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A study was conducted to measure the student outcomes of academic (university transfer) programs and identify the factors related to those outcomes. Six British Columbia (Canada) community colleges participated in the study by surveying 5,770 of their former students. The survey measured four student outcomes, and the analysis tested several factors (e.g., grade point averages, number of semesters attended, institution attended, involvement) for their potential effects on each outcome. The results reflect favorably on the quality of college academic programs, especially when controlled for the types of students served. The results confirmed much university-based research that student skill gain and satisfaction are affected positively by student involvement. The results also confirmed that comparative data, made possible by multi-college studies of this type, can help explain inter-college differences on student outcomes. Contains 12 references. (Author/KM)

This paper reports on a theme, the intrusion of the Traditional Western worldview, emerging from an ongoing study of the impact of teachers' engagement in the Transreform approach to the teaching and learning of mathematics on students' affective and cognitive responses to and achievement in mathematics. Newly theorized (Russell & Chernoff, 2011, 2012), the Transreform approach occurs when the teaching and learning of mathematics is grounded within an Indigenous worldview. This paper identifies and analyzes incidents captured within the study's data that demonstrate ways in which the Traditional Western worldview can intrude on an Indigenous worldview and upon the teaching and learning of mathematics. [The authors of this paper acknowledge partial funding of this research by the Dr. Stirling McDowell Foundation for Research Into Teaching. For the complete proceedings, see ED584443.]

Participation in adult education and training (AET) programs is increasingly important for people of all ages and is necessary to remain competitive in a world experiencing rapid technological advances. Lifelong learning activities are especially important for middle-aged and older adults who intend to work at older ages to ensure they have the skills desired by employers. This study used data from three international surveys conducted between 1994 and 2015 to examine patterns of AET participation for ages 45 to 65 by employment status, comparing the US with Canada, Italy, and Norway. To contextualize these data, we also compared AET participation with employment and unemployment rates in the survey years for each of the countries. In all countries, the 45 to 54 age group participated in AET at higher rates than did the 55 to 65 age group and the employed participated at higher rates than did the unemployed and those not in the labor force.

This study introduces the digital game Prêt à négocier, an information gap digital game, and investigates language learners' perceptions of its use in a French as a Second Language (FSL) context. In the game, students negotiate orally and synchronously with a partner for items like cars, houses, and even pirate ships. Inspired by Larsen-Freeman and Long's (1991) information gap activity, game players exchange information to solve a common problem (e.g. to buy a car within certain conditions imposed by the game). As a competitive game, the pairs must use their oral interaction skills in a comprehensible and persuasive manner to win (e.g. to obtain the best final price on a product). In addition to describing Prêt à négocier, this study examines 28 students' perceptions of its pedagogical use in a standard FSL classroom via a triangulation of methods that include a survey, interviews with participants, and focus group discussions. Based on our findings, we conclude that students' perceptions of the game are highly positive in most aspects of our analysis and that Prêt à négocier is well-positioned to help students improve oral interaction skills in a fun, comfortable, and interactive manner. [For the complete volume of short papers, see ED572005.]

This paper gathers descriptions on the use of the International Adult Literacy Survey (IALS) and essential skills cross Canada. IALS was developed as a population measure to lay out the distribution of skills and their relationship to other social and economic attributes. The information was taken from federal, provincial, and territorial governments' web sites searched between January and March 2013. The paper has six sections: Literacy Definitions, Literacy Policy, Literacy Benchmarks, Literacy Assessment, Workforce and Workplace Programming, and Literacy Organizations and IALS and Essential Skills. Also included is the Annex 1: International Adult Literacy Surveys: 1994-2013. This review provides a snapshot at a specific point in time, of the influence or uses of IALS on policy and practice in Canada. It confirms that IALS has a central place at the level of official statements in the Canadian literacy landscape. It shows some consistency in definitions taken directly or influenced by IALS and/or Essential Skills. However, in relation to benchmarks and assessments tools, provinces and territories are generally guided by their own education and labour market contexts. The review also shows that Essential Skills has become integral to labour market programming in many provinces and territories.

The author is conducting survey research to identify possible effects of culture on online learning success. The research will consider the cultural dimension of uncertainty avoidance identified by Hofstede (2001). The research participants will be students at Canadian post-secondary institutions. The survey will ask learners about their perceptions of the online learning tools they had used, their own impressions of their learning success as influenced by the online learning tools, and information about their cultural values. This paper outlines the research underpinnings, approach, and expected results. [This paper was published in: F. Sudweeks, H. Hrachovec and C. Ess (eds). Proceedings Cultural Attitudes Towards Communication and Technology 2010, Murdoch University, Australia, 420-427.]

Participation in adult education and training (AET) programs is increasingly important for people of all ages and is necessary to remain competitive in a world experiencing rapid technological advances. Lifelong learning activities are especially important for middle-aged and older adults who intend to work at older ages to ensure they have the skills desired by employers. This study used data from three international surveys conducted between 1994 and 2015 to examine patterns of AET participation for ages 45 to 65 by employment status, comparing the US with Canada, Italy, and Norway. To contextualize these data, we also compared AET participation with employment and unemployment rates in the survey years for each of the countries. In all countries, the 45 to 54 age group participated in AET at higher rates than did the 55 to 65 age group and the employed participated at higher rates than did the unemployed and those not in the labor force. [For the full proceedings, see ED597456.]

The author has been working in the literacy field with francophone adults in a minority setting and in a variety of capacities for twenty years, and considers himself a reflective and critical practitioner. He strives to understand the world of adult education and skills development based on his practical experiences and observations from the field. This text is written from that perspective, based on principles of andragogy. Using inductive and deductive processes, he proposes ideas and reflections on the concept of the evaluation of basic skills of adults living in linguistic minority communities in Canada. On the theoretical side, the author uses several key studies, including an analytical background paper written for The Centre for Literacy's 2013 Summer Institute by Jean-Pierre Jeantheau, Chargé de mission national of the French Agence nationale de lutte contre l'illettrisme, on the subject of linguistic minority groups and international literacy assessments. Three personal professional experiences have particularly influenced the author's point of view. He is currently engaged, albeit in a modest way, in the adaptation of an Anglophone assessment system called CAMERA (Communication Math Employment Readiness Assessment) in francophone contexts across Canada. He has also participated in creating the Ontario Adult Literacy Curriculum Framework (OALCF) in 2010-2011, and led, in 2007-2008, a project that experimented with and evaluated Test of Workplace Essential Skills (TOWES) and Prose, Document and Quantitative (PDQ) profile tests with francophone adults with lower literacy skills (levels 1 and 2) in vocational training. The conceptual frameworks of all these tools (OALCF, CAMERA, TOWES and PDQ) use, to various degrees, the same task-based methodology and levels of complexity as the Essential Skills framework developed by the Department of Human Resources and Skills Development Canada (HRSDC) and as international literacy surveys--the 1994 International Adult Literacy Survey (IALS), the 2003 International Adult Literacy and Skills Survey (IALSS), and the current Programme for the International Assessment of Adult Competencies (PIAAC). In this report, the author proposes that in order to grasp the limitations of such frameworks for official language minority communities, readers must look closely at the complex multilingual contexts in which these communities live. He concludes by offering recommendations for conducting international assessments and interpreting results in a way that takes into account the specific context of these communities. He also outline some topics for future research in this area.

The last decade has seen an enormous increase in interest in and use of educational indicators. This paper focuses on K-12 student outcome indicators and measures of how well students have learned what is expected of them--the raison d'etre of schooling. It provides a Canadian perspective on student outcome indicators and has three major purposes: (1) to identify types of student outcome indicators and sources of information; (2) to discuss provincial and national uses; and (3) to discuss issues and identify solutions. A March 1995 survey of provinces and territories provides the information base for current Canadian practice in using and addressing issues in student outcome indicators for this paper. (Contains 45 references and 7 tables.) (Author)

In this research we explored the relationship between spatial activities in the home and spatial ability at the start of formal schooling at age four. In total, 30 children participated in this research. Data sources included a demographic questionnaire, a survey of at home spatial activities, and standardized testing in verbal and non-verbal spatial ability. Our results showed that the spatial activities in the home did not predict spatial ability at age four. Gender differences were observed with boys scoring higher in verbal- and non-verbal visual-spatial ability. Given the highly malleable nature of spatial ability and the importance of spatial ability to future STEM-based learning, intentionality in spatial learning by teachers is important. [For the complete proceedings, see ED583608.]

Although self-employment is a growing career option in Canada, many career practitioners find it personally difficult to make the leap from being an employee to starting a business. E-mail surveys completed by 13 self-employed career practitioners and counselors revealed six key factors that contributed to their business success: vision and passion, knowledge of the field, strong professional relationships, effective marketing, and solid financial management. The participants also identified several personal characteristics as contributing to their business success: perseverance, endurance, openness to change, integrity, balance, and willingness to take risks. Most respondents identified autonomy as the most enjoyable part of self-employment, followed closely by working with great people and having more lifestyle options. There were mixed findings regarding the financial rewards of self-employment--although some were earning more than when employed, many weren't. The paper concludes with ten steps for building a business, extracted from the survey results. (Author)

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 integrates the results of a comprehensive literature search on the topic of the knowledge based economy with a preliminary analysis of responses about the knowledge based economy from a Canada-wide survey of members of the Canadian Association for University Continuing Education (CAUCE). A knowledge based economy survey was developed based on ideas from the literature, tested on 15 staff members at 2 universities, and mailed to more than 500 CAUCE members. Sixty responses were received for a response rate of 12%. The literature and the feedback from the survey indicate that the knowledge based economy is making its presence felt in university continuing education more and more. The only collective definition that emerged from the CAUCE survey supported that highlighted by the literature, but a consistent understanding did not always guarantee support for the perspective. The challenges of establishing an effective internal learning culture, meeting the demands of the global market, and keeping abreast of the ever changing needs of clients and employers were not clear cut. The results of subsequent analyses of CAUCE member responses will incorporate comments from the presentation at the CAUCE meeting. (Contains 91 references.) (SLD)

Digital gaming in education is an area that has been rapidly expanding in popularity and is gradually being applied to second language (L2) contexts (Godwin-Jones, 2014). Mobile gaming in particular offers the benefits of digital gaming while also offering the portability and accessibility of mobile devices (Ogata & Yana, 2003; Stockwell, 2010). This pilot study examines student and teacher perceptions of a mobile team-building game entitled Spaceteam ESL. Although not created as an educational game, Spaceteam ESL allows students to interact in the target L2 (English) while providing a comfortable and enjoyable environment to practice the language. We hypothesize that its regular use may contribute to the development of oral fluency in the target language, as it engages learners in an activity that encourages them to reuse the language that they already know in an automatized (fast) but comprehensible manner. In general, our analyses indicate that users and their instructor perceive Spaceteam ESL positively, as a fun and effective way to practice English. [For full proceedings, see ED564162.]

The National Association of Boards of Pharmacy (NABP) manages the National Association of Boards of Pharmacy Licensure Examination (NABPLEX). A new Scope of Pharmacy Practice study was completed in 1994, and representatives of NABP and the National Association of Pharmacy Regulatory Authorities of Canada met in 1995 to discuss the possibility of creating an international pharmacy licensing examination. The first step was to determine whether a common examination blueprint between the two countries was feasible. The NABPLEX competency statements were updated based on the results of the 1994 study, and they were then reviewed independently by representatives of each country to assess their applicability to the country. A survey instrument was developed to assess the relative importance of each competency statement as it relates to entry-level pharmacy practice. Results were analyzed separately for the 1,019 American respondents, 358 Canadian respondents, and both groups combined, and a joint examination blueprint was approved by both groups. The focus of this paper is on the process used to establish the joint blueprint, rather than on the blueprint itself. An appendix contains charts of survey responses. (Contains two tables, three appendix charts, and seven references.) (Author/SLD)

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)

Over 50 delegates from 32 states and 2 Canadian provinces attended this conference, during which 5 intensive working group sessions discussed, debated, and achieved agreement on a number of relevant issues concerning the role of educational telecomputing in school reform and restructuring. The conference proceedings begins with an overview of the current status of telecomputing in schools; an executive summary which presents seven conclusions and four recommendations for action from the five working groups; and an editorial guide to interpreting telecomputing issues by Robert Tinker, who addresses applications and requirements for educational telecomputing and organizational needs. Reports from each of the five working groups are then presented under these headings: (1,2) The Opportunity and Experience (Working Group I: Education); (3) Overcoming Barriers (Working Group 2: Curriculum and Teacher Support, and Working Group 3: Network Functions); (4) States and the Consortium (Working Group 4: Organizing a Consortium); and (5) Resources (Working Group 5: Implementing Educational Telecomputing). Each report covers the issues discussed and recommendations as well as the findings of a survey of all of the conference participants that relate to that particular group. A glossary, a guide to abbreviations, and a 14-item bibliography are also provided. Three appendixes contain a report on the EduCorp Statewide Survey that was conducted in 1990 to determine the status of K-12 telecomputing networks across the United States and identify the leaders responsible for those networks; a list of CET conference participants; and abstracts of the papers commissioned by the conference (see the related volume for the full text of these papers). (ALF)

The paper reports on a survey of 800 members of parent, teacher, and administrator organizations to identify present practices regarding the integration of exceptional students in Ontario public schools. Responses were received from 415 individuals. The questionnaire seeks data about the effects of the Education Amendment Act, 1980, which mandated that all exceptional students have access to free and appropriate special education programs. The trend toward increased integration is examined and principles of successful integration, such as class size small enough to allow for individualized programs, are identified. Analysis of survey results indicated a range of integration practices currently being used in Ontario. Seventy-two percent of elementary teachers and 67% of secondary teachers reported having between one and four identified exceptional students in their classrooms. Most administrators indicated that a full spectrum of facilitative services are in place, including consultants and resource personnel, special material and equipment, non-teaching assistants, and inservice programs for teachers. Teachers and parents were less confident about the availability of these services or of the careful selection of students for regular class placement and preparation of the regular class teacher. Teachers and administrators also differed on the availability of inservice programs. All respondent groups agreed that class size remains a problem. The questionnaire is attached. Contains 18 references. (DB)

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. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes.