7289 research outputs found
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Elevation Depression of the Shoulder Close Up 6
No full textElevation Depression of the Shoulder Close-uphttps://ir.lib.uwo.ca/healthed_anatomy/1109/thumbnail.jp
Tiffany Windows, North Wall
No full textWindows by Louis Tiffany and Tiffany Glass Co.https://ir.lib.uwo.ca/anglican_interiors/1069/thumbnail.jp
View to Chapel
No full textLead Investigator and Photgraph: C. Cody Barteet ([email protected]).https://ir.lib.uwo.ca/y_williams_stainedglass_on_toronto_stolaves/1001/thumbnail.jp
Detail, Inscription and Dragon from Left Lancet of Soldier’s Window or Signalman Henry Tree Memorial Window
No full textInscription: TO THE GLORY OF GOD / AND IN LOVING MEMORY OF / SIGMN. HENRY M. TREE. Location: North aisle, 1st window from entry. Lead Investigator and Photgraph: C. Cody Barteet ([email protected]).https://ir.lib.uwo.ca/y_williams_stainedglass_on_toronto_stolaves/1009/thumbnail.jp
Detail, Inscription from Left Lancet of The Baptism of Christ or Rev. Canon Sextus K. Stile’s Window
No full textIN LOVING MEMORY / THE REV. CANON SEXTUS K. STILES / BELOVE RECTOR 1925-1955. Location: North aisle, 2nd window from entry. Lead Investigator and Photgraph: C. Cody Barteet ([email protected]).https://ir.lib.uwo.ca/y_williams_stainedglass_on_toronto_stolaves/1015/thumbnail.jp
Detail, John the Baptist from Left Lancet of The Baptism of Christ or Rev. Canon Sextus K. Stile’s Window
No full textLocation: North aisle, 2nd window from entry. Lead Investigator and Photgraph: C. Cody Barteet ([email protected]).https://ir.lib.uwo.ca/y_williams_stainedglass_on_toronto_stolaves/1016/thumbnail.jp
Reconceptualizing Support for Students with Low Language Proficiency in Transnational Higher Education
Get PDFIn a bid to remain competitive and respond to the forces of globalization, higher education institutions are increasingly focusing on internationalization, with English-medium instruction (EMI) as one of the key strategies for achieving this. While most institutions provide dedicated language support in the form of English for Academic Purposes programs, consideration is rarely given to the pedagogical requirements placed on disciplinary faculty for instructing non-native English-speaking students in degree programs. This Organizational Improvement Plan (OIP) examines how the learning and teaching capacity of disciplinary faculty can be developed to support the language needs of students with low language proficiency at a transnational EMI university in China. Feedback from a recent focus group on professional development needs supports such a teaching culture change, indicating faculty desire for EMI training. The OIP is explored through social cognition and cultural lenses utilizing a distributed leadership (DL) approach, with the aim of co-constructing discipline-specific EMI support solutions with faculty. Cawsey et al.\u27s (2016) Change Path Model, Scharmer\u27s (2016a) Theory U, and Jones and Harvey\u27s (2017) Sustainable Enabling and Evaluating Reflective DL Change Process Model underpin a change framework facilitated by sensemaking and growth mindset strategies, to support and guide faculty towards adopting a change in teaching practice. Successive pilots will steer the implementation of this change, monitored and evaluated through a series of participative action research cycles and feedback loops, with the aim of incrementally building support for the change and leading to the institutionalization of a revised approach of EMI
Partners in Education: Leveraging School Social Workers to Support Transformative Equity and Well-Being Work in an Ontario K-12 Public School Board
Get PDFSchool social workers (SSWs) have been an integral part of Ontario’s K-12 public education system for over one hundred years. Their unique training, skill set, and practice perspectives enables provision of comprehensive services benefitting the whole school community. The social work profession is grounded in a code of ethics committed to the advancement of social justice for all and draws from a rich history of critical theorizing and evidence-based practice to further this goal. These features of the profession ideally position SSWs to serve as leaders and partners in the school mission, particularly at a time when the need for transformative change to support all students is recognized. Yet SSWs frequently remain underutilized resources in schools. This Organizational Improvement Plan (OIP) addresses the problem of practice (PoP): the underutilization of SSWs as leaders and change partners at Leaders in Learning District School Board (LLDSB). As a former Mental Health Lead and current frontline social worker, union leader, professional practice facilitator, and member of key provincial advisory groups, I explore the organizational context at LLDSB and propose a solution to the PoP; a pilot project to promote role integration of SSWs using implementation science. Transformational and critical leadership perspectives underpin the approach to change. I develop a complementary framework for leading the change; a detailed implementation, monitoring, and evaluation plan supported by Plan-Do-Study-Act cycles; and a plan to communicate the need for change. I conclude by discussing how the change can be institutionalized and sustained beyond the pilot project
A Networked Approach for Curricula Implementation in Support of Inclusive Education Reform
Get PDFThe Maritime Province Department of Education (MPDOE; a pseudonym) has long struggled to address issues of systemic racism that have significantly impacted the academic success and well-being of Indigenous and African Canadian students. When the MPDOE embarked upon its recent inclusive education reform journey, it did so through a series of studies that resulted in a comprehensive reform initiative to address the learning needs of historically marginalized and racialized students. The main thrust of the reform goals focused on curricula to support culturally responsive approaches to learning and the reconfiguring of governance to a more responsive, networked model. Though there is consensus regarding the need for network governance to advance the reform goal of curricula implementation, the legacy of past practices and problematic relationships among the MPDOE, school regions, and historically marginalized communities must be addressed to move forward with this change. The Organizational Improvement Plan (OIP) explores a solution to this problem of practice (PoP) that proposes a focus on social justice-oriented networked leadership models and intergroup and social learning processes for the development of a network team capable of actioning the curricula implementation reform goal. Explored through a reconceptualized critical paradigm that centres Indigenous and African Canadian perspectives, the development of critical consciousness for network team members to action change further undergirds the solution. As a change facilitator and leader at the MPDOE, the support for the development of a network team tasked with planning curricula implementation will be explored through inclusive, distributed, and systems leadership approaches to guide a reimagining of workplace culture and learning at the MPDOE