Search

In a sample of youth aged 10-16 years with chronic physical illness, this study examined psychometric properties of a modified Psychological Sense of School Membership (m-PSSM) scale; described longitudinal trends in perceptions over 24 months; and, identified factors associated with school belonging. Youth were recruited from a pediatric hospital in Canada. A total of 105 youth attended school in the past year and provided self-reports. The four-item m-PSSM had a unidimensional structure which was measurement invariant between youth in elementary (10-13 years) versus secondary school (14-16 years). Internal consistency was ([omega] > 0.80). There was no evidence that m-PSSM scores changed significantly over time ([eta] = 0.05). Predictors of lower perceived school belonging were being in secondary school, having psychopathology, reporting lower quality of life in the domains of social support and school environment, experiencing peer victimization, and living in a community with higher residential instability and lower material deprivation.

With growing numbers of multilingual students who have first or primary languages other than English seeking the services of Canadian university writing centres where English is the language of instruction, providing these students with supportive and effective teaching and learning experiences is an important part of their post-secondary education. However, little research has been carried out to examine the impact of writing centre tutor skill development programs to foster meaningful teaching and learning experiences for multilingual students. This qualitative study employed focus group research methods to gather the writing centre tutors' shared perceptions of their skill development opportunities for working with multilingual students. Data were coded and analyzed using a thematic approach. Findings point to multilingual student expectations, tutoring challenges, program effectiveness, and program applicability as elements that impact the tutors' overall impressions of the skill development opportunities they encountered. While there were still areas for improvement, implementing a program of skill development for working with multilingual students in a writing centre was generally beneficial for the tutors in this study.

Teachers may be encouraged to follow a prescribed curriculum when teaching social and emotional learning (SEL), and varied research findings attest to the efficacy of this approach in fostering students' social and emotional competencies. An alternative approach might see teachers create SEL initiatives and infuse, embed, or integrate SEL into core teaching content. This case study explored how, when asked to foster social and emotional learning within their schools, 16 SEL teachers created learning opportunities for students to bolster their social and emotional skills. Teachers were asked to first define SEL and then to create portfolios showcasing three of their SEL lessons or initiatives. Content analysis of definitions revealed that teachers largely defined SEL as fostering students' self-awareness and self-management. Content analysis of each of the teachers' lessons indicated that the learning opportunities or initiatives that teachers introduced were predominantly social in nature and oftentimes focused on having students practice emotion regulation strategies. Findings inform our understanding of the perceptions and actualizations of SEL in applied contexts.

Background: We examined whether subgroups of adolescents experienced disparate changes in school connectedness--a robust predictor of multiple health outcomes--from before the COVID-19 pandemic to the first full school year following pandemic onset. Methods: We used 2 waves of prospective survey data from 7178 students attending 41 Canadian secondary schools that participated during the 2019-2020 (T1; pre-COVID-19 onset) and 2020-2021 (T2; ongoing pandemic) school years. Fixed effects analyses tested differences in school connectedness changes by gender, race, bullying victimization, socioeconomic position, and school learning mode. Results: Relatively greater declines in school connectedness were reported by students that identified as females, were bullied, perceived their family to be less financially comfortable than their classmates, and attended schools in lower income areas. Marginally greater school connectedness declines resulted among students attending schools that were fully online at T2 than those at schools using a blended model. Conclusion: Results point to disparate school connectedness declines during the pandemic, which may exacerbate pre-existing health inequities by gender and socioeconomic position, and among bullied youth. Implications for School Health Policy, Practice, and Equity: Effective strategies to improve school climates for equity denied groups are critical for pandemic recovery and preparedness for future related events.

Background: Delinquent behaviours among youth harms health and social trajectories, and public health broadly. Despite evidence that engaging in and being victimized by delinquent behaviours often cluster, most studies have examined the clustering of delinquent behaviours or victimization experiences independently. Information on patterns of co-occurrence is crucial to design appropriate interventions. Objectives: The primary purpose was to identify latent classes of delinquency and victimization among youth from the general population. The secondary purpose of this study was to examine associations of individual, household, and classroom covariates on latent class membership. Method: The sample consisted of 1948 youth aged 4-14 from the 2014 Ontario Child Health Study. Latent class analysis was performed to identify patterns of delinquent behaviours and experiences of victimization, while multinomial regression was conducted to examine how covariates were associated with likelihood of class membership. Results: The analysis identified four classes of youth in the OCHS sample: (1) low delinquency and low victimization (75.4%), (2) moderate victimization and moderate school delinquency (7.8%), (3) high victimization and moderate home delinquency (11.8%), and high victimization and high home and school delinquency (5.0%). Youth sex, household income, ethnicity, parental education, and parental depression were associated with differences in class membership. Conclusions: Approximately one quarter of youth engaged in delinquent behaviours, with patterns of co-occurrence suggesting these youth engage in delinquent behaviours and are victimized by delinquent behaviours across environments. Interventions should approach youth delinquency and victimization as a spectrum of clustered behaviours and experiences in these environments.

In this article, we experiment with a form of dark pedagogy, a pedagogy that confronts haunting pasts-presents-futures in environmental education. We offer a conceptualisation of ghosts that enables us to creatively explore the duration of things and consider the relationality of time. We examine this through two situated contexts, engaging with entangled, yet differentiated, socioecological issues. The first issue involves the cascading impacts of climate change on the Australian Alps, including intensifying bushfires and threats to the iconic snow gum. The second issue involves the reordering of human/animal relations through processes of settler colonialism that continue to transform land into a commodity, with a significant cultural and material consequence of such colonial harm resulting in the extermination of free-ranging bison herds in the Canadian prairies. Both are unique issues, but both involve impacts of colonisation, loss and natural-cultural hegemony. The dark elements of these Place-specific stories involve noticing and confronting loss and related injustices. In our case, we diffract such confrontations by thinking through these challenging issues and working towards ethical ways of living and learning. In this article, we (re)member ghosts and ponder practices for fostering anticolonial response-abilities and affirmative human/Earth futures.

Amid increased concerns about mental health, sexual violence, and substance use among college students, college campuses are looking toward developing targeted programming to help counteract these concerning trends. This practitioner paper highlights the development and impacts of a program at a Canadian institution, which focuses on healthy masculinity and identity development. Although still in the early stages, the feedback and observations are indicative of the powerful potential of this type of programming to improve healthy masculinity on college campuses.

For over forty years, presidents of the Summer School Association of Queen's University wrote annually to teachers across Canada, encouraging them to attend summer courses for credit toward a bachelor of arts. In the 1920s, presidents' messages associated attendance with societal progress and the professionalization of teaching. In the 1930s, such messages linked attendance with personal growth and career development. In the 1940s and 1950s, they linked attendance with having an enjoyable summer vacation. This article analyzes how and why these messages evolved and argues that the underlying structure of the messages remained consistent: they were means through which Queen's Summer School Association presidents marked symbolic boundaries between more and less professional teachers. This article contributes to our understanding of the social history of teacher education by interpreting a unique primary data source to explore the participation of teachers themselves in the construction of symbolic boundaries marking professional status.

The University of British Columbia (UBC) opened Canada's first International House (I-House) in 1959 after a decade of activism from students and faculty. Students had demanded an I-House to help them find housing, and to ensure that "brotherhood may prevail," as the I-House motto promised. The I-House campaign received support from community groups that raised the funds to build the UBC I-House. UBC's administration wanted I-House as a social center that could coordinate fledgling international student services and resisted the residential I-House model. Ultimately, UBC's administrators won out and the residential component was never built. This paper examines the conflict about building a residence to house international and domestic students together, chronicling the competing visions of international student policy and services that were circulating at one of Canada's largest universities in the early days of the Cold War.

Background: K12 teachers need a wider range of design approaches to foster feasible qualitative improvements in all students' schooling experiences. We propose a framework for conceptualizing pre-service teachers' stances toward designerly thinking. Methods: We developed the framework following Crismond and Adams' scholarship of integration approach combined with an inductive content analysis of 43 pre-service teachers' conceptualizations of design across two versions of a design course. Results: The resulting framework focuses on six dimensions including: (a) co-evolution of problem frames and possible solutions, (b) problem complexity and structure, (c) idea fluency and scope, (d) inquiry and stakeholder engagement, (e) conceptualization of the design process, and (f) attitude toward ambiguity. Each dimension articulates anchor points and examples based on the literature and grounded content analysis of the data. The analysis and discussion consider the conceptual accessibility of the framework's goals for pre-service teachers and whether they considered the goals feasible to implement in the context of curricular mandates. Contribution: The proposed framework provides the foundation for a hypothetical learning trajectory that can be elaborated and validated through future research to support K12 teachers in their development as informed designers who might better serve the needs of all their students.

The objective of this article is to determine if the work of full-time professors in Canada varies depending on the type of universities in which they are employed. A nonparametric comparison of multivariate samples based on data from the Academic Profession in the Knowledge Society (APIKS) survey was used to examine faculty perceptions of their academic work. The results show statistically significant, albeit minimal, differences between primarily undergraduate, comprehensive, and research-intensive institutions. This article confirms that, to a small extent, institutional diversity in Canada is mirrored in academic work, and argues that both vertical and horizontal forms of diversity may exist simultaneously depending on the relative value granted to specific academic activities.

We examined bullying victimization spanning from before the pandemic to the two school years post COVID-19 onset in adolescents. We used survey data from Canadian secondary school students collected during the 2019-20, 2020-21, and 2021-22 academic years. Generalized Estimating Equations models were used to estimate the population average odds of past 30-day bullying victimization by other students, using both longitudinal (N = 3716) and repeat cross-sectional (N = 23,862; 19,413; 21,897) data. The odds of bullying victimization were lower in 2020-21 and higher in 2021-22 relative to 2019-20. Elevated odds of bullying victimization were found among gender diverse, higher weight, and relatively less affluent students. While remote schooling during the pandemic may have provided a reprieve for some students, bullying appears to have rebounded with the lifting of COVID-19 restrictions to exceed pre-pandemic levels. More effective strategies are essential to prevent bullying and improve school contexts for equity denied populations.

This article examines the creation and reception of "The Stream You Step In," a digital series co-produced by Outside the March for University of Windsor students and performed live over Zoom in 2020. While Zoom is assumed to be a care-less medium, we argue that it offers new, altered modes of caring through its disruption of boundaries and de-hierarchisation of many theatrical and training norms. Combining reflections on dramaturgy, directing, and pedagogy with empirical data on audience reception, we suggest how the lessons of pandemic performances might benefit our in-person classrooms and stages.

Many social studies teachers have argued that the mandate to distinctively value Francophone and Indigenous perspectives is unjust without similarly valuing other perspectives within Alberta's K-12 social studies curriculum (Gani, 2022a; Gani & Scott, 2017; Scott & Gani, 2018). Rather than outlining why these two sets of perspectives need to be specifically taught, the current curriculum justifies this mandate based on vague and undefined "historical and constitutional reasons" (Alberta Education, 2005, p. 4). Using an online survey and a focus group interview, Raphaël Gani asked 13 Francophone education stakeholders in Alberta (e.g., teachers, heritage group representatives, education consultants) to justify the distinct attention given to Francophone and Indigenous perspectives in the social studies curriculum. To facilitate this process, participants were asked to respond to quotes from Alberta educators questioning the need to distinctly acknowledge these perspectives. The participants' responses offered a vision of Canada, a goal for education in Alberta, and a means to achieve this goal. They also offered an original view on the nature of Francophone perspectives, their relationship with Indigenous perspectives, along with how both Francophone and Indigenous perspectives are distinct from the many other diverse perspectives in Alberta today.

This cross-cultural ethnography explored the global student mobility patterns of international students from English-speaking countries in China and asked research questions about (a) their motivational factors and acculturation expectations before arrival; (b) linguistic factors influencing their acculturative stressors in the host group community's culture and its academic, social, and public systems after arrival; and (c) their reflections on intergroup ideologies with the host community after graduation, based on looking ahead. This study collected data through fieldwork by observing and interacting with approximately 80 individuals from the United Kingdom, the United States, Canada, Australia, and New Zealand in university towns in East China during the academic years from 2012 to 2023. In turn, 17 individuals who graduated before 2021 were selected as the final sample to conduct in-depth interviews. The study placed the concepts of acculturation expectations and intergroup ideologies at the nexus of linguistic hegemony, symbolic power, and social space. The overarching findings showed that despite positive motivations to visit China, language barriers led participants to express confusion, culture shock, anxiety, and perceived discrimination in their academic, social, and public domains. However, some participants who remained in China after graduation expressed their authentic voices regarding changes in attitude toward the host community culture and their heritage language. Therefore, this study focused on a different dimension of acculturation and linguistic ideology by examining how a linguistically and culturally dominant cohort faced acculturative challenges and negotiated to cope with their stressors in power dynamics.

The gender gap in academic research production has been demonstrated through various methods and geographical contexts. Previous research has yielded conflicting results concerning the effect of gender as a stand-alone variable on research production and primarily focused on other individual and organizational variables to explain this gap. We seek to clarify the influence of gender-related variables on academic research production, operationalized as journal article equivalents published three years prior to the survey. Using a stratified sample of 2,968 full-time Canadian university professors (49% men, 49% women; 30 to 89 years of age, M = 56, SD = 10.17) from the Academic Profession in the Knowledge Society survey, we analyzed the effect of 15 gender-related predictors on research production and measured the variance of research production explained by the combination of these predictors. Through multiple linear regressions, our findings indicate that gender as an isolated variable is a weak yet significant predictor ([beta] = 0.04; p < 0.05) of research production, and that a large proportion of variance (R[superscript 2] = 0.33) is explained by a combination of gender-related variables, such as collaborations, workload division and academic rank. Contrary to what has often been assumed, the gender gap in academic research production is not adequately understood through the effect of gender as a stand-alone variable and gains clarity when we use the 'multilevel approach to gender inequalities' conceptual framework, which enlightens the understanding of this phenomenon as a part of the intersection and reinforcement of individual, interactional, organizational, systemic, and cultural institutional factors.

Based on the concept of Communities of Practice (CoP), this study describes the design and implementation of an online academic conference, Pedagogy and Practice in Technology Enhanced Language Learning (PPTELL) 2021, as a backdrop for exploring how to effectively promote the development of academic citizenship within the PPTELL CoP. To address this, we propose a framework focusing on four interrelated and interdependent dimensions: ubiquitous technologies, social practice, knowledge building, and academic citizenship. The conference utilized Zoom, Second Life, Slido, and several social media apps for various sessions and activities. A triangulation design was employed to analyze data from a post-conference online survey and observation notes. Our findings highlighted the effectiveness of the design in fostering academic citizenship, supported by multiuser virtual worlds like Second Life that enabled social engagement and knowledge building. We also discuss potential solutions to the challenges encountered, taking into account the nature of academic and higher education environments today.

Background: Access to university mental health services is poorly characterized. Our objectives were to (1) assess patterns of access and (2) explore predictability of contact with student mental health services. Participants: Data derived from the U-Flourish study, which includes a survey of successive cohorts of incoming undergraduate students attending Queen's University, located in Ontario, Canada (Cohort 1: 2018, Cohort 2: 2019). Methods: Survey data sets were deterministically linked to administrative data provided by Student Wellness Services. Analyses included cross-tabulation, logistic and negative binomial regression. Predictive modeling used LASSO regression. Results: Baseline symptoms were robust determinants of access. For example, a PHQ-9 rating in the severe range ([greater than or equal to] 20) was associated with an OR of 9.71 (95% CI: 4.46-21.1). A predictive algorithm did not outperform cut point-based interpretation of PHQ-9 or GAD-7 ratings. Conclusions: Self-reported symptoms are consistently associated with service use, supporting the widespread use of symptom screens.

Training in research methods is important for improvement of healthcare delivery and population outcomes. Graduate programs of public health play a critical role in offering such education to current and future healthcare professionals as well as entry level learners with no experience in the field. A key skill across all fields of research methods and public health practice is protocol writing. It is unknown if teaching students research methods through protocol writing is a successful strategy and whether students find it to be helpful as they pursue health professions. The objective of this study was to describe the design and evaluation of a research methods course focused on protocol writing among students enrolled a Masters of Public Health Program. A case report design including description of course content, method of evaluation, and course delivery are provided. The setting was the Population and Public Health Research Methods course at a publicly funded institution in Canada. The first three cohorts of students (2016-2018) enrolled in the course were evaluated during the course period and six months after completing the course. A total of 51 students completed the survey, and the majority were students were very or extremely satisfied with the course. Overall students expressed that the course well-prepared them for their practicum or thesis work and post-graduation plans. Findings suggest that using protocol writing as a tool for teaching research methods was well-received by students and prepared them for both their potential career paths and for future research.

Students in Manitoba have demonstrated a lower-than-average understanding of mathematics concepts. Two areas that contribute to this level of understanding are quality of instruction and math anxiety in students and teachers. Quality of instruction can be addressed through the intentional design of lessons around quality, deeper thinking tasks. Building academically safe classrooms can improve math anxiety in students. Math anxiety in teachers can be addressed by providing professional development for teachers and appropriate coursework for pre-service teachers, thus also improving the quality of instruction. Focus on these two areas of concern could have positive benefits for increasing students' understanding of mathematics in Manitoba.

Over a half century ago, researchers found that so-called classic professions attract socially advantaged recruits with better labour market outcomes; however, as semi professions become increasingly institutionalized, and classic professional programs expand, differences between these two groups may be less pronounced. Using Statistics Canada's 2018 National Graduate Survey, we compare inputs and outcomes of four classic professions (law, pharmacy, medicine, and dentistry) and three semi-professions (teaching, social work, and nursing). Bivariate statistics show semi-professions have more non-traditional graduates who invest less in training. Multiple linear regression models also show that after controlling for demographics, classic professions have stronger education-job matches and higher earnings three years after graduation. We interpret these findings as being consistent with our theory of intensifying logic, where classic professions have tight training-job connections, and accommodating logic which suggests semi-professions have looser labour market connections. We end by discussing directions for future research on the classic and semi-professions.

This study set out to explore English for academic purposes (EAP) student perceptions of their experiences at a university in western Canada. A qualitative approach was used, with 17 students completing a questionnaire toward the end of their EAP program, and one of those students taking part in an interview approximately one year later. Data from the questionnaires and interview were transcribed and descriptively coded, with the codes gathered into salient themes. Thematic analysis identified benefits related to developing academic writing and speaking skills, boosting confidence levels, fostering EAP friendships, providing a transition period, and learning about local culture. However, the analysis also revealed the need for improvements in overall teaching and learning experiences, reading and listening skills development, and sociocultural content. These findings point to the importance of conceptualizing EAP with a wide range of outcomes related to linguistic, academic, social, cultural, and personal growth to support students' additional language socialization in a postsecondary context. The findings also highlight areas for curriculum renewal and revision and underscore the role these programs can play in building on students' strengths as they develop their overall competence in an additional language to achieve the goals that matter to them.

The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.

An expanded Theory of Planned Behaviour (TPB; Ajzen, "Organizational Behavior and Human Decision Processes" 50:179-211, 1991, Ajzen, "Journal of Applied Social Psychology" 32:665-683, 2002) which incorporates affective, moral, and personal belief variables with Ajzen's original social, behavioural, and cognitive factors has not yet been applied to bullying and bully-victimization in junior high school students. This study addresses this gap by applying this expanded version of TPB with a sample of 342 junior high school students (M[subscript age] = 12.27, 207 girls and 135 boys) from seven schools from a large Western Canadian municipality. Overall, 11.08% of participants were classified as students who bully others ("bullies") and 13.21% as students who bully others and are also victimized themselves ("bully-victims"), with boys reporting higher levels than girls. Structural equation modelling was used to test a TPB-informed model to explain the relations between psychological adjustment, self-concept, attitude and beliefs about aggression, perceived control, intention, and bullying behaviour. The final models accounted for 40% of the variance in bullying and 34% of the variance in bully-victimization, although the models differed. Both bullying behaviour and bully-victimization were predicted by less support for the victim, normative beliefs supporting aggression/bullying, and less well-developed moral reasoning about aggression, which was, in turn, predicted by higher levels of sensation seeking and hyperactivity (both) and depression and lower ego strength (bully-victim only). For bullying behaviour, there was a direct effect of internalizing behaviour on control. In contrast, attitude and beliefs about aggression and anger control mediated the relations between internalizing/externalizing behaviour and bully-victimization. Implications of this work are discussed, including anti-bullying attitude and belief initiatives.

We describe "GuysWork," a school-based healthy living program for adolescent boys, and share results from a pilot evaluation in Nova Scotia, Canada, during COVID-19. The "team" hypothesized the program would reduce loneliness, perceived stress, and adherence to key traditional male gender role norms postprogram. A longitudinal cohort pre- and postsurvey design was used. One-hundred fifty-two participants completed sections of UCLA Loneliness Scale, Perceived Stress Scale, and the Meanings of Adolescent Male-Role Norms Scale (MAMS). Results were nonsignificant for loneliness and perceived stress. MAMS results were statistically significant with a medium effect size (r = -0.26) but there are limitations in the study. This pilot study of "GuysWork" has resulted in important lessons learned that will ensure a forthcoming Atlantic Canada-wide evaluation results in robust evidence with the potential to support the need for masculinity norm-changing work specifically for adolescent boys in schools.

This paper presents a case narrative of a university dean who is charged with instituting change within her faculty in order to resolve the faculty's financial issues. The case narrative explores academic conceptualizations of entrepreneurship and describes the dean's context in terms of: her executive leadership team, the financial issues she was facing, the financial contentions in instituting change, legal complexities, programmatic and marketing dimensions, poor academic cultures, and work intensification implications. The teaching notes present five leadership development activities that span these issues and encourage students to engage in a brainstorming, a mind-mapping, a placemat, a jigsaw, and a leadership reflection activities.

Inspired by collaborating on a shared vision of reconciliation, three authors explore ethical relationality and the practical ways in which their "heter"archical ensemble mentorship serves to decolonise and advance a shared vision of reconciliation for university teaching and learning. As Indigenous and non-Indigenous educators, we are buoyed by those developing decolonising and Indigenising strategies in formerly colonised regions. Seen as a promising interruption to a neoliberal approach to education, the authors embrace the possibilities of imagining and creating an ethical space in universities where relationality is prioritised in service of social justice. While the complex nature of reconciliation within a Canadian context begets tension and highlights what are often conflicting value systems within academe, we maintain that innovations in teaching and learning are possible in what is now a globally disrupted terrain as students, faculty, administrators, and university leadership contend with the unknown, encounter collectivist Indigenous traditions, and tentatively explore decolonisation as an ethical avenue towards inclusive and empowering education. In imagining what is possible, we build upon Indigenous knowledge traditions and the work of leadership studies scholars to propose 'ensemble mentorship' between students and faculty as a collaborative and decolonising teaching and learning practice. [The incorrect page range (177-194) on the .pdf is incorrect. The correct page is p177-192.]

Throughout adolescence, both sleep and emotion regulation abilities undergo significant developmental changes. The maturational systems that govern sleep and emotion regulation are closely intertwined leading many researchers to posit a mutually reinforcing relationship. Although there is support for a bidirectional relationship among adults, empirical support for reciprocal relationships among adolescents is lacking. Given the notable developmental changes and instability that occur throughout adolescence, this is a critical period to examine whether sleep and emotion regulation abilities may be reciprocally related. Using a latent curve model with structured residuals, this study examined within-person reciprocal associations between sleep duration and emotion dysregulation among 12,711 Canadian adolescents (M[subscript age] = 14.30 years; 50% female). Participants self-reported their sleep duration and emotion dysregulation each year for 3 years beginning in Grade 9. After accounting for underlying developmental trajectories, the results did not support a bidirectional relationship between sleep duration and emotion dysregulation from one year to the next. However, there was evidence of contemporaneous associations between the residuals at each wave of assessment (r = -0.12) such that less sleep than expected was concurrently associated with higher-than-expected deviations in emotion dysregulation, or, conversely, that reporting greater emotion dysregulation than expected was associated with lower-than-expected sleep duration. In contrast to previous findings, the between-person associations were not supported. Taken together, these results indicate that the relationship between sleep duration and emotion dysregulation is primarily a within-person process rather than reflecting differences between individuals and likely operates on a more proximal timescale.

Recent curriculum policy changes in British Columbia (BC) require that educators in all subject areas--including music--embed local Indigenous knowledge, pedagogies, and worldviews in their classes. Yet facilitating such decolonizing cross-cultural music education activities requires knowledge that music educators may not currently possess. We use four models created by an Indigenous Arts scholar to examine the interface of Indigenous and Western art musics in performing arts settings: (a) integration, (b) nation-to-nation music trading and reciprocal presentation, (c) a combination of the first two models, and (d) non-integrative encounters that are in relationship but have irreconcilable elements. We consider the applicability of these models in music education settings, using them to analyze our findings from a study in which we explored the ways teachers have embedded local First Nations songs and drumming in classes in a single metropolitan school district in BC.

This study assessed needs and outcomes for people with developmental disability (DD) to understand the socioeconomic status of this group prior to implementation of the Accessible Canada Act in June 2019. The 2017 Canadian Survey on Disability (CSD) was used to analyze data for a sample of individuals with self-reported disability. Data related to employment, education, income, housing, caregivers, and use of government benefits is reported. Compared to the general Canadian public, persons with DD are less likely to: finish high-school or post-secondary education; participate in the labor force or be employed; and earn on average less/year in total income. To align with recent accessibility legislation, significant progress is needed to address disparities for people with DD.

Can summer programs, as remedial supplements to regular schooling, extend learning opportunities and other benefits to disadvantaged students? To frame this question, we compare logics from "social reproduction" and "partial compensation" perspectives, and then apply them to a large mixed method study of four kinds of summer programs in Ontario. Drawing on quantitative data on over 10,000 students and qualitative data from interviews with over 200 teachers and parents, we examined patterns of student recruitment and participation, social valuations, and academic outcomes. We found that all summer programs successfully recruited disadvantaged students without stigmatizing them, and raised their average achievement without widening pre-existing gaps. We interpret these findings as being consistent with the "partial compensation" perspective, and discuss related policy implications that include COVID-19 learning recovery strategies.

Varsity athletes face an array of stressors, including balancing academic obligations with athletic competitions. Student-athletes appraising a situation as a "challenge" or "threat" directly impacts coping responses. Objective: To investigate whether pre-season self-reported mental toughness and self-regulation strategies predicts post-season stress, mental health, group cohesion, and satisfaction in varsity athletes. Participants: Sixty-seven varsity athletes from a U-Sport Canadian university. Methods: Athletes completed pre- and post-season measures of mental toughness, emotion regulation, self-control, group cohesion, and satisfaction. Multiple mediation models were employed during analyses. Results: Pre-season emotion regulation was a significant mediator for the relationships between mental toughness and post-season ratings of perceived stress, perceived mental health, and group cohesion. Self-control was not a significant mediator. Conclusions: Emotion regulation plays a significant role in an athlete's experience of perceived stress, mental health issues, and their ratings of group cohesiveness. Research on student-athlete health may benefit from examining emotion regulation training techniques.

Summer numeracy interventions have become standard educational practice across a range of jurisdictions, but there is a paucity of evaluations of those interventions across international settings. We employ a quasi-experimental evaluation of voluntary summer numeracy programs for 569 attendees and 2,193 comparison students in grades 1-3, conducted in 2012-13 in Ontario, Canada. Using multi-level logistic regression models, we find that students with prior academic challenges were most likely to attend the program. Estimating causal effects using entropy balancing to achieve balance, we find that attendees gained about 1.5 months more numeracy learning than did the comparison group (Cohen's d = 0.19). These findings are comparable to US studies and add to an international stock of knowledge on summer interventions.

In this paper we contribute to the emerging literature on the effect of the COVID-19 pandemic on the gender gap in research productivity. We extend previous studies by considering men and women academics from science and non-science disciplines through an analysis of data from academics at 14 universities across two countries (seven in Australia and seven in Canada) and focusing on the role of primary caregiving. Our empirical approach used logistic regressions and the Blinder-Oaxaca decomposition technique. The latter enabled us to ask: 'How much of the gender gap in perceived productivity during the pandemic is due to gender differences in primary care responsibilities?' Within the sample (N = 2,817) of academics, 33% of women and 25% of men reported that their perceived publication ability decreased a lot during the pandemic. This is an eight percentage-point gender gap in perceived publication ability. Statistical analysis revealed that two-fifths (40%) of this gap may be explained by gender differences in having primary responsibility for the care of children. Gender differences in other characteristics such as age, discipline, and increased teaching and administrative work were not, as a group, significant. There were also no differences between Australia and Canada. The findings are important, particularly for the pursuit of gender equality within academia. In the absence of specific mitigating interventions, research disruptions in 2020 may have long-lasting career scarring effects (e.g. hiring, promotion, tenure) and, as a result, see women further disadvantaged within the academy.

Canadian universities today assert their social relevance through highlighting processes such as community engagement, knowledge mobilization, and the promotion of equity, diversity, and inclusion. Much can be learned about such processes through examining an era in which Canadian universities asserted their social relevance through another vocabulary: that of adult education and extension. This article provides a case study of adult education work undertaken at Laval University from 1930 through 1965. Through reconstructing programs and practices at Laval, this article offers insight into past and present efforts of universities to pursue educational objectives with which they are not traditionally associated. The article narrates an important chapter in Canadian educational history, and also elucidates five lessons of importance to contemporary educational scholars and leaders: beware of institution-centric thinking, know how you can help people make a living, partner with external organizations, play to your institutional strengths, and serve and learn from others.

This research examines the extent to which issues identified in "Breaking Anonymity" (The Chilly Collective, 1995) are still salient despite new EDI mandates/programs which support increased research excellence through EDI principles. We present survey results for Canadian academics who identify as women (n = 244) regarding their experiences with gender-based harassment and discrimination. Our analysis identified three categories of patriarchal gendered control: (1) overt practices; (2) covert practices; and (3) a systematic effort to silence the reporting of these experiences. We highlight the voices of women academics as they provide personal insights into the continuing barriers through their experiences. Through their stories, the implications of existing overt and covert harassment and discrimination practices are discussed. Our study provides an overview of women academics' experiences with oppression by their male colleagues and contributes to research exploring equity and inclusion in higher education and the continued need to work toward gender equity.

While there is widespread agreement about the need to evaluate professional development, actual evaluation remains rare, despite the fact that K-12 school districts invest in professional development as the main mechanism to grow teacher practice and improve student learning. This article explores research literature about why current mechanisms for evaluating professional learning are under-utilised and offers an alternative mechanism derived from a recent study of professional developers' perspectives about and experiences of evaluating the professional development they lead. The features of the mechanism and the personal and systemic conditions that make its use more or less likely emerged from a ground theory study of professional developers in Saskatchewan, Canada. The resulting theoretical framework describes the process K-12 professional developers use to assess their work, including how they select what they will assess, their processes for data gathering and interpretation, and how they take action based on what they find. Additional findings identifying personal and systemic factors that encourage or discourage assessment may support teachers, schools, central offices and policy-makers to increase the frequency, focus, and quality of evaluations of teacher professional learning.

This article narrates the rise and fall of a notable adult education programme at Laval University in Quebec City, Canada. The Centre for Adult Education and Community Development was established in 1951, replacing the External Service for Social Education. In the 1950s, the Centre gained an international reputation for excellence in adult educational programming. The Centre developed a humanist philosophy and methodology of adult education and applied its humanist principles to intensive work with co-operatives, unions, adult educators, community leaders, broadcasters, young farmers, and Catholic social agencies. In 1964, Laval closed the Centre as the institution explicitly endeavoured to disengage from instructional programmes that were not considered to be at a 'university level'. The Centre was not merely closed--it was erased from institutional history. This article provides a historical case study of an important francophone institution of adult education, and it provokes reflection regarding the alignment of adult educational philosophies, methods, and programmes, as well as sometimes painful questions about the life cycle of organisations and programmes. As practitioners, we sometimes are forced to accept that the work we cherish cannot continue; as scholars, we should do our best to ensure that such work is not forgotten.

Purpose: In 2010, the Ontario Universities Quality Assurance Council was established and became responsible for monitoring the quality of university programs, and each university was tasked with establishing institutional quality assurance purposes. The purpose of this study is to evaluate the effectiveness of the quality assurance process at facilitating change at one Canadian institution. Design/methodology/approach: To better understand the impacts of quality assurance, the authors analyzed 39 self-study documents, which were completed for all academic programs at Queen's University. Focus groups were also conducted with key stakeholders to gain more insights into the institutional change that resulted from completing these self-studies. Findings: After the analysis of the self-studies and focus groups, three themes emerged as impacts of completing self-studies: teaching and learning, identity and collaboration and resource allocation and strategic planning. This study demonstrates that self-studies completed by departments have value beyond simply meeting the provincial mandate, as they are effective in catalyzing positive institutional change. Research limitations/implications: The self-study documents were created for the purpose of institutional quality assurance process, not this research study, therefore limiting the data that could be collected. Practical implications: Four considerations are provided at the end of this study to spark conversations at other institutions when reviewing and assessing the impact of their quality assurance processes. Originality/value: To the best of the authors' knowledge, this is the first time self-studies have been analyzed to evaluate the quality assurance process.

Within Canada, the need for individuals with science, technology, engineering, and mathematics (STEM) skills has been well documented. One tactic towards increasing the number of individuals with STEM skills is to focus on the kindergarten to grade 12 (K-12) STEM education stakeholders, who can directly and/or indirectly influence a student's STEM education trajectory. One of those stakeholders is K-12 STEM outreach units (SOUs). The purpose of this research was to contribute to the STEM education literature in Canada by identifying the landscape of university-based K-12 SOUs and exploring their organizational features (mission, target audience, stakeholders, initiatives, capacity, resources, and partnerships). This study used an explanatory two-phase approach involving quantitative and qualitative data collection and analysis. Phase 1 was an environmental scan of university-based SOUs websites. Phase 2 consisted of an online survey designed to further explore SOUs' organizational features. The findings from this study suggest commonality in SOUs' mission and intentionality towards engaging youth, including those underrepresented and underserviced in STEM fields such as Black youth, Indigenous youth, racialized youth, youth from low socio-economic communities, and girls. However, the findings indicate a large variability of other organizational features such as their size, operating budget, and the number of partnerships. Overall, the findings affirm that university-based SOUs have a role to play in the K-12 STEM learning ecosystem, helping students develop STEM knowledge and skills.

This paper presents the Canadian findings from the 2018 APIKS study focusing on the teaching-research nexus. The online, bilingual survey was administered to full-time professors at 64 provincially-funded universities in Canada between October 2017 and June 2018 (n=2968). Findings suggest the majority of full-time, tenure-steam professors prefer both teaching and research and are engaged in both throughout the academic year. These findings are considered in light of broader changes in Canadian higher education including enrolment expansion, the increasing valorization of research, the development of new categories of academic labour, and the growth in precarious contract employment.

Making the most out of a short-term study abroad program is vital for students who are investing in an experience they hope will benefit them personally and academically. This study explores participants' counterfactual understandings of a three-week short-term study abroad program focusing on content and English as an additional language learning for Japanese undergraduate students at a university in British Columbia, Canada. It identifies what participants wish they had known about where they were going and what they would have done if they had known that information. Qualitative methods were used to gather written narrative data from 37 participants and analyze that data for themes emerging from the participants' counterfactual reflections. Results point to six themes related to the participants' unexpected short-term study abroad experiences: food and drink, facilities, money matters, shopping, climate and geography, and community characteristics. On reflection, if the students had known more about those themes, they may have prepared differently for their trip and they might have had different experiences during the program. To prepare students to get the most out of a short-term study abroad program, pre-departure activities making use of inquiry and task-based/experiential learning are recommended.

Funded by a Scholarship of Teaching and Learning grant from a University in western Canada, this paper reports on findings from an educational design research study (McKenney & Reeves, 2012) investigating the ways, and the extent to which, particular technological supports and other interventions impacted the acquisition of academic writing skills for Bachelor of Education students working within a blended learning environment. Among the various findings, students emphasized the importance of integrating writing interventions in coordination with one another, as well as introducing a variety of effective pedagogical practices tailored to meet the needs of specific course assignments. Instructors found that by incorporating student feedback into the design and then redesigning the course, they were able to improve students' academic writing abilities without sacrificing course content.

Many post-secondary institutions are developing policies and programs aimed at improving responses to sexual assault experienced by students. In some areas, such as Ontario, Canada, the government has mandated post-secondary institutions to do so. However significant these initiatives, they are predicated on the assumption that students trust, and want to engage with, the university following sexual violence. This study explores students' perceptions of sexual assault policies and services on one mid-size university campus focusing specifically on how trust factors into reporting sexual victimization and using services. Findings show that students believe that sexual assault policies and programs exist, but this does not mean students are willing to use such resources or that they even trust that their university has students' needs and interests at the fore. This paper discusses policy and programmatic considerations for building student trust in their post-secondary institutions to encourage student use of campus support.

Given the pace of their work, school administrators often find it difficult to sift through the massive volume of primary academic research produced each year to find specific pieces that might be useful to inform their practice. In response to this issue, the author developed and implemented a strategy to filter research for local relevance and distribute that research to preKindergarten-Grade 12 administrators in a mid-sized Canadian school district. This paper provides a brief description of the strategy and reports a portion of the results from a study examining the efficacy of the strategy. Since the strategy surfaced research specifically connected to local problems of practice, it was anticipated that participants would (i) see value in research, at least if it was explicitly connected to local issues; and (ii) actually consult research to inform their work. Findings included a general acknowledgement from participants that academic research has the potential to support leaders' practice. However, many noted barriers such as time, access, syntax, and relevance that made it challenging to translate research findings into actual practice. Respondents' suggestions to make academic research more useful for them are discussed.

This article examines how Canadian colleges and universities formally articulate their priority activities for internationalization, and what discursive rationales justify their approaches. Data come from 32 publicly-available internationalization strategies published in English by Canadian colleges and universities. In terms of practices, we find that institutions are adopting a largely similar set of activities, focused on partnerships and student and scholarly mobility. In terms of their justifications, we find that most institutions combine the strategic benefits of revenue generation and reputational prestige with symbolic commitments to diversity and excellence. We argue that by drawing on multiple rationales, internationalization strategies imbue the same generic activities with many meanings, which helps the internationalization project garner acceptance from an institution's diverse stakeholders. In concluding, we also point to a number of noticeably absent ideas, including equity, empathy, humility, and civic responsibility.

This study examined how schools prioritize ten key health concerns among their student populations over time and whether schools' prioritization of alcohol and other drug use (AODU) corresponds to students' substance use behaviours and cannabis legalization as a major policy change. Data were collected from a sample of secondary schools in Ontario, Canada across four years (2015/16-2018/19 [N[superscript 2015/16] = 65, N[superscript 2016/17] = 68, N[superscript 2017/18] = 61 and N2018/19 = 60]) as a part of the COMPASS study. School-level prevalence of cannabis and alcohol use between schools that did and did not prioritize student AODU as a health concern was examined. Ordinal mixed models examined whether student cannabis and alcohol use were associated with school prioritization of AODU. Chi-square tests examined changing health priorities among schools pre-post cannabis legalization. School priority ranking for AODU was mostly stable over time. While AODU was identified as an important health concern, most schools identified mental health as their first priority across the four years of the study. No significant changes to school AODU priorities were observed pre--post cannabis legalization nor was school prioritization of AODU associated with student cannabis and alcohol use behaviours. This study suggests that schools may benefit from guidance in identifying and addressing priority health concerns among their student population.