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No description available.

This study addressed computer-supported collaborative scientific inquiries in Remote Networked Schools. Three dyads of grade 5-6 classrooms from remote locations collaborated using the knowledge-buildng tool Knowledge Forum. Customized scaffold supports embedded in the online tool were used to support student understanding and practice of an authentic inquiry process. The study studied how the use of the scaffolds could help students to understand and put into practice an authentic inquiry process, how the students' collaborative problem solving could translate into a deeper understanding of the phenomena explored and if this could lead to conceptual change. Students created notes and used the scaffold supports to support their inquiry process however without sufficient direct teacher modeling, coherent use of the scaffolds stayed low across activities. Pre- and post-test results show that the students gained a better understanding of the inquiry process, but low post-test scores suggest further need for direct teacher modeling of the inquiry process during science instruction. Content analysis of the ideas expressed by the students in two of the sites showed that students were able to generate high-level ideas especially when the directives were explanation-seeking rather than fact-seeking in nature. Teacher mediation in the online discussion tended to generate longer threads than when teachers were absent from the online environment. Unless effective collaborative conversation is already a part of the classroom culture, efforts are required to generate richer student interactions and foster deeper understanding. Recurring technical and logistical difficulties in the sites prevented teachers from concentrating on the learning objectives and should be more seriously addressed by school authorities. Evidence of conceptual change was found through micro-analysis of the students' ideas about buoyancy in the pre- and post-tests as well as in their notes showing that conceptual change is possible in this innovative collaborative learning context. Further insistence for students to complete the inquiry process is needed in order to created additional opportunities for students to express their knowledge about a scientific phenomenon and promote deeper understanding through collaboration.

The objective of this study was to examine the perceptions of students and faculty regarding the concept of multiculturalism and its relevance in nursing education in two Montreal English nursing programs. A 40 item questionnaire and interview tool were developed for students and faculty, respectively, to elicit data concerning demographic information, general perceptions regarding multiculturalism and its relevance in nursing education and perceptions about cultural concepts within their respective nursing curricula. It was concluded that students and faculties believed that multicultural concepts are relevant to nursing education in order for nurses to provide holistic health care in a non-discriminatory way to a culturally diverse society. However, the extent of multicultural content varied in the nursing programs with several relevant areas lacking in both, including exploration of personal biases.

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In order to accommodate the needs and abilities of all students, many high schools have designed programs for those students who are unable to cope within regular high school streams. These alternative programs have included vocational education, work experience education, various forms of tracking, and within Quebec, the Individualized Paths for Learning Program (IPL). Individualized Paths for Learning was developed to allow "at risk" students to work towards their high school diploma at a more individualised pace, and to ease their transition into the work force through job skills training and work site experience. As this case study of an Individualized Paths for Learning program suggests however, IPL in practice provides very limited work and academic preparation for the students involved. Through interviews with students and staff, and participant observation within the classroom the limitations of the program become apparent. Yet paradoxically both students and staff were committed to the program and continued to subscribe to the importance of education which is fostered both socially and by the IPL program itself. Within this case study, the students' impressions of the IPL program were of special interest. It is their words, as those most involved and affected by it, that are used in analysis. While this study is specific to its setting it hopefully will provide insight into work education programs following similar principles.

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No description available.

No description available.

No description available.