The collèges classiques have been the most noteworthy of French Canadian educational institutions. Yet there have been very few studies on the history of these schools in Canada in the French language, and none in English. Since there is a lack of such studies, particularly on the early period of the collèges classiques, it was deemed expedient that a survey of the origin and early development of these institutions be undertaken. [...]

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This study examines the Canadian provincial government expenditures for post-secondary education and develops and estimates a model that describes factors influencing the expenditures. A historical background to the expenditures is followed by a descriptive analysis of the expenditures. Ultimately, a theoretical model is constructed and estimated for the ten provinces for 1977 to 1991. Government funding for post-secondary education is provided by both the federal and provincial governments. A history of government funding is presented with an emphasis on the withdrawal of the federal government from direct financing and the ensuing decline of its influence on the provincial government expenditure decisions. An extensive description and analysis of the provincial government expenditures are presented. The expenditures are examined relative to economic and demographic variables. A number of broad trends and notable exceptions are described. A theoretical model is developed on the basis of utility maximization by the provincial governments. The reduced form of the model describes provincial expenditures for post-secondary education as a linear function of a series of economic, financial, price, demographic and political variables. The successful estimation of the model establishes it as a useful construct for describing the determinants of the provincial expenditures. The estimated determinants of expenditures describe an important role for the state of the provincial economy, a minor role for the price variables, a mixed role for the federal grants, a negligible role for the demographic variables, an innocuous role for the other government expenditures and no role for the political variables. The study concludes that post-secondary education is a low priority expenditure for the governments, the structure of the federal grants is generally unfavorable to post-secondary education, and other government expenditures are not competitive substitutes for post-secondary education.

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.

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. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

In the last decade, the concept of competence has become a powerful ideological force as a component of public policy in the post-compulsory sector of vocational/technical education in Canada. It has served as a device for articulating vocational policy and practice to the changing conditions for capital accumulation in the context of economic and social restructuring. This process of articulation is most readily visible at the level of broad public policy statements and political rhetoric calling for reform of the relation between education and work. Less clear is how competency measures give practical expression to these broad policy objectives at the level of routine curricular and institutional arrangements. These issues form the central empirical focus of the thesis, through an investigation of the work process of teachers and administrators involved in implementing competency measures in the college setting. The central argument is that competency measures effect a fundamental transformation in the organization of curriculum decision making in the college setting. They accomplish the suppression of broad, long-term educational goals in favour of narrow, short-term ones, as a means to increase "flexibility" in labour supply. They limit the use of educational theory as the basis of curriculum decisions and replace it with a set of ideological procedures for constituting "needs" and "requirements" related to job performance. These changes are brought about in part through the imposition of formal, documentary information systems to replace the discretionary judgment and interpretive practices of instructors, making the instructional process accountable within a centrally determined policy process. Through this re-organization of educational decision-making, learning is displaced by managing as the form of praxis which gives shape to curricular organization. The form of competence that is brought into being is not a feature of the performance ability of individuals but an aspect of "good management practice" in educational settings. / Education, Faculty of / Graduate

It is estimated that between 20-40% of women encounter sexual harassment at a university. However, university grievance offices report that less than one percent of the student population, whether female or male, complains. Sexual harassment research indicates that a large number of people who experience sexual harassment do not label it as such and therefore, do not report it. The effectiveness of the objective sexual harassment definition in describing the experiences of students is questioned. A qualitative approach is used to explore how students define sexual harassment and how they categorize their experiences in relation to their definitions. The analysis, based on twenty interviews of upper year undergraduate students, suggests that although students define sexual harassment similarly to the objective definition, they do not relate their experiences to the definition. The disparity between abstract formulations and concrete experiences may account for the low reporting. The addition of examples of common sexual harassment experiences is suggested as a way of making the objective definition more comprehensive and accessible. An example of how the objective definition may be developed is provided in the concluding chapter.

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