The purpose of this research was to investigate the hypothesis that in order to provide equal educational access and outcomes for all students, an emphasis on teacher sensitivity and clarity of instruction is required in a multicultural classroom. This study offers an in-depth look at varying levels of narrowly defined dominant cultural capital between two different cultural groups within a grade 12 Economics classroom, during May and June of 1996. And if differences in the quantity of narrowly defined cultural capital do, in fact exist, can 'bridging' these knowledge gaps be achieved through clarity of instruction, so that all groups, after receiving the requisite cultural capital, can construct new knowledge effectively. Since the research was exploratory, a qualitative case study design drawing on ethnographic approaches was employed. Interviews were the primary tool chosen for data collection; the secondary tools were documents and the researcher's field notes. This study has revealed that the levels of narrowly defined cultural capital were different between cultures, and that the 'playing field' in a multicultural classroom may be levelled to a significant extent with minimal explanations of the necessary cultural capital. This research highlights the importance of teachers' ongoing assessment of their students knowledge in areas that are non-traditional, and where the knowledge is assumed by the teacher to already be in place. The study concludes with some suggestions for teacher practice and for future research in the field.

This study argues for a transition from imperialism to internationalism in British Columbia educational thought, policy and practice from 1900 to 1939. Three contrasting and complementary internationalist orientations were dominant in British Columbia during that period. Some educators embraced an altruistic “socially transformative internationalism” built on social gospel, pacifist, social reform, cooperative and progressivist notions. This contrasted with a self-interested “competitive advantage internationalism,” more explicitly economic, capitalist and entrepreneurial. A third type was instrumental and practical, using international comparisons and borrowing to support or help explain the other two. The thesis pays special attention to province-wide developments both in government and out. These include the work of the British Columbia Teachers’ Federation (BCTF), of several voluntary organizations, and provincial Department of Education policy and programme innovations. Examples include the rise, demise, and revival of cadet training, technical education, Department curriculum policy, and the work of the Overseas Education League, the National Council on Education, the Junior Red Cross, the World Goodwill Society of British Columbia, the Vancouver Board of Trade, and the League of Nations Society in Canada. A diverse array of BCTF leaders, parents, teachers, voluntary organizations, students, educational policy makers and bureaucrats, editorialists, the general public, and the provincial government supported international education and internationalist outlooks. The argument is supported chiefly by organizational and government documents, by editorials, letters, articles, commentaries, conference reports, and speeches in The B.C. Teacher, by Department of Education and sundry other reports, by League of Nations materials, and by newspapers and other publications. Distinctive imperially-minded educational ideas and practices prevailed in British Columbia from about 1900 to the mid-1920s, whereas explicitly internationalist education notions and practices complemented or overshadowed imperial education from about 1919 to 1939. The transition from imperialism to internationalism in British Columbia education and society coincided with Canada’s industrialization in an interdependent global economy, and its maturation into an independent self governing nation within the Commonwealth and League of Nations.

Very few career models have been developed that provide counsellors with tools to facilitate First Nations' career development even though existing contributions to the literature state the need for culturally sensitive models and interventions. This thesis examines the appropriateness of the First Nations Career/Life Planning Model, developed by McCormick and Amundson (1997), when used with First Nations adolescents. The purpose of this study was to (a) receive feedback on the strengths of the existing model and (b) find out from participants how the model could be improved. The ultimate goal was to produce a model/intervention that would be sensitive to the unique challenges of First Nations career development. The viability of the model is based on how well the model addressed the career/life planning concerns of First Nations adolescents as portrayed by the literature and by the reports of First Nations participants themselves. The study examined the responses of 7 First Nations adolescents, their families and/or community members after taking part in the First Nations Career/Life Planning Model. All participants, except one, were from First Nations communities in the Vancouver, British Columbia area. After the career session, participants were interviewed to gain access to their experiences with the model. The feedback given by the young people, family and community members revealed that the First Nations Career/Life Planning Model was a positive experience for all the participants. The comments given by the participants related to five general themes: Increased self-awareness, input from peers, family and community members, cultural practices, recommendations for the First Nations Career/Life Planning Guide, and input on the counselling process.

The purpose of this research was to investigate the hypothesis that in order to provide equal educational access and outcomes for all students, an emphasis on teacher sensitivity and clarity of instruction is required in a multicultural classroom. This study offers an in-depth look at varying levels of narrowly defined dominant cultural capital between two different cultural groups within a grade 12 Economics classroom, during May and June of 1996. And if differences in the quantity of narrowly defined cultural capital do, in fact exist, can 'bridging' these knowledge gaps be achieved through clarity of instruction, so that all groups, after receiving the requisite cultural capital, can construct new knowledge effectively. Since the research was exploratory, a qualitative case study design drawing on ethnographic approaches was employed. Interviews were the primary tool chosen for data collection; the secondary tools were documents and the researcher's field notes. This study has revealed that the levels of narrowly defined cultural capital were different between cultures, and that the 'playing field' in a multicultural classroom may be levelled to a significant extent with minimal explanations of the necessary cultural capital. This research highlights the importance of teachers' ongoing assessment of their students knowledge in areas that are non-traditional, and where the knowledge is assumed by the teacher to already be in place. The study concludes with some suggestions for teacher practice and for future research in the field. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This study argues for a transition from imperialism to internationalism in British Columbia educational thought, policy and practice from 1900 to 1939. Three contrasting and complementary internationalist orientations were dominant in British Columbia during that period. Some educators embraced an altruistic “socially transformative internationalism” built on social gospel, pacifist, social reform, cooperative and progressivist notions. This contrasted with a self-interested “competitive advantage internationalism,” more explicitly economic, capitalist and entrepreneurial. A third type was instrumental and practical, using international comparisons and borrowing to support or help explain the other two. The thesis pays special attention to province-wide developments both in government and out. These include the work of the British Columbia Teachers’ Federation (BCTF), of several voluntary organizations, and provincial Department of Education policy and programme innovations. Examples include the rise, demise, and revival of cadet training, technical education, Department curriculum policy, and the work of the Overseas Education League, the National Council on Education, the Junior Red Cross, the World Goodwill Society of British Columbia, the Vancouver Board of Trade, and the League of Nations Society in Canada. A diverse array of BCTF leaders, parents, teachers, voluntary organizations, students, educational policy makers and bureaucrats, editorialists, the general public, and the provincial government supported international education and internationalist outlooks. The argument is supported chiefly by organizational and government documents, by editorials, letters, articles, commentaries, conference reports, and speeches in The B.C. Teacher, by Department of Education and sundry other reports, by League of Nations materials, and by newspapers and other publications. Distinctive imperially-minded educational ideas and practices prevailed in British Columbia from about 1900 to the mid-1920s, whereas explicitly internationalist education notions and practices complemented or overshadowed imperial education from about 1919 to 1939. The transition from imperialism to internationalism in British Columbia education and society coincided with Canada’s industrialization in an interdependent global economy, and its maturation into an independent self governing nation within the Commonwealth and League of Nations. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Very few career models have been developed that provide counsellors with tools to facilitate First Nations' career development even though existing contributions to the literature state the need for culturally sensitive models and interventions. This thesis examines the appropriateness of the First Nations Career/Life Planning Model, developed by McCormick and Amundson (1997), when used with First Nations adolescents. The purpose of this study was to (a) receive feedback on the strengths of the existing model and (b) find out from participants how the model could be improved. The ultimate goal was to produce a model/intervention that would be sensitive to the unique challenges of First Nations career development. The viability of the model is based on how well the model addressed the career/life planning concerns of First Nations adolescents as portrayed by the literature and by the reports of First Nations participants themselves. The study examined the responses of 7 First Nations adolescents, their families and/or community members after taking part in the First Nations Career/Life Planning Model. All participants, except one, were from First Nations communities in the Vancouver, British Columbia area. After the career session, participants were interviewed to gain access to their experiences with the model. The feedback given by the young people, family and community members revealed that the First Nations Career/Life Planning Model was a positive experience for all the participants. The comments given by the participants related to five general themes: Increased self-awareness, input from peers, family and community members, cultural practices, recommendations for the First Nations Career/Life Planning Guide, and input on the counselling process. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This is a study of an implementation process, which means it is a study of the gray area somewhere between policy and program. The policy created in 1983 opened the door of the college to non-traditional learners. Sweeping changes in the social discourse of disability supported the development of the 1983 policy. A review of the literature revealed four factors that were likely to influence the process: the policy, the implementing agency, external influences and power, politics and negotiation. The purpose of the study was to compare a framework, established from the literature, to a framework that evolved from the research. The project concluded that the four factors were adequate to describe the situation however, the preconceived framework was inadequate to describe the relationship among the factors for this site. Data collected from documents and interviews revealed that some factors have a stronger influence on the process than others. In this case, power, politics and negotiation and the implementing agency are strong considerations, while the policy and external factors play a weaker role. The result was a reconstructed framework that portrayed the implementation process for this site.

This is a study of an implementation process, which means it is a study of the gray area somewhere between policy and program. The policy created in 1983 opened the door of the college to non-traditional learners. Sweeping changes in the social discourse of disability supported the development of the 1983 policy. A review of the literature revealed four factors that were likely to influence the process: the policy, the implementing agency, external influences and power, politics and negotiation. The purpose of the study was to compare a framework, established from the literature, to a framework that evolved from the research. The project concluded that the four factors were adequate to describe the situation however, the preconceived framework was inadequate to describe the relationship among the factors for this site. Data collected from documents and interviews revealed that some factors have a stronger influence on the process than others. In this case, power, politics and negotiation and the implementing agency are strong considerations, while the policy and external factors play a weaker role. The result was a reconstructed framework that portrayed the implementation process for this site. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

No description available.

Generations of Canadians are familiar with the Canadian Broadcasting Corporation's school radio broadcasts. Agreement between the CBC and the Ministry of Education ensured that the CBC provided the necessary technical arrangements required to air and distribute the broadcasts, while the Ministry of Education agreed to provide the creative component for the programs - script writers, actors and actresses, musicians, and others. The broadcasts came to include music, art, social studies, science, and language arts. This thesis examined the historical development of British Columbia school radio, the shape of the broadcasts themselves, and British Columbia teachers' experiences associated with school radio. This study also examined the experiences of CBC and Ministry of Education personnel who were involved in the production and distribution of British Columbia school radio. Interviews with British Columbia teachers who listened to the broadcasts from 1960-1982, and Ministry of Education and CBC employees whose work brought them in contact with the school radio broadcasts, provided the core evidence for this study. Ministry of Education and CBC employees provided the context for the interviews. Interviews, combined with the Ministry of Education Reports, enabled the re-creation of the experiences associated with British Columbia school radio. Although there were differences amongst classroom eachers' reactions to the programs, there were some striking similarities. On the whole, British Columbia teachers found school radio interesting, informative, and purposeful. School broadcasts allowed teachers a moment to 'catch their breath' when preparation time was not the norm. Interviews with CBC employees revealed more similarities than differences with respect to their experiences. They reported that the broadcasts provided British Columbia schools with educationally sound material. Although CBC personnel did not find the broadcasts professionally challenging, they had fond memories of their association with the programs. Ministry of Education employees interviewed reflected very different opinions relating to their experiences as script writers, producers, directors, performers, and others. Nonetheless, they provided valuable information as to how school broadcasts were put together for pupils and teachers. Changing instructional technology, which included the introduction of a visually stimulating medium such as television, the introduction of audio-visual equipment such as tape-recorders which enabled the delay of broadcasts, and the implementation of a restrictive CBC budget brought the British Columbia school broadcasts to an end in 1982.