The main objective of my research project is to compare the Canadian Geography curriculum with the Geography curriculum in China within grades 7 and 8. Over the course of 3 months I will be able to analyze the major topics covered by the Chinese geography teachers, explore the resources available to students and analyze how those resources are used to teach grades 7 and 8. This research project will be carried out through observations of classrooms in China. Note taking and journal writing will be the main method of gathering data.
This project will explore the dialect of China English at Southwest University in Chongqing, China. The research will attempt to connect the study of China English to the purpose of offering a more inclusive and comprehensive education for English language learning students in Canadian schools. The project will involve an observation of China English as present in oral and written forms across the Southwest University campus and in classrooms.
The overall objective of my research project is to examine the pedagogies and perceptions of English language teachers in China with the intent of comparing and contrasting them to those of French language teachers in Canada.
Drama is a unique and effective way to help students understand and retain information in the classroom. Studies have shown that drama can increase creativity, insight and retention (OHara, 1984, p. 314). Drama is especially useful when it is used cross-curricularly (educational lessons that cover more than one subject). My proposed research project will focus on how drama is used in classrooms in Chongqing, China. I am not necessarily focusing on specific drama classes but looking for how drama is used in non-drama subjects.
This project aims to provide much needed evidence to non-profit organizations working with vulnerable children and their families in five inner city schools. The All in for Youth initiative is a collaboration of eight organizations offering integrated, multi-dimensional supports to improve academic outcomes and resiliency of vulnerable children, support family health and stability, get communities involved, and inform policy and systems change.
An “internationalized classroom” is a space wherein many of the tensions, possibilities and change factors inherent in the internationalization process are expressed in relationships between and among host students, international students, and instructors. The proposed research is part of a Canada/China comparative study on faculty attitudes towards the internationalized classroom. During Li Mao’s research trip in China, she will study the Chinese faculty in Beijing Normal University (BNU).
While the term “reciprocal learning” intuitively suggests two or more parties learning from each other with a sense of mutuality, understanding and respect; the concept, when promoted in a multi-year, multi-stakeholders collaborative studies of Chinese and Canadian school education, became less straightforward, leading to various research puzzles, intricacies and consequences.
Since 1991 SMART Technologies has infused classrooms around the world with powerful interactive technologies, principally the SMART Board which sets a standard for interactive whiteboards. The SMART Board has been featured in many innovative designs for learning and instruction - some coming from academic research, and many from classroom teachers as they integrate touch boards into their own instructional practice.
Elder abuse (physical, emotional, sexual, financial abuse, deprivation, neglect) is a pressing social concern. Approximately 10% of seniors in Canada are victims of some form of abuse each year (Department of Justice, 2004). Elder abuse impacts all social, cultural and economic groups. Prevention programs have been put in place to address the underlying causes of abuse, stop it and reduce the prevalence and incidences of abuse. However, the body of research on the effectiveness of elder abuse prevention and the consequences of abuse is sparse.
Accessible, high-quality science education is central to positively shaping public opinion of science. Public perceptions and understandings of chemistry have often been associated with negative attitudes, misconceptions about the nature of chemicals, and sometimes misdirected anxieties about their effects on humans. These negative images are compounded by the fact that chemistry is under represented in science museums compared to the other major sciences.