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Ethical issues and codes of ethics : views of adult education practitioners in British ColumbiaGordon, Wanda Marja 11 1900 (has links)
Over the last decade, practice ethics in adult education has become an increasingly visible
topic of interest and concern in the literature of the field. However, relatively little research has
been done in the whole area of ethics and codes of ethics. This study was undertaken to broaden
the empirical data base within the field and provide further insight into the area of practice ethics.
The purpose of the study was to examine the views of adult educators in British Columbia
about the need for a code of ethics for the field of adult education and to identify the issues,
concerns and dilemmas experienced by them. The study is an approximate replication of a 1991
study by McDonald in the state of Indiana.
Using survey methodology, three groups of adult education practitioners (N = 460)
received a mailed questionnaire that included items related to the study topic and demographic
characteristics. A 60% return rate was achieved. The major findings generated by this study
confirm positive practitioner views about codes of ethics and support the findings reported in the
Indiana study. The findings of this study include:
• The majority of adult educators surveyed believe there should be a code of ethics for the
field of adult education.
• Less than a majority of adult educators surveyed knew of the existence of, or were
currently operating under, a code of ethics.
• The majority of adult educators surveyed indicated an overall positive view about the
general functions of a code of ethics.
• Issues related to the learner are most frequently cited as needing to be addressed in a code
of ethics for the field of adult education.
• The professional association was the most frequently identified organization that adult
educators believe should create, disseminate and enforce a code of ethics.
• The majority of adult educators either disagree or are unsure about the regulating function
of a code of ethics.
• The majority of adult educators surveyed cited examples of ethical
issues/concerns/dilemmas from their practice settings.
• The most frequently cited ethical issues/dilemmas relate to confidentiality concerns and
learner/adult educator relationship issues.
Historically, the debate about the need for a code of ethics for the field of adult education
has been focused within the academic community. This study contributes a practitioner
perspective to the ongoing debate. The strong message conveyed by British Columbia adult
educators about the need for a code of ethics also clearly reflects the growing trend of code
development by professional associations in Canada and the United States. Continued emphasis
on educational efforts to address the issues arising from this study and further research in the area
of practice ethics are suggested. / Education, Faculty of / Graduate
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Legitimation of applied knowledge: the creation of a Bachelor of Technology degree at BCITMcArthur, Ann 05 1900 (has links)
This thesis documents and analyses a process whereby practice-based applied knowledge
achieved formal legitimacy in British Columbia. The study is a historical case study representing a unique case, the creation of a Bachelor of Technology degree at the British Columbia Institute of Technology (BCIT). The central research question is: What were the external and internal factors that enabled Or constrained the legitimation of applied knowledge to baccalaureate status at BCIT? The study is situated within both a theoretical and comparative context. The theoretical
framework recognises the changing base of knowledge through discussion of pure and
applied knowledge, knowledge stratification and its overt expression in terms of educational credentials, and the demarcation of knowledge units. A comparative backdrop to the study, traces the legitimation of applied knowledge in the United Kingdom, Germany, Australia and Canada. Methods of investigation included: interviews with stakeholders representing government,
the corporate sector, professional associations, and BCIT personnel, past and present; analysis of archival materials and contemporary policy documents; and, participant observation resulting from the author's intimate involvement with the process. The study concludes that this new level of legitimacy conferred on applied knowledge in British Columbia results from the convergence of factors both external and internal to BCIT, the integrative factor being "timing." Practice-based applied knowledge was elevated to baccalaureate status for the following reasons: the proposal for a Bachelor of Technology
degree aligned with government's vision; government had confidence in BCIT as a degree granting institution; the political environment was "safe"; and, the approach was cost effective and accountable. Constraining factors pertained primarily to, the effects of degree granting on BCIT's valued diploma programs. Future research could investigate the impact of degree status on the diploma programs and on the overall culture of the institution. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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A critical, reformist perspective of the rationale for a school district race relations policy in British ColumbiaBrothers, Duane Murray Delano 05 1900 (has links)
This research project seeks to provide a critical and reformist perspective of the
rationale for a school district race relations policy. By conducting a comprehensive
critique of established assumptions behind traditional race relations models, and by
bringing to light the motivations and understandings of committee members who
established a school district race relations policy, the researcher hopes to make clear that
stated purpose for the policy can be interpreted from variety of perspectives.
The policy aims to foster a learning environment in which racial,
ethnic, cultural and religious differences are recognized and valued.
These differences must not be the basis of discrimination (Taylor
School District. 1992)
It is not clear what ethnic, cultural, and religious differences are to be recognized
and valued. A reformist perspective would promote social structural equality and prepare
young, developing citizens to work towards what Freire called "conscientization" (Freire,
1985: 103), to have the desire and skills to question society, see through versions of
'truth' that allow unfairness to be masked, and then to be empowered to "envision,
define, and work towards a more humane society" (Sleeter, 1994: 212). This project will
contribute to the body of knowledge on the underlying assumptions, factors, and
motivations that impact race relations work as well as make recommendations for the
implementation of effective race relations strategies.
Race relations work that is "Multicultural and Social Reconstructionalist"
(Sleeter, 1994: 209) is designed to reflect the concerns and aspirations of diverse groups
of people. In education, rather than being limited to additional curricula or increased minority hiring, it is a "different orientation and expectation of the whole educational
process" (Sleeter, 1994: 209). It also contends that major institutions such as schools are
incapable of being vehicles in the elimination of racism until their institutional reason for
being, their purpose, or guiding mission undergoes significant change. Proposing
idealistic rationale statements is a fabulous start if the statements mirror, or initiate more
subsequential changes within the foundations of educational institutions. Unless there are
fundamental changes in the motivations and goals of the ministry, school boards,
administrators, teachers, parents, students - all shareholders, we cannot expect to obtain
different results when traditional beliefs, motivations, and practices are retained.
In order to effectively understand and then employ critical and reformist
approaches to race and race relations education, I begin with theorists who are making
"strategic interventions" (Apple, 1993: viii) into the debates on race, racial differences,
and race relations education.
To define culture, I begin with the work of Bullivant (1981) to ascertain whether
traditional race relations approaches reflect the following components of his definition of
culture: culture is holistic, culture is transmitted, culture evolves, and culture is made up
of problem solving approaches to life. To understand the progress being made in the
theorization of race, I begin with the traditional biological definitions that still exist. I
then look to Omi and Winant (1993) to provide an excellent alternative perspective based
on a "racial formation process" (Omi and Winant, 1993: 3) in which race is understood as
a social construct. I then use their work to understand the foundations upon which a
critical, process orientated, socially comprehensive theory of race must stand,
specifically; race must be interpreted in the here and now, race must be seen in its global context, and race must be recognized as a legacy of the modern era. McCarthy (1993)
provides a critique of contemporary approaches to multicultural education and also
outlines an alternative approach that is critical, reformist and takes into consideration
factors that go beyond psychology as well as incorporating the evolving
conceptualization of race. Finally, West (1993,1993) provides a call for a "new cultural
politics of difference" (West, 1993: 11) in which cultural critics are to attempt creative
responses to the particular local and global circumstances we are in regarding matters of
race. By also employing the ideas of Sleeter (1993), Calliou (1995), and McCarthy
(1993) I can understand why a critical and reformist approach to race relations education
is necessary, what it entails, and how it might apply to specific work being done in race
relations such as a newly created school district policy.
To provide insight into how a critical, reformist approach might apply in the real
world, the study also offers a snapshot of how nation-wide cultural and demographic
changes are represented in one suburban West Coast school district in British Columbia,
Canada. The study provides an in depth look into how the committee members perceived
race relations; why they were involved in the formulation of the policy, what their
individual motivations were and what they viewed as the purpose of the policy. The
research was undertaken during the 1996 - 1997 school year, three years after the
committee was first formed. I use an ethnographic sensibility to questioning the
committee members to obtain rich, in-depth insights. This is seen as the most effective
way in which to ascertain the often hidden, subconscious cognitive and social
frameworks, which inform and determine the perspectives of individuals within our
contemporary society.\ By asking open-ended questions, I encourage the respondents to elaborate upon their own ideas by active listening and co-participating in the dialogue
(Spradley, 1979). By reviewing my notes after each interview I created a verbal
understanding of the 'reflective thinking" (Hampton, 1995) that took place in each of the
interviews. I have been all too to aware that it can be extremely difficult to articulate a
clear perspective within an area in which viewpoints are often subconsciously framed by
a myriad of socially and personally developed cognitive articulations. Theorists such as
Bullivant and Peter believe we must go through a process of critical inquiry into the basic
assumptions of established theories and models in order to address the perspectives that
we claim to maintain (Bullivant, 1986: 35). / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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Development and application of a methodology for evaluating adult basic education projectsHarvey, Sheldon Robert January 1981 (has links)
In British Columbia, adult basic education (ABE) has evolved into a significant program area on the verge of gaining acceptance as a legitimate and important part of the public education system. If the resources currently committed to these programs are to be solidified and increased, it is imperative the present program impact be measured, the needs, resources, processes and outcomes be articulated and the benefits of increased programming be predicted. This is best accomplished through effective use of program evaluation.
The field of program evaluation is characterized by a lack of well developed theory, a series of complex models, an absence of methodology and an abundance of designs and checklists which are not tied to a sound theory or model.
The purpose of this study was threefold. Firstly, it reviewed the extant models and methodologies for the evaluation of adult education programs. Secondly, a methodology for evaluating innovative, ABE programs was developed. Finally, the methodology was used to guide an evaluation of an adult basic education project conducted by a British Columbia college, evaluated accomplished few of methodology provided a useful guide the evaluation process.
While the project being its stated objectives, the and flexible structure to
It is hoped that this methodology will be field tested on a variety of ABE programs and that additional research will result in an even more sophisticated methodology designed to strengthen the ties between the best theories and models and the field of practice. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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Growing up British in British Columbia : boys in private school, 1900-1950Barman, Jean January 1982 (has links)
During the years 1900-50 about fifty non-Catholic private boys' schools existed in British Columbia. Most were small private ventures, a few large incorporations. Some survived only a few years, five endure to the present day. Virtually all the schools were premised on the principles and practices of private education in Britain.
Three factors coalesced to bring these schools into being. British Columbia possessed from the mid-nineteenth century a heritage of private education. While acquiescing in the necessity for common schooling for the mass of the population, some families continued to educate their own offspring privately in the province, in Britain, or elsewhere in Canada. The second circumstance behind the creation of boys' schools in British Columbia was the tremendous popularity in late-Victorian Britain of a form of class-based private education particularly amenable to replication, the "public" school and its counterpart for younger boys, the preparatory school. Thirdly, British Columbia society fundamentally altered as a consequence of the national immigration policy initiated in 1896. Over the three decades 1891-1921, about 175,000 British immigrants settled in the province, including upwards to 24,000 of suitable social background to have been supporters of private education.
Boys' schools on the British model were founded by enterprising .British immigrants primarily to educate the offspring of fellow settlers. However, schools' clientele gradually extended to encompass established British Columbia
families of high socio-economic status. Such families were themselves responsible for the incorporation in Vancouver in the early 1930s of the province's last major boys' school, now its largest.
The significance of British Columbia's boys' schools extends beyond their clientele, which did not much surpass 7,500 over the years 1900-50. Families supporting private education were already a distinctive element in the society. Educating offspring apart from vast bulk of their contemporaries helped perpetuate that separate identity from generation to generation. Socio-economic divisions in the society were in effect consolidated and maintained from the top down. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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Conversations of privilege : exploring with diversity educators’ "white culture", dominance and oppressionMacNiel, Deborah 11 1900 (has links)
This research explores clusters of meanings, understandings, and shared
reference points that people with white skinned privilege may share. The literature
often refers to these as "White culture". Interviews with nine English-speaking
diversity educators of European ancestry provide the primary data. W e discussed
their perceptions of the social constructions of whiteness and privilege, the
consequences of selective privileging, how is this maintained and the problems
involved in addressing systemic inequality. I bring the salient points from these
discussions together with the literature to offer a comprehensive, grounded portrayal
of situated conceptions of "White culture", privilege and dominant culture.
I employed qualitative methods of open-ended, in-depth interviewing, which
incorporate feminist research methodology (research a s praxis, research as
empowerment) and critical perspectives (critical ethnography, grounded theory,
interpretative analysis). This approach is consistent with my values of being
inclusive, gaining insight into the perspectives of others and creating a mutually
enriching, collaborative process of inquiry.
The significance of this investigation lies in raising awareness about
interactions among factors within whiteness, privilege, dominance and oppression;
enhancing educators' abilities to recognise other contributing factors; identifying
why/ how the system is maintained, recognising its consequences and considering
how to alter this condition in society. Multicultural education in Canada has generally
focused on Others, and can be enhanced through fostering a dialogue among the
relatively privileged as well as between dominant and oppressed peoples living
within a society of cultural/ racial privilege.
The product of this research includes concrete representations summarising
various aspects of privilege and dominant culture. Through charts, tables and figures
I make privilege more visible and dominant culture more tangible. To portray the
complex dynamic among aspects of the dominant culture, which shapes these into a
multitude of different configurations, I employ the metaphor, constellations of
privilege. Essentially, I offer a possible model for understanding the elements and
interrelationships that comprise and maintain a system of selective privileging, which
underlies dominance and oppression within society. I conclude this study with a
discussion of transformative learning theory and how we may use it to incorporate
the insights uncovered through this research into educational practice. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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Binaries, boundaries, and hierarchies : the spatial relations of city schooling in Nanaimo, British ColumbiaBrown, Helen Harger 05 1900 (has links)
Urban School Boards and City Councils in British Columbia worked in
tandem with provincial officials in Victoria to expand the state school system in
the 1890s. In discharging their responsibilities, the Boards functioned with
considerable independence. They built and maintained schools, appointed and
ranked teachers, and organized students. During the course of the decade, City
Councils acquired the responsibility for school finance. Nineteenth-century
British Columbia education history, written from a centralist perspective, has
articulated the idea of a dominant centre and subordinate localities, but this
interpretation is not sufficient to explain the development of public schooling in
Nanaimo hi the 1890s. The centralist interpretation does not allow for the real
historical complexity of the school system. Neither does it accommodate the
possibility of successful local resistance to central initiatives, nor the extent to
which public schooling was produced locally.
It is important, then, to examine what kind of context Nanaimo constituted
for state schooling in the last years of the century. This study concludes that civic
leaders and significant interest groups in the community believed schooling
played an important boundary making role in forging civic, racial, gender, and
occupational identities. In carrying out their interlocking responsibilities for
providing physical space and organizing teachers and students, the Nanaimo
School Trustees created opportunities for local girls and, within limits, for women.
The Trustees limited opportunities for local men, and went outside the community
for men who had the professional credentials which were increasingly desirable in
the late-nineteenth century. Both the traditions of self-help and the imperatives
of corporate capitalism intersected in school production in late-nineteenth
century Nanaimo. The focus on securing identities through the differentiating
processes of boundaries and hierarchies which was evident in Nanaimo was
typical of a wider colonial discourse at the end of the nineteenth century. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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Elementary counsellor education: perspectives from the fieldPaterson, David 05 1900 (has links)
The purpose of this study was to examine the perceptions of British Columbia
elementary school counsellors, in terms of the following primary research
questions: (a) What counsellor competencies were included as part of each
elementary counsellor's specialized educational or graduate program, (b) how
effective was the educational content and experience in these competency areas,
(c) how important is the educational content and experience in these competency
areas with respect to their current role as elementary school counsellors, (d) what
counsellor competencies are perceived as strengths and weaknesses of elementary
counsellor education programs, and (e) what areas should be included in
elementary graduate training programs to make them more effective? A list of
B.C. elementary school counsellors was developed and 219 elementary school
counsellors (67%) completed and returned the questionnaire. Respondents
indicated that preparation related to the context of the elementary school was of
primary importance to them. Theories were highly emphasized and well taught by
counsellor education programs, but were viewed as less important than specific
counselling skills and interventions. Implications of this study are discussed with
respect to (a) contributing to existing literature in elementary counsellor role
description, (b) assisting practicing elementary counsellors by outlining their
challenges, recommendations and concerns, and (c) contributing to the
development and relevance of elementary counsellor education programs. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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The study of adult education at UBC, 1957-1985Damer, Eric John 11 1900 (has links)
In 1957, The University of British Columbia launched Canada's first degree-granting
program in adult education. It subsequently grew to be one of the largest departments in the
Faculty of Education, and recognized internationally for its work. As it grew, however, the
program lost its initial administrative privilege. This study asks why UBC had the honour of
this Canadian "first," and how the program flowed and ebbed. It shows the relations between the
department's administrative and intellectual activities, and how the program fit British
Columbia's social development more generally. The study concludes that the successes were
largely opportunistic, as the program profited from the changing face of higher education more
generally and privileges secured under an early administrative regime. The program's failure was
that it did not create a stable identity independent of these opportunities: it failed to gain
recognition from academic outsiders as the home of distinct adult education research and
knowledge, and it failed to become the gatekeeper of a controlled profession. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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The mediating effect of participation and process outcomes on evaluation use in British Columbia School AccreditationTurnbull, Barbara 05 1900 (has links)
The term participatory evaluation is commonly understood as stakeholder
involvement in evaluation decision making and is generally accepted as a means of
increasing the use of evaluation information. In spite of the popularity of participatory
evaluation, there are few empirical studies which explain the casual processes of the
participation-use relationship and few theories of participatory evaluation. Furthermore, it
is not yet known what variables mediate participation and use, or what evaluation
methodology best identifies these variables.
This dissertation was designed to test causal relations between participation and use
in a proposed model of participatory evaluation. The constructs in the model were
Participative Climate, Level of Participation in Decision Making, Influence in Participative
Decision Making, Process Outcomes, and Instrumental and Symbolic Use. An intervening
mechanism design (Chen, 1990) was used to test the hypotheses that (a) Participative
Climate, Level of Participation in Decision Making, and Influence in Participative Decision
Making predict Process Outcomes and (b) Process Outcomes predicts Instrumental Use and
Symbolic Use.
The sample included 315 elementary and secondary teachers who participated in the
1995/1996 British Columbia (B.C.) School Accreditation Program, which is a participative
school evaluation program sponsored by the B.C. Ministry of Education. Structural
equation modeling was used to test the fit of the model. Overall, the analysis indicated that
both hypotheses were tenable and the model was a plausible representation of the data.
Furthermore, cross-validation strategies indicated that the model would likely replicate in other independent samples. Specifically, the findings indicated that (a) teacher participation
in pre-evaluation decisions, (b) influence in decision making, and (c) teacher perception of
the participative process mediated the relationship between Participative Climate and Use of
evaluation information. Moreover, teacher perceptions of Process Outcomes is a key factor
in understanding the nature and function of participatory evaluation. The model tested in
this study provides an empirically based explanation of how participatory evaluation can be
expected to work and thereby provides a basis for further development of a theory of
participatory evaluation. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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