Learning experience and identity development as a research assistant /

What research learning experiences do current students have as research assistants (RAs) in the Faculty of Education at Brock University? How do the experiences of research assistants contribute to the formation of a researcher identity and influence future research plans? Despite the importance of these questions, there seems to be very little research conducted or written about the experiences of research assistants as they engage in the research process. There are few resources to which research assistants or their advisors can refer regarding graduate student research learning experiences. The purpose of this study was to understand the kinds of learning experiences that 4 RAs (who are enrolled in the Faculty of Education at Brock University, St. Catharines, Ontario) have and how those experiences contribute to their identities as researchers. Through interviews with participants, observations of participants, and textual documents produced by participants, I have (a) discovered what 4 RAs have learned while engaged in one or more research assistantships and (b) explored how these 4 RAs' experiences have shaped their identities as new researchers. My research design provided a separate case study for each participant RA, including myself as a research participant. Then as a collective, I studied all 4 cases as a case study in itself in the form of a cross-analysis to identify similarities and differences between cases. Using a variety of writing forms and visual narratives, I analyzed and interpreted the experiences of my participants utilizing arts-based literature to inform my analysis and thesis format. The final presentation includes electronic diagrams, models, poetry, a newsletter, a website presentation, and other representational arts-based forms.This thesis is a resource for current and future research assistants who can learn from the research assistant experiences presented in the research. Faculty members who hire research assistants to assist them with their research will also benefit from reading about RAs' learning experiences from the RAs' perspective. The information provided in this thesis document is a resource to inform future policies and research training initiatives in faculty departments and offices at universities. Consequently, this thesis also informs researchers (experienced and inexperienced) about how to conduct research in ways that benefit all parties and provide insight into potential ways to improve research assistantship practices.

Teachers' perspectives on the implementation of expectations-based curricula /

This qualitative study examines teachers' experiences implementing new standardized curricula in Ontario schools. This new curricula contained several policy changes and an expectations based format which directed what knowledge and skills students were to demonstrate in each subject. This level of specificity of subject-content served to control teachers in relation to curricula; however, data suggested that at the same time, teachers had enormous flexibility in terms of pedagogy. Four secondary teachers who were implementing a Grade 10 course in the 2000-2001 school year participated in the study. The qualitative framework supported the researcher's emphasis on examining the participants' perspectives on the implementation of expectation-based curricula. Data collected included transcripts from interviews conducted with teacher participants and a representative of the Ontario Ministry of Education and Training, field notes, and a research journal. Many of the factors often cited in the literature as influencing implementation practices were found to have affected the participants' experiences of curriculum implementation: time, professional development, and teachers' beliefs, particularly concerning students. In addition, the format of the policy documents proved to both control and free teachers during the implementation process. Participants believed that the number of specific expectations did not provide them an opportunity to add content to the curriculum; at the same time, teachers also noted that the general format of the policy document allowed them to direct instruction to match students' needs and their own teaching preferences. Alignment between teachers' beliefs about education and their understanding of the new curriculum affected the ways in which many participants adapted during the implementation process.

Gilbert McMicken document, n.d.

Gilbert McMicken emigrated to Upper Canada in 1832 and settled in Chippawa. In 1835 he was married to Ann Theresa Duff. In 1837 the family moved to Queenston where he was directly involved in the Kingston-Queenston trade endeavours begun by Robert Hamilton. He had a variety of interests, including a partnership with James Hamilton, son of Robert Hamilton. He was also a collector of customs in Queenston and operated the Niagara Suspension Bridge Bank for a time. He entered politics and represented Niagara as well as becoming mayor of Clifton, now part of Niagara Falls, Ont., in 1856. McMicken went on to have an illustrious career, serving as land agent and leader of Canada’s first undercover agency. McMicken moved to Manitoba and was active in business and politics. He died in Winnipeg in 1891. Source: Dictionary of Canadian Biography – Gilbert McMicken website (March 22, 2010)

Schooner Ranger document

A page of entries detailing the financial history of the Schooner Ranger, a Great Lakes cargo ship, from 1810-1815. The ship sustained damage in 1811 on its journey from Detroit to Black Rock, in which 3 people drowned. The ship was subsequently “destroyed by the enemy in January 1813”. In August 1815, the ship’s account was settled. The settlement acknowledged that the ship was “taken by the U.S. Navy Officers for the use of the Government”, and is signed by Porter, Barton & Co., and George Kibbe.

Schooner Ranger document, 1810-1815

Partial transcription: Buffalo, August 15, 1815 This day settled all accounts between… respecting the purchase and sailing of the Schooner Ranger until she was laid up in the fare of 1811. For the value of the…of the said Schooner destroyed by the enemy in January 1813 and the rigging & c taken by the U.S. Navy Officers for the use of the Government a [Joint][appreciation] is to be made... Government for our mutual benefit. Porter & Barton for [the firm] of Porter Barton & Co. George Kibbe

Disquietude: A Sonata-Form Inquiry Into Multiliteracies Practices in an EAL Classroom

This narrative case study describes an English as an Additional Language teacher’s struggle to understand her young adult learners’ apparent resistance toward multiliteracies pedagogical practices in a college setting. Multiliteracies Pedagogy (New London Group, 1996) advocates the use of digital media, and home languages and culture, to engage diverse youth in designing personally meaningful multimodal texts that can significantly impact learner identity, voice, and agency. This arts-based study uses an innovative sonata-style format to document the making of a class documentary, accompanied by teacher reflections on the video project in the form of poetry, journal excerpts, and classroom dialogue. The sonata form provides a unique methodology for teacher inquiry, allowing the teacher-researcher to explore the ways in which curriculum, pedagogy, and sociocultural influences intersect in the classroom. The study does not end with a clear resolution of the problem; instead, the process of inquiry leads to deeper understandings of what it means to teach in the complex worlds of diverse learners.

Legal document involving John D M’Kay, Thomas Butler, and John Harris, February 5, 1828

Richard Leonard was a member of the 104th Regiment of the British Army. He fought during the War of 1812 at Sackett’s Harbour, Lundy’s Lane and Fort Erie. After the war he settled at Lundy’s Lane and was appointed lieutenant colonel of the 1st Lincoln Militia. He later became the Sheriff of Niagara. He died in 1833 and is buried in the Drummond Hill Cemetery.

Port Dalhousie and the Thorold Railway pay roll for the months of June, July and August, 1855, signed by S.D. Woodruff. There is an envelope included with this document, Aug. 21, 1855

Port Dalhousie and the Thorold Railway pay roll for services of engineering and contingencies furnished for the months of June, July and August, 1855, signed by S.D. Woodruff. There is an envelope included with this document, Aug. 21, 1855.

Pay roll voucher from the Engineer Department of Port Dalhousie and Thorold Railway Extension for repairs to fences and cattle guards etc. in the months of April and May. This document is attached to a time sheet, May 11, 1857

Pay roll voucher from the Engineer Department of Port Dalhousie and Thorold Railway Extension for repairs to fences and cattle guards etc. in the months of April and May. This document is attached to a time sheet, May 11, 1857.

This document is very badly burned, it includes: a schedule of construction, May 28, 1855 and value of work used for constructing the bridge crossing at Chippawa Creek, Oct. 1857

This document is very badly burned, it includes: a schedule of construction, May 28, 1855 and value of work used for constructing the bridge crossing at Chippawa Creek, Oct. 1857. It is signed by S.D. Woodruff (3 pages, handwritten). Almost all text is illegible, 1857

The tree of knowledge ; a document by a woman

UANL

Économie du document scientifique - Pour des archithécaires

Entre l'adaptation rapide des éditeurs au numérique, la popularité du libre accès et les hésitations des chercheurs, l'explosion du Web 2.0, l'économie du don et l'insolente vitalité des moteurs, une économie de l'édition numérique scientifique se reconfigure. Les institutions documentaires doivent, de leur côté, renouveler leur positionnement et repenser leurs savoir-faire.

Les pratiques pédagogiques exemplaires en sciences de l'information : 21 fiches annotées

Ce rapport constitue une version augmentée d’un premier rapport datant d’août 2005. Les 21 fiches annotées peuvent aussi être consultées individuellement (en format HTML) à partir du « Portail des ressources pédagogiques et disciplinaires en sciences de l'information » accessible à l’adresse : http://www.ebsi.umontreal.ca/clip/