7289 research outputs found
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St. Paul\u27s Kanyengeh, Sour Springs, Brantford 1.2
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1066/thumbnail.jp
St. Paul\u27s, Middleport, Caledonia, Brantford 1.1
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1194/thumbnail.jp
St. Paul\u27s, Middleport, Caledonia, Brantford 1.4
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1197/thumbnail.jp
St. Paul\u27s, Middleport, Caledonia, Brantford 1.7
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1200/thumbnail.jp
Interior 4, St. Andrew\u27s, Howdenvale
No full texthttps://ir.lib.uwo.ca/anglican_interiors/1252/thumbnail.jp
02 Pause to Express – The Art of Phrasing
No full textSing as You Speak – Phrasing in early 17th-century music. Discussion of period sources and examples of adding pauses to spoken text (Shakespeare’s “To be or not to be” from Hamlet) and songs (Campion’s “There is none, O none but you” and Dowland’s “Awake sweet love”).https://ir.lib.uwo.ca/bel_canto_videos/1012/thumbnail.jp
Improving the Educational Experience of Students with Fetal Alcohol Spectrum Disorder (FASD)
Get PDFFetal Alcohol Spectrum Disorder (FASD) is recognized as one of the leading causes of developmental disability in the Western world (Flannigan et al., 2018). Its prevalence is estimated at 4% of the population. This implies that approximately 4% of students have FASD, which in turn means that they may face elevated risks of encountering learning and behavioural challenges. These difficulties may manifest as developmental disabilities and speech-language deficits, often necessitating specialized educational interventions. (Flannigan et al., 2018; Chudley et al., 2005; Popova et al., 2016). As such, this Dissertation-in-Practice presents educators in the Silver Maple District School Board (a pseudonym) with a framework to facilitate the development of strategies and skills required for the improved educational experience for students with FASD. The adoption of the strategies and solutions outlined in this Dissertation-in-Practice and the suggested professional development will result in an overall improvement in the educational experiences of students with FASD. Improving educational experiences has the potential to improve all areas of a student\u27s life, which is the ultimate goal of education
Leading by Serving: Enhancing Collective Teacher Efficacy
Get PDFThe COVID-19 pandemic and neoliberal ideologies in Alberta have presented significant challenges for teachers, especially with the implementation of the new curriculum rollout beginning in 2022. Work intensification has emerged as a considerable problem, adversely affecting teachers\u27 well-being and performance. This Dissertation-in-Practice examines this problem within the context of a public charter school for gifted students. It addresses this issue by focusing on collective teacher efficacy, guided by Bandura\u27s social cognitive theory. A multifaceted leadership approach is adopted to tackle this challenge, guided by servant leadership and supported by instructional leadership, generative leadership, and culturally responsive school leadership. The central focus revolves around planning and implementing solutions to effectively lead change, explicitly addressing the identified problem of work intensification and the lack of collective teacher efficacy. To achieve this objective, the preferred solution is fostering a collaborative culture promoting reflective practice within professional learning. A detailed change implementation plan is developed, guided by the change path model. This change is disseminated through a knowledge mobilization plan, ensuring transparency and understanding among community partners. Finally, the implemented change will be evaluated using the Plan-Do-Study-Act cycle, providing valuable insights for continuous improvement. The overarching goal is to establish a supportive and collaborative school culture that mitigates work intensification and fosters collective teacher efficacy, thereby positively contributing to teachers\u27 overall well-being and performance within gifted education
Toward Inclusive Excellence: Forging Inclusive Police Organizations through Leadership Training and Development
Get PDFOver the last several years, social and political events both in Canada and abroad, have resulted in the importance of diversity, equity, and inclusion (DEI) being brought to the forefront in society, and intensifying calls for police reform. Police organizations, like many others, have responded with a greater commitment to address these issues through things like DEI training, policy changes, and targeted recruitment of diverse employees. However, these efforts have failed to yield the desired change. Due to the tendency in police organizations to provide leadership training after employees have entered senior leadership positions, as well as the tendency to separate DEI training from leadership training, police leaders are being left ill-equipped to progress DEI goals, particularly from the standpoint of internal organizational culture and cultivating a respectful workplace. This Dissertation-in-Practice (DiP) explores a leadership problem of practice (PoP) faced by an urban Canadian police service—its leaders not having access to the comprehensive training and development required to develop inclusive leadership skills. This DiP details a plan to address the PoP through the implementation of a comprehensive leadership training and development strategy. Using inclusive leadership as the change leadership approach, Kotter’s 8-step model as an underlying change framework, and Plan-Do-Study-Act cycles supplemented by the Assess-Plan-Act model for monitoring and evaluating change, this DiP details a path toward forging inclusive police organizations through leadership training and development
