This exploratory study sought to understand the meaning of cognitive presence for graduate students in a blended learning course. Four research questions guided the investigation, which employed a qualitative instrumental case study approach as the research design. Several data sources were used including: semi structured interviews with graduate…

There has been a shift in the core idea of schooling in both Germany and Canada: While schools have traditionally focused on cognitive development, they now increasingly focus on "engaged learners" and use integrated settings to support their cognitive, metacognitive and social-emotional development. In line with the theme "Learning…

The National Survey of Student Engagement (NSSE) and its companion projects serve colleges and universities committed to monitoring and improving the quality of the undergraduate experience. While participating institutions receive detailed customized reports, the "Annual Results" series presents noteworthy aggregate findings from the…

In 2015, the National Survey of Student Engagement (NSSE) collected responses from more than 315,000 first-year and senior students attending 585 bachelor's degree-granting colleges and universities in the United States and Canada. This report presents selected NSSE results from students at 541 U.S. institutions or subsets of that group where…

Background: Narrative thought is a primary mode of human cognition that underpins key human capabilities such as meaning-making and social-psychological understanding. Aims: We sought to further our understanding of the development of narrative thought during adolescence, particularly in terms of the structure and content of narrative…

This paper discusses how the role of instructors changes as young learners advance along a mastery continuum, or a process of transition from an initial novice to an eventual expert status in the learning of a skill. Four stages along this continuum are: (1) acquisition, in which the learner does not know the task; (2) early consolidation, in…

This manual, intended for the parents of new pre-school students, presents information on the organization and curriculum of Alberta's French-language pre-school programs for native speakers of French. Written from the point of view of a fictional pre-school teacher, the manual responds to parents' frequently asked questions on topics such as…

Describes the programs of the Archaeological Resource Centre (Toronto), the first such center in any public education system. Programs offered are based on a cognitive skills development model, and are designed as experiential learning classes. Explains how basic archaeological skills are linked to the curriculum. (LS)

The cutoff method was used on longitudinal data in more than one content domain in a study attempting to determine whether the effects of schooling are general or limited. Conservation of number, an informally acquired skill, and mental addition, a formally acquired skill, were evaluated among older kindergarten children, younger 1st-grade…

An examination of the effectiveness of English-Ukrainian partial immersion programs in Alberta, Saskatchewan, and Manitoba looks at research already done in five areas: student achievement in English language skills, Ukrainian language skills, academic subjects other than English or Ukrainian, students' cognitive development, and students' social…

The guide provides strategies for regular teachers to use with visually impaired (VI) students in the province of Alberta, Canada. After an introduction, definitions of terms such as "adventitiously blind" are presented. Next addressed are effects of visual impairment on cognitive development, emotional and social aspects, and…