Mobile Books: Effect of Engagement on Students’ Motivation and Cognitive Strategy Use

This mixed methods research explores the role of reading engagement in 30 grade 1 students’ motivation to read mobile electronic storybooks (eBooks) and cognitive strategies used during eBook reading. Data collection comprised motivation and parent questionnaires, behavioural observation checklists, cognitive strategies rubric, and teacher interviews. Students’ emotional engagement with and enjoyment of mobile eBooks corresponded to 4 motivational aspects of intrinsic motivation: curiosity, control, choice, and challenge. Post-intervention results indicated that most student participants enjoyed answering eBook comprehension questions and preferred eBooks to print books; by the end of the study, all had access to a mobile device at home. A majority of participants were actively engaged during mobile eBook reading sessions and persisted in answering embedded eBook comprehension questions, which together reflected students’ behavioural engagement and time-on-task during mobile reading. Students’ off-task behaviours related to iPads’ accessibility features and inherent reader-friendliness. All participants successfully answered evaluative questions requiring them to activate prior knowledge, and experienced higher levels of difficulty with making personal connections. The study highlights the importance of making school-based literacy practices relevant to students’ outside worlds, and discusses implications for teacher educators, administrators, curriculum developers, and eBook and other digital developers concerning the need for greater collaboration in order to more closely align technology resources with national curriculum expectations.

Conceptions of Quality and Approaches to Quality Assurance in Ontario’s Universities

Many international, political, and economic influences led to increased demands for development of new quality assurance systems for universities. Like many policies and processes that aim to assure quality, Ontario’s Quality Assurance Framework (QAF) did not define quality. This study sought to explore conceptions of quality and approaches to quality assurance used within Ontario’s universities. A document analysis of the QAF’s rationale and structure suggested that quality was conceived primarily as fitness for purpose, while suggested indicators represented an exceptional conception of quality. Ontario universities perpetuated such confusion by adopting the framework without customizing it to their institutional conceptions of quality. Drawing upon phenomenographic traditions, a qualitative investigation was conducted to better understand various conceptions of quality held by university administrators and to appreciate ways in which they implemented the QAF. Three main approaches to quality assurance were identified: (a) Defending Quality, characterized by conceptions of quality as exceptional, which focuses on administrative accountability and uses a hands-off strategy to defend traditional notions of quality inputs and resources; (b) Demonstrating Quality, characterized by conceptions of quality as fitness for purpose and value for money, which focuses on accountability to students and uses centralized engaged strategies to demonstrate how programs meet current priorities and intended outcomes; and (c) Enhancing Quality, characterized by conceptions of quality as transformation, which focuses on reflection and learning experience and uses engaged strategies to find new ways of improving learning and teaching. The development of a campus culture that values the institution’s function in student learning and quality teaching would benefit from Enhancing Quality approaches to quality assurance. This would require holistic consideration of the beliefs held by members of the institution, a clear articulation of the institution’s conceptions of quality, and a critical analysis of how these conceptions align with institutional practices and policies.

Power of Attorney of Colonel John Butler for Robert Hamilton and Robert Addison, January 4,1797

John Butler (1728-1796) was originally from Connecticut but settled with his family in the Mohawk valley of New York around 1742. His father was a Captain in the British army and well acquainted with William Johnson (superintendent of Northern Indians). Butler impressed Johnson with his aptitude for Indian languages and diplomacy. He began to work with Johnson in 1755, and received several promotions in the department, until his apparent retirement in the early 1770s. At the onset of the Revolutionary War in 1775, Butler relocated to Canada to join the British forces, settling in Niagara. During the War, Butler was instrumental in maintaining the alliance with the Indians. After the War, Butler became prominent in local affairs in Niagara, but failed to secure any important offices when the province of Upper Canada was formed in 1792. In an effort to recoup some of the financial losses his family suffered during the War, Butler illegally attempted to supply trade goods to the Indian department with his son Andrew, his nephew Walter Butler Sheehan, and Samuel Street, a Niagara merchant.

Using Effective Teaching Strategies and Personality Type to Enhance the Mathematics Classroom: A Handbook for Intermediate Math Teachers

This project addressed the need for more insightful, current, and applicable resources for intermediate math teachers in Canadian classrooms. A need for a handbook in this division seemed warranted by a lack of government resource support. Throughout an extensive review of the literature, themes and topics for the handbook emerged. The handbook was designed to not only provide educators with examples of effective teaching strategies within the mathematics classroom but to also inform them about the ways in which their personal characteristics and personality type could affect their students and their own pedagogical practices. Three teaching professionals who had each taught in an intermediate math class within the past year evaluated the handbook. The feedback received from these educators was directly applied to the first draft of the handbook in order to make it more accessible and applicable to other math teachers. Although the handbook was written with teachers in mind, the language and format used throughout the manual also make it accessible to parents, tutors, preservice education students, and educational administrators. Essentially, any individual who is hoping to inspire and educate intermediate math students could make use of the content within the handbook.

Last Will and Testament - David Clow

Last Will and Testament (copy) of David Clow of the Township of Stamford. Richard and William Woodruff are listed as executors. Attached to this will is a document stating that this is a true copy of the will, Sept. 12, 1839.

Last Will and Testament - John Picard

Last Will and Testament of John Picard of the township of Niagara. He leaves his land which consists of part of Lot 113 in the township of Niagara to Annie Mariah Steel. The executors are John Stevens and Gilbert Anderson. The document was registered July 3, 1882 – instrument no. 1743, May 9, 1882.

Indenture of Release of All Existing Contracts and Agreements with Woodstock and Lake Erie Railway Co.

Indenture of release stating that all existing contracts and agreements made by the Woodstock and Lake Erie Railway Co. are cancelled. This release was between the executors of Samuel Zimmerman's will and the Woodstock and Lake Erie Railway Co. February 10, 1858.

Indenture of Release between Richard Miller and others

Indenture of release by executors between Richard Miller, John L. Ranney and Richard Woodruff, all of St. Catharines and Joseph A. Woodruff of Clifton, all executors of the will of Samuel Zimmerman of the first part and The Great Western Railway Company of the second part. Parties of the second part have exonerated parties of the first part to undertake and complete the Sarnia branch of the railway. Also, parties of the first part believe they are entitled to compensation as the death of Zimmerman was caused while travelling on one of the carriages belonging to said company. A sum of $150,000 was agreed upon to be paid to the executors by the Great Western Railway Company, September 7, 1858.

Indenture between Arthur Lambert and Lewis Lambert

Indenture between Arthur Lambert or his attorneys or executors to Lewis Lambert of the County of Lincoln for 60 acres of land in the Township of Niagara in Lots no. 154-156, Jan. 1, 1829.

Indenture between Archibald McLachlan and Nicol Kingsmill to Florence Louise Thomson

Indenture of assignment of mortgage between Archibald McLachlan of St. Thomas and Nicol Kingsmill of Toronto executors under the Last Will and Testament of Lavinia Day Thomson, late of Glencairn in Niagara Township to Florence Louise Thomson of Toronto. This is in regard to Lots 113, 114 and 115 in the Township of Niagara. This was registered in the Township of Niagara on Jan. 28, 1888 – instrument no. 2342 and instrument no. 2344, Apr. 5, 1887.

Indenture (vellum) of bargain and sale between William Dickson, Thomas Dickson and Thomas Clark

Indenture (vellum) of bargain and sale between William Dickson, Thomas Dickson and Thomas Clark, executors of the late Robert Hamilton of Queenston to George Moffat for land in Burford, Beverly and Grimsby, Ontario, Feb. 27, 1827.