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From the 1990s until 2017 the High Ability and Inquiry Research Group (HAIR) at McGill University in Montreal, received C$1.3M in research funds from Canadian, Quebec, and US agencies to support its research and graduate training in education and educational psychology. Their research encompassed two principal areas, Inquiry in Education and Gifted Education, from preschool to higher education. This report summarizes the goals of the funded research on Inquiry in Education, presents an overview of what was achieved relative to each of the goals 1. The Psychology of Learners' and Teachers' Understanding of and Engagement in Inquiry 2. Building and Sustaining Inquiry: Facilitating Inquiry in the Classroom 3. Creating a Toolbox for Research and Evaluation of Inquiry Learning and Instruction and lists the 229 published books, chapters, conference proceedings, journal articles, dissertations, and theses, as of December 31, 2017, each with an annotation or abstract. Over 40 publications in preparation are also listed. This report is intended as an archival record of the work of the research group.

This study is an examination of the test results of 90 academically oriented adult participants on the Test of English as a Foreign Language (TOEFL) and the Canadian Language Benchmarks Assessment (CBLA), to determine the comparability of performance on the two tests and the possibility of using two tests in the academic admissions process for colleges and universities. It is concluded that the two tests are measuring similar language constructs, but that each also adds something unique to the picture of the participants' English language proficiency. It was also found that length of residence in Canada had a significant predictive effect only in the listening/speaking section of the CBLA. This suggests that the CBLA is especially good for measuring the communicative competence of academically-oriented English language learners. Due to this finding, grounded in a sufficiently large, representative, and significant study group, it is now possible to make an empirical case to argue for the inclusion of the CBLA test in college and university admissions processes in Canada in order to give the fullest and fairest consideration of English language learners in the college and university applicant pool. (KFT)

This report presents findings of a Canadian national study of 1,492 regular classroom teachers, administrators, resource teachers, special class teachers, and university students on the inclusion of students with disabilities into general education classrooms. Three data sources were used in the research: an Educator Opinion Questionnaire, voluntary spontaneous written comments from the last page of the questionnaire, and individual, in-depth interviews. Results indicate that the educators' attitudes toward inclusion divided into two major areas. The first related to strong reservations about work load and the effect of inclusion on regular class teachers, adequacy of preservice and inservice professional development, and administrator support for teachers who were including special education students in their classrooms. The second area of concern centered on positive beliefs regarding inclusion and teacher ability. Generally, positive attitudes were held regarding professional ability to accept primary responsibility for included students, the ability of regular class teachers and resource teachers to work collaboratively, and the effect of inclusion on both regular and included students across social and academic domains, particularly the social. Implications of the findings are discussed, including the need for greater collaboration among government agencies, schools, and families. Appendices include the interview questions and a discussion of results. (Contains 63 references.) (CR)

This annual report discusses several topics related to the work of the Research and Clinical Center for Child Development at Hokkaido University in Japan. The articles are: (1) "Heart to Heart (Inter "Jo") Resonance: Taking Japanese Concept of Intersubjectivity Out of Everyday Life" (Shigeru Nakano); (2) "Intersubjectivity and Infant-Interaction: Imitation as a Way of Making Contact" (Geraldo A. Fiamenghi, Jr.); (3) "Ultradian Rhythm and Its Individual Differences in Self-Demand Bottle Feeding: Suggestions for Feeding Schedule in Group Infant Care" (Ryutaro Kaneko); (4) "A Examination of Psychometric Properties and Validity of the Toddler Behavior Assessment Questionnaire" (Emiko Kusanagi, Nobuko Hoshi, and Shing-Jen Chen); (5) "Stress of Mother during Pregnancy and Post-Partum Stages" (Kailash Tuli); (6) "Constructional Processes in the Social Interactional Activity in the Peer Groups of Japanese Nursery School Children: An Interim Report" (Kimiharu Sato and Takaharu Yuki); (7) "Development of Self-Regulation through Dialogue: Self-Assertion through Self-Inhibition" (Koichi Yamazaki, Nobumoto Tajima, and Kayoko Uemura); (8) "'Intensity' Is a Key Term in Developmental Psychology!" (Kiyobumi Kawakami and Kiyoko Takai-Kawakami); and (9) "Individual Differences in Toddlers' Emotion Regulation: The Relationship between Children's Problem-Focused Coping Style and Maternal Response Strategies to Their Negative Emotions" (Hiroko Sakagami and Toshihiko Endo). References are included with each article. (KB)

This annual report discusses several topics related to the work of the Research and Clinical Center for Child Development. Seven topics are covered in the report. The articles are: (1) "Fathers' Participation in the Lives of Their 4-Month-Old Infants: The United States and Japan" (Marguerite Stevenson Barratt, Koichi Negayama and Tetsuhiro Minemi); (2) "Relationship between Socioeconomic Status and Maternal Attitudes among Japanese Mothers" (Mari Aoki Toda, Masumi Sugawara, Toshinori Kitamura and Satoru Shima); (3) "Information Conveyed by the Media on Childrearing in France and in Japan: Analysis of French and Japanese Popular Magazines" (Hiroko Norimatsu); (4) "Sacred or Selfish? A Survey on Parental Images of Japanese Children" (David Shwalb and Shing-Jen Chen); (5) "Towards an Understanding of Cultural Psychology: A Case for 'Janken'" (Shing-Jen Chen and R. Jason Rand); (6) "Empathy and Altruistic Behavior among Preschoolers: An Attempt To Measure Empathy of Children Based on Teacher's Report" (Shigehiro Ukegawa); and (7) "Differences in Teacher Classroom Behaviors in USA and Japan: A Field Note" (Hiroshi Usui). References are included with each article. (SD)

This annual report discusses several topics related to the work of the Research and Clinical Center for Child Development. Six topics are covered in the report. The articles are: (1) "Development of Intentional Behavior in Early Infancy" (Hongtu Chen); (2) "An Investigation of the Differences of Social Space in the Playroom: Through Analysis by the Quotient of 'Associated' Behaviors" (Katsumi Kanazawa and others); (3) "Let Your Toddler Journey to Separation: Child Separation and Reconstruction of Playful Interactions in the Japanese Mother and Child" (Sigeru Nakano); (4) "Toward a Theoretical Development of Physical Activities for Children with Handicaps: Moter, Movement, and Action" (Atsusi Nanakida); (5) "Posture As a Dynamic Stable State of a Body" (Norimasa Yamada); and (6)"Mentors for Japanese College Students" (Kunio Wakai). References are included with each article. (AP)

This study examined curriculum change involving teacher development based on the intellectual development of teachers, parents, and children by means of the theory of schema development. The paper describes constructivist pedagogy and schema and their importance for young children's learning, then reports on a qualitative study of over 300 children in charted childcare centers, family day care, kindergartens, and playcenters that was conducted along with a telephone survey of parents throughout the Wellington (New Zealand) region. Two centers were chosen for the intervention component of the project to observe differences between children attending the schema and comparison centers. Ten schema children's artistic endeavors or actions were examined. The findings show that the schema children had higher scores in all of the "be-ing" competencies, "doing" competencies, and intrapersonal competency. There was an especially big difference in intrapersonal competency between the schema children and comparison children. The fact that children learn from materials and equipment as well as by interacting with their peers and teachers suggests that teachers need to change curriculum content in terms of curriculum processes. (Contains 49 references. Two appendices containing child observation guidelines and the observation form are included.) (AP)

A study investigated teachers' attitudes concerning the second year of the Reading/Writing Immersion (R/WI) project, which assisted early years teachers in the White Horse Plain School Division No. 20, Manitoba, Canada, to become more effective in working with students who were at-risk of failing to develop reading and writing performance goals. All 11 participants in the project completed or partially completed surveys. Results indicated that: (1) the location and overall quality of meetings were satisfactory; (2) overall, the materials and reading used in the study group phase of the project were useful; (3) site visits were either very useful or somewhat useful, and the visits were considered as important as other components of the project; (4) in most instances, the project was meeting participant expectations, and that participants were about equally split in believing that the time spent on the project was just about what they expected or somewhat more than they had expected; (5) participants were very satisfied with support provided by university staff members; (6) participants indicated that they had learned a number of new skills and were already using them in their classrooms; and (7) the addition of three workshop sessions on report writing provided a valuable experience for project participants. Recommendations include: continuation and expansion of the project; continuation of the study group meetings; continuation of site visits as an integral part of the project; and continuation of participants' assessment of student outcomes. (The survey instrument with tabulations of data for each question is attached.) (RS)

This paper examines the perceptions of teachers associated with the Brisbane School of Distance Education (Queensland, Australia), concerning their role in the establishment and implementation of a primary education program for children of the Showmen's Guild of Australasia. Interviews with five itinerant teachers revealed that their responsibilities include assessing correspondence papers from students and maintaining telephone contact with students, home tutors, and parents, as well as working in selected towns on a short-term basis to teach "face-to-face" lessons to itinerant students. Each teacher worked with between 15 and 20 children, usually in family groups across grade levels. Teachers expressed concerns about the show children's lifestyle and how this has affected their educational and social development. However, all teachers felt that the distance education program had improved the children's educational opportunities and adequately addressed their educational needs. Disadvantages of the children's itinerant lifestyle that the program was unable to address were lack of routine, lack of continuity, dependence on the support of the home tutor, role conflicts of local teachers, and insufficient program funding. Implications for other itinerant education projects include recognizing the importance of teacher attitudes when implementing an educational program for a marginalized group. Contains 20 references. (LP)

This paper examines the tactics used by the Showmen's Guild of Australasia in successfully lobbying for the development of a distance education program for their children. The Guild is considered to be a "marginalized" group, meaning members have less access to wealth, power, and status. Since 1930, members of the Showmen's Guild and their families have traveled from town to town providing agricultural and equestrian shows. Despite the diversity of backgrounds and experiences among people connected with the show circuit, the Guild is highly organized and has been politically active. Informal sanctions have been effective in enforcing group discipline and in presenting the image of a single body of opinion. In addition, investment in sophisticated machinery and technology has resulted in show people having the financial resources to buy homes and have a political voice via more "normalized channels." Although members learn early that they are a marginalized group and are perceived as different from the mainstream, the group maintains close ties and often celebrates its difference. Implications for educational program development center on the goals of educational programs designed for disadvantaged groups, and the status of other marginalized groups and their efforts to contest their marginalized status. (LP)

This study examines the elements of "work and play" as they are conceptualized by the children of the Showmen's Guild of Australasia. Recreation and work are semantically distinct, but this distinction can be blurred in particular contexts and according to differing individual perceptions. As part of a study evaluating a distance education program, interviews conducted with parents, children, home tutors, and itinerant teachers included a series of questions about work and play. It was found that many of the families participated in outdoor recreation such as boating and camping. However, the mobile lifestyle of the children prevented them from belonging to a team, attending training sessions, playing regular sports, and developing skills in a controlled form. Instead their participation was limited to sport and play in an informal and semistructured manner at school (for example, lunch breaks and physical education classes) and on the show grounds. The children's lifestyle also contributed to their view of work. For most children, show day represents a day of fun, but for show children it is a day of work. They attend school and after school they return to the show ground to work alongside their parents until late evening. Almost all show children had work aspirations beyond the Guild, but knew that a working life in the show was available to them. (LP)

This paper presents initial results of research on a distance education program developed in 1989 for the children of the Showmen's Guild of Australasia. The program accommodates the mobility of children and their parents who are rarely in any town for more than a week during the show circuit. The children complete correspondence lessons in various subjects and are assisted by their parents or home tutors. Several times a year, distance education teachers join the children during the show circuit and work intensively with them for several weeks. Unlike many other groups involved in the distance education program, the Showmen's Guild is well organized. It has a very supportive parent base and has campaigned over the years to establish favorable political support for a program to meet the special needs of its children. A literature review reveals that high mobility can place students at an educational disadvantage while placing an enormous burden on those providing the education for the mobile group. Interviews conducted with parents, children, home tutors, and teachers revealed close and trusting relationships between parents and distance education teachers and between students and distance education teachers. In addition, there is typically an intimate relationship between the mother and her children as it is the mother who takes on the responsibility for organizing and managing her children's education during a hectic working day. This paper concludes that the uniqueness of each mobile group must be taken into account when implementing an educational program, and delivery must respond to the socioeconomic and cultural attributes of each group. (LP)

A study investigated teachers' attitudes concerning the first year of the Reading/Writing Immersion (R/WI) project, which assisted early years teachers in the White Horse Plain School Division, Manitoba, Canada, to become more effective in working with students who were at-risk of failing to develop reading and writing performance goals. Eleven of 12 participants in the project completed or partially completed surveys. Results indicated that: (1) the location and overall quality of meetings were satisfactory; (2) overall, the materials and reading used in the study group phase of the project were useful; (3) site visits were either very useful or somewhat useful, and the visits were considered as important as other components of the project; (4) in most instances, the project was meeting participant expectations, except that some participants did not expect to be so actively involved in developing objectives, collecting data, and writing reports; (5) participants were very satisfied with support provided by university staff members; (6) the reports helped participants make connections between study group materials and classroom practice, develop an implementation plan for year 2, evaluate the value of the project, and evaluate student progress; and (7) participants indicated that they had learned a number of new skills and were already using them in their classrooms. Recommendations include: continuation and expansion of the project; continuation of the study group meetings; devotion of more planning and time to debriefing sessions after site visits; and continuation of participants' assessment of student outcomes. (The survey instrument with tabulations of data for each question is attached.) (RS)

This paper examines implications for teacher education derived from the evaluation of a distance education program for the Showmen's Guild of Australasia. The program was established in 1989 to meet the educational needs of Guild members who travel from town to town providing agricultural and equestrian shows. A review of the literature reveals that there are numerous difficulties faced by highly mobile students and by rural students and teachers. Interviews conducted with children, parents, home tutors, and itinerant teachers focused on their perceptions of their lives and their general views on education. Data from the interviews revealed the existence of extended and intensive social networks that sustain the itinerant lifestyle. Respondents evaluated the distance education program positively as meeting the educational needs of show children. Work and the work ethic played an important role in the development of children's distinctive identity, while sport and play were associated with local schools and socializing with local children. This study points out the importance of teacher graduates being acquainted with the increasing variety of educational experiences, implications of distance education for children, and benefits and limitations of distance education programs. (LP)

This task force report addresses three questions fundamental to the reform of teacher preparation: (1) what do teachers need to know? (2) what academic, professional, and practical experiences should be provided? and (3) what are the most efficacious relationships between a Faculty of Education, other faculties and schools in the University, other institutions of postsecondary education, and the school system? A proposal is presented which articulates the goals or outcomes that a new program of teacher education must achieve, the curriculum content and the process which should characterize it, the admission strategy which should serve it, and the delivery modalities and institutional relationships which should enable its effective implementation. The task force recommends a program which consists of three major components: liberal arts or general studies; specialized subject matter studies in areas appropriate for teaching; and pedagogical studies. Appendices, which comprise two-thirds of the report, provide a statement of issues related to initial teacher education programs; bachelor of education program regulations; admissions, regulations and recruitment--working group draft proposal; course titles and descriptions; special consideration admissions category for Aboriginals; partnership schools--draft policies and procedures; Program Stream Committee status reports; resource implications; and a list of submissions to the task force. (LL)

A study traced the establishment and implementation of the Reading Recovery program on the North Coast of New South Wales (Australia) in 1991. Teachers at the 12 schools involved in the program, key personnel at the New South Wales Department of School Education and the Catholic Education Office, and the Reading Recovery Tutor were interviewed. Reading Recovery teachers kept journals and completed short surveys at the beginning and end of the year. Results indicated that: (1) the impetus for undertaking Reading Recovery was the concern by schools about children not mastering basic skills; (2) schools anticipated immediate benefits from the program; (3) by the end of term one, the majority of the teachers were enjoying working with individual children; (4) children who had been withdrawn and non-participative at the beginning of the year were confident, participating members of their class performing at or above average; (5) only one of the six teachers who combined their classroom role with that of Reading Recovery was prepared to continue in the program; however, all of the teachers who had not carried classroom responsibilities in addition to their Reading Recovery duties intended to remain in the program. Recommendations include thoroughly assessing the school need for Reading Recovery; opening the Reading Recovery teaching position to applications from all staff; and concerted support for the Reading Recovery teacher. (Contains five tables of data and 12 extracts from teachers' journals; a sample teaching load (consisting of teacher comments on four students) is attached.) (RS)

The United States is trying to prepare 21st century children with a 19th century, factory-model education system that measures educational quality more by input than by outcomes. Schools must be transformed to meet the needs of a technology-driven information society, producing citizens who can analyze, synthesize, and evaluate information and extrapolate its meaning. Fundamental changes in educational values and expectations will require new skills and perspectives, especially among school leaders. The greatest barriers to change are attitudinal. As three vignettes show, there is no one best education system. Schools of the future will rely on new technologies; increased parental, business, and community involvement; and extended service for all ages. The New Hampshire Education Think Tank identified six critical skill areas school leaders will find essential for successful school restructuring. Administrators will have to be effective communicators, facilitators, analysts and planners, educators, technologists, and politicians. Closer attention must be paid to the educational methods and content used to prepare school administrators. Professional preparation programs must be restructured to emphasize more field-based and collaborative work. Included are an executive summary and a bibliography of 74 references. (MLH)

The concentration of power and the potential for abuse inherent in modern technology mandates the development of a personal and socially responsible ethic. The development and examination of this ethic should be reflected and integrated throughout social studies instruction. Historical examples of traditional virtues (sobriety, thrift, industry) used to facilitate or accomplish negative ends (i.e. the destruction of World War I) are offered. The development of a personal ethic that values love, kindness, and human dignity over all other values would guard against this kind of abuse. This ethic is based on concepts of caring and responsibility articulated by Milton Mayerhoff (1971), Carol Gilligan (1982), and William Leiss (1990). The essence of these views is that human beings come first and not the process, technique, or application of science and technology. In the social studies classroom this approach would not only inform the issues and content of the curriculum but also be reflected in the dignity and respect afforded the students. An elementary curriculum that would integrate this ethical instruction throughout the grades would include topics (1) Me and My Family; (2) My school and Neighborhood; 3) My Community; (4) My Province or State; (5) The Nation; and (6) Other Lands. Upper levels grades would concentrate on increasingly complex questions involving technology, history, society, and ethics. Contains 30 references. (MJP)

This study explores how high school students learn from their experiences in an extracurricular adventure program and illustrates how students' narrative inquiries relate to experiential learning. Twelve canoe trips were studied by participant observation methods. Data were collected from recorded interviews with students and staff, field notes, film and video recordings. Observations suggest that students' stories serve five educational functions; that is, they serve: (1) to authenticate the experience; (2) to interpret the experience; (3) to call attention to relationships; (4) to transmit cultural lore; and (5) to influence outsiders. Further analysis of the stories indicated that story-telling is a natural process involving spontaneous meaning construction and reconstruction over time to account for new experiences. The paper includes examples of students' stories that illustrate the educational functions of story telling. This study suggests that stories serve important purposes in learning and teaching and that story telling occupies middle ground between the extremes of formally structured class discussions and leaving the experiences to speak for themselves. (LP)

This report presents the results of a process evaluation conducted after the first year of a 2-year literacy development project designed to assist grade 1 teachers at 4 Manitoba schools in becoming more effective in working with "at-risk" students to meet reading and writing performance expectancies. The report includes results from four resource teacher surveys, two administrator/principal interviews, and two facilitator/university professor interviews investigating project-related concerns (e.g., expectations, usefulness, involvement, support, meetings, materials, goals, training component, and suggestions). The report also includes complete ethnographic field notes (arranged according to beginning, middle and observation stages) as well as questionnaire/interview instruments with complete statistical data. (KEH)