1,720,965 research outputs found
A Systematic Review of School Feeding Program in Canada and India: Perspectives for Mutual Improvement
Get PDFABSTRACT Food and nutrition are essential for children’s physical and cognitive development, yet malnutrition affects millions globally, hindering their learning ability. School meal programs improve education, health, and nutrition, but Canada remains the only G7 country without a national program. It relies on diverse regional initiatives with varying funding models and delivery methods, leading to inconsistent outcomes. Canada is in the process of formulating a National School Food Policy. The paper aims to examine the School Feeding Program (SFP) in Canada and India’s Mid-Day Meal Program (MDMP) to identify replicable features and provide evidence-based recommendations for developing a national school feeding program in Canada. A Systematic literature review was carried out to analyze the current state of Canada’s school feeding program. The review also examined India’s Mid-Day Meal Scheme, its objectives, policies, and implementation strategies. Analysis of the selected literature revealed several key themes, including the relationship between nutrition and children’s well-being, the status of the School Feeding Program in Canada, barriers to establishing a national school food program, and the critical need for such an initiative. Additionally, the discussion highlights replicable insights from India’s Mid-Day Meal Scheme that could be modified and replicated in the National School Feeding Program in Canada. Keywords: School feeding program, Canada, Mid-Day Meal Scheme, India, Food Insecurit
Using Critical Reflection to Examine the Influence of Experiences on Educational Leadership: An Autobiographical Narrative Inquiry
Get PDFThis autobiographical narrative inquiry examines the author’s educational leadership journey from new teacher to superintendent of education. Through a reflective lens, the paper connects the influence of personal life experiences with academic research on educational leadership, particularly in the areas of succession planning, developing leadership in others, and leadership styles. By intertwining lived experiences with theoretical frameworks, the study provides insights into the complexities of leadership transitions and the cultivation of effective leaders within educational settings. This narrative not only highlights the challenges and triumphs that a once reluctant leader encountered along the way but also offers practical implications for educational leaders and policymakers in the field of education
Does Leadership Matter? Examining The Impact of Principal’s Leadership Style on School Climate and Student Achievement
Get PDFThis Major Paper examines how various educational leadership styles—transformational, transactional, and instructional—impact school climate and student achievement. Transformational leadership fosters positive environments and enhances student outcomes through vision and motivation (Leithwood et al., 2006). Transactional leadership emphasizes structure and reward-based systems to maintain order (Judge et al., 2004), while instructional leadership focuses on curriculum and teaching practices to boost academic performance (Hallinger et al., 1998). Synthesizing case studies and surveys, the study highlights the positive effects of transformational and instructional leadership, noting mixed results for transactional leadership. The findings advocate for adaptive leadership, integrating transformational, transactional, and instructional elements to create supportive, high-achieving schools. Implications for policy and practice emphasize professional development for leaders. This paper contributes to understanding the relationship between leadership styles, school climate, and student achievement, offering insights for educators and policymakers
Stress, Burnout, Coping strategies and wellbeing among International students in Canada
No full textAbstract This major paper explores the adaptive and maladaptive coping strategies employed by international students in Canadian universities, particularly in Ontario, to navigate academic and cultural challenges. The researcher aims to expand the understanding of how these students adapt to academic burden, with a focus on their coping resources and strategies for positive adaptation. Key themes identified through a literature review include social and psychological support, managing culture shock, understanding Canadian pedagogy, and various coping mechanisms. Additionally, the study examines the academic support services, non-academic resources, and recreational opportunities available at the University of Windsor which helped cope better. The findings highlight that university provide instrumental support to help international students cope, which aligns with prior research. Traditional coping models, such as those proposed by Lazarus and Folkman, alongside culturally relevant frameworks by Dutton,2011 were integral to understanding students' experiences. The paper emphasizes the importance of holistic wellness strategies and culturally adaptive pedagogical practices to better equip international students with the tools necessary to overcome academic and life challenges in Canada
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
A Narrative and Post-/Anti-Colonial Approach to Understanding the Experiences of Foreign Certified Teachers in Rural Saskatchewan Schools
No full textA Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education, University of Regina. viii, 323 p.This study takes a narrative approach toward understanding experiences of foreign certified teachers in rural Saskatchewan classrooms. It grew out of my own experiences as a teacher of refugee students in my native country of Kenya and as an international graduate student and teacher assistant at a Canadian university. The study explores experiences of four foreign certified teachers in rural Saskatchewan. The experiences are situated within postcolonial and anti-colonial frameworks. Field text inquiry involved two main processes: highlighting “commonalities, connections and patterns” (Lewis & Adeney, 2014, p. 168) in the experiences of the foreign certified teachers, and identifying the “unique moments that stand out” (p. 168) in each individual study participant narratives. Implications for foreign certified teachers, school administration, teachers, students and parents, and further research are presented.A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy *, University of Regina. *, * p.Studentye
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Strategies for facilitating success of aboriginal students : the case of Simon Fraser University
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