Research has shown that no use drug education programs, with the objective of scaring or shaming youth into abstinence, have not been effective in addressing problematic substance use. The ineffectiveness of such scare tactic approaches has led program developers to focus on prevention and harm reduction associated with drug use, or in general, health literacy promotion.
Data-driven decision-making plays an increasingly important role in education (Mandinach & Gummer, 2013) and administrators now require educators to use data to inform practice (Earl & Seashore Louis, 2013). Furthermore, harnessing big data and predictive analytics has transformed many industries, yet to date, the analytics to supportnext generation learning has been missing from education (Baker, 2013, para. 3). Therefore, the purpose of this research is to investigate how educators use learning analytics to inform instructional practices in order to ultimately improve student performance.
The purpose of the study is to explore the similarities and differences between both Canadian and Chinese education systems in terms of language and culture. This particular study will focus on the impact that language immersion has on the learning of the English language. The impact of immersion will be explored via English as a second language (ESL) classes and English as a foreign language (EFL) classes. Both the ESL and EFL classes will be critically analyzed, compared, and contrasted in order to gain the most knowledge from both systems.
The proposed research project investigates two transnational teacher communities between Ontario and Shanghai secondary schools. Teachersâ cross-cultural professional learning is the focus of the study. To understand how, why, and what teachers learn from each other, the project needs to collect data from both countries. While in China, data collection will be completed in two Shanghai sites. The data will include teacher professional development policies, Skype meeting accounts between sister schools, and teacher and principal interviews.
Complex learning environments that are mediated by technology require distinct concurrent methodologies that reveal when and where learning may occur (Azevedo et al., in press; Lajoie, Gauthier, & Lu, 2009). In this research, we use methods that are rooted in the learning sciences in order to identify, assess, and validate the instructional and learning components of an e-learning environment developed by CAE Corporation, which is aimed to train pilots.
The proposed research project investigates two transnational teacher communities between Ontario and Shanghai secondary schools. Teachers’ cross-cultural professional learning is the focus of the study. To understand how, why, and what teachers learn from each other, the project needs to collect data from both countries. While in China, data collection will be completed in two Shanghai sites. The data will include teacher professional development policies, Skype meeting accounts between sister schools, and teacher and principal interviews.
This study will explore narrative perspectives from Canadian teacher candidates’ cross-cultural experience in Chongqing, China from March 2015 to June 2015, and will be built on participant experiences during the Teacher Education Reciprocal Learning Program between University of Windsor and Southwest University China.
This research project aims to provide a robust account of school performance across Canada by collecting and measuring data on six critical indicators. These indicators are academic achievement, physical and mental health, social-emotional development, creativity and innovation, citizenship and democracy, and school climate. To address this inquiry, survey data will be collected and integrated with existing government data sources to aptly measure the six indicators.
Depuis quinze ans, Hydro-Québec organise des formations sur l’Initiation au code de sécurité des travaux Postes et centrales et Initiation aux risques d'induction, mise à la terre et foudre. Ces formations de trois jours s’adressent à toute personne appelée à intervenir chez Hydro-Québec. Visant un meilleur coût d’opportunité, Hydro-Québec a choisi d’intégrer une nouvelle modalité de formation constituée de deux jours de jeu sérieux suivis d’une journée en présentiel. Les jeux sérieux sont des jeux vidéo adaptés à l’enseignement.