of education for Black youth is rooted in the post-Emancipation Barbadian history. This article will compare how racist colonial education systems, impacted Indigenous peoples in Canada and facilitated the emigration and settlement of Black Barbadians. [ABSTRACT FROM AUTHOR]

Since the 1980s, education in Canada has been through a process that led to school choice, targeting the improvement of students' performance through school competition. These policies fostering an education quasi-market became an ideal framework for the expansion of IB schools. Since the Diploma Programme of the International Baccalaureate (IBDP) offers a differentiated international curriculum and is perceived as a program that contributes to students' achievements, it has been increasingly adopted in school districts and schools. This paper explores the marketing strategies developed in schools and districts in response to school competition by tracing the incorporation of the IBDP in high schools in different districts in British Columbia, Ontario and Quebec. Based on interviews with school staff, district officials and IB local association representatives, this study analyzes schools' marketing decisions from a consumer and producer orientation taking into account the macro environment (federal government) and micro-environment (provincial government and districts). Rather than fostering efficiency and improving students' achievement as intended, marketization policies resulted in an increased focus on the recruitment of high achieving students, which led to a competition between schools, between districts and between other programs in the districts or in other words –an 'all against all' competition. [ABSTRACT FROM AUTHOR]

New institutionalism predicts a global convergence in how higher education is organized. This convergence might be expected to intensify in professional education given accreditation requirements of professional bodies. Engineering presents an opportunity to study how international mobility agreements facilitate the development and normative diffusion of global norms in accreditation. This paper investigates how changing logics of accreditation influence the academic organization of engineering schools in Canada. Using three case studies of Canadian universities, we show how regulative and normative institutional pressures influence decisions by engineering schools to take visible action to demonstrate their conformity to global norms, while still pursuing local missions. Our findings contribute to understanding the complex mediation processes between professions and universities, and they represent a critique to dominant rationalist perspectives on quality assurance mechanisms in higher education. [ABSTRACT FROM AUTHOR]

The Government of Canada identifies numeracy as a foundational skill for work, learning, and life. Libraries have historically been champions of literacy; however, the role of libraries in developing numeracy skills is understudied. Specifically, there is a critical gap in studying numeracy programs offered by public libraries. This exploratory study examines the state of numeracy programming at five major urban public libraries in Canada (Calgary Public Library, Edmonton Public Library, Bibliothèques de Montréal, Ottawa Public Library, and Toronto Public Library) to understand the types and varieties of numeracy programs that they offer. The frequency of programs, the intended age range, and the program content are the main foci of this paper. The researchers examined 1166 program listings by scraping programming information from the five libraries' websites. The data was collected for the second week of December 2015 and relied on programming descriptions from libraries' websites. Results showed that a total of 65 programs (5.6% of total programs) covered numeracy related skills. Overall, the options to learn about numeracy concepts were very limited at all of the libraries in the sample. Calgary offered the highest number of children-focused numeracy programs, while Toronto offered the greatest number of adult-focused numeracy programs. "Math/mathematics" was the most common term used to describe numeracy-related programs. This exploratory study underscores the need for greater investigation of numeracy programming in public libraries. [ABSTRACT FROM AUTHOR]

Background: National ranking from the triennial Programme of International Student Assessment (PISA) often serves as a barometer of national performance and human capital. Though excessive student‐ and school‐level covariates (n > 700) may prove intractable for traditional least‐squares estimate procedures, shrinkage methods may be more suitable for subset selection. Aims: With a focus on the United States, this paper proposes sparse regression for PISA 2012 to discover salient student‐ and school‐level predictor variables for mathematical literacy achievement. Sample: The sparse regression analysis was conducted on 10 top‐tiered OECD countries/economies, Canada, and the United States in mathematical literacy on the 2012 PISA. Two‐ and three‐level hierarchical regression analyses were performed on Canadian and US students (N = 26,522) along with five of the ten top‐tiered countries/economies (N = 58,385). Methods: Using the 'least absolute shrinkage and selection operator' (LASSO) technique, the study (1) identified salient predictor variables of mathematical literacy performance for the top‐tiered countries/economies, Canada, and the United States and (2) used these salient variables to perform two‐ and three‐level hierarchical regression on data from Canada and the United States along with five top‐tiered countries/economies. Weights and replicates were used to account for complex sample design. A weighted, two‐level confirmatory factor analysis was performed to identify latent constructs. Missing data were handled through multiple imputation. Results: Separate two‐level hierarchical models accounted for 32–35% student‐level and 58–70% school‐level variance in Canada and the United States, respectively; three‐level models accounted for 33% of level‐one variance, 62–65% level‐two variance, and 13–44% of level‐three variance for the US/Canada and US/Canada/top‐tiered students, respectively. Following top‐tiered countries/economies, Canadian students had high levels of self‐efficacy, were more likely to encounter advanced concepts in class, were less activity/small group‐centred, and were more likely to consider truancy a learning hindrance. Factor analyses revealed a positive relation with rigour and class organization (teacher‐centred) for top‐tiered countries and Canada, though not for the United States. For all countries, there was a strong relation between rigour and self‐beliefs. Conclusion: Compared to top performers, a less rigorous curriculum, coupled with class and school factors, may explain lag in US performance. [ABSTRACT FROM AUTHOR]

This paper focuses on the Reciprocal Learning Programmes between Western and Eastern educational systems through a Sister School project as well as, a Reciprocal Learning Programme through preservice programs between a Canadian university and a Chinese university. Benefits of the Reciprocal Learning Programs include reflective practice of content and pedagogical learning, cultural and societal learning, globalisation and emotional and social impact. Qualitative documentation demonstrates that educational, social and cultural dimensions are cultivated and nurtured through the Reciprocal Learning programs and have positively affected the students, educators and leaders involved in the project. Criteria for success in the programs included professional and personal commitment, educator inquiry, vulnerability, organisational commitment and multi-dimensional partnerships. [ABSTRACT FROM AUTHOR]

The paper contributes to the literature on black students and racial disparities in high school completion in Canada and makes original use of the 2006 Census to analyze the educational attainment of 18- to 19-year-olds in Ontario and Quebec. Results of a logistic regression indicate that in both provinces, black/white disparities in graduation rates disappear when income, family structure, language, gender, and place of residence are taken into account. Higher rates of socioeconomic disadvantage among black children pose challenges for high school completion. These findings do not imply that racism has no impact; indeed, the paper concludes that high school completion may not be the outcome most suitable for evaluating the effects of racism on educational attainment. Future studies should examine the causes of racial disparities in intermediate outcomes of school success (i.e., grades, special education placement, academic tracking, and disciplinary sanctions), and their effects on the graduation rates and postsecondary pathways of black students. [ABSTRACT FROM AUTHOR]

THE PAPER EXAMINES THE EXPERIENCE of C.B. Wade (1906-1982), a chartered accountant and university instructor who was recruited to work for organized labour during the period of transition from wartime mobilization to postwar reconstruction at the end of the Second World War. In hiring Wade in 1944, District 26 of the United Mine Workers of America became one of the first Canadian unions to employ a research director to help address the challenges of the new age of industrial legality and advance their social democratic agenda. The paper discusses Wade's background, including his involvement in the Workers' Educational Association, and documents his contributions to the work of the coal miners' union, including the efforts to promote public ownership of the industry. In addition, the paper discusses Wade's unpublished history of the union, a manuscript that has had a long life as an underground classic. While the negotiation of the postwar compromises between labour, capital and the state gave union staff such as Wade an increasingly central role in labour relations, this was not a stable context, and the paper also considers the deepening Cold War conditions that led to the end of his employment in 1950. In the context of labour and working-class history, Wade can be associated with a relatively small cohort of politically engaged intellectuals who made lasting contributions to the research capacity of unions and to the field of labour studies. [ABSTRACT FROM AUTHOR]

Although Transformational School Leadership (TSL) is arguably the most influential model of its kind in the North American context, it is relatively unknown in China. In addition, little research into the applicability of this model has been carried out specifically with regard to the potential differences between the Chinese and North American educational contexts. Therefore, the purposes of this article are (i) to outline a tentative framework for the discussion of TSL in the Chinese educational context and (ii) to discuss areas of potential cultural similarity and dissimilarity between Chinese and Canadian transformational school leadership models. In order to provide a bicultural basis for a discussion of transformational school leadership, this paper suggests a tentative cultural analysis framework in which TSL practices may be effectively categorised. Twenty-nine Chinese transformational school leadership practices are described, with 12 practices identified as potentially useful for cross-cultural comparison, and 17 practices identified as principally applicable to the Chinese educational context. A cultural analysis is conducted using the tentative cultural analysis framework. The paper concludes that some of the principles and practices considered relate to dimensions of TSL. Relevant values from both cultures are discussed based on their relationships with TSL dimensions [ABSTRACT FROM AUTHOR]

This paper draws on critical discourse analysis to explore power dynamics in a participatory video project that took place in an alternative education centre in New Brunswick, Canada. The paper addresses growing concerns at the paucity of critical scholarship devoted to participatory video research. Often championed for its democratic, critical and counter-hegemonic potential, participatory video has steadily gained favour in academic, developmental and educational contexts. However, practitioners implementing participatory approaches often fail to engage with issues of power. This oversight has meant that taken-for-granted assumptions about participatory video have often gone unquestioned. Appreciating this concern, this paper explores how power operates through individualising and deficit discourses in participatory video work with youth and how these discourses might reinforce oppressive thinking, consequently adversely impacting those who participate. This critique accents the importance of challenging taken-for-granted assumptions about participatory video by showing how the method can be shaped by, and play into, marginalising discourses. For practitioners, this is a reminder that power operates through all research and educational practices - even those claiming to be participatory, critical and counter-hegemonic. The paper adds to a growing body of scholarship that draws attention to complexities associated with participatory video and relocates it within the framework of critical participatory research. [ABSTRACT FROM AUTHOR]

The Green Chemistry Initiative (GCI) is a student-led group founded in 2012 with the primary mission of promoting green chemistry education at the University of Toronto. In order to achieve this, the GCI's activities have included undergraduate curriculum development, arrangement of an external speaker seminar series, and organization of an annual three-day symposium along with biweekly trivia challenges. To broaden education beyond the Department of Chemistry, a successful YouTube video campaign articulating the Twelve Principles of Green Chemistry in an accessible manner has also been undertaken (acquiring over 40,000 views), in addition to monthly blog posts and conference/outreach presentations. Descriptions of these activities are discussed in this paper, along with the resulting impact they have had. Through such efforts, undergraduate and graduate students are showing a growing understanding of the relevance of green chemistry in today's world, with the GCI serving as a platform for similar groups to build upon across Canada. [ABSTRACT FROM AUTHOR]

Restorative justice (RJ) has become increasingly accepted in schools worldwide as an effective way to build, maintain and repair student relationships and to deal with student conflict, harm and behavioural issues. It is rare, however, to find schools that utilise RJ to deal with adult relational and behavioural issues. Drawing on a case study in a Canadian school, this paper explores this hypocritical application of RJ, when teachers are not called to practice what they are teaching. The teachers in the school studied named the hypocritical application and openly struggled with it. I argue that the act of grappling with the inequity resulted in a deepened experience of RJ for both teachers and students. By naming and addressing their hypocritical actions, the teachers, paradoxically, acted in a restorative manner, modelling restorative principles and ensuring that RJ was made more comprehensible and relevant to students. [ABSTRACT FROM AUTHOR]

Aim: To examine key outcomes in the education of young people with and without neurodisabilities, and to investigate additional disparities in educational achievement in relation to socio-economic background.Method: Data were collected on 2488 Canadian children (age range 10-11y) in 1994 and 1995 from the National Longitudinal Survey of Children and Youth whom were followed for 14 years. We performed separate, discrete-time survival analysis to investigate the effects of having a neurodisability on high school completion, enrolment in post-secondary education (PSE), and PSE completion.Results: The baseline prevalence of neurodisabilities was 12%. Fewer children with neurodisabilities completed high school or enrolled in PSE, compared to children without neurodisabilities, irrespective of parental education. The likelihood that students with neurodisabilities completed PSE differed according to their parents' education: students with neurodisabilities living in less-educated families were about half as likely to complete PSE themselves.Interpretation: Children with neurodisabilities receive less education than children without neurodisabilities. Children from families with low educational attainment appear to be particularly vulnerable.What This Paper Adds: Twelve per cent of children in Canada aged 10 years to 11 years have a neurodisability. High school completion rate was 70% for children with neurodisabilities versus 94% for children without neurodisabilities. Children with neurodisabilities from less-educated families are particularly vulnerable to lower educational achievement. [ABSTRACT FROM AUTHOR]

Background: Discrepancies between resident and faculty perceptions regarding optimal teaching and feedback during surgery are well known but these differences have not yet been described in Otolaryngology - Head and Neck Surgery (OTL-HNS). The objectives were thus to compare faculty and resident perceptions of perioperative teaching and feedback in OTL-HNS residency programs across Canada with the aim of highlighting potential areas for improvement. Methods: An anonymous electronic questionnaire was distributed to residents and teaching faculty in OTL-HNS across Canada with additional paper copies distributed at four institutions. Surveys consisted of ratings on a 5-point Likert scale and open-ended questions. Responses among groups were analysed with the Wilcoxon-Mann Whitney test, while thematic analysis was used for the open-ended questions. Results: A total of 143 teaching faculty and residents responded with statistically significant differences on 11 out of 25 variables. Namely, faculty reported higher rates of pre and intra-operative teaching compared to resident reports. Faculty also felt they gave adequate feedback on residents' strengths and technical skills contrary to what the residents thought. Both groups did agree however that pre-operative discussion is not consistently done, nor is feedback consistently given or sought. Conclusion: Faculty and residents in OTL-HNS residency programs disagree on the frequency and optimal timing of peri-operative teaching and feedback. This difference in perception emphasizes the need for a more structured approach to feedback delivery including explicitly stating when feedback is being given, and the overall need for better communication between residents and staff. [ABSTRACT FROM AUTHOR]

International service learning, a form of service learning where students travel to developing countries to provide community services of varying types, has come to be common practice at universities throughout the Global North. This paper reports and discusses a case study focused on the ethical questions arising from current practice at one Canadian university. The study follows the path students take from their home university to their final placement. In the context of the political economy of North-South relations in a period of neoliberalism, the analysis considers the ethics of power differentials, reciprocity, accountability, student preparedness and qualifications in relation to host communities. The article concludes with a critique of post-secondary institutional involvement with and promotion of international service learning. [ABSTRACT FROM AUTHOR]

Substantial historical research indicates that during World War II Canadian schools were considered optimal sites for fostering nationalistic sentiments in teachers and learners. Policymakers directed educators and students to collect scrap metals, purchase war savings certificates, salute the flag, and undertake marching drills. These wide-reaching directives give the impression that schools were considerably reshaped during the war. Nevertheless, since much of the literature has used official information sources, such as curriculum documents and government missives, it is unclear to what extent teachers implemented such directives. No Canadian scholarship has tapped the memories of former teachers to determine their compliance in promoting nationalistic sentiments and activities. Nor have existing histories categorised activities by geographic area (such as rural versus urban; coastal versus inland) or school level (elementary versus secondary). Thus, the “unity of purpose and experience” implied by some of the literature may be overemphasised. This paper challenges the suggestion that throughout Canada all children and teachers in schools fervently engaged in nationalistic behaviour during World War II. To supplement government perspectives found in newspapers, magazines, curricular documents, and other Department of Education sources, I interviewed two dozen teachers who taught in 40 schools throughout British Columbia between 1939 and 1945. Despite policymakers’ intentions, there were many factors influencing schools’ abilities to support the war effort. These included a community’s geographic proximity or access to centres of larger war-related activity, such as munitions factories or collection stations; the values and social circumstances of families and communities; and teachers’ individual preferences, often reflecting their career stage. [ABSTRACT FROM AUTHOR]

This paper provides a detailed account of the Queensland education system's engagement with reforming curriculum, pedagogies and assessment. In so doing, it responds to the University College London's Institute of Education report on ‘high-performing’ jurisdictions, of which Queensland, Australia, was identified as one. In this report, nine issues and choices in relation to ‘instructional systems’ confronting a new education minister (or secretary) are considered. This paper details the strengths of the Queensland education system in relation to curriculum, pedagogy and assessment, whilst acknowledging that particular aspects of the global and national Australian contexts, alongside internal Queensland politics, can inhibit the ongoing work of the very processes that led to Queensland being identified in the Institute of Education report as a ‘high-performing jurisdiction’. We conclude by arguing that minsters of education need to take a longer view of educational reform than is currently the case and that quick fixes determined by electoral policy cycles need to be avoided. Learning about and from one's own system as well as from others requires a depth of analysis and time that is often not conducive to such policy cycles. [ABSTRACT FROM PUBLISHER]

In this paper, I aim to investigate the migration of Indigenous youth from the reserve to the urban environment. I will investigate the implications of an arts-based programme for youth and how they utilized my programme as a resource for learning. The goals of this paper are to provide a nuance thinking of and theorizing land as related to Indigenous communities. Indigenous young adults have had to figure out how to deal with these injustices from residential school and have taken up the call to fight for in their communities against state/nation desires for annihilation. To carry out this study, I conducted a critical ethnography and used arts-based methods to collect data. The stories of the IYAs became vital to learning about the challenges they faced and obstacles they have overcome, including fighting for recognition under the Indian Act, border politics within Canada and the United States, not knowing one’s traditional land and barriers to migrating to the city independently of one’s family. The data collected reveal the resilience of Indigenous young adults in the ways they are overcoming obstacles and speaking out using cultural production and innovative means of communication. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to provide an overview of a content analysis of sustainability policies from Canadian post-secondary education institutions. The paper reports findings on the orientations to sustainability evident in the policies; references to other policies within the documents; and other key themes on how sustainability is engaged in the policies in relation to overall governance, education, operations, research and community outreach. Design/methodology/approach – A sample of 50 Canadian colleges and universities was selected based on representativeness across a range of criteria. A qualitative thematic content analysis of these policies was conducted using a collaborative coding approach. Findings – Results suggest that most sustainability policies described a Brundtland (i.e. intergenerational) and/or three-pillar (e.g. economic, environmental and social) orientation to sustainability. Many sustainability policies also connected to other external municipal or provincial policies. In terms of various domains of sustainability, campus operations was discussed by all of the policies and in the most detail, while discussions of sustainability in education (i.e. the curriculum) and in research were vague, and discussions of sustainability in relation to community outreach were included less frequently. Originality/value – This comparative study provides a broad view of sustainability policies from post-secondary institutions across Canada. It deepens our understanding of the institutions’ conceptualizations of, and priorities for, sustainability. This paper has practical implications for institutions seeking to create or further develop their own policies, and it contributes to the comparative scholarly literature on the institutionalization of sustainability in higher education. [ABSTRACT FROM AUTHOR]

This paper examines Canadian federal and cross-provincial higher education policy from 1960 to 1990, a critical time when provisions for vocational and adult training came under the auspices of governmental concern, justified under both an economic rationale and as a way to address persistent forms of inequality. The problematisation of skill during this period had particular gendered implications, as addressing inequality through education subsidies intersected with the perceived training needs of employers and the market. Employing Nancy Fraser's theory of a ‘triple movement’, the following paper ‘takes stock’ of how the three political forces of social movements, marketisation, and social protection have shaped gendered discourses of education and training, the implications for which are of continued relevance to those trying to understand the education and training within the contemporary neo-liberal state. [ABSTRACT FROM PUBLISHER]

The purpose of this paper is to document the perceptions of school leaders regarding the technological use, skills, and attitudes of high school teachers. Using a qualitative research approach, 11 educational leaders from Prince Edward Island (Canada) were individually interviewed. Participants represented the Department of Education, principals, vice-principals, and department heads. Analyzed through the concept of e-leadership, the findings indicated that participants used a growing array of technological tools and activities including Smartboards, flipped classrooms, Prezi, educational apps, YouTube, and teacher blogs. Participants identified lack of time as a possible reason why some teachers were not incorporating technology into student learning. Findings highlight the need for provincial and school district authorities to promote policies aimed at promoting e-leadership among teachers. We insert an appendix to provide descriptions of the technological terms included within the paper. [ABSTRACT FROM AUTHOR]

Outdoor education is often undervalued. As such, we believe there is merit in critiquing the field and focusing more attention on its value and importance. This paper seeks to offer a critical exploration of ‘if’ and ‘how’ outdoor education is a discipline. The paper begins with a brief overview of the literature that seeks to define a ‘discipline’. We then present a six-component discipline model and examine whether and how outdoor education aligns with its first three components: a focus of study; a worldview or paradigm; and an active research or theory development agenda. In our analysis of these components we seek to not be definitive; rather, we invite readers to ponder our evidence in light of their lived experience. The ultimate hope is that this paper will encourage readers to deliberate the arguments that arise as a consequence of assessing outdoor education as a discipline. In doing so we hope to challenge readers to conceptualise outdoor education in innovative ways and to stimulate critical discourse to strengthen the field so that it may realise its potential and best serve society. [ABSTRACT FROM PUBLISHER]

According to studies from the United States and English Canada, student achievement gaps grow over the summer months when children are not attending school, but summer literacy interventions can reduce those gaps. This paper presents data from a quasi-experiment conducted in eight Ontario French language school boards in 2010, 2011 and 2012 for 682 children in grades 1-3. Growth in literacy test scores between June and September are compared for 361 attendees of summer literacy programs and 321 control students. Summer program recruits initially had lower prior literacy scores and grades, and tended to hail from relatively disadvantaged social backgrounds. Yet, summer programs narrowed those pre-existing gaps. Effect sizes from a variety of regression and propensity score matching models ranged from .32 to .58, which is quite sizeable by the standards of elementary school interventions and summer programs. Effects were stronger among students whose parents reported not speaking French exclusively at home. Our paper considers learning opportunity theory in light of the "non-traditional" student in Ontario French language schools. [ABSTRACT FROM AUTHOR]

This paper reflects systematically on papers presented at the 2014 CCEAM Conference held in New Brunswick, Canada, to understand the topics addressed and types of papers, as well as authorship patterns of the presenters. A qualitative content analysis of 172 papers presented at the conference shows that 'leadership' and 'education policy' are still the dominant areas of study in the field, and that most field members use interviews and questionnaires in their research design. Yet, new topics that received much more attention at the conference than before seem to reflect the dynamic intellectual evolution of the field, although some of them are unrelated to the field's core and dominant areas of knowledge production. [ABSTRACT FROM AUTHOR]