Acquisition of inductive biconditional reasoning skills: Training of simultaneous and sequential processing

One hundred forty-four 10th-grade students received training on one of three processing methods: coding-mapping (simultaneous), coding only, or decision tree (sequential). Then they learned a biconditional rule under one of eight transfer test conditions based on a 2 (paradigm: rule vs complete learning) × 2 (memory aids: 0 vs 4) × 2 (focus instance: presence vs absence) design. Although the coding-mapping students processed concept instances in much the same way as the coding-only students, they acquired the target rule more frequently, and they processed instances more quickly and more consistently than the decision-tree students. The observed ordinality of the responses of four truth-table classes was found to be more consistent with the simultaneity than with the sequentiality hypothesis. As expected, training interacted with paradigm and also with memory aids and focus instance. The induced simultaneous processing strategy apparently works optimally under rule learning, while the sequential strategy is difficult to induce and/or not optimal for rule-learning operations.     

A Case Study in Indigenous Classification: Revisiting and Reviving the Brian Deer Scheme

It is a challenge to classify Indigenous knowledge using conventional library classification systems. An interconnected network of information and ideas needs to be classified in a way that adds structure, but also demonstrates relationships and offers some flexibility. Kahnawake librarian Brian Deer developed a classification system that better reflects an Indigenous worldview and the Union of British Columbia Indian Chiefs Resource Centre recently released a new revision of this system. Implementing this new system was a project that produced a model and tools, as well as inspiration that other institutions can use to move toward more culturally appropriate classification.     

Learning to Be. A Perspective from British Columbia,Canada

This article describes how learning to be, with a specific focus on social-emotional competencies, has become part of the educational mindset — and educational policy — in British Columbia, Canada. The development of a set of learning progressions for social responsibility, an emphasis on social emotional learning in the new curriculum framework, the recognition of the importance of the First Peoples Principles of Learning and a disciplined approach to inquiry through school-to-school networks are strengthening the focus on learning to be across schools and communities.     

美国哥伦比亚大学MPH新课程及其启示

介绍了美国哥伦比亚大学MPH新课程的改革背景、设计原则、具体内容和实施效果,分析了其具有系统整合教学资源、突出培养核心胜任力、灵活设计课程类型、实行认证项目等特点。对我国MPH教育提出了明确培养目标、构建胜任力模型,打破学科界限、开设综合课程,加强基地建设、注重实践课程,吸引行业参与、建立联动机制等建议。     

“My job was to teach”: educators’ memories of teaching in British Columbia during World War II

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

The problem trap: implications of Policy Archaeology Methodology for anti‐bullying policies

James Scheurich argues that practices of policy – normalized over time through repetition – serve three purposes. They structure social problems for which policy is designed to address; construct certain people, implicitly or explicitly, as problem individuals; and shape policy solutions. Following Foucault, he offers what he calls Policy Archaeology Methodology as an approach to policy analysis that emphasizes how particular social problems (but not others) are socially constructed in certain ways within certain political and social contexts. The purpose of policy archaeology as a mode of analysis is ‘to investigate … the grid of conditions, assumptions, forces which make the emergence of a social problem … possible’. Drawing from his method of inquiry, I identify, through examination of policy documents, how the problem of bullying in schools has come to be understood in certain ways (the dominant narrative) and how policy solutions are constrained and limited accordingly, thereby confounding their purpose. I suggest that Scheurich’s perspective provides a way of addressing bullying that accounts for complexity in ways that current approaches mostly do not even consider.     

Remote and unresearched: educational leadership in Canada's Yukon Territory

Educational leadership is a field that historically has not been closely examined in the Yukon Territory. The generation of Yukon‐specific theory therefore remains difficult, particularly given the historical absence of an Indigenous cultural lens through which to examine educational leadership. This is the central argument presented by this paper. Employing research from Yukon's southerly neighbour, the province of British Columbia (BC) as a basis for comparison, the manner in which educational leadership may be constructed, developed, and enacted by practitioners requires a fundamentally different approach in the Yukon, given that a number of Yukon First Nations, representing many Indigenous people, have settled land claims and established self‐governing agreements with the Canadian and Yukon Territorial Governments. These factors pose specific challenges, resulting in variations and adaptations to the way that education is provided and how educational leadership may be constructed and enacted in this northern Canadian Territory.     

美国哥伦比亚大学教育技术学专业硕士课程设置研究

美国哥伦比亚大学作为世界一流大学,在教育技术学专业人才培养和课程设置等方面均有着成功的经验。该研究旨在系统地调查和了解美国哥伦比亚大学教育技术学专业硕士生人才培养和课程设置的情况,通过深入分析与比较,为我国教育技术学学科发展和专业人才培养提供一些启示。     

THE INDEX TO LEGAL PERIODICALS AND CURRENT LAW INDEXA COMPARISON

No abstract available for this article.     

TQM Training:

No abstract available for this article.