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Journal articles on the topic 'Community college teachers – British Columbia'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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1

Leibo, Steven A., Abraham D. Kriegel, Roger D. Tate, et al. "Book Reviews." Teaching History: A Journal of Methods 12, no. 2 (1987): 28–47. http://dx.doi.org/10.33043/th.12.2.28-47.

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David K. Dunaway and Willa K. Baum, eds. Oral History: An Interdisciplinary Anthology. Nashville: American Assocation for State and Local History, 1984. Pp. xxiii, 436. Paper, $17.95 ($16.15 to AASLH members); cloth $29.50 ($26.95 to AASLH members). Review by Jacob L. Susskind of The Pennsylvania State University at Harrisburg. Salo W. Baron. The Contemporary Relevance of History: A Study in Approaches and Methods. New York: Columbia University Press, 1986. Pp. viii, 158. Cloth, $30.00; Stephen Vaughn, ed. The Vital Past: Writings on the Uses of History. Athens: The University of Georgia Press
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Levin, John S., Aida Aliyeva, and Laurencia Walker. "From Community College to University: Institutionalization and Neoliberalism in British Columbia and Alberta." Canadian Journal of Higher Education 46, no. 2 (2016): 165–80. http://dx.doi.org/10.47678/cjhe.v46i2.185905.

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This qualitative investigation of higher education institutional development addresses new universities that were former community colleges in the provinces of British Columbia and Alberta. Stemming from an original study conducted nearly two decades earlier, this investigation’s data were collected from the same institutions and from similar sources: institutional documents, government policies, and interviews from faculty and administrators; thus, qualifying as a longitudinal qualitative investigation. This investigation explains institutional instability and identity change as a result of n
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Andres, Lesley. "Transfer from Community College to University: Perspectives and Experiences of British Columbia Students." Canadian Journal of Higher Education 31, no. 1 (2001): 35–74. http://dx.doi.org/10.47678/cjhe.v31i1.183378.

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Through formal inter-institutional arrangements, articulated systems of postsecondary education claim to promote equality of opportunity by allowing for a seamless flow of students toward their educational and occupational goals. However, despite system wide articulation of course offerings, numerous studies indicate that the transfer experience is not unproblematic. This paper reports the findings of a qualitative study of the experiences of British Columbia university students who had transferred from community college. The central focus of this study was to portray students' experiences of
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Toohey, Kelleen, and Pamela and Hansen. "Two Contexts for Training Teachers of Native Languages." TESL Canada Journal 2, no. 2 (1985): 11. http://dx.doi.org/10.18806/tesl.v2i2.459.

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This paper reports on our experience in Native language teacher training in two contexts in British Columbia: one a university sponsored course offered in a northern community, and one a workshop-based in service course offered in the Fraser Valley. Work done with the students is described, excerpts of student work are presented and suggestions about Native language teacher training in Canada are made.
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Dennison, John D. "From Community College to University: A Personal Commentary on the Evolution of an Institution." Canadian Journal of Higher Education 36, no. 2 (2006): 107–24. http://dx.doi.org/10.47678/cjhe.v36i2.183541.

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This paper documents the development of a unique institution in Canadian higher education, the university college in British Columbia. From its roots as a comprehensive community college, the university college was confronted with numerous legislative and policy changes which culminated in its current claim to be called a regional university. In support of this assertion, a number of issues are addressed, including the role and mandate of the university college, academic freedom and tenure, governance, administration, and the legal status under which it was constituted. Over a period of 15 yea
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Kitchenham, Andrew. "25. E-Portfolios in Teacher Education: The UNBC Experience." Collected Essays on Learning and Teaching 1 (July 1, 2011): 138. http://dx.doi.org/10.22329/celt.v1i0.3194.

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This paper presents the preliminary findings from the University of Northern British Columbia’s e-portfolio project, entitled the Digital Record of Student Success (DRSS). The e-portfolio requires that the Education Program students provide artifacts of their learning related to the British Columbia College of Teachers’ 13 standards for professional educators. The project will be outlined and sample in-progress e-portfolios will be described. The paper will conclude with a description of the successes and challenges of the DRSS.
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Boyer, Wanda A. R., and Helen Bandy. "Impact of Students with Special Needs on Teachers in Rural Communities." Rural Special Education Quarterly 15, no. 3 (1996): 25–33. http://dx.doi.org/10.1177/875687059601500305.

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In order to develop relevant teacher education programs, teacher educators must understand attitudes, concerns and knowledge of inservice rural teachers toward inclusion of children with special needs in their classroom. Questionnaires were distributed to teachers in rural/remote areas of British Columbia. Results were indicative of the urgent need for providing additional human resources to assist with inclusionary practices, particularly the addition of trained assistants, parents, and community volunteers.
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Harrison, Edward B., Alexander K. Lautensach, and Verna L. McDonald. "Moving From the Margins: Culturally safe teacher education in remote northwestern British Columbia." Articles 47, no. 3 (2013): 323–43. http://dx.doi.org/10.7202/1014862ar.

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In 2007 the University of Northern British Columbia initiated a two-year elementary teacher education program at the Northwest Campus in Terrace, British Columbia. The program was designed to meet specific community needs in the North that arise from inequities in the cultural safety of Indigenous teachers and students. The authors share three collegial inquiries into the program’s contribution toward improving cultural safety in K-12 schools and meeting social justice challenges in the region’s communities. Culturally safe allocation of space became better understood, affective learning outco
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Purpura, James E., Mashad Davoodifard, and Erik Voss. "Conversion to Remote Proctoring of the Community English Language Program Online Placement Exam at Teachers College, Columbia University." Language Assessment Quarterly 18, no. 1 (2021): 42–50. http://dx.doi.org/10.1080/15434303.2020.1867145.

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Sedgwick, Whitney, Cheryl Washburn, Christie Newton, and Patricia Mirwaldt. "Shared Care Depression Collaborative Model: From Project Inception to Outcome Data." Canadian Journal of Community Mental Health 27, no. 2 (2008): 219–32. http://dx.doi.org/10.7870/cjcmh-2008-0030.

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The University of British Columbia (UBC) has partnered with community primary care providers to implement a shared care pilot project for the management of depression. The National College Health Assessment survey conducted at UBC in 2004 identified a significant gap in the management of depression. This finding highlighted a need to better integrate existing resources and strengthen the capacity of primary care providers to effectively recognize, assess, and treat depression. This article outlines the development and evaluation of a shared care collaborative approach to the primary care of de
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Sheehan, Nancy M., and J. Donald Wilson. "From Normal School to the University to the College of Teachers: Teacher Education in British Columbia in the 20th century." Journal of Education for Teaching 20, no. 1 (1994): 23–37. http://dx.doi.org/10.1080/0260747940200104.

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Cocciolo, Anthony. "Can Web 2.0 Enhance Community Participation in an Institutional Repository? The Case of PocketKnowledge at Teachers College, Columbia University." Journal of Academic Librarianship 36, no. 4 (2010): 304–12. http://dx.doi.org/10.1016/j.acalib.2010.05.004.

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Levin, John S., Ariadna I. López Damián, Marie C. Martin, and Evelyn M. Vázquez. "New Universities’ Organizational Identities Through Presidential Lenses." Articles 48, no. 2 (2019): 20–38. http://dx.doi.org/10.7202/1057101ar.

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This qualitative investigation addresses three new universities in the provinces of British Columbia and Alberta and their presidents’ ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities’ paths to legitimacy. We found that the preservation of aspects of the institutions’ original identity (as community colleges) aids new universities’ orga
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Gallagher, R., P. Hawley, and W. Yeomans. "A Survey of Cancer Pain Management Knowledge and Attitudes of British Columbian Physicians." Pain Research and Management 9, no. 4 (2004): 188–94. http://dx.doi.org/10.1155/2004/748685.

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INTRODUCTION:There are many potential barriers to adequate cancer pain management, including lack of physician education and prescription monitoring programs. The authors surveyed physicians about their specific knowledge of pain management and the effects of the regulation of opioids on their prescribing practices.METHODS:A questionnaire was mailed out to British Columbia physicians who were likely to encounter cancer patients. The survey asked for physicians' opinions about College of Physicians and Surgeons of British Columbia regulation and other issues related to their prescribing practic
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Renwick, Kerry, Lisa Jordan Powell, and Gabrielle Edwards. "‘We are all in this together’: Investigating alignments in intersectoral partnerships dedicated to K-12 food literacy education." Health Education Journal 80, no. 6 (2021): 699–711. http://dx.doi.org/10.1177/00178969211011522.

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Background: Activities to foster food literacy in young people are increasingly common in schools, driven both by the public health sector and by curriculum mandates from education officials in government. In Canada, both Kindergarten–Grade 12 (K-12) classroom teachers and educators from community organisations deliver food literacy education programmes in schools, often framed as partnerships working in the interests of young people. Objective: The study examines the alignment between what both classroom teachers and community educators state are the desired outcomes for students of their foo
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Stephens, Kat J. "Just a Unicorn." JCSCORE 6, no. 1 (2020): 211–16. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.211-216.

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Kat J. Stephens is a higher education Ph.D. student at University of Massachusetts Amherst. She’s earned a Master of Education from Teachers College, Columbia University, in Higher & Postsecondary Education. Her larger research interests are social justice & identity development. As an Afro-Guyanese immigrant, her research interests reflects: Caribbean students, Afro-Caribbean racial identity formation, transnationalism, Black women students with ADHD & Autism, & gifted community college & transfer students. Her work here is inspired by her life and those of other Black wom
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Muckle, Bob. "Community Archaeology in the Seymour Valley, British Columbia: A Joint Initiative of Capilano College and the Greater Vancouver Regional District." Teaching Anthropology: Society for Anthropology in Community Colleges Notes 9, no. 1 (2002): 17–36. http://dx.doi.org/10.1525/tea.2002.9.1.17.

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Blay-Palmer, Alison. "FLEdGE (Food: Locally Embedded, Globally Engaged) Partnership." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 8, no. 2 (2021): 1–5. http://dx.doi.org/10.15353/cfs-rcea.v8i2.539.

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The Food: Locally Embedded, Globally Engaged (FLEdGE) SSHRC-funded Partnership has deep roots in relationships developed over time among academics and community-based practitioners. FLEdGE emerged from community-driven research in Ontario on food hubs and community resilience dating from 2010. From there it expanded to include seven research nodes across Canada and three thematic international working groups, with over 90 researchers, students, and community partners involved in the project. As a multi-institutional project, FLEdGE has nodes in British Columbia (Kwantlen Polytechnic University
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Levin, John S., Ariadna I. López Damián, Marie C. Martin, and Evelyn M. Vázquez. "New Universities’ Organizational Identities Through Presidential Lenses." Canadian Journal of Higher Education 48, no. 2 (2018): 20–38. http://dx.doi.org/10.47678/cjhe.v48i2.188122.

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This qualitative investigation addresses three new universities in the provinces of British Columbia and Alberta and their presidents’ ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities’ paths to legitimacy. We found that the preservation of aspects of the institutions’ original identity (as community colleges) aids new universities’ orga
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20

Hamill, Sarah, and Pippa Feinstein. "THE SILENCING OF QUEER VOICES IN THE LITIGATION OVER TRINITY WESTERN UNIVERSITY’S PROPOSED LAW SCHOOL." Windsor Yearbook of Access to Justice 34, no. 2 (2018): 156–85. http://dx.doi.org/10.22329/wyaj.v34i2.5024.

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This article assesses to what extent the recent litigation over the accreditation of Trinity Western University’s proposed law school includes and considers queer voices. We argue that a close examination of how queer people’s voices appear in these decisions reveals that when queer voices are absent or marginal, queer people’s rights are mischaracterized. In turn the mischaracterization and misunderstanding which flows from the failure to properly include queer voices hinders the ongoing struggle for queer equality. We rely on discourse analysis to make our argument. We argue that Canadian co
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Andres, Lesley, and E. Dianne Looker. "Rurality and Capital: Educational Expectations and Attainments of Rural, Urban/Rural and Metropolitan youth." Canadian Journal of Higher Education 31, no. 2 (2001): 1–45. http://dx.doi.org/10.47678/cjhe.v31i2.183387.

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This paper uses data from two longitudinal surveys of Canadian youth to examine the effects of rural versus urban/rural and metropolitan residence on young people's educational expectations and attainments. The surveys are based in British Columbia (B.C.) and Nova Scotia (N.S.), two provinces that have very different systems of postsecondary education. B.C. has an articulated system with formal structures which allow students to take the first two years of university study at a community college before transferring to a university. N.S. has no such formal transfer system. Its community college
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Levin, John S. "The Importance of the Board-President Relationship in Three Community Colleges." Canadian Journal of Higher Education 21, no. 1 (1991): 37–53. http://dx.doi.org/10.47678/cjhe.v21i1.183093.

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Governance and management in institutions of higher education have attracted considerable attention in the North American literature. While much has been published concerning the respective roles of the president and the governing board in managing the affairs of colleges and universities, limited attention has been given to the relationship which exists between the two parties. The purpose of this study is to examine the board-president relationship in the academic institution in order to discern reasons for the importance of the relationship. The investigation uses qualitative-interpretive r
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Kaspin, Khairul Ghufran, Mohamad Basri Jamal, Norshahrul Marzuki Mohd Nor, Muhammad Hasbi Abdul Rahman, Mazdi Marzuki, and Habibah @. Artini Ramlie. "THE TEACHER TRAINING CURRICULUM AT THE SULTAN IDRIS TRAINING COLLEGE(SITC) SINCE THE ESTABLISHMENT UNTIL THE OUTBREAK OF THE WORLD WAR II 1922-1941." International Journal of Education, Psychology and Counseling 6, no. 39 (2021): 111–26. http://dx.doi.org/10.35631/ijepc.639007.

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This article discusses the trainee teachers’ curriculum at the Sultan Idris Training College (SITC) since its establishment in 1922 until the outbreak of World War II. In addition, this article also discusses the curriculum's impact on the trainees. The research objective is to examine the curriculum and subjects taught to the trainees in order to teach the teaching knowledge, especially to the Malay community. This research used the qualitative method based on the library sources by focusing on the Annual Report and Memorandum as the primary sources. The research found that the curriculum for
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King, Madeleine, Maxine Courtier, Chet Shaw, Cynthia Anderson, and John Widdowson. "Different Views? The Experiences of International Students Studying HE in Three Non-university Settings." ATHENS JOURNAL OF EDUCATION 8, no. 3 (2021): 239–62. http://dx.doi.org/10.30958/aje.8-3-2.

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The purpose of the research was to discover the views of three groups of International students who were undertaking their Higher Education (HE) in a publicly-funded college, rather than a university setting. A comparative survey was undertaken by International students attending an American Community College, an Australian Technical and Further Education Institute and a group of English colleges which offer Higher Education. All three groups were satisfied with their provision. The college setting was perceived to offer higher levels of support than would have been available at a university,
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Cherkowski, Sabre, and Keith Walker. "Mentorship for flourishing in schools: an explicit shift toward appreciative action." International Journal of Mentoring and Coaching in Education 8, no. 4 (2019): 345–60. http://dx.doi.org/10.1108/ijmce-02-2019-0018.

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Purpose Building on findings from research designed to bring to description teachers’ own understandings of what it means to flourish in their work, the purpose of this paper is to show how principals and teacher–leaders in schools are agents capable of building developmental relationships and mentoring cultures that can orient and support teachers toward well-being. Design/methodology/approach This conceptual paper is anchored with findings from a multi-year qualitative research project that was designed using perspectives from positive organizational studies and positive psychology scholarsh
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Taheri, Pooya, Philip Robbins, and Sirine Maalej. "Makerspaces in First-Year Engineering Education." Education Sciences 10, no. 1 (2019): 8. http://dx.doi.org/10.3390/educsci10010008.

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Langara College, as one of the leading undergraduate institutions in the province of British Columbia (BC), offers the “Applied Science for Engineering” two-year diploma program as well as the “Engineering Transfer” two-semester certificate program. Three project-based courses are offered as part of the two-year diploma program in Applied Science (APSC) and Computer Science (CPSC) departments: “APSC 1010—Engineering and Technology in Society”, “CPSC 1090—Engineering Graphics”, and “CPSC 1490—Applications of Microcontrollers”, with CPSC 1090 and CPSC 1490 also part of the Engineering Transfer c
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Riley, Tracy, and Scott Roy Douglas. "The Multicultural Café: Enhancing Authentic Interaction for Adult English Language Learners Through Service Learning." TESL Canada Journal 34, no. 1 (2017): 25–50. http://dx.doi.org/10.18806/tesl.v34i1.1254.

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While service learning platforms hold great potential for adult learners of English as an additional language (EAL), there has been little research to date related to the impact of these programs on adult newcomers’ linguistic and social development. The Multicultural Café was a food service learning platform for adult EAL learners operated over a 7-month period at a regional college in the British Columbia interior. The café was developed to provide adult immigrant learners of EAL with an opportunity to authentically engage in using English to provide a valued service to the local community
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Hultman Ozek, Yvonne. "Implementing Web 2.0 Design Patterns in an Institutional Repository May Increase Community Participation." Evidence Based Library and Information Practice 6, no. 3 (2011): 74. http://dx.doi.org/10.18438/b8633s.

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Objective – To investigate whether Web 2.0 can enhance participation in institutional repositories (IRs) and whether its widespread use can lead to success in this context. Another purpose was to emphasize how an IR with a Web 2.0 approach can connect individuals in their creative and intellectual outputs, no matter what form of shared material is contributed. 
 
 Design – Comparative study.
 
 Setting –Two IRs at Teachers College, Columbia University, which is a graduate and professional school of education in New York City.
 
 Subjects – Students, faculty, and s
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Mason, Heather. "Rogow, Sally M., Helping the visually impaired child with developmental problems: effective practice in home, school and community, Teachers College, Columbia University, New York, 1988, 201pp, hbk $28.95 (£22.50), pbk $16.95 (£14.50), ISBN 0 8077 2903 5 (hbk), 0 8077 2902 7 (pbk). Available in UK and throughout Europe from: Eurospan, 3 Henrietta Street, London WC2E 8LU." British Journal of Visual Impairment 7, no. 1 (1989): 31. http://dx.doi.org/10.1177/026461968900700111.

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Ardiyansyah, Arief, Eko Setiawan, and Bahroin Budiya. "Moving Home Learning Program (MHLP) as an Adaptive Learning Strategy in Emergency Remote Teaching during the Covid-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (2021): 1–21. http://dx.doi.org/10.21009/jpud.151.01.

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The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal
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Glegg, Alastair. "The British Columbia College of Teachers: An Obituary." Historical Studies in Education / Revue d'histoire de l'éducation, November 4, 2013. http://dx.doi.org/10.32316/hse/rhe.v25i2.4310.

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Abstract:The British Columbia College of Teachers operated from 1987 to 2011, a period extraordinary for the amount of conflict generated. The British Columbia Teachers’ Federation appeared to view the College not as a professional association, but as an extension of the union. It came into conflict with the universities over teacher training, and appeared reluctant to discipline members, or to listen to complaints against teachers. Following a highly critical report the College was replaced by the B.C. Teachers’ Council, a body much more tightly controlled by the Ministry of EducationRésumé:L
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Raptis, Helen. "Teaching Czech German Refugees at Tate Creek, British Columbia, During World War II." Historical Studies in Education / Revue d'histoire de l'éducation, October 9, 2012. http://dx.doi.org/10.32316/hse/rhe.v24i2.4093.

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Abstract This paper explores the experiences of two teachers of Czech German refugees who settled at Tate Creek, British Columbia after Hitler’s annexation of the Sudetenland in 1938. In an era which pre-dates the genesis of the term “English as a Second Language” (ESL), Amy (Brown) Dauphinee and Celia (Stickney) Dowding employed pedagogical techniques that closely resembled those advocated by today’s ESL experts. This research also raises questions about the roles schools played in Canada’s war effort. The extent to which children and teachers engaged in war-related activities depended on man
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Raptis, Helen. "Bringing Education to the Wilderness: Teachers and Schools in the Rural Communities of British Columbia, 1936–1945." Historical Studies in Education / Revue d'histoire de l'éducation, April 16, 2019. http://dx.doi.org/10.32316/hse-rhe.v31i1.4659.

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 Prior to the consolidation of British Columbia’s rural districts into larger administrative units in 1946, teachers in country schools faced numerous challenges, including inadequate living quarters and school resources, loneliness, danger within the community, and isolation from other professionals. How did teachers manage these conditions on the eve of consolidation? What prompted some to remain teaching in remote schools whereas others fled the communities—and in some cases, the profession? To address these questions, I examined interviews with twenty-four teachers who
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Clarke, Paul, and Bruce MacDougall. "Crossing the Line: Homophobic Speech and Public School Teachers." Encounters in Theory and History of Education 5 (June 3, 2008). http://dx.doi.org/10.24908/eoe-ese-rse.v5i0.641.

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The issue of a teacher’s expressed homophobic views outside the classroom and how those can be taken to affect his position as a teacher in a public school system has recently come up in the Kempling case. The case raises a host of educational and legal questions. In this article, we examine the competing constitutional claims relating to liberty and equality. On one hand, the teacher maintained that his rights to freedom of expression and freedom of religion, set out respectively under ss. 2(a) and 2(b) of the Charter, allowed him to make his controversial, public comments. On the other hand,
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Brar, Victor. "The Anatomy of a Public School Teacher’s Dilemma." SFU Educational Review 8 (December 9, 2015). http://dx.doi.org/10.21810/sfuer.v8i.388.

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This is a case study of a dilemma that a British Columbia school teacher named Paul was involved in 2012 during a heated labor dispute between the government and the teachers’ union. In an effort to pressure the government the union asked teachers to halt all extracurricular activities. This directive would not be so problematic in a more affluent community, but Paul teaches in an inner-city neighborhood where extracurricular activities anchor children to the school and provide them with learning opportunities that their parents cannot provide. Paul was plunged into an uncomfortable situation
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"Abstracts: Reading & writing." Language Teaching 40, no. 4 (2007): 345–55. http://dx.doi.org/10.1017/s0261444807004600.

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07–562Al-Jarf, Reima Sado (King Saud U, Saudi Arabia; reima2000_sa@yahoo.com), Processing of advertisements by EFL college students. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 132–140.07–563Alkire, Scott (San Jose State U, California, USA; scott.alkire@sjsu.edu) & Andrew Alkire, Teaching literature in the Muslim world: A bicultural approach. TESL-EJ (http://www.tesl-ej.org) 10.4 (2007), 13 pp.07–564Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu), Seeking acceptance in an English-only research world. Journal of Second Language Writing (Elsevier) 16.1 (2007), 1–22.07–565Bell
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"Language learning." Language Teaching 39, no. 1 (2006): 19–32. http://dx.doi.org/10.1017/s0261444806223310.

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06–20Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language and Education (Multilingual Matters) 19.6 (2005), 455–466.06–21Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187.06–22Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@
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Gaspard, Gina, Carrie Gadsby, and Jennifer Mallmes. "Indigenous End-of-Life Doula Course: Bringing the Culture Home." International Journal of Indigenous Health 16, no. 2 (2021). http://dx.doi.org/10.32799/ijih.v16i2.33230.

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 Many Indigenous people who live on their traditional territory die in hospital when their preference is to enter the spirit world from their home. Indigenous people in Canada describe experiencing many barriers that prevent them from making this final choice in life. The First Nations Health Authority in British Columbia (BC), Canada, in collaboration with Douglas College, offered end-of- life doula training classes to Indigenous people in BC in 2019. The goal was to build on the strengths of community members already supporting people and their families during their final
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"Language teaching." Language Teaching 39, no. 3 (2006): 191–95. http://dx.doi.org/10.1017/s0261444806213697.

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06–433Berry, Vivien (U Hong Kong, China; vberry@hku.hk) & Arthur McNeill, Raising English language standards in Hong Kong. Language Policy (Springer) 4.4 (2005), 371–394.06–434Callow, Jon, Images, politics and multiliteracies: Using a visual metalanguage. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 7–23.06–435Chen, Runyi (South China Normal U, China; chenry@scnu.edu.cn) & Bernard Hird, Group work in the EFL classroom in China: A closer look. RELC Journal (Sage) 37.1 (2006), 91–;103.06–436Crozier, Nicola (Sophia U, Japan; Nic_j_c
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"Reading and writing." Language Teaching 37, no. 1 (2004): 62–66. http://dx.doi.org/10.1017/s026144480423213x.

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04–64Andrews, Richard (U. of York, UK). Where next in research on ICT and literacies?English in Education (Sheffield, UK), 37, 3 (2003), 28–41.04–65Beard, Roger (Leeds U., UK; Email: R.F.Beard@education.leeds.ac.uk). Not the whole story of the national literacy strategy: a response to Dominic Wyse. British Educational Research Journal (London, UK), 29, 6 (2003), 917–928.04–66Bournot-Trites, M. and Seror, J. (University of British Columbia, Canada; Email: monique.bournot-trites@ubc.ca). Students' and teachers' perceptions about strategies which promote proficiency in second language writing. Re
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"Teacher education." Language Teaching 39, no. 4 (2006): 294–304. http://dx.doi.org/10.1017/s0261444806253850.

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06–743Amador moreno, Carolina, stephanie o'riordan & angela chambers (U de Extremadura, Spain; camador@unex.es), Integrating a corpus of classroom discourse in language teacher education: The case of discourse markers. ReCALL (Cambridge University Press) 18.1 (2006), 83–104.06–744Arnold, Ewen (U Leeds, UK; mahakand@omantel.net.om), Assessing the quality of mentoring: Sinking or learning to swim?ELT Journal (Oxford University Press) 60.2 (2006), 117–124.06–745Cary, Lisa J. & Stuart Reifel (U Texas-Austin, USA), Cinematic landscapes of teaching: Lessons from a narrative of classic film,
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Laitsch, Daniel, Gregory Rodney MacKinnon, David Young, et al. "Education Research in the Canadian Context." International Journal of Education Policy and Leadership 14, no. 10 (2019). http://dx.doi.org/10.22230/ijepl.2019v14n10a887.

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This special issue of the International Journal of Education Policy & Leadership (IJEPL), Research in the Canadian Context, marks a significant milestone for the journal. Throughout our twelve-year history, we have sought to publish the best research in leadership, policy, and research use, allowing authors to decide the topics by dint of their research. While this model still serves as the foundation for IJEPL content, we decided to give researchers a chance to engage in deeper conversations by introducing special issues. In our first special issue, researchers discuss their work within t
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"Language teaching." Language Teaching 39, no. 2 (2006): 102–8. http://dx.doi.org/10.1017/s0261444806213703.

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06–208Bertinetto, Pier Marco (Scuola Normale Superiore, Pisa, Italy; bertinetto@sns.it) & Michele Loporcaro, The sound pattern of Standard Italian, as compared with the varieties spoken in Florence, Milan and Rome. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 131–151.06–209Bruton, Anthony (U Seville, Spain; abruton@siff.us.es), Process writing and communicative-task-based instruction: Many common features, but more common limitations?TESL-EJ (www.tesl-ej.org) 9.3 (2005), 33 pp.06–210Canagarajah, A. Suresh (City U New York, USA), TESOL at forty
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"Language learning." Language Teaching 40, no. 1 (2007): 49–62. http://dx.doi.org/10.1017/s026144480622411x.

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07–20Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.07–21Ansarin, Ali AkBar (Tabriz U, Iran; aa-ansarin@tabrizu.ac.ir), On availability of conscious knowledge in discrimination of vowel length. RELC Journal (Sage) 37.2 (2006), 249–259.07–22Bent, Tessa (North Western U, USA; t-bent@northwestern.edu), Ann R. Bradlow & Beverly A.Wright, The influence of linguistic experience on the cognitive processing of pitch in
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"Reading and writing." Language Teaching 36, no. 3 (2003): 215–19. http://dx.doi.org/10.1017/s0261444803231955.

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03–496 Basil, C. (Universitat de Barcelona, Spain) and Reyes, S. Acquisition of literacy skills by children with severe disability. Child Language Teaching and Therapy (London, UK), 19, 1 (2003), 27–48.03–497 Bimmell, Peter (Universiteit van Amsterdam, Holland). Strategisch lesen lernen in der Fremdsprache. [Learning to read strategically in a foreign language.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 113–141.03–498 Casanave, C. P. (Teachers College Columbia, Japan); Email: casanave@redshift.com). Multiple uses of Applied Linguistics literature in a multidiscipl
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"Reading and writing." Language Teaching 37, no. 4 (2004): 275–79. http://dx.doi.org/10.1017/s0261444805232639.

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04–517Armand, Françoise (U. de Montréal, Canada; Email: Francoise.Armand@umontreal.ca), Lefrançoise, Pascale, Baron, Agnès, Gomez, Maria-Cécilia and Nuckle, Sylvie. Improving reading and writing learning in underprivileged pluri-ethnic settings. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 437–459.04–518Cheng, Y-S. (National Taiwan Normal U., Taiwan; Email: t22035@cc.ntnu.edu.tw). A measure of second language writing anxiety: scale development and preliminary validation. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 313–335.04–519de Jong, Maria T. a
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"Reading & writing." Language Teaching 39, no. 4 (2006): 284–91. http://dx.doi.org/10.1017/s0261444806233858.

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06–701Boon, Andrew (Toyo Gakuen U, Japan; bromleycross@ hotmail.com), The search for irony: A textual analysis of the lyrics of ‘Ironic’ by Alanis Morissette. The Reading Matrix (Readingmatrix.com) 5.2 (2005), 129–142.06–702Brantmeir, Cindy (Washington U, USA; cbrantme@wustle.edu), The effects of language of assessment and L2 reading performance on advanced readers' recall. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 1–17.06–703Brooks, Wanda (Temple U, Philadelphia, USA), Reading representations of themselves: Urban youth use culture and African American textual features to develop lite
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Huang, Chen, BCIT School of Health Sciences, Environmental Health, Helen Heacock, and Lorraine McIntyre. "Assessment of sous vide knowledge and inspection/cooking practices." BCIT Environmental Public Health Journal, April 1, 2015. http://dx.doi.org/10.47339/ephj.2015.112.

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 Background: In September 2014, BCCDC developed “Guidelines for Restaurant Sous Vide Cooking Safety in British Columbia” providing Environmental Health Officers (EHO) and sous vide cooking chefs safety knowledge about sous vide cooking. To assess whether the guidelines improved sous vide safety knowledge, a study was conducted to examine and compare knowledge differences between EHOs and chefs who had read the guidelines to those who had not read the guidelines. Methods: An online survey was created and advertised by publishing on the BCCDC website, in newsletters and magazines (Vancouve
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"Reading and writing." Language Teaching 37, no. 2 (2004): 127–31. http://dx.doi.org/10.1017/s0261444804232220.

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04–198Chandler-Olcott, Kelly and Mahar, Donna (Syracuse U., USA; Email: kpchandl@syr.edu). ‘Tech-savviness’ meets multiliteracies: exploring adolescent girls' technology-mediated literacy practices. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 356–85.04–199Chung, Teresa Mihwa & Nation, Paul (Victoria U., New Zealand; Email: Paul.Nation@vuw.ac.nz). Identifying technical vocabulary. System (Oxford, UK), 32, 2 (2004), 251–63.04–200Ellis, Rod and Yuan, Fangyuan (U. of Auckland, New Zealand; Email: r.ellis@auckland.ac.nz). The effects of planning on fluency, complexity, and accuracy
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"Language teaching." Language Teaching 37, no. 2 (2004): 107–18. http://dx.doi.org/10.1017/s0261444804212228.

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04–117Al-Jarf, Reima S. (King Saud U., Saudi Arabia). The effects of web-based learning on struggling EFL college writers. Foreign Language Annals (New York, USA), 37, 1 (2004), 49–57.04–118Basturkmen, Helen (University of Auckland, New Zealand; Email: h.basturkmen@auckland.ac.nz). Specificity and ESP course design. RELC Journal (Singapore), 34, 1 (2003), 48–63.04–119Basturkmen, H., Loewen, S. and Ellis, R. (U. of Auckland, New Zealand Email: h.basturkmen@auckland.ac.nz). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics (Oxford, UK), 25
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