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A translation of Hildegard of Bingen's Regulae St. Benedicti Explanatio
No full text© Pamela Campbell Jouris, 199
God and Caesar: a study of the sources of authority for family life education in the Durham Regional Roman Catholic Separate School Board of Ontario
Full text linkIn this historical-descriptive work, the author endeavors to examine what sources of authority a separate school board in Ontario uses when it creates a Family Life Education (FLE), a relatively new addition to the curriculum of Ontario's schools. It is revealed that both church and state have both had a role in the evolution of schools in the province, but that over the years religious influence has waned in the public schools which accommodate all denominations, but held steady in the separate schools, which serve the province's Roman Catholic population. This is revealed in the conception and practice of the Family Life Education program in the separate schools in Durham region, where the Board created a FLE curriculum which took some state- recommended content and deals with it from a religious viewpoint, and thus created a brand-new discipline, one not formally mandated by the Ministry of Education in Ontario. This can occur, however, because Ministry’s decentralized curriculum planning approach, which allows for boards to create their own programs.
Through the examination of Ministry, Board, and Church Documents the study also reveals, that while both the state and the Catholic Church were used as sources of authority for the program when it began in the late 1960's, the bishops of Ontario have taken a progressively larger role through the years and are now the dominant source of authority for the program by 1990, having been intimately involved in AIDs education and producing curriculum materials. The Study concludes by positing that FLE is indeed an area which contributes to the distinctive nature of the separate school.© Edmond J. Dixon, 199
Journey to the self: an analysis of three novels by Ann Radcliffe
Full text link© Vivienne Lesley Allen, 199
A study of attendance and achievement in a rural Newfoundland high school
Full text linkThis study addresses the issue of attendance and achievement at a rural Newfoundland high school to determine if absenteeism has a negative influence on the academic achievement of high school students. This study does not address the issue of student dropout but is concerned with students who stay in school although they have poor attendance patterns. The study involved two Grade 12 classes, 1985-86 and 1986-87, at Fogo Island Central High School.
The specific questions investigated are: (1) Is there a difference in the academic achievement of individual high and low attenders? (2) Is there a relationship for whole classes between the students’ academic average and attendance in school? (3) Is there a cumulative effect of absenteeism on the academic standing of classes from Grade 8 to 12? (4) Will any effects of absenteeism on academic achievement be replicated in a second cohort? (5) What reasons will low attenders give as to why they choose not to attend school on a regular basis?
The analysis of the data revealed that there is a difference in academic achievement between those who attend regularly and those who do not. Students classified as infrequently absent had higher achievement, and those classified as frequently absent had lower achievement. A comparison of the achievement levels of individual high and low attenders for the 8th to 12th grade revealed significant t-test results, at least at the .05 level. In addition, the study revealed that the number of days of attendance at school correlated with the classes* academic average from Grade 8 to Grade 12. For all research questions investigated the second cohort revealed similar results.
In interviews the students were asked their reasons for not attending school. A number of areas were examined: attitude towards school, attitude towards the staff, attitude towards other students, attitude towards the school program, course difficulty, relevance of courses, teacher helpfulness, teacher encouragement, importance of high school diploma, school environment, effects of absenteeism, family encouragement, school patterns of other siblings, employment, and suggestions for improving attendance.© Allan Fudge, 198
A school initiated co-ordinated investigation into the causes of and remedies for three social problems
Full text linkThe thesis has been written to provide a basis for a delinquency prevention programme for Alberton, P.E.I. and the surrounding school district. Two major problems were encountered, the difficulty in finding the causes of delinquency and the world-wide lack of success in preventing delinquency.
A structure for finding a priority list of causes of delinquency was formed by surveying the literature on delinquency and comparing an analysis of this information with an analysis of local opinion on the causes of delinquency.
The literature contains few proven remedies for the causes of delinquency. The most promising remedies adapted to the resources and conditions in Alberton were used to form a set of recommendations from which a small beginning can be made. With community support it is hoped that the small beginning will grow into an effective delinquency prevention programme.© Keith Graham, 198
The contribution of education towards the differential patterns of setlement and migration of English and French groups in Inverness Township until 1977
Full text linkSince little exists in the literature concerning the development of education in the rural areas in Quebec and its impact on migration, the purpose of this study was to examine Protestant education in a rural township, Inverness, and to place its growth and decline within the context of historical and demographic changes, and the development of Protestant and Roman Catholic education in Quebec as a whole. As well, by studying this area in the Eastern Townships, it was hoped that the importance placed on education, specifically by the Protestant community, would be determined through attempts to maintain the quality of instruction while experiencing declining enrollments.
In order to discuss education in Inverness Township, the geographical and historical framework had to be established. Although first settled by people of British extraction, the vast majority of today's population are people of French Canadian origin. As demography had a direct bearing on the education which was offered, changes in the population were traced and possible causes for the these changes were explored.
Once demography was discussed, the evolution of education in Quebec was presented under the following four broad headings: 1) the development of government responsibility for education; 2) the establishment of a dual confessional system; 3) the delimitation of local control of schools; and, 4) the financing of education. To illustrate the events at the provincial level and to determine what impact they might have had at the level of the school commission, Inverness was used as the example. Conversely, when trends developed at the local level, as happened in Inverness, the impact these trends might have had at the provincial level was examined.
Quebec's system of education is peculiar to Quebec. Since the beginning of British rule, the Roman Catholic Church along with members of the Protestant community believed that education should be based on confessional not linguistic lines. For this reason, these groups lobbied for the development of a dual system, one Protestant and the other Catholic; their efforts were begun in 1763, continued to the establishment of confessional schools in 1846 and were reinforced by the law of 1875. While the law of 1846 allowed for the creation of dissident schools based on religion, the 1875 law gave the Protestant and Catholic Committees of the Council of Public Instruction a large degree of independence. From 1875 to 1964, the Committees developed education within their sectors such that the sectors took on the appearance of two essentially independent systems of education. In 1964 with the establishment of the Ministere de l'Education, the Committees lost control of their sectors and the government systematically assumed more and more of the responsibility for all education.
In this context, Protestant education in Inverness was studied through the use of the Minutes of the various bodies for the period from the establishment of the first schools to the closure of Inverness Academy in 1965. Various influences were explored along with the possible causes for the expansion and the eventual contraction of services provided by the local Protestant School Commission of Inverness. Throughout the study, local conditions in the schools were presented to place the developments in Quebec education in the context of the students. As well, various policies of the Protestant Committee were examined to determine their rationale and their impact on local education.
To understand what impact education may have had on the career decisions of both Protestant and Roman Catholic students in Inverness, the ideological framework and the curricula for both systems was compared. The courses of study which had been in use by each system during four different periods were used as the basis for the comparison of curricula.
The basic conclusion reached was that education had different orientations in the Protestant and Roman Catholic systems. The Roman Catholics geared their system to the needs of the Church and the community, and trained individuals to be a part of the religious, social and cultural life of French Canadian society. Due, in part, to the number of various denominations in the Protestant system, education concentrated on teaching the skills and information necessary for an individual to make decisions about his or her own path to salvation and to a career.
Unlike Roman Catholic education which seems to have instilled in students a loyalty to the French Canadian community, Protestant education was no such cohesive agent and may have contributed to the decisions of people to migrate when opportunities arose.© Robert Bown Macmillan, 198
School library/media centre materials funding and perceptions of school library/media centres held by directors of education of southwestern Ontario public school boards
Full text link© Daniel Alexander Savage, 198
Préservation ou développement: le cas du Saumon atlantique et de la rivière Saint-François, avant 1900
No full text© Yolande Allard, 198
The kingdom of god in the thought of Paul Tillich: symbol and reality
Full text link© Roberta Ridley Cameron, 198
The future of teachers' unions in Québec: a case study of the Eastern Townships' Association of Teachers with a view to evaluating its role in continuing service to its membership
No full textIn this work the history is traced of the Eastern Townships Association of Teachers (ETAT) and its role in serving its membership. It makes reference to conditions which prevailed prior to unionization, reasons for unionization, unionization and the work of the ETAT following unionization. The time period spans 1960-1985.
The apparent needs for the union are evident within the thesis. Changes in the educational structures within the Eastern Townships as a result of reorganization of school boards and township divisions are documented, as well as the decreasing representation of parents, teachers, commissioners, and union as a result of school board amalgamation and centralized government control. Legislative bills which have had an impact on the educational system in Quebec and in the Eastern Townships have been examined in detail the review of negotiations shows a deterioration in the status of the teacher, working conditions and quality of education as a result of settlements decreed by the government.
This work shows the ETAT to be more than just a union. Along with union concerns, it has been involved in social, political, economic, cultural, and educational activities, some of which helped to maintain and perpetuate the English culture in the Townships and consequently helped to secure jobs for English-speaking teachers. The conclusions are that the ETAT has had and still has a very important role to play in representing English-speaking teachers in the Protestant school boards of the Eastern Townships.Dans ce travail, l'histoire de l'Association des enseignants des Cantons de l'Est [AECE] et de son rôle au service de ses membres est relaté. Ce travail fait référence aux conditions qui prévalaient avant la syndicalisation, les raisons pour la syndicalisation, la syndicalisation et le travail de l'AECE qui a suivi la syndicalisation.
La période couverte va de 1960 à 1985. Les besoins manifestes pour un syndicat sont évidents à l'intérieur de la thèse. Les changements dans les structures éducatives dans les Cantons de l'Est résultant de la réorganisation des commissions scolaires et du partage des cantons sont contenus dans la documentation ainsi que la diminution de la représentation des parents, des enseignants, des commissaires et du syndicat résultant de la fusion et de la centralisation du contrôle gouvernemental.
Les projets de loi qui ont eu un impact sur le système éducatif au Québec et dans les Cantons de l'Est sont étudiés en détail l'examen des négociations montre une détérioration du statut de l'enseignant, des conditions de travail et de la qualité de l'éducation résultant des règlements décrétés par le gouvernement.
Ce travail montre que l'AECE est plus qu'un simple syndicat. En plus des intérêts syndicaux, il a été impliqué dans des activités sociales, politiques, économiques, culturelles et éducatives, lesquelles ont aidé à conserver et perpétuer la culture anglaise dans les Cantons et par conséquent ont aidé à garantir des emplois pour les enseignants anglophones. Les conclusions sont donc que l'AECE a eu et a encore un rôle très important à jouer dans la représentation des enseignants anglophones de la Commission scolaire protestante des Cantons de l'Est.© Elaine E Laraway, 198