There has been a growing concern raised by nurse educators regarding the potential for litigation by nursing students who are dissatisfied with educators' appraisal of these students' clinical performance. A descriptive survey using a cross-sectional design was used to assess the relationships between institutional policies and procedures related to student clinical evaluation practices and the incidence of student grievances and appeals of faculty decisions. Population for this survey was diploma and basic baccalaureate nursing programs in Canada (N=94). The response rate to this survey was 86.2% (81/94 programs). Data were obtained using two self-developed questionnaires which tested for support of two prototypic models derived from literature reviewed. Variables studied included the decision-makers' location (educational institution, hospital), their role or position, their functions, and the guidelines under which they performed student evaluations. Also studied were mechanisms available to students to question the decision. Data were analyzed using descriptive statistics. Reliability of the data from the administrative practices instrument was assessed using contingency tables which compared the program's reported data to its written policies and procedures. The level of agreement was approximately .50 which was considered adequate bearing in mind the frequent discrepancies between policies and procedures in most institutions.. There were five significiant findings, these being: (1) there exists a lack of faculty evaluation standards when evaluating students in clinical settings, (2) in one-third of the programs a clinical instructor alone makes a student's clinical decision, (3) it appears that in some programs the same members serve on more than one level of review panels, (4) procedures employed in the conducting of informal and formal hearings are rarely written, and (5) grievance and appeal panels tend to alter professional judgments of nurse faculty even though panel members frequently are non-nurses. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The constitutional division of powers in Canada assigns no authority to the federal state in the area of education. In spite of this, the Canadian state has used its constitutional authority to act in the national interest to justify substantial activity in public education at all levels. One area of particular interest to the state is the education of Canadian citizens. This thesis examines state policy in citizenship education between 1947 and 1982. It focuses on the Department of the Secretary of State, particularly the Canadian Citizenship Branch, and addresses three questions: 1) What conception of citizenship formed the basis for state policy in citizenship education? 2) How did the state formulate citizenship education policy? and 3) What means did the federal state use to implement citizenship education policy given that education is an area of provincial jurisdiction? Throughout this period the state was preoccupied with questions of national unity and therefore the focus of its policy in citizenship education was the construction and propagation of a national ideal in which all Canadians could find their identity as citizens. The policy was consistent with an elitist conception of citizenship in that it excluded most Canadians from the process of constructing the national identity and relegated citizen participation to largely apolitical voluntary activities. Although the Department of the Secretary of State was rhetorically committed to scientific policy making, the process was driven not by social science research but by attempts to secure and extend bureaucratic territory in relation to both other government departments and voluntary organizations working in the citizenship sector. In the complex interplay among the interested parties the Department was sometimes a leader and sometimes a follower in the policy making process. State citizenship education policy was implemented through official agreements with the provinces as well as more direct means which bypassed provincial authorities. Bilingualism in Education programs are the best example of the former, while training programs for teachers, the production and dissemination of materials, and attempts to use voluntary organizations as surrogates for the state are examples of the latter.

The current status of gerontological nursing curricula in Canadian generic baccalaureate nursing programs has not been studied. As the Canadian society changes the health care system is struggling to provide adequate health care to the growing population over the age of 65. Nurses must be prepared to assist the elderly in the community and in institutions to cope with increasing disabilities. Therefore, the study of gerontological nursing should be a requirement in a nurses' basic education to prepare them to work with older clients in all settings. This study used a survey methodology to determine the present status of gerontological content in baccalaureate nursing education curricula. Questionnaires were sent to each of the 22 deans/directors of the Canadian generic baccalaureate nursing programs and to 31 provincial reputational "experts" in the field of gerontology. A return rate of 90% and 93% was obtained respectively. The study asked five questions: 1) What nursing model or concepts are used by the generic baccalaureate schools of nursing? 2) What gerontological content is included in these programs? 3) What gerontological content is integrated in courses or taught in required or elective specific gerontology courses? 4) What gerontological clinical experiences are required? and 5) Are faculty academically prepared to teach gerontological content? Answers to these questions were compared with similar questions asked of reputational "experts". A quarter of the schools did not use nursing concepts or models while many schools chose a nursing model which was not consistent with their philosophy of health. Ninety percent of the schools taught gerontology content in integrated courses; half of the schools also offered a specific gerontology course of which 40% were elective courses. Even though all 49 listed gerontology topics and 28 patient problems and care techniques were taught by the majority of the schools there is little evidence the schools are producing gerontology prepared nurses. The gerontology clinical hours accounted for only 7.4% of the total clinical experiences. The "experts" recommended gerontology receive 21% of the clinical hours and that it be dispersed in a variety of community and clinical settings. Few (5%) faculty members were prepared with a post graduate degree in gerontology to act as positive role models for the students. Few (2%) students chose a gerontology practicum in their last year. The findings and recommendations are meant to assist educators with the task of expanding the gerontological curricula in generic baccalaureate nursing programs. The nine recommendations address ways to assist schools to reevaluate their curriculum and improve nursing care to the elderly in Canadian society. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This thesis focuses on how social studies textbooks, authorized for use in Canadian classrooms, portray our changing world. Preparing young people for citizenship in a world that is becoming increasingly interdependent requires presenting them with a way of thinking about the world that allows for consideration of alternative perspectives. The textbook, as a major vehicle for transmitting knowledge, can play an important role in that process. Although the volume of textual accounts of world interdependence is expanding, it is contended that the themes and images presented to students tend to reinforce unilateral rather than multilateral interpretations of reality. A framework of analysis is developed to determine if the textbooks employ either a multilateral thematic or unilateral thematic approach to the study of world interdependence. A multilateral approach encourages the exploration of different points of view on important world issues whereas a unilateral approach tends to focus on a particular interpretation of the same issues or events. This framework employs four rubrics suited to the analysis of the transmission of knowledge, description, explanation, prediction and prescription, to guide a series of analytical questions designed to determine if textbooks present unilateral or multilateral themes. Six significant world issue areas are evaluated in fourteen social studies textbooks. The issue areas profiled are: food supply issues, population issues, environmental issues, peace and security issues, human rights issues and economic Issues. The findings of this study indicate that the four dimensions of the framework are not adequately addressed in the selected textbooks. Twenty-two of the twenty-eight profiles studied tend to support a unilateral thematic rather than a multilateral thematic portrayal of how the world works. Preparing students for citizenship in a global age requires providing them with access to a body of knowledge that helps them to acquire a more integrated understanding of their world in order to make informed decisions and judgements about pressing global concerns. That goal is impeded when there is a propensity for textbooks to provide a particular viewpoint rather than a variety of viewpoints on important world Issues. Although this study is exploratory in nature, its findings present considerations for social studies educators when choosing to adopt particular textual materials for instructional purposes. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The constitutional division of powers in Canada assigns no authority to the federal state in the area of education. In spite of this, the Canadian state has used its constitutional authority to act in the national interest to justify substantial activity in public education at all levels. One area of particular interest to the state is the education of Canadian citizens. This thesis examines state policy in citizenship education between 1947 and 1982. It focuses on the Department of the Secretary of State, particularly the Canadian Citizenship Branch, and addresses three questions: 1) What conception of citizenship formed the basis for state policy in citizenship education? 2) How did the state formulate citizenship education policy? and 3) What means did the federal state use to implement citizenship education policy given that education is an area of provincial jurisdiction? Throughout this period the state was preoccupied with questions of national unity and therefore the focus of its policy in citizenship education was the construction and propagation of a national ideal in which all Canadians could find their identity as citizens. The policy was consistent with an elitist conception of citizenship in that it excluded most Canadians from the process of constructing the national identity and relegated citizen participation to largely apolitical voluntary activities. Although the Department of the Secretary of State was rhetorically committed to scientific policy making, the process was driven not by social science research but by attempts to secure and extend bureaucratic territory in relation to both other government departments and voluntary organizations working in the citizenship sector. In the complex interplay among the interested parties the Department was sometimes a leader and sometimes a follower in the policy making process. State citizenship education policy was implemented through official agreements with the provinces as well as more direct means which bypassed provincial authorities. Bilingualism in Education programs are the best example of the former, while training programs for teachers, the production and dissemination of materials, and attempts to use voluntary organizations as surrogates for the state are examples of the latter. / Education, Faculty of / Graduate

At a time when schools are becoming increasingly diverse in composition, this study explored five student teachers' perspectives on the changing role of teachers in a multicultural society. By using a constructivist framework and qualitative methodologies, interviews were conducted with student teachers in a Canadian elementary teacher education program. Two data sets consisting of one-on-one interviews were collected. The first set was collected after students had completed a thirteen week practicum. The second set was conducted after the student teachers had completed program requirements and had graduated from university with an education degree. Students' conceptualizations of the teacher's role in culturally diverse classrooms are described in six categories: bridging gaps in knowledge; being proactive as a role model; nurturing self-esteem and personal pride in heritage; focusing on care, respect, and acceptance; creating a safe and inclusive environment; resisting the lure of assimilation and the status quo. Life experiences which were influential in the formation of the students' conceptualizations are also described and organized by theme. The results of the study demonstrate that conceptualizations traversed a range of philosophical arguments outlined by theorists, and students' beliefs reflect key elements of conceptions portrayed in the approaches used to meet the needs of culturally diverse classrooms described in the literature. The findings underscore the need for multicultural theory in teacher education and for a pedagogical approach which encourages students to become reflective practitioners who are able to examine and critique personal beliefs in relation to the evolving needs of a multicultural society.

At a time when schools are becoming increasingly diverse in composition, this study explored five student teachers' perspectives on the changing role of teachers in a multicultural society. By using a constructivist framework and qualitative methodologies, interviews were conducted with student teachers in a Canadian elementary teacher education program. Two data sets consisting of one-on-one interviews were collected. The first set was collected after students had completed a thirteen week practicum. The second set was conducted after the student teachers had completed program requirements and had graduated from university with an education degree. Students' conceptualizations of the teacher's role in culturally diverse classrooms are described in six categories: bridging gaps in knowledge; being proactive as a role model; nurturing self-esteem and personal pride in heritage; focusing on care, respect, and acceptance; creating a safe and inclusive environment; resisting the lure of assimilation and the status quo. Life experiences which were influential in the formation of the students' conceptualizations are also described and organized by theme. The results of the study demonstrate that conceptualizations traversed a range of philosophical arguments outlined by theorists, and students' beliefs reflect key elements of conceptions portrayed in the approaches used to meet the needs of culturally diverse classrooms described in the literature. The findings underscore the need for multicultural theory in teacher education and for a pedagogical approach which encourages students to become reflective practitioners who are able to examine and critique personal beliefs in relation to the evolving needs of a multicultural society. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This study aimed to explore the complexity and interrelationships of language, culture and identity from the learners' perspectives. The focus of the study was on the exchange experiences of five Hong Kong students in the Canadian tertiary contexts. The participants were bilingual learners. They came from an educational background which emphasized English as a medium of instruction. In Canada, the students had the language competence to integrate into mainstream courses during their one year stay. This study questioned whether language was also their passport into a new culture. The study was divided into two phases. The first phase was a pilot study (January 1997- May 1997). Emergent themes from the pilot study guided the research questions in the second phase of the study ( October 1997 - July 1998). The methodology employed in this study emphasized a naturalistic inquiry approach and co-authorship with the participants. The research focused on a multiple case study approach with an ethnographic link to highlight the interpretive and sociocultural perspectives of the study. Research strategies included direct and participant observation, home visit, e-mail, phone conversation, informal interview, intensive discussion, secondary informant, artifact and metaphor. Personal narratives were central to the discussions in data analysis. Data collected in the study support the learner agency framework on the issue of social identity. Themes which emerged from the research process suggest multiple voices, multiple interpretations and multiple realities in the process of language socialization. Many interactive variables in the social contexts influence the construction and reconstruction of knowledge on language, culture and identity. Language socialization is a complex interweave of meanings between the individual and the environment. Ambivalence, contradictions and uncertainties are recurring themes in the rites of transition. Learners are empowered by their awareness and agency in their struggle. They are active agents of their identities, roles and status in changing sociocultural settings. This study urges the need for language educators to include voices of the learners in language research and to re-examine the notions of language power, cultural diversity, social access, claim of ownership, learner investment and human agency in language pedagogy.