The "Forty Electronic Challenges" is a "discovery learning" and socio-constructivist science activity that has become rather popular in Canada. The article recalls its emergence and development. It discusses its theoretical underpinnings and how it fits into the existing literature. It then gives educators all the guidelines…

The incorporation of intercultural competence (IC) in higher education (HE), through the internationalization of the curriculum (IoC) faces challenges associated with policy and programing, levels of support, staff and faculty preparedness, and skill development opportunities for students. The premise is that IC can be better integrated in IoC…

Aside from mentioning possible issues of hidden identities and curriculum development relating to anorexia, little research has been done exploring how discourses of eating disorders and images of the body have been mediated by teachers and learners in the English for Academic Purposes (EAP) classroom. Drawing upon an ethnographic EAP classroom…

The inclusion of religion in public education remains contentious in many countries, including Canada. As multiple religions fill the public sphere, some religious education is necessary if Canadians are to understand each other. Social studies is seen as an appropriate subject to include such education given its foci on diversity and citizenship.…

A decade of Canadian research shows that teachers' prior practices influence how technology will be used. There may be trade-offs (in valuable activities) when using new technologies. Teachers often ascribe disproportionate power to computers, allow kids to work on programs with little supervision, and overlook "mouse wars" between…

"Writing across the curriculum," an educational objective of the 70s, has failed to impress itself as a significant reality on Canada's educators, especially in secondary schools. Reasons for this include a lack of understanding of the concept and its scope within institutions and misconceptions about the English department's role. (JMM)

Examines some of the misconceptions about the nature of critical thinking. Focuses on the characterization of critical thinking in terms of processes or skills and the separation of critical thinking and knowledge. Offers a different conception of critical thinking. (Contains 46 references.) (DDR)