Inclusive teaching practice in the Jewish day school: general studies teachers' experiences /

Little research has been done on inclusive education in the context of the Jewish day school general studies classroom. This qualitative case study research examines the inclusive teaching experiences of 2 general studies teachers in their respective grade 4 classrooms in 2 traditionally structured dual curriculum Jewish day schools. Data analysis of qualitative open-ended interviews, classroom observations, postobservation discxissions, and school and formal curriculum documents yielded understandings about the participants' inclusive practice and the challenges of the traditional Jewish day school structure. Eight themes that emerged related to understandings and questions about time limitations, an emphasis on efficiency, the day school structure, inclusion models, the need for increased teacher collaboration, and tension between curriculum-as-plan and curriculum-as-lived. Discussion of the findings suggests the need for further research in inclusion and integrated curriculimi in order to better understand possible restructuring of the traditional Jewish day school fi-om the time efficiency constrained dual curriculiun structure to a more flexible structure conducive of a meaningful and dynamic lived curriculum.

Fifth series of historical documents : [All relating to the War of 1812].

Published under the auspices of "The Literary and Historical Society of Quebec".

Learning styles and achievement in postsecondary classrooms

The purpose of this study was to investigate the relationship between learning styles and academic achievement in postsecondary education. It was the intent of the study to establish if there was a relationship between student learning style, teacher style, learner/teacher matching and/or mismatching, student gender and age, to the academic grades of students. This study was basically a replication of a study completed by Mary J. Thompson and Terrance P. O'Brien in 1991 on two campuses of a southeast community college in the United States. In the present study, 243 students and 18 teachers from two different campuses of a community college in the Province of Ontario participated in the research. All participants were administered the Gregorc Style Delineator and students identified by program, age and gender. Data were tested by two analysis of variance (ANOVA) models. In the first ANOVA model considered in this study, significant main effects were manifested in regard to the teaching style, age group and gender. With the exception of gender, these findings were very similiar to those of the original study. Duncan's multiple range test revealed that Concrete Sequential (CS) teachers assigned significantly lower grades than did teachers dominant in any of the other three learning styles. Post hoc testing revealed that students 25 years of age and older received significantly higher grades than did younger students. Female students also received significantly higher grades than did male students. In the second ANOVA model student/teacher learning style match/mismatch did emerge as a significant main effect. However, Duncan's multiple range test and Chi square analysis did not substantiate the relationship. Forty-eight references are cited.

Analyzing the learning of the taking personal and social responsibility model within a new physical education undergraduate degree program in El Salvador

EI Salvador presents an unfortunate history that includes a military regime and a civil war that together created a legacy of violence in which the country still struggle nowadays. Salud Escolar Integral (SEI) was created in 2005 as a program to combat youth violence throughout the re-formulation of physical education (PE) classes in public schools, promoting life skills learning that supports the resolution of conflicts with nonviolent ways. In 2007, SEI supported the creation of a physical e~ucation teacher education (PETE) degree at the Universidad Pedag6gica de EI Salvador (UPES), having the goal to assist pre-service teachers with a better understanding of humanistic principles. The present research analyzed if after attending all three years ofUPES PETE program, students presented high self-perception levels of competence and confidence related to attitude, skills and knowledge to teach PE within humanistic principles. Taking Personal and Social Responsibility (TPSR) was the theoretical framework used to analyze the development of humanistic principles. The study had a mixed-method longitudinal design that included questionnaires, reflection templates and interviews. In conclusion, although it is suggested that UPES should provide better support for the development of the teaching principles of empowering students and transfer learning, most of the humanistic principles were highly promoted by the program. At last, it is suggested that future research should track teachers' progress while teaching in schools, in order to analyze if the theory of promoting humanistic principles have also become a daily practice.

Office of the City Clerk, St. Catharines Records, 1928-1974, n.d.

The site of present-day St. Catharines was settled by 3000 United Empire Loyalists at the end of the 18th century. From 1790, the settlement (then known as "The Twelve") grew as an agricultural community. St. Catharines was once referred to Shipman's Corners after Paul Shipman, owner of a tavern that was an important stagecoach transfer point. In 1815, leading businessman William Hamilton Merritt abandoned his wharf at Queenston and set up another at Shipman's Corners. He became involved in the construction and operation of several lumber and gristmills along Twelve Mile Creek. Shipman's Corners soon became the principal milling site of the eastern Niagara Peninsula. At about the same time, Merritt began to develop the salt springs that were discovered along the river which subsequently gave the village a reputation as a health resort. By this time St. Catharines was the official name of the village; the origin of the name remains obscure, but is thought to be named after Catharine Askin Robertson Hamilton, wife of the Hon. Robert Hamilton, a prominent businessman. Merritt devised a canal scheme from Lake Erie to Lake Ontario that would provide a more reliable water supply for the mills while at the same time function as a canal. He formed the Welland Canal Company, and construction took place from 1824 to 1829. The canal and the mills made St. Catharines the most important industrial centre in Niagara. By 1845, St. Catharines was incorporated as a town, with the town limits extending in 1854. Administrative and political functions were added to St. Catharines in 1862 when it became the county seat of Lincoln. In 1871, construction began on the third Welland Canal, which attracted additional population to the town. As a consequence of continual growth, the town limits were again extended. St. Catharines attained city status in 1876 with its larger population and area. Manufacturing became increasingly important in St. Catharines in the early 1900s with the abundance of hydro-electric power, and its location on important land and water routes. The large increase in population after the 1900s was mainly due to the continued industrialization and urbanization of the northern part of the city and the related expansion of business activity. The fourth Welland Canal was opened in 1932 as the third canal could no longer accommodate the larger ships. The post war years and the automobile brought great change to the urban form of St. Catharines. St. Catharines began to spread its boundaries in all directions with land being added five times during the 1950s. The Town of Merritton, Village of Port Dalhousie and Grantham Township were all incorporated as part of St. Catharines in 1961. In 1970 the Province of Ontario implemented a regional approach to deal with such issues as planning, pollution, transportation and services. As a result, Louth Township on the west side of the city was amalgamated, extending the city's boundary to Fifteen Mile Creek. With its current population of 131,989, St. Catharines has become the dominant centre of the Niagara region. Source: City of St. Catharines website http://www.stcatharines.ca/en/governin/HistoryOfTheCity.asp (January 27, 2011)

Voices of the Undereducated in Adult Education and Training in Ontario: A Phenomenographic Approach

This doctoral study was an exploration of the qualitatively different ways in which undereducated adults (at or below a high school level of formal education) reported their experiences of participation in adult education and training (AET) programmes offered by publicly funded school boards or their arms-length affiliate in the province of Ontario. In light of a low participation rate in the Canadian AET system by undereducated adults, the rationale was to examine whether or not AET programmes are meeting the needs of undereducated adults beyond a narrow focus on an instrumental approach associated with human capital development. This study was located in a theoretical framework consisting of (a) learning theory, (b) motivations for participation, (c) general barriers to participation, (d) structural barriers to participation, and (e) transformative learning. The purposive sample consisted of 11 participants between the ages of 18-58 who were drawn from service providers in 4 geographic regions of Ontario. Data collection consisted of (a) demographics, (b) voice recordings from face-to-face participant interviews, (c) participant weekly critical incident reports, and (d) researcher reflexive journal notes. Data were analyzed in accordance with a phenomenographic approach within a constructivist/interpretivist research paradigm. Findings revealed 4 qualitatively different ways in which undereducated adult learners reported their experiences of participation in AET and were reported as the voice of (a) security, (b) engagement, (c) relationship, and (d) competency. Implications to theory and practice and to further inquiry were outlined.

Emergence of conscious awareness of underlying verbal and visual rules over time in moderate closed-head trauma patients

Please consult the paper edition of this thesis to read. It is available on the 5th Floor of the Library at Call Number: Z 9999.5 E38 L64 2008

Salience of Charter Schools in Educational Policy Debates in Three Canadian Provinces: 1993-2010

School choice-the movement towards increased parental and student control over public education-has been endorsed extensively as a means of revitalizing and improving public schools. Part of this movement is the concept of charter schools, which have expanded rapidly in the United States and around the globe. In stark contrast, Canadians have remained relatively content with current educational arrangements; only 13 charter schools currently exist in Canada, all in the province of Alberta. This study sought to identify why charter schools have failed to situate themselves in Canadian education. The study used an agenda setting framework to determine the salience of charter schools as a public issue in three provinces: Alberta, British Columbia, and Ontario. Results largely indicate that over the past 18 years, charter schools have gradually declined as a salient issue. Additional discussion concerning the unique characteristics of Canadian education highlights factors that appear to discourage the expansion of such schools. However, although charter schools do not appear to be a current issue for Canadians, they may still emerge in the future, as parents and teachers continue to seek new ways of improving educational outcomes. Thus, although the impact of charter schools on public education has been minimal to date, they provide an illuminating lens towards better understanding educational reform and policy, as well as the fundamental values that shape education in Canada.

Annual report of the Fruit Growers' Association of Ontario, 1889

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario "Printed by order of the Legislative Assembly" [-1923] "Printed by order of ... Minister of Agriculture" [1924-] 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario

Annual report of the Fruit Growers' Association of Ontario, 1893

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario "Printed by order of the Legislative Assembly" [-1923] "Printed by order of ... Minister of Agriculture" [1924-] 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario

Annual report of the Fruit Growers' Association of Ontario, 1895

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario "Printed by order of the Legislative Assembly" [-1923] "Printed by order of ... Minister of Agriculture" [1924-] 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario

Annual report of the Fruit Growers' Association of Ontario, 1892

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario "Printed by order of the Legislative Assembly" [-1923] "Printed by order of ... Minister of Agriculture" [1924-] 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario

Annual report of the Fruit Growers' Association of Ontario, 1894

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario "Printed by order of the Legislative Assembly" [-1923] "Printed by order of ... Minister of Agriculture" [1924-] 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario

Annual report of the Fruit Growers' Association of Ontario, 1897

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario "Printed by order of the Legislative Assembly" [-1923] "Printed by order of ... Minister of Agriculture" [1924-] 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario

Annual report of the Fruit Growers' Association of Ontario, 1898

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario "Printed by order of the Legislative Assembly" [-1923] "Printed by order of ... Minister of Agriculture" [1924-] 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario