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

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

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

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

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

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

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

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.

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.

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