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Chinese parents and ESL teachers : understanding and negotiating their differencesGuo, Yan 05 1900 (has links)
Research indicates that the limited communication between English as a Second
Language (ESL) teachers and parents is a serious problem confronting educators.
However, no serious study has been done to date on ESL parent-teacher communication
that adequately recognizes the problematic nature of such communication and that
approaches the discourse data from a functional linguistic perspective.
This study investigates the communication processes between ESL teachers and
Chinese immigrant parents (chiefly from Taiwan, Hong Kong, and Mainland China)
through a focal communication event, ESL Parents' Night, when they discuss their views
of an ESL program in particular and the education of immigrant adolescent students in
general. The study falls within the theoretical perspectives of learning organization,
negotiation of intercultural conflict in a multilingual situation, language socialization, and
sociocultural views of activity. Data were collected by multiple methods: 1) observations
of twelve ESL department planning meetings and three annual Parents' Nights, 2)
individual interviews of teachers and bilingual assistants who acted as intermediaries
between teachers and parents, and 3) a focus group discussion. Specifically, the
methodology combines qualitative research approaches and discourse analysis.
Results indicate that teachers viewed the ESL program positively whereas many
parents perceived it negatively. Teachers and parents were deeply divided both by what
and how they were discussing at Parents' Night. This 'double difference' creates a major
difficulty for intercultural negotiation of conflict, and preconditions aiding dialogue and
negotiation become vitally important. Noting variation in interaction in different parts of
Parents' Night, the study discusses various conditions that may have promoted or
hindered the intercultural negotiation of these conflicts. The researcher's analysis of the
difficulties of communication between Chinese parents and Canadian teachers at Parents'
Night demonstrates less a solution to intercultural conflict than a need for continuous
negotiation between the two cultural groups.
Implications of this research include the need to expand the boundaries of language
socialization theory to give a greater role to reflective processes, and learning organization
theory to include multilingual and multicultural issues. It also provides practical
suggestions for improving intercultural communication between parents and teachers in
the interest of adolescent ESL learners frequently caught between conflicting sets of
attitudes and expectations. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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Technology and secondary English educationVratulis, Vetta 11 1900 (has links)
U.B.C. as well as many secondary schools in Vancouver have invested in the
potential of technology. Research reveals, however, that even when there is sufficient
access, far too many English teachers are not effectively using technology as a learning &/ or
teaching resource. Perhaps this is because they are not equipped with the necessary skills
to effectively use technology in the classroom. This three month study explores how three
English teachers at an urban secondary school in Vancouver are presently experiencing the
use of technology in their classrooms. Qualitative methods were used to generate, analyze
and report data. Data collection included formal and informal discussions, interviews,
extensive field notes and the observation of classes. This study discloses the factors which
have most significantly facilitated and inhibited the implementation of technology in these
teachers' teaching contexts. This research also provides an account of these teachers'
perspectives of how the B.Ed, program at U.B.C. can equip pre-service teachers for the
challenges and potential of integrating technology into secondary English classrooms. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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The reality of print literature resources in a representative sample of urban child care centresObera, Sheri Louis 05 1900 (has links)
This thesis is a qualitative study of six full day childcare centres. The purpose of
this study was to identify the print literature resources that are present within a
representative sample of urban childcare centres. Data were collected using field notes and
manager interviews. A further analysis of the resources present allowed to the researcher to
evaluate the quality of the resources and to discern whether the early childhood educators
sampled have the resources to provide the foundation for a quality literature program. The
books were analysed using five elements, including; literary merit, age and accuracy,
physical condition, genre and developmental appropriateness, and quantity and
accessibility. A total of 2774 resources were present in the six childcare centres. Overall
the centres did not satisfy the elements for quality resources. Only 1% of the resources
were found to have been judged worthy of recognition through nomination or award. The
average age of the resources was 16 years, with an age span of 102 years, causing concern
for accuracy, especially for information literature. The physical condition of the print
literature resources did conform to quality guidelines, and it was discovered that physical
condition was the only reason for discarding a book. There were a variety of genres present
within the childcare centres, with the largest genre being information books. The second
largest genre was surprising, as TV/Toy books represented 19.5% of the total collections.
None of the centres met International Reading Association guidelines for quantity or
accessibility for classroom libraries. It was clear that quantity and cost were the most
important factors influencing the print literature collections in these childcare centres. / Arts, Faculty of / Library, Archival and Information Studies (SLAIS), School of / Graduate
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Assessment of the management strategies for learning resources in Vancouver schoolsHannis, E. Marilyn 11 1900 (has links)
Significant changes to the British Columbia's educational system have been caused by new
curriculums that are based on a resource-based learning and teaching model. The Ministry of
Education evaluates learning resources and allocates funding to support the acquisition of learning
resources at the district and school level. Learning resources selected for classroom use are to
support the Principles of Learning:
• learning requires the active participation of the student;
• people learn in a variety of ways and at different rates;
• learning is both an individual and a group process.
The Ministry recommends that schools have a Learning Resource Committee to develop a school
vision for learning resources, evaluate current school resources, establish selection priorities,
evaluate resources and make recommendations for purchase, and identify learning resource
management systems. A survey of Vancouver elementary and secondary schools indicates that
41% of the schools have Learning Resource Committees, but that their activities rarely include all
the recommendations of the Ministry. The survey shows that only 25% of the Committees have
an established procedure for selecting learning resources. This study includes an analysis of
Learning Resources Committees at two secondary and one elementary school where interviews
were done with administrators, teacher-librarians, teachers and staff assistants provide a picture of
how learning resources are selected and managed and their impact on resource-based learning and
teaching. This study found that systems for selecting and managing learning resources are in the
developmental stage as teachers move from primarily print formats to a broad range of print and
non-print learning resources. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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Going global with the locals : internationalization activity at the university colleges in British ColumbiaEvans, Karen 05 1900 (has links)
This study is about internationalization activity in the British Columbia university colleges. It
discusses the environmental context, identifies the types of internationalization activities
which occur and discusses the impact of this activity on faculty, staff and administrative
work.
The investigation employs a nested case study with units of analysis occurring at five levels.
The university college sector is the first level; second, its senior officers; third, its deans and
directors; fourth, faculty members; and fifth, staff members. Data collection involved
individual and focus group interviews, compiling documentary and historical records,
participant-observation and on-site visits to each university college. M y intent was to learn
about internationalization, to identify the factors influencing its activity and to discover how
the activity influences the university college environment.
The research provided six key findings on internationalization in the university colleges: (1)
the meaning of internationalization is heavily influenced by the external environment; (2) the
university college workplace is shaped by growing numbers of international students; ( 3) the
university colleges have been very successful in attracting international students to their
programs; (4) internationalization work is both under-valued and under-supported at the
university colleges; (5) a separation exists between international education and faculty areas
and results in a number of misperceptions; (6) the university colleges are faced with
leadership challenges.
The key findings presented five general conclusions about internationalization in the
university colleges: (1) internationalization efforts do not have a legitimate voice nationally,
provincially or locally; (2) an institutional discussion and debate regarding the role and
purpose of internationalization has not happened at the university colleges; (3) the university
colleges run the risk of becoming overly dependent on a 'soft money' source to fund ongoing
financial commitments; (4) the university colleges face some ethical challenges as they
grapple with the economic imperative of internationalization; (5) the university colleges face
an inherent structural challenge that creates tension within and between their internal and
external communities.
Policy and practice recommendations are made to government, to higher educators and in
particular to the university colleges. The limitations of the study and suggestions for further
research are provided. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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Gender and mission : the founding generations of the Sisters of Saint Ann and the Oblates of Mary Immaculate in British Columbia, 1858-1914Gresko, Jacqueline 11 1900 (has links)
Most scholars who have researched on missionaries in British Columbia have not
taken gender into account. This dissertation narrates and analyzes the biographies of
the two founding generations of the Sisters of Saint Ann and the Oblates of Mary
Immaculate. It compares their origins in Quebec and Europe, their life histories, their
experiences teaching school, and their formation of the next generation of their religious
communities in British Columbia. The role of gender in shaping these individuals' lives
and identities can be seen in each aspect of the comparison.
Both the Oblates and the Sisters experienced the asymmetry of the female and
male organizations within the larger church. Over time two Roman Catholic
missionary systems evolved in British Columbia: the Sisters' system of educative and
caring institutions for the peoples of the province and the Oblates modified reduction
system for Aboriginal peoples, known in academic literature as the Durieu system.
School teaching, particularly work in residential schools for Aboriginal children, linked
the two systems. The French Oblate leaders aimed to masculinize the missions and
feminize school teaching. The Canadian Sisters of Saint Ann, however, set most of the
educational policies within both their own institutions and those they ran at Oblate
Aboriginal missions. Case studies of Oblate brothers and Sisters of Saint Ann work as
teachers in 1881 show that the nuns, as members of a separate religious congregation,
could negotiate with the patriarchs of the Roman Catholic church, whereas the Oblate
brothers could not. Such factors affected generational continuity. The Canadian
sisterhood reproduced itself in the region as a local family 'dynasty,' whereas the
French Oblate order did not.
Taking gender into account in a study of pioneer missionaries in British
Columbia does not simply reverse the standard history where the Oblates, as men,
appear central, and the Sisters of Saint Ann, as women, appear on the margins. Rather
the evidence of gender widens the range of discussion and increases awareness of the
complexity of the province's social and educational history. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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Investigating computer-supported collaborative learning and critical inquiry : a case study of the seeds of possibility--integrating information and communication technologies project in the two-year elementary teacher education program at the University of British ColumbiaZhang, Tianyi 11 1900 (has links)
The central question in this thesis is: what were, if any, the relations, tensions, and
contradictions that occurred when critical inquiry and Computer-Supported Collaborative
Learning (CSCL) were introduced to enhance Information and Communication
Technology (ICT) literacy in the Two-Year Elementary Teacher Education Program
(TYETEP) course of study at the University of British Columbia (UBC). The study was
guided methodologically using discourse analysis and case study and it was focused on
the development of (ICT) literacy within two core courses (Principles o f Teaching and
Communication). The data were analyzed in light of contemporary educational issues
identified from the overall teacher education program at U B C and a literature review of
ICT perspectives, practices, and policies within Canada, British Columbia, and more
generally North America.
The preliminary findings were based on empirical research I collected and
indicated that collaborative learning, critical inquiry and the concept of learning spaces
were enhanced when ICT was integrated into the TYETEP. Some social and
infrastructure problems were found as tensions during the program. Insufficient ICT hard
infrastructure as well as teachers' and students' low attitude towards the integration of
ICT were found to contradict the literature review. This thesis reports on one line of
research from a more comprehensive research project called "Seeds of Possibility:
Integration Information and Communication Technologies." Seeds of Possibility was a
pilot program with a research objective that examined how over the course of several
years' teacher education students can enhance their ICT literacy and fluency as they
engage in using ICT through their program. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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John K. Friesen : adult educator, mentor and humanitarianKennedy, Kathryn Anne 11 1900 (has links)
Dr. John K. Friesen is a Canadian who, for over 50 years
worked first in the field of adult education in Canada and
then in population planning internationally. He gained
prominence in his own country, considerable international
stature and a reputation for his vision and capability.
Friesen successfully used a democratic, cooperative approach
in discovering and responding to community requirements in
adult learning. This biographical study provides new
material about his character, goals, influences. The thesis
focuses on Friesen’s work as Director of Extension for the
University of British Columbia (UBC), Vancouver, Canada
(1953 - 1966) but also outlines his life and career before
this term and gives a synopsis of his international work.
A brief description is given of Friesen’s upbringing in a
small rural community in Manitoba, his experiences as an
educator and leader during the great depression and of his
war service in the RCAF. His work in organizing adult
education programs for the Manitoba Federation of
Agriculture and his life during post-graduate studies at
Columbia University are described. He was involved in the
cooperative movement and provided informed, effective
leadership in Manitoba’s post-war efforts to renew its
educational system and to develop a network of hospitals.
The thesis examines Friesen’s commitments, methods and the
management style he applied in expanding the UBC Extension
Department into a sophisticated organization. Under his
leadership the department became influential in adult
education, leadership and citizenship training in British
Columbia; also it was involved in international adult
education work. Research was conducted into the work of
Friesen and others in originating a graduate program in
adult education at UBC. The nature and outcomes of his work
in promoting continuing professional education is also
examined. The role of Extension in the Vancouver
International Festival and other cultural development work
is discussed. Friesen is shown to have extended the work
of the University into communities throughout the province
using study-discussion groups, lectures, credit and noncredit
programs in this work. A change in University policy
(1963) forced the Department to abandon much of its
community based work; the consequences of this shift are
considered.
Comment from seven of Friesen’s senior colleagues provides
insight into his leadership quality and the perceived value
of the work carried out during his term. Some conclusions
are drawn about Friesen’s life as an educator and
humanitarian and on his approach to adult education. The
ideas, ideals, commitments and convictions demonstrated by
Friesen remain valid today.
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An investigation of the experiences and perspectives of immigrant Chinese Canadian mothers of sons with disabilities : parent involvement, coping, and related beliefs and valuesLai-Bovenkerk, Yuan 11 1900 (has links)
This thesis examined the experiences and perspectives of immigrant Chinese Canadian mothers of
children with disabilities in the Lower Mainland of British Columbia in the areas of parental
involvement in education and coping with parenting stress. In-depth interviewing, supplemented by
questionnaires, was utilised to gather data. Ten women, most of whom were newly immigrated,
whose school-age sons had various disabilities and who spoke English as a second language,
participated in the study. The mothers' acculturation level to Canadian ways of living was generally
low. Devotion to the children was at the heart of parent involvement and coping. Inability to speak
English fluently posed a major barrier to the involvement of these women in their children's
education. It also restricted their ability to seek community resources. These women valued their
children's education and worked with them at home. The degree of the mothers' participation in
school was generally less than that of their involvement at home. The women made comparisons of
education in Canada and that in the Asian countries where they came from, and stated their
preferences for qualities possessed by teachers. The mothers expressed some conflicts with the
schools, and they mostly tried to avoid confrontation. Self-reliance, self-control, a belief in family
support, as well as a belief in fate helped them to cope. Readily available interpreter services and
information in Chinese about service agencies serving children with disabilities and their families
would be helpful to Chinese Canadian women like them.
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John K. Friesen : adult educator, mentor and humanitarianKennedy, Kathryn Anne 11 1900 (has links)
Dr. John K. Friesen is a Canadian who, for over 50 years
worked first in the field of adult education in Canada and
then in population planning internationally. He gained
prominence in his own country, considerable international
stature and a reputation for his vision and capability.
Friesen successfully used a democratic, cooperative approach
in discovering and responding to community requirements in
adult learning. This biographical study provides new
material about his character, goals, influences. The thesis
focuses on Friesen’s work as Director of Extension for the
University of British Columbia (UBC), Vancouver, Canada
(1953 - 1966) but also outlines his life and career before
this term and gives a synopsis of his international work.
A brief description is given of Friesen’s upbringing in a
small rural community in Manitoba, his experiences as an
educator and leader during the great depression and of his
war service in the RCAF. His work in organizing adult
education programs for the Manitoba Federation of
Agriculture and his life during post-graduate studies at
Columbia University are described. He was involved in the
cooperative movement and provided informed, effective
leadership in Manitoba’s post-war efforts to renew its
educational system and to develop a network of hospitals.
The thesis examines Friesen’s commitments, methods and the
management style he applied in expanding the UBC Extension
Department into a sophisticated organization. Under his
leadership the department became influential in adult
education, leadership and citizenship training in British
Columbia; also it was involved in international adult
education work. Research was conducted into the work of
Friesen and others in originating a graduate program in
adult education at UBC. The nature and outcomes of his work
in promoting continuing professional education is also
examined. The role of Extension in the Vancouver
International Festival and other cultural development work
is discussed. Friesen is shown to have extended the work
of the University into communities throughout the province
using study-discussion groups, lectures, credit and noncredit
programs in this work. A change in University policy
(1963) forced the Department to abandon much of its
community based work; the consequences of this shift are
considered.
Comment from seven of Friesen’s senior colleagues provides
insight into his leadership quality and the perceived value
of the work carried out during his term. Some conclusions
are drawn about Friesen’s life as an educator and
humanitarian and on his approach to adult education. The
ideas, ideals, commitments and convictions demonstrated by
Friesen remain valid today. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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