This paper describes how various community partners collaborated to design and implement a student-centred, trauma-informed educational program that addresses the personal and systemic barriers identified by refugees who are survivors of trauma as obstacles to accessing higher education, and consequently social inclusion, in Canada. This 14-week…

Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students' learning, engagement, identity and well-being,…

A key role of teaching and learning centres at postsecondary education institutions is to provide professional development for faculty and staff. A challenge for teaching and learning centre staff is to design, develop, and deliver professional development programs that are engaging and relevant to participants. This Report of Practice describes…

This article synthesizes research on social capital, school outcomes, internet use, and volunteering to argue that e-mentoring--which is commonly practiced over long distances--could become a powerful way to build greater cohesiveness in local communities. Realizing this potential will require a larger-scale and more coordinated approach to…

What does it mean for a mentoring program to succeed? Most evaluations focus on participants' perceptions of success. Few studies employ an independent measure of the intended outcomes of the program, and fewer still examine both participant satisfaction and achievement. This article presents an example of how comparing data on perceived and…

Discusses historical events influencing the development of the British Columbia assessment program. Examines the program's goals, organization, and impact including a review of specific follow-up actions which have occurred at provincial and school district levels since the program's inception. Examines difficulties in the design and…

Existing empirical research on core French instruction is reviewed, and research directions are proposed in four areas: program design, program objectives and outcomes, curriculum issues, and teacher education. Experimentation with alternative instructional designs for delivery of core French is seen as a high priority. (84 references) (Author/MSE)

The structure and programs of the multilingual European Schools network are outlined, focusing on the role of language in the curriculum. The schools' linguistic outcomes are compared with those of Canada's immersion programs. The use of social engineering to foster multilingual contacts is discussed. (MSE)

Over the past decade there has been increased pressure in the public discourse for accountability in educational outcomes. There has been a growing sense that ESL students are not being well served by the delivery of supports meant to facilitate their development of English language acquisition and enable them to participate with their classmates…

The annotated bibliography of research on Canadian core French programs, in which French is taught as a regular subject in English-language schools, provides a comprehensive summary of empirical research since 1970. It includes research reports from school boards, reports of government-funded research, unpublished theses, published books, and…