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Myers-Briggs psychological type as a factor of instructional methods preferences of adult students
Full text linkOver the past few decades, educational establishments have been flooded with growing numbers of adult learners wishing to further their education. Virtually unprepared for this development, instructors of adult education courses have attempted to take on the challenges this new clientele presents to them. Theorists have attempted to define the process of educating adults, andragogy, resulting in models which are suitable for adult learners. Despite the progress which has taken place in the theoretical realm, instructors of adults have been found to utilize the same teaching methodologies with adults as they do with children, not recognizing the inherent differences between adults and children. Previous studies have shown that adults possess a wealth of experience and established psychological traits which interact with their learning. This research investigated the relationship between the Myers-Briggs Type Indicator (MBTI) psychological characteristics and instructional methods preferences of Continuing Adult Education Business students. The findings indicate that several notable correlations exist between MBTI functions and instructional methods preferences of the sample population. The apparent evidence of the relationship which exists between MBTI functions and instructional methods preferences of the adult learners in this small study supports the use of the MBTI by adult educators to assist in the selection of teaching methodologies which are appropriate for this clientele.© Sandra J. Murray, 199
Wila Sagagootxwhl Aluugigyat ahl Suwilaaksahl Genaxthl Anspayaxw. First Nations decision making in First Nations education: the path of Kispiox Elementary School.
Full text linkThe history of decision making in education of the First Nations people in Anspayaxw (Kispiox Reserve) can be divided into four different phases: traditional education. Church control, Department of Indian Affairs and Local Control. Each phase has been analyzed through interviews in the Anspayaxw community and the data is presented, along with the conclusions it has provided.L’histoire de l’éducation chez les Amérindiens d’Anspayaxw (Réserve de Kispiox), situé au nord de la Colombie-Britannique, se divise en quatre parties: la formation traditionnelle, le régime de l’Église, le régime du Département des affaires indiennes et l’administration locale. Ce mémoire analyse chacune de ces parties au moyen des entrevues avec des membres de la communauté d’Anspayaxw et présente les conclusions suggérées par l’information obtenue.© Velma Sutherland, 199
Error correction: how adult language learners perceive their needs and preferences
Full text linkThe purpose of this research was to gather information on how a group of adult language learners perceived their own needs and preferences regarding the correction of oral errors made in the target language. The study analyzed the preferences of 60 intermediate and advanced level English as a Second Language students studying at Bishop's University in the Spring of 1994. Information was gathered through the use of a student questionnaire, individual interviews, and a group focus session. The instructors of the students involved in the study were also interviewed.
More specifically, the researcher wanted to find what percentage of the student population did not want any error correction at all, which specific types of grammatical errors students were most interested in having corrected, and which approaches to error correction students found most helpful.
The major findings of the research were that a large majority of the population sample want correction, that pronunciation is a priority for correction, that students prefer immediate and frequent feedback, and that on the whole, instructors did not agree that the needs and preferences expressed by the students were pedagogically valid.© Nora Gilday, 199
Rural education: aspirations of secondary V students, lower North Shore, Quebec
Full text linkThe purpose of this research is to study the educational and occupational aspirations of anglophone Secondary V students on Lower North Shore. The study includes all students (24) attending the three northern schools on the Lower North Shore that offer Secondary V courses. The following variables were examined by use of a student questionnaire and group interviews:
1- Desired and expected careers; 2- Sources of influence on educational and career aspirations;
3- Mobility of the youth.
The major findings of the research were:
1- Parents and school personnel has more influence on students' career choices than friends; 2- Parents' educational attainment is related to students' plans to attend college; 3- Friends influence choice of college; 4- Students are confident of fulfilling their educational and occupational goals; 5- Females in the sample have career expectations equivalent to the males; 6- Most of the students indicate that they would not return to the Lower North Shore when they complete their studies.Cette recherche a pour objet l'étude des aspirations scolaires et professionnelles des étudiants anglophones de Secondaire V sur la Basse Côte-Nord.
L'échantillon comprend l'ensemble des étudiants (24) fréquentant les trois écoles nordiques de la Basse Côte-Nord offrant les cours de Secondaire V.
Les variables suivantes furent examinées à partir d'un questionnaire complété par les étudiants et des entrevues :
1- Les carrières projetées et souhaitées; 2- Les sources d'influence sur les aspirations d'étude et de carrière; 3- La mobilité des jeunes.
Les principaux résultats de la recherche sont: 1- Les parents et le personnel scolaire ont plus d'influence que les amis sur le choix de carrière des étudiants;
2- Le projet ou non de fréquenter le CEGEP est directement lié au niveau d'études atteint par les parents ;
3- Les amis influencent le choix du CEGEP; 4- Les étudiants sont confiants d'atteindre leurs buts scolaires et professionnels; 5- Les projets de carrière des étudiantes sont équivalents à ceux des étudiants; . 6- La plupart des étudiants mentionnent qu'ils ne retourneront pas sur la Basse-Côte-Nord une fois leurs études terminées.© Carl William Dobbin, 199
Canada 125 Discovery Box Program: perceptions of participants in an educational exchange programme
Full text linkThis study quantitatively and qualitatively analyzes the participants' appreciation and perceptions of the Discovery Box Program, an exchange of materials (eg. letters, video, rock samples) collected by Canadian students to reflect their community. The Program was developed by the Canada 125 organization to commemorate Canada's 125th anniversary. The Program had three general aims: (a) to increase students' pride of their community, (b) to have students discover another Canadian community and (c) to establish a correspondence among the exchange students.
The student findings of this study reveal that the first and second aims were successfully met, 87% claimed to have an increase in pride and 76% learned about the other community. However, only 13% of the students attempted pen pal relationships.
From the teachers' perspective, 91% of the teachers would definitely like to repeat the experience with a similar project under the condition that the twinning network be altered. The teachers, however, were divided as to the appropriateness of May-June as an optimal time to implement this exchange. It was also discovered that teachers integrated the Program mostly with language arts and social studies.
This study has a formative purpose, The most notable areas for improvement are the arrangement of the twinning network, establishment of penpals and altering the timing of the Project depending on the outcomes desired.
General findings reveal that the participants partook mainly to learn about the people of Canada. For this reason, the students greatly appreciated sending and receiving authentic contents. The satisfaction level for the Program overall was 93% and 66% for the students and the teachers, respectively.© Lynda A. Giguère, 199
The evolution of education in the Mauricie region, 1650-1840
Full text linkThis thesis examines the evolution of education in the Mauricie region between 1650 and 1840. It takes into account the economic, social, political and religious factors which influenced and shaped its development. It attempts to cover the efforts made by individuals and groups to establish an educational system which would be most helpful for the children of the area. This thesis also looks at how education evolved for francophones as well as anglophones living in the Mauricie region.
The progress made in the field of education in the Mauricie region during the 1650-1840 period did not necessarily follow the demographic evolution of its population. It was rather closely related to the donations made or to the subsidies granted by various individuals or groups controlling the political and financial situation at the time. On a smaller scale, the willingness on the part of a number of individuals to improve the existing level of literacy contributed in progress being made in education at the local level.Cette thèse a pour but d'examiner l'évolution de l'éducation en Mauricie entre 1650 et 1840. Elle tient compte des facteurs économiques, sociaux, politiques et religieux qui ont influencé et façonné son développement. Elle reconstitue les efforts accomplis par certains individus et groupes afin d'établir un système d'éducation qui fut d'une grande utilité pour les enfants de la région. Elle retrace l'évolution de l'éducation des éléments francophones et anglophones cohabitants en Mauricie. Le progrès accompli dans le domaine de l'éducation en Mauricie entre 1650 et 1840 n'a pas nécessairement suivi l'évolution démographique de sa population. Il est plutôt lié aux dons qui ont été versés ou aux subventions qui ont été octroyées par certaines personnes ou groupes qui contrôlaient la situation politique et financière à un certain moment donné. A l'échelle locale, le désir de la part de certains individus d'améliorer la qualité de l'instruction fut le facteur déterminant pour implanter et faire progresser le niveau d'éducation.© Alain Hébert, 199
A history of the Faculty of Divinity, Bishop's University, 1843-1971
Full text linkThis paper examines the background to the founding of Bishop's University and then traces the history of its Divinity Faculty. It includes an explanation of the differences between High and Low Church in relation to the Anglican Church and then based on periods served by the seven Deans of Divinity explains the changing requirements for divinity degrees and relationship between the Faculty of Divinity and the University as a whole. It concludes with a study of a number of events that took place in the late 1960s early 1970s as possible reasons for the surprising move to close the Faculty in 1971. No single event was enough to close the Faculty but taken together the combined power was able to end the hundred and twenty-five years of training of Anglican priests at Bishop's. The paper has nine appendix with lists of Divinity graduates, tables listing the various degrees granted by Bishop's in the years under study and a copy of a survey letter that was sent out to members of the Guild of the Venerable Bede.© James Thomas Sweeny, 199
T.B. Rider and the Rider family of Fitch Bay, 1850-1960
No full textThe subject of this thesis is an examination of the entrepreneurial spirit demonstrated by two brothers who formed a business partnership in a small rural village in Quebec's Eastern Townships during the second half of the nineteenth century.
With little more than the experience gained in their father's saw mill at an early age, the two enterprising brothers soon built upon the success achieved in operating a general store to launch a highly profitable business empire that was managed entirely from the village and which included in addition to the store, various saw and grist mills, a number of farms, extensive real estate holdings and various investments in speculative ventures. As a result of their business achievements, the two were also able to enhance their position both socially and politically to the extent that their family eventually dominated all aspects of life centered in the village and its hinterland.
The success of one generation however was not in itself a guarantee for the next generation that followed. While competent in the existing infrastructure that was passed on to them, the sons that took over the various business enterprises, without exception, lacked the entrepreneurial drive that inspired their fathers. The little initiative that was put forth by the succeeding generation in an attempt to expand was tempered by failure due to an overwhelming, albeit perhaps unconscious, acceptance of the status quo and the inability to adapt to a different business environment from that of their fathers' generation.© Stephen Alexander Moore, 199
Cooperative learning: an exploratory study
Full text linkMost research has found that Cooperative Learning has improved academic achievement, social behaviours and self-esteem. An exploratory study was done in a Grade 1 and 2 French Immersion multicultural urban classroom where these three areas were tested. Two control groups and two experimental groups were set up to test the effect of cooperative learning on academic achievement in place-value. Test results showed that after 2 days, the experimental groups who used cooperative learning did better than the control groups who did not. Pre- and posttests in place-value showed that learning took place for all students. Videotaped activity sessions were monitored for social behaviours and there were more prosocial behaviours after cooperative learning had been taught than before. Battle’s Self-Esteem Inventory revealed that students in this study compared to other students in Canada which shows above average self-esteem.© Sharon Sorensen, 199
A Comparison of Physical Fitness Levels in Cooperative and Competitive Physical Education Programs
Full text linkThis study investigated physical fitness levels of students in grade 2 through 6 who participated in cooperative and competitive learning groups. The cooperative learning group comprised 58 students from grade 2, 3, and 4. The competitive learning group comprised 43 grade 5 and 6 students. Individual fitness levels were assessed by the "Canada Fitness Award" (CFA) standards pre and post intervention of eight months. Variables investigated were speed, agility, upper and lower body strength, abdominal strength, and aerobic capacity. Results indicated that 36.2% of the students involved in the cooperative learning group, and 20.9% of students involved in the competitive learning group increased their fitness by at least one level. The cooperative learning group pre test indicated that 67.2% of the students failed to meet minimum fitness standards. Posttest scores showed 41.1%, this indicates a 25.8% increase in participants achieving a minimum fitness level. The competitive learning group pre test scores indicated 39.5% of students failed to meet minimum fitness standards, posttest scores showed 37.2%, an improvement of 2.3% of participants achieving a minimum fitness level. An Analysis of Variance (ANOVA) test indicated no significant difference between learning groups considering all 4 levels of fitness. However an ANOVA found that a statistical difference existed between cooperative an< competitive learning groups of students whose initial fitness was at a below minimum level. This study would suggest that although a cooperatively or competitively based physical education program does not significantly affect gains in fitness levels, cooperative methods may be a factor in increasing fitness levels of participants who do not have a minimum standard of fitness.© France Gagné, 199