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The planning office of a large urban university produced an induced course load matrix (ICLM) analysis to support the university's plans for undergraduate enrollment growth at its three campuses. The ICLM tables, based on the complete course histories of the 1993 entering cohort, summarize the program and course selections of a cohort of students as they progressed through their studies. While the analysis involved some technical challenges, the results are useful in a number of ways. In particular, the results show how program enrollments create instructional demands across academic divisions and how some departments play an important part in service teaching at the university. Because the course load analysis involves detailed quantitative data, senior administrators were consulted during the initial planning of the project, and care was taken to present the results clearly and succinctly. Ultimately, the results were well received and have been incorporated into several planning exercises. (Author)

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These "Proceedings" are from the Commission of International Adult Education's (CIAE) 2021 International Pre-Conference. This year's "Proceedings" contain 17 papers from 37 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Belgium, Belize, Burkina Faso, Canada, China, Germany, Ghana, Italy, Nigeria, Norway, Serbia, and the United States. Not surprisingly, a major theme explored is the impact of COVID-19 on learners in a variety of settings, including school teachers, communities, parents, and higher education. A second major theme concerns digital resources and addressing the digital divide. Some papers address practices and research methods that enhance adult learning and others explore professional development, workplace learning, and cultural aspects of learning. [Individual papers are indexed in ERIC.]

This paper addresses the special problems in assessment of pupils who are congenitally or prelingually deafblind and who may have other disabilities, and argues that nonintrusive instruments and procedures are the assessment tools of choice. It contends that not enough attention has been given to developing, validating, and applying assessment procedures that meet the specialized needs of individuals whose major problem is not lack of inherent ability but a lack of opportunity to experience the world through the distance receptors of sound and/or sight, and that the use of inappropriate tests has led to placing children with deaf-blindness in unsuitable settings and cutting them off from learning what they must know for successful adaptation. The paper presents a fictitious case study to introduce nonintrusive assessment and BASIC (Behavioral Assessment Schedules for Individual Children), a nonintrusive assessment instrument. BASIC does not directly involve the pupil in a specific, structured task presented in a formal manner, but rather uses behavior observations. Ways in which nonintrusive assessments differ from currently applied standardized assessment tools are discussed, and nonintrusive measures that successfully assess persons who are deaf-blind are described. (CR)

This paper describes an ongoing doctoral study on the preparation of teachers to work in a variety of student cultural populations. It will examine teachers from three distinctly different geographical and sociocultural areas. The three areas are urban, suburban/rural, and rural isolated school jurisdictions in Alberta and Saskatchewan (Canada). Data will be gathered in a series of structured and semi-structured interviews with a representative sample of teachers. The paper discusses the method to be used and describes an interest in the topic from observation of teachers working with aboriginal students in Canadian schools. These teachers apparently were finding it difficult to be effective educators to diverse urban populations. An overview looks briefly at current research and current teacher education practices. Later sections explore the significance of the research for theory, practice, and further research. The paper also contains working definitions of sociocultural contextualization, various culture groups, and other terms key to the project. The proposed study will address an area of research seldom explored: how the enlightened practices of teacher education that enable student teachers to become more reflective about their teaching (i.e., understand themselves and their commitments; develop habits of monitoring and improving their teaching) are helping teacher educators prepare to educate children in culturally diverse societies. Contains 27 references. (JB)

Teachers engaged in action research are involved in a process that focuses on how they and their students construct and reconstruct learning experiences, thereby extending professionalism and creating additional learning opportunities for students. This paper describes the evolution of an action research project involving an elementary school teacher in collaboration with a school district researcher over a period of about 5 years. Critical incidents are documented and samples of action research activities are used to illustrate progress. Also documented is the impact of the research on classroom practice, lessons learned, and a personal statement about growth and development of the researchers. The role of both participants in this process is described using a group development framework. Five key stages are presented: initiation, dependence, rebellion, cohesion, and interdependence. The paper concludes with a summary chart presenting the many stages of action research, a series of reflective statements, and 67 selected references dealing with teacher effectiveness, teacher-as-researcher, and collaborative action research. (LL)

As tuition fees increase, universities need to be concerned whether costs have risen to a point where students from low-income families are being disproportionately excluded. Given the rates of increases in tuition fees in recent times, this outcome seems plausible and is often the opening point of discussions on this matter (see for example, the position of the Canadian Association of University Teachers, 2002, cited below). However, trends in university enrollments relative to trends in tuition fees would suggest otherwise. Consequently, we take as our starting point a review of what the existing studies have to say in this regard. We next review available data pertaining to the question of whether observed enrollment growth is attributable to increases in the proportion of high SES students. We found that the methodologies used and the time periods encompassed differ to an extent that the generalisability of the results necessarily need be constrained. The implication from our point of view is that we cannot be certain what the answer to the question would be for our University. Therefore, we devised a study using a novel methodology based on a national census data base and students' zip codes to develop indicators of socio-economic status for individual students. For reasons we elaborate on later in the paper, we restrict our attention to entering high school graduates (freshmen)--and to general arts and science bachelors programs. The study compares results from the University of Calgary freshmen cohorts of 1991 and 2002 to assess whether the socio-economic mix of the student body has changed and if this change might be due to increases in tuition fees. Our methodology has a number of advantages over the available alternatives. We do not need to rely on surveying students (with the attendant problems of cost, comprehensiveness and unreliability of student-reports of family circumstances). We are also able to use multiple indicators reflective of socio-economic status rather than relying on a single index. The results of our study indicate that the freshmen students in 2002 come from family circumstances that are (significantly) socio-economically better than those of the freshmen cohort entering in 1991 (which was prior to a period of substantial increases in tuition fees at the University of Calgary). (Contains 2 figures and 2 tables.)

The advent of the World Wide Web as a platform for the dissemination of survey instruments to diverse populations and the electronic recording of response data has changed the timeliness and cost effectiveness of survey administration. The implications of the new ability to track response behavior patterns will have a major impact on the field of survey research. This study explored these patterns with regard to the communication of follow-up reminders and the sensitivity to survey content. The study examined the response rate and the response pattern of an electronic survey distributed to program directors of postgraduate medical education programs in Canada with regard to the adoption of the CanMEDs roles as developed by the Royal College of Physicians and Surgeons of Canada. Within a 3-week period, the survey response rate was 63% (356 people), similar to those expected of pencil-and-paper surveys for this professional group (J. Boser and K. Green, 1997). It was determined that there was not a significant difference in the nature or rate of responses before and after a follow-up reminder. Furthermore, the rate and nature of responses were not dependent on the familiarity or support of the survey content. An appendix contains the follow-up letter. (SLD)

This paper is concerned with the challenges of qualitative research on workplace learning that occurs within co-operative (co-op) education. Co-op education is extensive in Canada, with an estimated 10% of the student population enrolled in co-op secondary education each year. The context for this study was a veterinary clinic in which four co-op students participated. The theoretical framework for the study considered the workplace experiences as curriculum, the special character of experiential learning, and a cognitive perspective on learning from experience. Methodological challenges were evident in four related areas: (1) observation in an unfamiliar setting; (2) goals of the workplace setting; (3) conceptions of knowledge and curriculum; and (4) varieties of learning. The methodological challenges recognized in this study highlight the interplay among the theoretical framework, data collection methods, and data analysis procedures. (Contains 16 references.) (SLD)

This paper explores some forms of inquiry that are becoming influential within teacher education. In particular, the document focuses on forms of inquiry variously called "stories,""narratives,""personal knowledge,""practical knowledge," or in one particular genre "personal practical knowledge." Storying and narratology are genres which allow movement beyond (or to the side) of the main paradigms of educational inquiry--with their numbers, variables, psychometrics, psychologies, and decontextualized theories. Potentially then, the new genres offer the chance for a substantial step forward in the representation of lived experience in schooling. Because of this substantial potential, the new genres require very close scrutiny, for while they have some obvious strengths, there are some weaknesses which may prove incapacitating. This investigation seeks to locate the genres of narrative and storying within the emergent cultural patterns of contemporary societies and economies. The media context of personal knowledge is examined and a series of questions and issues are raised as a result. In the final section, some conclusions as to the role of personal knowledge in educational research are provided. (Contains 22 references.) (LL)

An evaluation was conducted to determine the outcomes and impacts of participation in the ALBERTA BEST training program in terms of participant attitudes toward service excellence and business profitability. ALBERTA BEST is a customer service program offered by the Alberta (Canada) government. The evaluation involved a series of case studies conducted in a sample of tourism businesses during a 3-month period. This paper was prepared as a case study itself to explain how the theory was developed, cases were selected, measures were defined, and data were collected and aggregated into nine separate but similar case studies. A work plan presented in January of 1992 eventually developed into a statement of eight evaluation objectives. Case study sites were selected in three segments of the tourism industry. Sites were divided according to whether 60 percent of employees had received ALBERTA BEST training. Further definition of study objectives preceded data collection and instrument development. From February 7 through March 5, 1992, the study sites were visited. Data were aggregated through a developed data key to code and sort survey data, interview data, financial data, document analysis, and on-site observations. The final report was produced in April from the compendium. One figure illustrates the evaluation design. (SLD)

Exploring and developing primary teachers' understanding of mathematical reasoning was the focus of the "Mathematical Reasoning Professional Learning Research Program." Twenty-four primary teachers were interviewed after engagement in the first stage of the program incorporating demonstration lessons focused on reasoning conducted in their schools. Phenomenographic analysis of interview transcripts exploring variations in primary teachers' perceptions of mathematical reasoning revealed seven categories of description based on four dimensions of variation, establishing a framework to evaluate development in understanding of reasoning.

This submission contains the Proceedings of the 2009 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at York University in Toronto, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions. Papers include: (1) Humans-With-Media and the Production of Mathematical Knowledge in Online Environments (Marcelo C. Borba); (2) Mathematically Gifted Students / Les eleves doues et talentueux en mathematiques (Ed Barbeau, Viktor Freiman, and Margo Kondratieva); (3) Mathematics and the Life Sciences (Richard Barwell and Hongmei Zhu); (4) Les methodologies de recherches actuelles et emergentes en didactique des mathematiques / Contemporary and Emergent Research Methodologies in Mathematics Education (Lucie DeBlois and Gladys Sterenberg); (5) Reframing Learning (Mathematics) as Collective Action (Caroline Lajoie, Lyndon Martin, and Jo Towers); (6) Etude des pratiques d'enseignement (Jamie Pyper, Hassane Squalli, and Laurent Theis); (7) Mathematics as Social (In)justice / Mathematiques citoyennes face a l'(in)justice sociale (Yves Saint-Pierre and David Wagner); (8) Etude des sens accordes a la relation d'egalite et au signe d'egalite dans la realisation d'activites portant sur le concept d'egalite (Adolphe Adihou) [Written in French]; (9) The Didactic Dimension of Advanced Mathematical Concepts: An Example With Series (Alejandro S. Gonzalez-Martin); (10) The Emergence of Disparities in Mathematics Classrooms (Christine Knipping); (11) Mapping Multiple Worlds: Imagining School Mathematics Beyond the Grid (Cynthia Nicol and Susan Gerofsky); (12) A Study of Understandings of Combinatorial Structures (Shabnam Kavousian); (13) Caring for Students and Caring for Mathematical Ideas in an Elementary Classroom (Julie Long); (14) Glimpses of Infinity: Intuitions, Paradoxes, and Cognitive Leaps (Ami Mamolo); (15) Exploration de pratiques d'enseignement de la proportionnalite au secondaire en lien avec l'activite mathematique induite chez les eleves dans des problemes de proportion (Izabella Oliveira) [Written in French]; (16) Le developpement d'une pensee critique envers les jeux de hasard et d'argent par l'enseignement des probabilites a l'ecole primaire : vers une prise de decision (Annie Savard) [Written in French]; (17) Professional Learning of Beginning Mathematics Teachers Using Lesson Study (Paul Betts and Ralph Mason); (18) The Art of Exploration (Sean Chorney); (19) Representations of Mathematics and Mathematicians in Magazine Advertisements (Jennifer Hall); (20) Mathematics for Teaching and Learning (Ann Kajander); (21) Geogebra Institute of Canada (Zekeriya Karadag and Oana Radu); (22) The Role of Rote: What is Meaningful Practice? (Wes Maciejewski); (23) Math for Elementary Teachers: What Do We/Should We Teach in "Content" Courses? (Susan Oesterle); (24) Interdisciplinary Doctoral Work: A Joint Expression of Mathematics and Education Research (Tina Rapke); (25) Online Environments for Collaborative Mathematical Exploration (Geoffrey Roulet); (26) Multiple Definitions of a Mathematical Concept (Angela Smart); (27) Technological Pedagogical Content Knowledge in Secondary Mathematics Education (Dorian Stoilescu); (28) The Vedic Approach to Multiplication of Binomials and Factorization of Quadratic Trinomials (Krishna Subedi and George Ekol); (29) The Effect of DGS on Students' Conceptions of Slope (Shiva Gol Tabaghi and Ami Mamolo); (30) Mathematics Teachers' Beliefs and Practice of Integrating Communication (Svitlana Voytsekhovska); and (31) A Conversation with Mathematician and Activist Lee Lorch-Professor Emeritus, York University (Martin Muldoon). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [Abstract modified to meet ERIC guidelines. For the 2008 proceedings, see ED529561.]

This document contains 23 papers from a conference on promoting excellence in research and teaching for business. The following are among the papers included: "Alternative Licensure/Certification Assessment of State Specialists" (Marilyn Chalupa, Ginny Richerson, Nancy Groneman, Kimberlee Bartel, Randy L. Joyner, Dennis LaBonty); "Assessing Online Instruction Self-Efficacy" (Frederick Augustus Randall); "Computer Application Skills of High School Students in Georgia" (Ric Calhoun, Melinda McCannon, Tena B. Crews); "Computer Use Confidence and Skill Level Gain in Lecture-Based and Text-Based Instruction: An Action Research Study" (Jonathan R. Anderson, Alexa B. North); "Developing Web-Enabled Interactive Financial Tools without HTML and Script Languages" (Jensen J. Zhao);"Employment Attributes" (Nancy Buddy Penner, Harry Nowka); "Identification of Job Experiences of IS (Information Systems) Graduates and Comparison of Graduates' and Professionals' Perceptions on the Importance of Skills Required for the Workplace" (Diane C. Davis, Nancy M. Gonzenbach); "Learning Styles and Computer Success" (Margaret J. Erthal, Kathy Harting); "Recommended Computer End-User Skills for Business Students by Fortune 500 Executives--2001 Report" (Jensen J. Zhao, Melody W. Alexander); "The Status of High-End Technology Skills Taught in Business Teacher Education Programs" (Kelly Wilkinson, Cheryl Wiedmaier); "The Survey of Office Roles and Responsibilities in China" (June Lu, Wanda L. Stitt-Gohdes); "Does Business Education Fit into OCRE (Off Campus Residential Experience)? (Cyril Kesten); "Examination of How Business Executives Use Proofreading by Co-Workers When Preparing Documents" (Sherry J. Roberts, Paula Jones); "Learning Styles and the Learning Curve: A Comparison of Knowledge Gained from Research Projects for Classes and a Research Project for Publication" (Kushani Vidanagama, Faye L. Smith); "Online Course Delivery: A Qualitative Review of Policy and Theory Using WebCT" (John Duncan, Fred Reneau); "Strategies for Teaching Internet Ethics" (Martha H. Rader); "Using a Course Management Program to Foster the Teaching/learning Process in Business Communication Courses" (Allen D. Truell, Robert Underwood, Melody W. Alexander, James E. Bartlett); "Conducting Longitudinal Research: An Action Research Guide to the Process" (Michael Bronner); "Needed Research in Business Education" (Martha H. Rader, William J. Wilhelm); and "Selecting an Appropriate Sample Size for Conducting Survey Research" (James E. Bartlett, Chadwick C. Higgins, Joe W. Kotrlik). Many papers contain substantial bibliographies. (MN)

This document contains 29 papers and 7 roundtable presentations from a Canadian conference on the study of adult education. The following papers are among those included: "Cultivating Knowledge" (Mike Ambach); "Subsistence Learning" (Rose Barg); "Non-Governmental Organizations and Popular Education Programs" (Bijoy P. Barua); "The Learning Organization" (Maureen S. Bogdanowicz, Elaine K. Baily); "Learning in Later Life" (Margaret Fisher Brillinger, Carole Roy); "Postcards from the Edge" (Shauna Butterwick, Michael Marker); "The Reading Strategies of Adult Basic Education Students" (Pat Campbell, Grace Malicky); "Feminist Artist-Educators and Community Revitalisation" (Darlene E. Clover); "Lifelong Learning in the New Economy" (Jane Cruikshank); "Contribution a la Reflexion Andragogique sur 'L'Economie du Savoir'" (Francine D'Ortun); "Adult Literacy as Social Relations" (Richard Darville); "Learning to Change" (John Egan); "Global Adult Education, Justice and Spirituality" (Leona English); "Dimensions of Spirituality" (Tara Fenwick, Leona English, Jim Parsons); "Canadian Research in Adult Education in the 1990s" (Tara Fenwick, Shauna Butterwick, Shahrzad Mojab); "The Parent They Knew and the 'New' Parent" (Linda Furlini); "Being, Becoming, and Belonging as a Queer Citizen Educator" (Andre P. Grace); "A Search for Sustainable Livelihoods within Global Marketplaces" (Carolyn Jongeward); "Re-Membering and Re-Picturing Activist Mothers" (Dorothy A. Lander); "Spirituality as a Sustaining Dimension of the Transformational Learning Process" (Maureen McCallum); "The Impact of Globalization on Human Rights" (Derek Mulenga); "Creating New Stories" (Mark Murphy, Brenda-Morgan Klein); "Graduate Students' Perspectives on Adult Education" (Tom Nesbit, Edward W. Taylor); "Les Nouveaux du Travail et de la Carriere" (Danielle Riverin-Simard); "The Pitfalls and Possibilities of Labour Movement-Based E-Learning" (Peter H. Sawchuk); "Enlightenment and Engagement in Adult Education for Democratic Citizenship" (Daniel Schugurensky); "Agency in the Knowledge Society" (James Sharpe); "Community Sustainability and Lifelong Learning" (Jennifer Sumner); "The Experience of Story Telling" (Debra Whitman); "Spaces for Community Development" (Pramila Aggarwal, Bill Fallis, Bob Lucker); "Academic Adult Education and the Vocation of Intellectual Work" (Jane Dawson);"Facilitating More Servant Leadership and Stewardship" (Kathleen Dodman-Kevany); and "The Master's Tools" (Budd L. Hall, Maria Turner). Most papers contain substantial bibliographies. (MN)

This document contains 35 papers and 4 symposia/poster sessions presented at a Canadian conference on the study of adult education. The following papers are among those included: "Adult Education on the Internet: New Dawn Breaking or Sky Falling?" (Archer); "'Shapeshifting': Negotiating Identity in First Nations Adult Education" (Atleo, Atleo); "Beginning to Unravel Our Conceptions of Reflective Practice: Reflecting On A Definition of Reflective Practice" (Benjamin et al.); "A Critical History of National Adult Literacy Policy in Tanzania and Recent Canadian Project Experience" (Blunt); "The Impossible Issue of Professionalization for Adult Educators in Quebec" (Bouchard); "Identities and The Changing Community College Landscape" (Brewer); "The Sound of Clashing Cultures: Coordinating External Training In An Academic Department" (Church, Foth); "Lost in Space: Reinventing Ourselves as Learners on The New Frontier" (Conrad); "Spiritual Possibilities of Informal Learning" (English); "Experiential Learning Revisited" (Brillinger); "Good Work! Redefining Academic Values From a Critical Feminist Perspective" (Gouthro); "Canadian and US Academic Adult Education (1917-1970)" (Grace); "Experiential Learning: Who Benefits Who Loses?" (Grosjean); "Social Movements and Professional Cadre: The Formation Of An Aboriginal Teacher Education Program" (Hesch); "'But I'm Not A Therapist': The Challenge of Creating Effective Literarcy Learning For Survivors of Trauma" (Horsman); "Knowledge Construction In The Virtual Classroom" (Kanuka, Kreber); "Response-ability For Writing Research That Honors Practitioners' Ways of Knowing" (Lander); "Can We Design Culturally Sensitive Interactive Distance Education? Maybe" (Lauzon); "Reducing Communicative Distortion in the Cyber-Learning Paradigm" (Petlock); "Mapping the Fault Line: The Rise of Professionalization and the Fall of Social Policy in North American Adult Education" (Quigley); "A Framework for a Cultural Materialist Approach to Adult Learning" (Sawchuk); "Public and Private Relationships for Adult Educators" (Scott); "From Learning to Credential: PLAR (Prior Learning Assessment and Recognition)" (Spencer et al.); "It Takes Two to Tango: Defining the Century as a Discourse Between Learning and Education" (Thomas); "A New Initiative for Continuing Professional Development" (Wright, Einsiedel, Jr.). Most papers contain author abstracts in both English and French. (AJ)

This proceedings contains 13 papers from the 1998 annual Faculty of Education conference at the University of Victoria, British Columbia (Canada). The papers are: (1) "Struggling with Re-Presentation, Voice, and Self in Narrative Research" (Marla Arvay); (2) "Women's Soccer in Canada: A Slow Road to Equity" (Meredith Bogle, Bruce Howe); (3) "Friendship: An Epistemological Frame for Narrative Inquiry" (Wendy Donawa); (4) "Human Diversity: Concepts and the Research Direction" (Lily Dyson, Lori McLeod, Leif Rasmussen); (5) "Pen Pals and the Writing Process: A Constructivist Exchange Writing about Writing" (Nancy L. Evans); (6) "Gender as a Moderator of the Relationship between Social Support and Adaptation among Asian International Students" (Janine J. Fernandes); (7) "A Biographical Exploration of School and Community" (Carol Harris); (8) "Teacher-Centered Projects: Confidence, Risk Taking and Flexible Thinking (Mathematics)" (Werner W. Liedtke); (9) "Bursting Bubbles: Who Knows and Who Speaks" (Antoinette Oberg, Pat Rasmussen); (10) "Coparticipation as Mode for Learning To Teach Science" (Wolff-Michael Roth, G. Michael Bowen, Nadely Boyd, Sylvie Boutonne); (11) "A Re-consideration of Spirituality and Education: Re-conceptualizing Spirituality" (Daniel Scott); (12) "Haida Gwaii Field School in Culture and Environmental Education, Queen Charlotte Islands" (Gloria Snively, John Corsiglia); and (13) "Humor and Cultural Perspectives" (Bill Zuk, Robert Dalton). (Contains references in most papers.) (SV)

These proceedings on the theme, Adult Education Research: Shaping the Future, contain 52 papers. The papers are: "Virtual Adult Education" (W. Archer and D. Conrad); "Reversal Theory Approach to Adult Learning and Education" (M. Atleo); "Objectiver L'Action" (A. Balleux et al.); "Cultural Constructions of Literacy" (A. Blunt); "Prior Learning Assessment and Recognition" (D. Briton et al.); "Distance Education and Learner Autonomy" (P. Bouchard and L. Kalman); "Toward a Redefinition of Formal and Informal Learning" (G. Burns); "Feminist Commitments in Adult Education" (S. Butterwick et al.); "Innovative Research Practices for Adult Education" (N. Campbell et al.); "Facilitating Reflection and Action through Research" (A. Chan); "Including the Body in Learning Processes" (L. Crawford); "A Double-Edged Sword" (U. Critoph and D. Martin); "Learning Strategies of Early British Columbia Divers" (B. Cuthill); "Adult Education and a Community-Based Nutrition Project" (N. Drost); "Role of Action Research in the Creation of New Knowledge" (R. Dyson et al.); "Koranic Learning and Local Development in West Africa" (P. Easton and M. Peach); "Learning from Changes in Leadership" (L. English); "Constructed Identities in Participatory Research Discourse" (W. Fischer); "Fixing the World?" (T. Fenwick); "Learning through Discourse" (P. Gamlin and S. Cook); "Pedagogical Strategies To Encourage Student Interaction in the Open Learning Classroom" (R. Gouthro); "Doing History Not Doing History" (P. Grace); "Home Thoughts on Globalization" (E. Harris); "Learning, Working, and Caregiving" (C. Hinds and A. Home); "S-Curve Relevance to Collective Learning for Knowing Using TRACE Participatory Action Research" (S. Hobbs and G. Grant); "Shifting the Ground of the Familiar" (C. Jongeward); "Blood, Sweat, and Tears" (H. Kanuka and D. Conrad); "Constructing the Role of the Adult Educator in Higher Education" (C. Kreber); "Teaching Leadership" (O. Kritskaya); "Skill and Knowledge Acquisition in the Informal Seector of the West African Economy" (G. Liebert and P. Easton); "New Approaches to Lifelong Learning" (D.W. Livingstone et al.); "Evaluation of a Human History/Environmental Exhibit Using a Video Tracking Technique" (L. Logan); "Re-Visioning Peace Research" (G. Macdonald and A. Adelson); "Adult Learning on the Internet" (W. McQueen and B. Fallis); "Adult Education and Educational Reform in Latvia" (S. Miezitis and O. Zids); "Education for Planetary Consciousness" (E. O'Sullivan); "Technology-Based Distance Delivery" (S. Owen); "Back to the Roots; Back to the Future" (A. Pattapinyoboon); "Inclusivity and Exclusivity in Adult Education" (M. Petlock); "Informal Learning Processes in a Worker Cooperative" (J. Quarter and H. Midha); "Challenging Our Traditional Research Positionality" (A. Quigley and T. Sork); "Educational Gerontology" (D. Radcliffe); "Role and Influence of Culture and Context in the Development of International Communities of Practice Among Organization Development Practitioners" (I. Richter and M. Laiken); "Elements de la Formation a la Pratique Reflexive de Cadres Soignants" (H. Sami); "Hidden Dimensions of Working-Class Learning" (P. Sawchuk et al.); "'This Would Scare the Hell out of Me If I Were an HR Manager'" (P. Sawchuk); "Distinguishing the Moral from the Expedient" (T. Sork); "Union Movies" (J. Taylor); "Rethinking Power in Participatory Research" (J. Taylor); "Explanatory Power of an Early Framework of Good Practice Principles in Workplace Education" (Taylor); "Ye Are Not Men! Ye Are Gods" (A. Thomas); and "Struggle for Selves" (L. West). Individual papers contain references.) (YLB)

The sameness of and difference between autobiographical and biographical research methods were studied in this exploration of the researcher's work with six recent female immigrants to Canada, herself and her mother included. The self-study of autobiography and the biographical study of the researcher's mother and four other subjects were similar in that both approaches required the researcher to take uncertainty as the norm in the process of data collection and interpretation. The approaches differ in that the autobiographical work is mainly internal and inward directed, while the biographical approach is more external. To work with a live protagonist makes it possible to develop an intersubjective text influenced by the relationship between the researcher and the subject of study. A biography becomes autobiographical in what it tells about its author. (Contains nine references.) (SLD)

Collaborative exchanges between teachers and educational researchers were studied through a project that focused on the induction of new community college teachers in Ontario (Canada). Each instructor was interviewed and much time was spent collaboratively developing full life history profiles. The focus of this exploration is on the on-site coordinator, who provided an initial teacher orientation week and workshop sessions every 2 weeks. Transcripts show that the teachers spent increasing amounts of time talking about micropolitical strategy and less time talking about classroom performance and the technical skills of teaching. Exploration of the developing views of the coordinator and his own thoughts on the micropolitics of the institution gives a view of the educator/researcher as he responds to the demands of the project. Developing collaboration and a sense of location, exchanging the gifts of information and practice, and sponsoring the "third voice" (a collusion between teller and listener) occupied the coordinator to an increasing degree as the project unfolded. Assuring that the teachers receive the gifts of research requires attention to communication at all times. (Contains 10 references.) (SLD)