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Journal articles on the topic 'Education Curriculum in Canada'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Sri, Hidayati, and Suharno. "A Model of Civic Education in Canada." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 04 (2025): 2146–52. https://doi.org/10.5281/zenodo.15379435.

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This article discusses the teaching model of civics education and the structure and content of the civics education curriculum in Canada. Aims to provide an understanding of the teaching model of civic education in Canada as well as the structure and learning model in Canada both in school and out of school for the younger generation as well as the teaching the concept of citizenship for immigrants is done through a comprehensive and inclusive approach. a comprehensive and inclusive approach. For local residents, civic education civic education is designed to form citizens who are aware of the

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Murray, John. "A New Logic of Consensus on the Foundations of Science Education in Canada: Results of a Delphi Study of the Expert Community." Journal of Educational Thought / Revue de la Pensée Educative 47, no. 3 (2018): 141–69. http://dx.doi.org/10.55016/ojs/jet.v47i3.52175.

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Despite episodes of identifiably Canadian influences on science education, the last six decades of science education in Canada has been a decidedly American experience - particularly from the standpoints of: I) the foundational policy documents that have provided explicit impetus to periodic science curriculum reform in Canada; 2) the principal theoretical foundations, guiding assumptions, and goals of science education, and; 3) the development of curricular frameworks in Canadian provincial jurisdictions. Though admittedly contested, it will be argued here that the Canadian systems of science

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Hu, Angela, and Ron Vender. "Undergraduate Dermatology Education in Canada: A National Survey." Journal of Cutaneous Medicine and Surgery 22, no. 1 (2017): 31–37. http://dx.doi.org/10.1177/1203475417725876.

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Background: Canadian dermatology curriculum was reviewed in 1983, 1987, 1996, and 2008. All these surveys highlighted the disproportionately low level of dermatology teaching in relation to the significant amount of skin disease seen by physicians. Since the official adoption and dissemination of the Canadian Professors of Dermatology (CPD) core curriculum and competencies, there has been no assessment of how these changes have influenced dermatology curriculum. Objective: This survey gathered information on the current status of undergraduate dermatology education across Canadian medical scho

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Doria, Nicole, Maya Biderman, Jad Sinno, Jordan Boudreau, Michael P. Mackley, and Amy Bombay. "Barriers to Including Indigenous Content in Canadian Health Professions Curricula." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 3 (2021): 648–75. http://dx.doi.org/10.53967/cje-rce.v44i3.4611.

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Indigenous peoples in Canada continue to face health care inequities despite their increased risk for various negative health outcomes. Evidence suggests that health professions students and faculty do not feel their curriculum adequately prepares learners to address these inequities. The aim of this study was to identify barriers that hinder the inclusion of adequate Indigenous content in curricula across health professions programs. Semi-structured interviews were conducted with 33 faculty members at a university in Canada from various health disciplines. Employing thematic analysis, four pr

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Willinsky, John. "Of literacy and the curriculum in Canada." Journal of Curriculum Studies 24, no. 3 (1992): 273–79. http://dx.doi.org/10.1080/0022027920240305.

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Maxwell, Bruce, Audrée-Anne Tremblay-Laprise, and Marianne Filion. "A Survey of Ethics Curriculum in Canadian Initial Teacher Education." Articles / Les articles 50, no. 1 (2016): 15–37. http://dx.doi.org/10.7202/1036104ar.

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This paper reports the results of a survey on ethics education in initial teacher education in Canada. Using an online survey and an academic calendar analysis, data was collected on ethics course requirements, perceptions about ethics content, institutional factors mediating the implementation of ethics courses, and teaching and learning objectives. Unexpectedly, the results showed that a required ethics course is as common in teacher education in Canada as it is in medical education and that an ethics curriculum is regarded highly by Canadian teacher educators as an aspect of teacher educati

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Miller, Peter. "How Middle School Curriculum in Chongqing Portrays Chinese Socialism." Journal of Teaching and Learning 13, no. 1 (2019): 45–58. http://dx.doi.org/10.22329/jtl.v13i1.5990.

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This project is contextualized in Shijing Xu and Michael Connelly’s (2013-2020) SSHRC Partnership Grant Project, Canada-China Reciprocal Learning in Teacher Education and School Education. The goal of the SSHRC Partnership Grant Project is to compare Canadian and Chinese education in such a way that the cultural narratives of each provide frameworks for understanding and appreciating educational similarities and differences (Xu & Connelly, 2017). The overall goal centers on reciprocal learning in teacher education between Canada and China. Xu and Connelly (2017) emphasize research that foc

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Saba Tariq, Dr. Sohaib Sultan, and Farkhunda Rasheed Choudhary. "Environmental Education and Practices in Canada, Turkey & Pakistan at Primary Level: A Content Analysis." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 4 (2020): 389–400. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(389-400).

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The current investigation was directed to analyze environmental education and practices in curriculum adopted in Pakistan, Turkey, and Canada at the primary level. For this purpose, General Science textbooks of the public schools in Ontario (Canada), Istanbul (Turkey), and Rawalpindi (Pakistan) were explored and their practical implementation was studied as primary data for the year 2008-2015. A close content analysis of the inscribed curriculum revealed that over time, Canada has taken significant steps to incorporate the elements of environmental awareness as their curricula and trained the

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Harrison, Joan. "Book Review: Perspectives on Arts Education Research in Canada, Volume 1: Surveying the Landscape." Journal of the Canadian Association for Curriculum Studies 20, no. 2-3 (2023): 160–65. http://dx.doi.org/10.25071/1916-4467.40734.

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Canadian arts educators recognize the dominance of American texts and curriculum standards in both teacher education programs and in public classroom settings. In Perspectives on Arts Education Research in Canada, Volume 1: Surveying the Landscape, the late Bernard W. Andrews (1950-2023) showcases curriculum ideas that consider the uniqueness of the Canadian experience in arts education and arts-based research. This and the subsequent volume are an important contribution to arts education research and curricula, in Canada and around the world.

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Gozdzik, M., A. Kundra, R. Snelgrove, and K. Kroeker. "A87 A SURVEY-BASED ASSESSMENT OF ENDOSCOPY CURRICULUM AND EDUCATION IN CANADIAN TRAINING PROGRAMS." Journal of the Canadian Association of Gastroenterology 7, Supplement_1 (2024): 61–62. http://dx.doi.org/10.1093/jcag/gwad061.087.

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Abstract Background Endoscopic training within Canada occurs in programs accredited by the Royal College of Physicians and Surgeons of Canada (RCPSC). Beyond national accreditation, there are no standardized endoscopic training curriculums and each program is responsible for ensuring its trainees achieve competency. There is debate in the literature regarding the minimum number of endoscopic procedures and the role of objective assessment tools in the assessment of trainee competence with no specific recommendations for these by the RCPSC. Aims The goal of our study was to characterize endosco

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Carter, Mindy R. "Drama and Theatre Education in Canada: A snapshot." Notes from the Field 49, no. 1 (2014): 237–45. http://dx.doi.org/10.7202/1025780ar.

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This “Note from the Field” provides an overview of what is happening in K to University drama and theatre education across Canada. In addition to this snapshot I offer some considerations for extending this discipline and its potential impact on curriculum, policy and practice.

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DiGiuseppe, Maurice, Douglas Karrow, and Hilary Inwood. "Symposium: Environmental and Sustainability Education in Teacher Education: Canadian Perspectives." Journal of the Canadian Association for Curriculum Studies 18, no. 1 (2020): 39–40. http://dx.doi.org/10.25071/1916-4467.40485.

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This symposium examines Canadian perspectives on environmental and sustainability education in teacher education (ESE-TE) through the newly published Springer book volume titled, Environmental and Sustainability Education in Teacher Education: Canadian Perspectives (2019). The book’s contributors, from diverse faculties of education across Canada, employed a range of research methods in exploring various aspects of Environmental and Sustainability Education in Teacher Education (ESE-TE). The book includes the results of empirical and non-empirical studies, including case studies, mixed methods

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Szabo, Manfred E. "Concurrent Cooperative Education." Industry and Higher Education 9, no. 1 (1995): 18–24. http://dx.doi.org/10.1177/095042229500900104.

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The author discusses the concept of postgraduate cooperative education as a model for creating university–industry partnerships, linking industrial and university research, and increasing industrial productivity and national competitiveness. The model is presented against the background of the current trend in Canada to increase the employability of college and university graduates by blending work and study activities within a formally structured academic curriculum.

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Nordin, Vidar J., and Roxanne Comeau. "Forest resources education in Canada." Forestry Chronicle 79, no. 4 (2003): 799–808. http://dx.doi.org/10.5558/tfc79799-4.

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In a new focus on forest education, forest practitioners and forest workers will redefine their roles and modify their educational training to reflect changing needs. Challenging working environments compatible with a new generation of high-tech forest practitioners need to be established by employers. Information technology will revolutionize the delivery of forest resources education and the procedures and motivation for life-long learning. The educational environment will transform increasingly from didactic to interactive problem-based learning and professors will emerge as creative facili

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Petherick, LeAnne. "Race and culture in the secondary school health and physical education curriculum in Ontario, Canada." Health Education 118, no. 2 (2018): 144–58. http://dx.doi.org/10.1108/he-11-2016-0059.

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Purpose The purpose of this paper is to explore issues of race and culture in health education in the secondary school health and physical education (HPE) curriculum in Ontario, Canada. Design/methodology/approach Using Ontario’s secondary school curriculum as a point of analysis, this paper draws from critical race theory and a whiteness lens to identify how cultural and race identities are positioned in contemporary health education documents. The curriculum document and its newest strategies for teaching are the focus of analysis in this conceptual paper. Findings Within the curriculum new

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Knowles, Nikolas K., and Isha DeCoito. "Biomedical engineering undergraduate education: A Canadian perspective." International Journal of Mechanical Engineering Education 48, no. 2 (2018): 119–39. http://dx.doi.org/10.1177/0306419018791526.

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Background With an aging population and increasing demand on health care systems, biomedical engineering as an undergraduate program fits a growing societal need. As such, many Canadian universities have implemented biomedical engineering undergraduate programs. This provides a unique opportunity for core engineering faculty, engineering education researchers, and curriculum specialists to implement proven educational theories in the core curriculum of these programs to ensure exemplary and competent Canadian-trained biomedical engineering graduates. Purpose This paper discusses the need for b

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Burke, Matthew J., Josie Chundamala, and Charles H. Tator. "Deficiencies in Concussion Education in Canadian Medical Schools." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 39, no. 6 (2012): 763–66. http://dx.doi.org/10.1017/s0317167100015584.

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Background:Recent reports raise concern that physician knowledge of the identification and management of concussion may be deficient. There is little information known about the adequacy of concussion education provided to physicians or medical students. The present study assesses the concussion curriculum offered at medical schools in Canada.Methods:We asked all 17 Canadian medical schools to complete a questionnaire on their concussion curriculum, including the following: year of medical school offered; format/setting; and estimated teaching hours. The responses were organized into three cat

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Kim, Yeon. "A Comparative Study on the Education of Prospective Principals in Australia and Canada." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (2022): 215–35. http://dx.doi.org/10.22251/jlcci.2022.22.18.215.

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Objectives This study attempted to find implications for qualification training for secondary school principals in Korea by examining specific examples of education systems and contents for fostering principals in Australia and Canada. Methods The research method is a comparative study through literature analysis, and for this purpose, in the case of Korea, the principal qualification training curriculum of the Korea Teachers’ University’s General Training Institute was analyzed along with related laws. Australia and Canada investigated documents related to the training of principals by

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Kirch, Susan A., and Moshe J. Sadofsky. "Medical Education From a Theory–Practice–Philosophy Perspective." Academic Pathology 8 (January 1, 2021): 237428952110102. http://dx.doi.org/10.1177/23742895211010236.

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Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.

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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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Liang, Siyin. "Curriculum Internationalization: Aligned with Equity and Social Justice? Considerations and Perceptions from International Graduate Students in Canada." Journal of Comparative & International Higher Education 17, no. 2 (2025): 143–58. https://doi.org/10.32674/5z2a1484.

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Numerous higher education institutions globally are actively incorporating international and global dimensions into their curricula, a trend also evident in the internationalization strategies of many Canadian universities and colleges. Notably, along with internationalization, Indigenization and equity, diversity, and inclusion-related endeavors are highlighting the diverse facets of Canadian higher education. This article presents an interpretive case study conducted at a school of education at a research-intensive university in Western Canada, foregrounding perspectives of international gra

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Park, Jun Hong. "Comparative Study on Curriculum for News Understanding Education: Focusing on Curriculum of Korea, Canada, Australia." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 15 (2019): 473–95. http://dx.doi.org/10.22251/jlcci.2019.19.15.473.

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Khan, Farhan Raza. "A Proposed Curriculum for 5-years BDS Programme in Pakistan and its Comparison with the Curricula Suggested by PMDC and HEC." Journal of the Pakistan Dental Association 29, no. 04 (2020): 169–71. http://dx.doi.org/10.25301/jpda.294.169.

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In Pakistan, whether to enforce a 4-year BDS course versus a 5-year course, is a matter of debate that warrants multiple deliberations. In USA and Canada, dentistry is 4-year long course but students can apply for admission into dental school only when they have already done 16 years of schooling (i.e. a 4-years of graduate university education is the pre-requisite). On the other hand, In UK & Ireland, students can apply for admission into dental colleges with 12-years of high school education. However, they follow a 5-years BDS programme. Similarly, there is much difference on the emphasi

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Suastika, I. Nengah. "Komparasi Tujuan dan Standar Kurikulum Social Studies Sekolah Dasar Kanada dan Indonesia." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 1 (2021): 592–600. http://dx.doi.org/10.34007/jehss.v4i1.705.

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The curriculum has a strategic role in supporting teachers in carrying out the learning process and students in skills skills. Curriculum changes that have occurred in several countries such as Japan, South Korea, the United States, and Canada have shown encouraging results. It is proven that the implementation of the curriculum has brought changes, improvements and enhancements to the quality of education in the country. Based on studies conducted, the Social Science curriculum in Canada was created and developed based on subjects. The objectives of Canadian Primary School Social Studies are

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McGee, Cormac, Noah Schwartz, and Steven Ehrlick. "The Music Den: A framework for entrepreneurship education in a university start-up incubator." Industry and Higher Education 35, no. 4 (2021): 360–66. http://dx.doi.org/10.1177/0950422221999222.

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This account of practice details an ongoing approach to entrepreneurship education currently being implemented at a large urban university in Toronto, Canada. The Music Den is an entrepreneurship incubator focusing on the music industry that collaborates with start-up businesses, music projects, industry, local communities and postsecondary students. The incubator deploys a pedagogical model that promotes self-direction and mentorship by way of adaptable curricular programming. The program design utilizes social constructivist principles to deliver a novel entrepreneurship education curriculum

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Ryan, Thomas G. "Multiliteracies and Multiple Literacies within Ontario (Canada) Health and Physical Education." International Journal of Research in Education and Science 6, no. 4 (2020): 568. http://dx.doi.org/10.46328/ijres.v6i4.1225.

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The primary research question asked: What is multiliteracy and how is this accomplished in elementary schools in Ontario, given the new directives within the 2019 Health and Physical Education curricular document? The qualitative research uncovered an understanding of multiliteracies that was examined via summative latent content analysis of the current Ontario provincial government positions arising from the recent release of 2019, Ontario Health and Physical Education curricular document. The 320-page document prompted ancillary queries which asked: What are the multiple literacies and how s

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Wang, A., K. Van Aarsen, A. Meiwald, and J. Yan. "LO60: Health research methodology education in Canadian emergency medicine residency programs: a national survey of curriculum assessment." CJEM 21, S1 (2019): S29. http://dx.doi.org/10.1017/cem.2019.103.

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Introduction: With a shift towards competency-based medical education, it is crucial to not only emphasize learner abilities such as clinical skills but also leadership in the conduct of research. Though the Royal College of Physicians and Surgeons of Canada's (RCPSC) training objectives for Emergency Medicine (EM) residents state that the specialist physician be able to describe the principles of research, the research methodology curriculum across EM training programs in Canada is likely variable. The primary goal of this study was to describe the variability of research methodology teaching

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Skerrett, Allison. "Of Literary Import: A Case of Cross-National Similarities in the Secondary English Curriculum in the United States and Canada." Research in the Teaching of English 45, no. 1 (2010): 36–58. http://dx.doi.org/10.58680/rte201011647.

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This study compares and contrasts the selection and distribution of literary texts in the English programs of two diverse secondary schools, one in Massachusetts, USA, the other in Ontario, Canada. Analysis of the departments’ curriculum documents, state/provincial curriculum policies, and teacher interviews indicated that at both schools, Eurocentric and Anglo-centric literature dominated the curriculum of advanced courses. Analysis further demonstrated that texts of U.S. origin permeated the curriculum of advanced courses at both the U.S. and Canadian schools. A number of reasons for the sim

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Kim, Tae Young, Chae Yoon Kang, Seong Min Lee, et al. "An Analysis of the Achievement Standards of the Home Economics Curriculum in Ontario, Canada from the Perspective of Habermas' Three Systems of Action." Human Ecology Research 62, no. 4 (2024): 731–46. http://dx.doi.org/10.6115/her.2024.051.

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The purpose of this study was to analyze the achievement standards presented in the Home Economics (HE) curriculum in Ontario, Canada, from the perspective of Habermas's three systems of action (technical, communicative, and emancipative action) to determine how these three systems are reflected in the achievement standards of the curriculum. The study analyzed the achievement standards of the HE curriculum (grades 9-12) in Ontario, Canada, using content analysis techniques and calculated the frequency and percentage. The Canadian HE curriculum in Ontario consists of Fashion, Housing, Food and

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Kang, Eun Jin, Amie Kim, and Jiun Lee. "International Comparative Study on Digital Media Literacy Elements in National Early Childhood Curricula in Finland, Canada, Australia, and South Korea." Korean Journal of Child Studies 43, no. 4 (2022): 525–37. http://dx.doi.org/10.5723/kjcs.2022.43.4.525.

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Objectives: Digital media literacy has been recognized internationally as an important competence. The 2022 Revised Curriculum for elementary and secondary education reflects digital media literacy as an essential competency for democratic citizenship. While the global trend suggests early childhood as the time for commencing digital media literacy education, the related elements are not specifically contained in the Korean national early childhood curriculum (Nuri Curriculum).</br>The purpose of the current study is to propose a direction for revision of the Nuri Curriculum by comparati

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Gauthier, Launa. "Redesigning for Student Success: Cultivating Communities of Practice in a Higher Education Classroom." Journal of the Scholarship of Teaching and Learning 16, no. 2 (2016): 1–13. http://dx.doi.org/10.14434/josotl.v16i2.19196.

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In this paper, I discuss the process of redesigning and teaching a mandatory, academic skill building course for students on academic probation at Mount Saint Vincent University (MSVU) in Atlantic Canada. The rationale for redesigning the course was to offer an alternative, holistic instructional approach for instructors who were teaching a modular-based curriculum. The original course was designed to focus on improving students’ individual self-efficacy and motivation for academic success; however, the social and relational nature of learning was not articulated as an underpinning theory in t

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Hunter, Graham F. "Ecology of HESA Curriculum Development: Influences on Planning and Teaching." College Student Affairs Journal 43, no. 1 (2025): 16–32. https://doi.org/10.1353/csj.2025.a965915.

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Abstract: This basic interpretive qualitative study explores the multiple levels of context in which Higher Education and Student Affairs (HESA) Master’s programs exist and how those levels of context influence curriculum development and teaching. Utilizing interviews with 44 HESA faculty members across the United States and Canada, findings illustrate how concrete curricular choices are embedded in and shaped by relationships between institutional, profession, and policy contexts. These levels of context exist within even broader sociocultural and temporal contexts. These findings have implic

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Steinmetz, Peter, Octavian Dobrescu, Sharon Oleskevich, and John Lewis. "Bedside ultrasound education in Canadian medical schools: A national survey." Canadian Medical Education Journal 7, no. 1 (2016): e78-e86. http://dx.doi.org/10.36834/cmej.36646.

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Background: This study was carried out to determine the extent and characteristics of bedside ultrasound teaching in medical schools across Canada.Methods: A cross-sectional, survey-based study was used to assess undergraduate bedside ultrasound education in the 17 accredited medical schools in Canada. The survey, consisting of 19 questions was pilot-tested, web-based, and completed over a period of seven months in 2014.Results: Approximately half of the 13 responding medical schools had integrated bedside ultrasound teaching into their undergraduate curriculum. The most common trends in under

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Van Brummelen, Harro, Robert Koole, and Kimberly Franklin. "Transcending the Commonplace: Spirituality in the Curriculum." Journal of Educational Thought / Revue de la Pensée Educative 38, no. 3 (2018): 237–54. http://dx.doi.org/10.55016/ojs/jet.v38i3.52635.

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This paper explores the importance of including spirituality in the curriculum. It describes how the absence of spirituality in the curriculum has left a void in the official curriculum of public education in English-speaking Canada. The paper describes examples of programs that provide opportunities for students to explore life's ultimate questions of heart and soul. After considering some obstacles, it then proposes guidelines for including the spiritual dimension of human life in public education in ways that do not indoctrinate but allow students to investigate how individuals and cultures

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Kolomitro, Klodiana, Lisa Graves, Fran Kirby, et al. "Developing a Curriculum for Addressing the Opioid Crisis: A National Collaborative Process." Journal of Medical Education and Curricular Development 9 (January 2022): 238212052210829. http://dx.doi.org/10.1177/23821205221082913.

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BACKGROUND: The burgeoning use of opioids and the lack of attention to the safe prescribing, storage, and disposal of these drugs remains a societal concern. Education plays a critical role in providing a comprehensive response to this crisis by closing the training gaps and empowering the next generation of physicians with the knowledge, skills, and resources needed to diagnose, treat and manage pain and substance use. Curricular Development: The Association of Faculties of Medicine of Canada (AFMC) developed a competency-based, bilingual curriculum for undergraduate medical students to be im

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Kolomitro, Klodiana, Lisa Graves, Fran Kirby, et al. "Developing a Curriculum for Addressing the Opioid Crisis: A National Collaborative Process." Journal of Medical Education and Curricular Development 9 (January 2022): 238212052210829. http://dx.doi.org/10.1177/23821205221082913.

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BACKGROUND: The burgeoning use of opioids and the lack of attention to the safe prescribing, storage, and disposal of these drugs remains a societal concern. Education plays a critical role in providing a comprehensive response to this crisis by closing the training gaps and empowering the next generation of physicians with the knowledge, skills, and resources needed to diagnose, treat and manage pain and substance use. Curricular Development: The Association of Faculties of Medicine of Canada (AFMC) developed a competency-based, bilingual curriculum for undergraduate medical students to be im

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Willett, Timothy G. "Current status of curriculum mapping in Canada and the UK." Medical Education 42, no. 8 (2008): 786–93. http://dx.doi.org/10.1111/j.1365-2923.2008.03093.x.

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Jarvis, Daniel, Glenda L. Black, and Maria T. Cantalini-Williams. "Education for Innovation (E4I): Exploring the Developmental Process of a Canadian Curriculum Resource." Alberta Journal of Educational Research 66, no. 1 (2020): 72–99. http://dx.doi.org/10.55016/ojs/ajer.v66i1.68169.

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The Rideau Hall Foundation (RHF) in Ottawa, Canada selected the Schulich School of Education (SSoE) at Nipissing University to create educational resources to correspond with the release of two 2017 publications (Innovation Nation written for emergent readers; and Ingenious written for older readers. Both books were co-authored by The Right Honourable David Johnston (former Governor General of Canada) and Tom Jenkins as part of the Canada 150 sesquicentennial celebrations. The SSoE organized school teacher writing teams in summer 2017 and produced three cross-curricular Education for Innovatio

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Gleason, Mona. "Between Education and Memory: Health and Childhood in English-Canada, 1900-1950." Scientia Canadensis 29, no. 1 (2009): 49–72. http://dx.doi.org/10.7202/800503ar.

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Abstract Despite contemporary concerns regarding the state of Canadian children's health, historians in Canada have yet to fully explore how conventional medical experts and educators thought about, and safeguarded, children's health. This paper explores the interplay between two sources of information regarding the provision of healthy children between 1900 and the end of the Second World War in the English Canadian context: curricular messages regarding health and illness aimed at public school children and the oral histories and autobiographies of adults who grew up in this period. Rather t

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Yanofsky, R. P., and Z. Gallinger. "A80 DEVELOPMENT OF COMPETENCY BASED MEDICAL EDUCATION CURRICULUM FOR INFLAMMATORY BOWEL DISEASE ADVANCED TRAINING PROGRAM IN CANADA." Journal of the Canadian Association of Gastroenterology 6, Supplement_1 (2023): 43–44. http://dx.doi.org/10.1093/jcag/gwac036.080.

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Abstract Background Inflammatory bowel disease (IBD) advanced training programs in Canada are heterogenous in their education, structure, and case exposure, resulting in differences in trainee experience. While competency based medical education (CBME) is becoming the primary educational framework in residency training, there is no CBME-based curriculum for IBD advanced training programs. Adopting a CBME framework for IBD fellowships may help standardize training to increase competence. Purpose The purpose of this study was to develop a CBME-based curriculum for IBD advanced training programs

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Hayhoe, Doug, Jane MacIntyre, and Shawn Bullock. "Soil science education for Grades K–12 in Canada." Canadian Journal of Soil Science 96, no. 3 (2016): 336–45. http://dx.doi.org/10.1139/cjss-2015-0079.

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Soil scientists who interact with K–12 students or teachers may benefit from knowing what the provincial curricula say, what a typical classroom teacher knows, and what resources, programs, and opportunities are available regarding soil education. Many provinces have a soil science unit at the Grade 2–4 level in their curriculum. In all provincial curricula, soil science concepts are found in units on living things, plants, and ecosystems, from Grades 1–12. Even in Kindergarten, hands-on soil programs effectively address many skills and attitudes’ expectations in the provincial curricula. What

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Yücel, Deniz, and İlke Önal Çalışkan. "A Comparative Investigation of Environmental Literacy Dimensions in Science Curricula of Several Countries." Participatory Educational Research 12, no. 4 (2025): 210–28. https://doi.org/10.17275/per.25.57.12.4.

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Environmental education is necessary to prevent environmental problems. It is useful to analyze the curricula in order to understand the importance given to environmental education. In this study, it was aimed to examine the learning outcomes in Türkiye, Canada (Ontario), Australia, USA (Massachusetts) and England primary science curricula in terms of environmental education and to analyze and compare them according to the dimensions of environmental literacy which are formed knowledge, cognitive skills, affect and behavior. This study was a qualitative study, and the data were collected throu

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Van Borek, Sarah. "An Arts-Based Praxis Process of Building Towards a Relational Model of Curriculum Oriented Towards." Journal of Decolonising Disciplines 1, no. 2 (2021): 6–51. http://dx.doi.org/10.35293/jdd.v1i2.35.

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A PhD student shares part of her arts-based praxis process of developing a relational model of curriculum oriented towards reconciliation in Canada and South Africa by reflecting on a pilot course she offered at a university in Canada in 2018. This site-specific, media arts-based environmental education is intended for universities committed to walking the talk of decolonising education. Centered around water as a mirror of the state of our social relations and democracy, which it seeks to transform, the curriculum also facilitates public education and dialogue around the importance of healthy

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Lloyd, Rebecca J. "Becoming Physically Literate for Life: Embracing the Functions, Forms, Feelings and Flows of Alternative and Mainstream Physical Activity." Journal of Teaching in Physical Education 35, no. 2 (2016): 107–16. http://dx.doi.org/10.1123/jtpe.2015-0068.

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Purpose:To explore a conceptual shift from mechanism, the dominant ‘body-as-machine’ (Tinning, 2010) paradigm, to vitalism, the philosophical phenomenological tenets of physical literacy (Whitehead, 2010) upon which the curriculum of physical education in Canada is based, within the context of an alternative physical education program.Method:A motion-sensitive phenomenological approach (Lloyd & Smith, 2006b; 2015), conceptually framed by the Function2Flow (F2F) model, was conducted with a sample of N = 153 students from seven different schools in Ottawa (Canada) who booked the JungleSport

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Broom, Catherine. "Procedural democracy: Perceptions of the latest curriculum revision in British Columbia, Canada." Citizenship, Social and Economics Education 19, no. 1 (2020): 51–68. http://dx.doi.org/10.1177/2047173420915862.

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In a historical review of curriculum revisions carried out in British Columbia, Canada, the author argued that these revisions were undemocratic in the sense that the revisions were carried out by a small selection of individuals associated with the Ministry/Department of Education. This article begins with a brief review of previous findings along with a discussion of how democracy, and in particular, procedural democracy, are understood. Procedural democracy is argued to relate to the public’s knowledge about government-initiated changes, ability to provide feedback, and how this feedback is

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Tomkins, George S. "National Consciousness, The Curriculum and Canadian Studies." Journal of Educational Thought / Revue de la Pensée Educative 7, no. 1 (2018): 5–24. http://dx.doi.org/10.55016/ojs/jet.v7i1.43638.

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This paper discusses the curriculum in relation to civic education and national consciousness and to emerging programs in Canadian Studies, focussing on the work of the Canada Studies Foundation. It stresses rhe need in Canadian Studies for a non-ideological approach that will enable students to confront and consider diverse interpretations of the Canadian experience. Canadian Studies is defined broadly to include the social sciences and humanities and to take account of skills, values and attitudes as well as content.

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Andrew, Melissa H., and Catherine Shea. "Geriatric psychiatry education in Canada: the pathway to subspecialty recognition." International Psychogeriatrics 22, no. 6 (2010): 919–26. http://dx.doi.org/10.1017/s1041610210000414.

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ABSTRACTBackground: This paper outlines the evolution of the training of Canadian physicians and other professionals in the mental health care needs of older adults over the past 2 decades, which has culminated in long-awaited subspecialty recognition by the Royal College of Physicians and Surgeons of Canada (RCPSC). Despite the fact that Canada has more than 4000 psychiatrists officially recognized by RCPSC, and a national body of more than 200 members who practice primarily in geriatric psychiatry, the status of geriatric psychiatry as a subspecialty of psychiatry in Canada remained “unoffic

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Haffie, Thomas L., Yvonne M. Reitmeier, and David B. Walden. "Characterization of university-level introductory genetics courses in Canada." Genome 43, no. 1 (2000): 152–59. http://dx.doi.org/10.1139/g99-115.

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We conducted survey research with the intent to characterize post-secondary introductory genetics (IG) education in Canada during the 1996-1997 academic year. At least a minimum data set was obtained from 47 institutions through responses to a mailed questionnaire and on-line resources. The total reported enrollment (TRE) for IG was 10 500. Over half of the TRE used one particular text. A core curriculum of topics was identified as those given more than 30 min of lecture time in at least half of reporting institutions. Slightly more than half of the TRE had laboratory exercises associated with

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Prete, Tiffany. "How Alberta Education’s First Nations, Metis, and Inuit Policy Framework influence students attitudes towards the Indigenous Peoples of Canada." International Journal of Critical Indigenous Studies 14, no. 1 (2021): 96–113. http://dx.doi.org/10.5204/ijcis.1840.

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For decades, Indigenous education in Canada has implemented policies that provide a more culturally relevant curriculum for Indigenous students. It is thought that such a curriculum will improve morale and academic success in Indigenous students. Despite these efforts, a gap still exists between Indigenous students and their counterparts. Little attention has been given to the role that race and racism plays in the lives of Indigenous students. This study examines whether a need exists for race and racism to be addressed in the public school system. Using an Indigenous research methodology, a

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Hilton, Sandy R., and Nathalie Johnstone. "The IFRS Transition and Accounting Education: A Canadian Perspective Post-Transition." Issues in Accounting Education 28, no. 2 (2012): 253–61. http://dx.doi.org/10.2308/iace-50366.

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ABSTRACTCanada transitioned to International Financial Reporting Standards (IFRS) in 2010–2011. In this commentary, we discuss the impact that the transition had from an accounting education perspective, particularly on undergraduate accounting programs. Our experience was that the transition was not a substantial hurdle but that it did provide opportunity for many formal and informal discussions of the accounting curriculum and pedagogy. Canada also introduced separate accounting standards for private enterprises at the same time as we transitioned to IFRS. Therefore, accounting educators wer

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