No Abstract available / Practical Theology / D.Th. (Practical Theology)

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No description available.

This study characterizes the content and internal structure of a set of conceptions of outdoor education. Fifty-four English speaking Canadian university programs or courses which were labelled, or contained as essential parts of their descriptions. The term outdoor education or any of a series of related terms provide the basis for analysis. A conception is defined as a coordinated set of central concepts, values and procedures which are explicit or implicit in course documents. The study employed a methodological triangulation. Content analysis of course documents provided the description of the values, central concepts and procedures associated with each course. Q methodology was performed by course conductors to review the 'values' and 'central concepts' components found in the content analysis and to express their views of the significance of those values and central concepts. A focused interview was conducted with fourteen course developers to confirm, refute or extend previously obtained data. Q methodology produced a typology of outdoor education comprising five primary conceptions¹ and one secondary conception: The Outdoor Recreationist, The Adventurer, The Education, The Life Skills Entrepreneur, The Environmentalist, Distinguishing features of each conception and features common among the primary conceptions are discussed. Focused interviews produced information about course conductor attitudes and training , the program's relationship with other fields of study, the concept's need for clarification, the need for a common knowledge base in outdoor education, and its relationship with the natural environment, teaching, recreation and education. Suggestions for further investigation are briefly discussed. "Environmentalist", "The Educator", "The Life Skills Entrepreneur", and "The Administrator" are heuristic devices which refer to an ideal type of individual who embodies a co-ordinated set of central concepts, values, and procedures which are explicit or implicit a conception of outdoor education.

The study focuses on the cognitive assessment of certification examination in medicine. The purpose was to investigate the relationship between the structure of the examination questions and the examinees' written responses. The responses from three groups of residents with undergraduate degrees from McGill (3), Toronto (2) and Manitoba (2) medical schools were used. A sample of one basic science and two clinical question in Endocrinology were selected. The responses were analyzed using cognitive methods which provided a qualitative assessment of subjects' knowledge structures relative to task. / The results showed that the responses did not always correspond to task requirements. There was a general tendency to focus on specific details that the subjects understood at the expense of the global aspect of the question. There was a greater variation in performance within groups than between groups. The results also suggest that undergraduate education may have less influence on the performance in certification examination than residency training. The importance of developing examination questions with high construct and criterion validity is discussed.

No description available.

No description available.

No description available.

This qualitative study examines the influence of culture on the teaching and learning process in an eastern Canadian college nursing program. The study reveals incongruency between the ideals of multiculturalism and teaching and learning processes. While teachers perceive they have the requisite skills to fulfill the content objectives using various pedagogical methods set out by the curriculum, they are not always able to promote successful achievement of these objectives in a multicultural student population. Moreover, students experience special learning difficulties in their interactions with teachers when the learning environment is unfamiliar to them and their own cultural identity and life values are not well understood. / The study concludes that the content of nursing education curricula needs to be broadened to include attention to cultural considerations. Most importantly, teachers practicing within multicultural student populations need training in cultural sensitivity and in developing culturally appropriate pedagogical approaches.

The author of this study has for sorne time been interested in the status and history of education in Canada as a whole. As a teacher, he has been acutely aware of his ignorance of what goes on in the schools of other provinces, and has been curious to learn what external and historical forces have helped to shape whatever pattern of education Canada can be said to possess. Part of his ignorance was dispelled and some of his curiosity satisfied in doing graduate research on the history of education in Canada. Part of this research involved a consideration of American influences on Canadian education. From this arose the idea of a more extended study of such influences. The present thesis is the result. It was soon determined that no comprehensive or thorough study of this topic was extant. Despite quite heavy labours, the writer is ruefully forced to concede that the situation has not changed. This work is far from constituting a thorough or comprehensive study of American influences on Canadian education. Above all, it does not attempt, nor is it intended to be, an evaluative work. Its basic aim is to document the fact of widespread American influence. To this end, numerous studies, annual reports, surveys, scholarly inquiries and sound secondary works were consulted, many of them extending back to early days. Consideration of these sources is preceded by a brief general study [...]