IRis Bishop's University
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Integration in Newfoundland education 1969 to 1985: in retrospect, was integration a good choice for salvationists?
Get PDF© Bernard Holloway, 198
Edward Feild (1801-1876) Ecclesiastic and educator: his influence on the development of denominational education in Newfoundland
Get PDF© Edward James Lear, 199
The development of a curriculum in Newfoundland folklore for the junior high schools
Get PDFThe purposes of this study are: 1) To examine the need for the introduction of a folklore course in the junior high schools of Newfoundland and Labrador; 2) To develop a rationale for a curriculum in folklore; 3) To determine how a course in Newfoundland folklore would help students appreciate the culture of their ancestors; 4) To investigate the value of teaching folklore as an independent course; 5) To demonstrate that Newfoundland folklore is unique and, as such, should be taught in the schools; 6) To design a curriculum model based on the models reviewed in the literature; 7) To construct a unit of study from the model; and 8) To show that student involvement, in all aspects of the course, leads to a better understanding of the materials and makes the course more enjoyable.
An extensive review of the literature pertaining to the teaching of folklore in the schools in Canada and the United States has been undertaken. The research deals with the rationale and purpose of a folklore course, specific units on folklore and activities of student participation. Extensive research has been conducted on curriculum definitions and curriculum models.
A folklore curriculum model is explained, derived from the components of various models. From this model a unit of study is outlined that may be followed when developing other units.
The study indicates that teachers should not attempt to make folklorists of junior high students, but present the materials in an interesting way so that students will enjoy the experience and acquire a considerable amount of knowledge in the process.© Jesse Fudge, 198
To "rearrange" these facts: space and time in Alice Munro's short fiction
Get PDF© Sandra Lee Ward, 198
The evaluation of district superintendents of education in Newfoundland and Labrador
Get PDFDirecteurs régionaux de l'enseignement—Évaluation—Terre-Neuve-et-Labrador; Directeurs régionaux de l'enseignement—Évaluation—Terre-Neuve-et-Labrador—LabradorThe purpose of this study was to develop a model (a rationale, criteria, procedures, and instruments) for the evaluation of district superintendents of education in the province of Newfoundland and Labrador. The model is meant to serve as a guide for school boards in determining the "what and how" of superintendent evaluation.
An extensive review of related literature, pertaining to the role of the superintendent and evaluation systems currently being used in Canada and the United States, was conducted. The review consisted of examining the following headings: rationale and purposes for evaluating the superintendent, concepts of role, the role of the superintendent, criteria for evaluation, and evaluation procedures and instruments. The components and characteristics of "good evaluation systems", as they were identified in the literature, form the basis of a model for evaluating school superintendents.
The model that is recommended for use by school boards is characterized by the following components: 1) The preliminary steps; namely, establishing the rationale, the purposes, and effective principles of evaluation for school boards in evaluating the super intendent; 2) The evaluation cycle consisting of the criteria, process, and sample instruments for evaluation; 3) Procedures; that is, instructions which guide the evaluation process including a scheduled time for completing each step; and 4) Implementation efforts; specifically, compiling a handbook on the evaluation of the superintendent, conducting an orientation session to introduce the model and providing, through workshops, an opportunity for further understanding of the evaluation process.
The components of the model contain characteristics of "good evaluation systems" as determined by the literature, such as: 1) The suggestion that the board should adopt an official policy with respect to the formal evaluation of the superintendent; 2) The preference for a formal evaluation process that is cooperatively developed by the board and the superintendent; 3) The consideration of local needs or circumstances; 4) Placing the onus upon the superintendent for providing the leadership in the development and implementation of the model, as well as playing a major role in the completion of the various steps in the evaluation cycle; 5) The purposes related to role clarification, assessment and improvement of performance, and planning for future school system improvements; 6) Placing an emphasis upon the assessment of written objectives; and 7) Provisions for the superintendent to conduct a self-evaluation, which is reported to the board.© Victor G Kendall, 198
