Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings最新文献

Critical Cosmopolitan Citizenship Education and the Ontario Curriculum 批判世界主义公民教育和安大略课程

Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings Pub Date : 2019-03-07 DOI: 10.18192/JPDS-SJPD.V2I1.2723

Taciana de Lira e Silva

{"title":"Critical Cosmopolitan Citizenship Education and the Ontario Curriculum","authors":"Taciana de Lira e Silva","doi":"10.18192/JPDS-SJPD.V2I1.2723","DOIUrl":"https://doi.org/10.18192/JPDS-SJPD.V2I1.2723","url":null,"abstract":"Critical cosmopolitan citizenship education is a transformational approach to education that empowers students to become global citizens through active involvement in the local, national and global communities while seeking to build a better world. This study’s objective was to inquire about how Ontario’s official curriculum guides educators to prepare secondary students (Canadian born and those new to Canada) to become effective citizens of the 21st century. A critical discourse analysis was conducted to investigate the Ontario Ministry of Education’s (OME) approach to citizenship education within the frameworks of critical pedagogy and cosmopolitan citizenship education that encourage educators and students to respect human rights and become active citizens who strive towards peace and sustainability. The discourse analysis included two curriculum documents: (1) The Ontario curriculum grades 9 and 10: Canadian and World Studies (OME, 2018), which addresses civic education, and (2) The Ontario Curriculum Grades 9 to 12: English as a Second Language and English Literacy Development (OME, 2007), which prepares newcomers to improve their English proficiency. The findings confirm that the discourse produced by these documents aims to develop students’ understanding of the global world, but does not necessarily prepare them to act for the betterment of the planet. The findings further indicate that citizenship education in the 21st century should dissociate from a nation-centered approach and focus on preparing students for global citizenry.","PeriodicalId":144065,"journal":{"name":"Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132775139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Elitist, Inequitable and Exclusionary Practices: A Problem within Ontario French Immersion Programs? A Literature Review 精英主义、不公平和排斥性做法:安大略省法语浸入式课程中的问题?文献综述

Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings Pub Date : 2019-03-07 DOI: 10.18192/JPDS-SJPD.V2I1.3152

L. Delcourt

{"title":"Elitist, Inequitable and Exclusionary Practices: A Problem within Ontario French Immersion Programs? A Literature Review","authors":"L. Delcourt","doi":"10.18192/JPDS-SJPD.V2I1.3152","DOIUrl":"https://doi.org/10.18192/JPDS-SJPD.V2I1.3152","url":null,"abstract":"The 2013 Ontario French Second Language (FSL) Curriculum emphasizes inclusivity and bilingualism; however, many students are recommended to opt out of French Immersion (FI). The opting-out of students may support the strengthening of the program by establishing a reputation of success, but how does it affect the withdrawn child? Are FSL programs using best practices to support all learners equitably, or catering to the elite students as a result of misconceptions, lack of resources and professional training? To address these questions, an exploratory and focused literature review of Canadian publications, Ministry of Education documentations and global articles on the topic of bilingualism was conducted, focusing on the works of Genesee (2007) and Baker (2006) on natural language acquisition, Arnett and Mady (2017) on teachers’ and parents’ perspectives, and Gour (2015) and Wise (2012) who report on misconceptions regarding second language education. Emerging trends indicate that elitist practices and unequal access to FSL programs remain a prominent issue in Ontario classrooms. With the understanding that students with learning disabilities (LDs) can succeed in the FI program, removing these learners may in turn, be a disservice to their overall learning. Findings presented in this paper support the need to examine how learners’ abilities are being perceived by educational professionals to provide the necessary tools and supports for success, appropriate training to mitigate misconceptions, as well as retain a reputation for success in FSL programs through equitable means. Acknowledging such discrepancies between what serves as best teaching practice and making it possible in the classroom is necessary to reduce excuses of unpreparedness to meet students’ diverse needs and initiate reflection and training programs that prepare teachers to teach inclusively to all. ","PeriodicalId":144065,"journal":{"name":"Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131369097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Teaching Future Dietitians Leadership: A General Needs Assessment 培养未来营养师的领导力:一般需求评估

Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings Pub Date : 2019-03-07 DOI: 10.18192/JPDS-SJPD.V2I1.2639

Billie Jane Hermosura

{"title":"Teaching Future Dietitians Leadership: A General Needs Assessment","authors":"Billie Jane Hermosura","doi":"10.18192/JPDS-SJPD.V2I1.2639","DOIUrl":"https://doi.org/10.18192/JPDS-SJPD.V2I1.2639","url":null,"abstract":"The needs of the patient population are characterized by more chronic or complex health problems and the health care delivery system is constantly undergoing transformation. While discussions among stakeholders about changing the health system are essential, there is a concurrent need to focus on health professions education. There is a need to understand how entry-to-practice standards are used to develop health professions curricula. Based on recent stakeholder consultations and workforce assessments conducted by Dietitians of Canada and provincial interest groups, an emerging area of dietetic competency appears to be leadership. The purpose of this research project was to gain a better understanding around how competency standards are utilized to develop health professions curriculum, with a focus on dietetic curriculum related to management and leadership. To meet this objective, a general needs assessment was conducted using five databases: CINAHL, PubMed, FSTA, Scopus, and ERIC. The ancestry method was incorporated with purposive sampled articles to find additional research articles. The following key terms were included in the search: health professions, dietetics, nutrition, management, leadership, education, curriculum, competency, entry-level. A review of the literature indicates that developing professional competencies in leadership can strengthen some health professionals’ capacity to take on certain roles through competency-based education. In addition, the long-term training effects result in an increase in specific competencies relevant for effective interprofessional collaboration. There is opportunity for pedagogical and practice-based activities to strengthen leadership abilities of future dietetic professionals.","PeriodicalId":144065,"journal":{"name":"Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123522332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Connection Failure: Systemic Disadvantages Facing the LGBTQ+ Community in Therapy and how to Address them 连接失败:LGBTQ+社区在治疗中面临的系统性劣势及如何解决

Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings Pub Date : 2019-03-07 DOI: 10.18192/JPDS-SJPD.V2I1.2714

E. Roach

引用次数: 0

Message from the Editors 编辑们的话

Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings Pub Date : 2019-03-07 DOI: 10.18192/jpds-sjpd.v2i1.4167

F. Cooligan, Billie Jane Hermosura, Rapha Gani

引用次数: 0

Finding the Right Balance: Integrating Old and New Approaches for Anatomy Teaching 寻找正确的平衡:整合解剖学教学的新旧方法

Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings Pub Date : 2019-03-07 DOI: 10.18192/JPDS-SJPD.V2I1.2427

Rana Elbeshbeishy

{"title":"Finding the Right Balance: Integrating Old and New Approaches for Anatomy Teaching","authors":"Rana Elbeshbeishy","doi":"10.18192/JPDS-SJPD.V2I1.2427","DOIUrl":"https://doi.org/10.18192/JPDS-SJPD.V2I1.2427","url":null,"abstract":"Although anatomy is one of the core knowledge pillars within medical teaching, the level of knowledge covered in the modernized medical curriculan recent years around the world has declined considerably, due to the use of old-fashioned pedagogical methods. This study examines available approaches to anatomy teaching and how to improve student learning in this area, while also targeting higher skills and knowledge for future medical personnel. Using a mix of qualitative and quantitative methodologies to collect data, mini-interviews and online surveys were conducted with a sample of four participants (a student, a resident, and two medical educators) to explore the different aspects of anatomy learning and its key challenges. From this small sample of medical students and educators, data was collected around four key themes: fundamental introductory learning, technology-based education, teaching techniques, and updated curriculum. A thematic analysis of the participants’ insights revealed that, while technology-based alternatives were considered effective tools, dissecting cadavers was the preferred means of learning anatomy.","PeriodicalId":144065,"journal":{"name":"Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133048526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Message from the Vice-Dean 副院长的话

Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings Pub Date : 2018-03-01 DOI: 10.18192/JPDS-SJPD.V1I0.2422

Christine Suurtamm

引用次数: 0