Human engagement: The English language learning process of Korean university students in Canada.

This investigation of the process of English as an additional language (EAL) development of a group of 16 Korean university students spans their experiences in Korea and Canada. Data were collected from semi-structured interviews, written questionnaires and a final focus group interview. Systematic grounded theory informed data gathering and analysis, resulting in a diagrammatic representation and narrative description of the process. Target participants who had been in Canada an average of 4 years, 5 months reported speaking more Korean (55%) than English (44%) during the week and on the weekends (62% Korean, 37% English). The most salient moderators of English language engagement were instrumental motivation, absence of choice and age at leaving Korea. Interview data indicated that, through repeated, shared experiences in context, participants shifted from language knowledge gained predominantly through English grammar study and reading in the Korean setting to language use in the Canadian context. Acquisition was discussed as an experience-based, personally meaningful and lasting type of language learning. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2006 .W56. Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2436. Thesis (Ph.D.)--University of Windsor (Canada), 2006

BEGINNING TEACHERS’ PUPIL CONTROL IDEOLOGIES: AN EMPIRICAL EXAMINATION OF THE IMPACT OF BELIEFS ABOUT EDUCATION, MENTORSHIP, INDUCTION, AND PRINCIPAL LEADERSHIP STYLE

This empirical study examined changes in beginning teachers‟ pupil control ideologies (PCI). Quantitative analyses were conducted with regard to shifts in PCI that may be associated with internal beliefs about education and with external factors such as mentorship, induction programs, and school leadership style. Follow-up interviews facilitated a more thorough understanding of the quantitative data analysis. Results indicate that beliefs about education significantly predict beginning teachers‟ PCI, while other factors appear less important.  Implications for teacher education and teacher professional development are discussed in relation to factors associated with authentic, beliefsbased beginning teacher classroom practices

Shifting from Ideal to Critical Multiculturalism in Canadian Teacher Education Programs: Examining the Challenges

This paper describes a recent initiative designed to provide support for teacher candidates from culturally diverse backgrounds as they traverse a one-year teacher education program in Canada. Results and discussion are based on qualitative data from an information survey, student-professor conversations, a review of seminar documents and processes, and observations and reflections made by professors conducting the seminar. Overall, the Language and Cultural Engagement Seminar was successful in providing a supportive environment in which complicated and politically volatile issues, which would otherwise have remained unacknowledged, were discussed openly. The main concerns expressed by participants were the communication concern (grammar, vocabulary, pronunciation, accent, etc.), concern for power and authority in the classroom, and the socio-cultural acceptance concern. Power and communication concerns diminished when teacher candidates felt a level of cultural acceptance in the classroom; therefore, we propose that socio-cultural acceptance be investigated in future research into the concern construct. Since differential pronunciation had the effect of positioning teacher candidates on the periphery of classroom discourse, we concluded that acceptance of accent diversity (lack thereof) was one barrier between ideal (policy) and experienced (lived) multi-cultures. Cet article décrit une initiative récente désignée à procurer un soutien aux étudiants-maîtres provenant de divers milieux socio-culturels pendant l\u27année de leur formation au Canada. Les résultats et les discussions sont basés sur les données qualitatives obtenues d\u27une surveillance de renseignements, des conversations entre professeurs et étudiants, une revision des documents et processus obtenus pendant un colloque et des observations et réflexions faites par les professeurs conduisant ce colloque. En général le colloque Language and Cultural Engagement Seminar a réussi à offrir un mileu positif dans lequel des problèmes compliqués ou explosifs, qui auraient pu passer inapperçus, avaient été discutés franchement. Les principales inquiétudes citées par les participants sont: l\u27inquiétude sur la communication (grammaire, vocabulaire, prononciation, accent, etc.), l\u27inquiétude concernant l\u27autorité et le pouvoir en classe. et l\u27inquiétude de n\u27être pas acceptés à cause de leurs antécédents socio-culturels. Mais les inquiétudes sur le pouvoir et la communication sont diminuées quand les étudiants-maîtres sentaient qu\u27ils atteignaient un certain niveau d\u27acceptation culturelle en classe. Nous proposons que l\u27acceptation socio-culturelle deviendra un sujet de recherche plus poussé dans l\u27avenir. Comme la prononciation différentielle avait l\u27effet de placer les instituteurs aux périphéries du discours en classe, nous avions conclu que l\u27acceptation des accents divers (ou le manque de) est une barrière entre l\u27idéal (politique) et l\u27expérience (vécue) d\u27un milieu à cultures multiples

Negotiating the Culture of the Academy: Chinese Graduate Students in Canada

This paper presents the process and results of a narrative inquiry into the stories of eight Chinese international graduate students. Results show three main commonalities in participants’ education narratives in China: parental influence, the exam system and independent study. In the Canadian setting, specific aspects of the academic culture are experienced as permeable (written work, lab work, tests and reading ability) or impermeable (in-class discussions, oral presentations, group work, oral discourse, communicating with local people). Discussion articulates participants’ use of unique personal resources, which results in distinctive trajectories of entry into and navigation within this new academic culture. Cet article présente le processus et les résultats d\u27une enquête narrative de huit étudiants internationaux chinois de troisème cycle. Les résultats montrent les trois éléments communs dans la narration des participants: l\u27influence des parents, le système des examens, et l\u27étude individuelle. Dans le cadre canadien, les participants ont reconnu des aspects spécifiques de la culture académique comme perméables (travaux écrits, travaux de laboratoire,les examens et compétence en lecture) ou imperméables (discussions en classe, présentations orales, travaux en groupes, entretiens oraux, et communication avec les habitants locaux). La discussion clarifie l\u27usage d\u27uniques ressources personnelles par chaque participant La discussion clarifie l\u27usage d\u27uniques ressources personnelles par chaque participant dont le résultat définit des trajectoires distinctifs d\u27entrée et de navigation au coeur de cette nouvelle culture académique

The impact of immediate breast reconstruction on the time to delivery of adjuvant therapy: the iBRA-2 study

Background: Immediate breast reconstruction (IBR) is routinely offered to improve quality-of-life for women requiring mastectomy, but there are concerns that more complex surgery may delay adjuvant oncological treatments and compromise long-term outcomes. High-quality evidence is lacking. The iBRA-2 study aimed to investigate the impact of IBR on time to adjuvant therapy. Methods: Consecutive women undergoing mastectomy ± IBR for breast cancer July–December, 2016 were included. Patient demographics, operative, oncological and complication data were collected. Time from last definitive cancer surgery to first adjuvant treatment for patients undergoing mastectomy ± IBR were compared and risk factors associated with delays explored. Results: A total of 2540 patients were recruited from 76 centres; 1008 (39.7%) underwent IBR (implant-only [n = 675, 26.6%]; pedicled flaps [n = 105,4.1%] and free-flaps [n = 228, 8.9%]). Complications requiring re-admission or re-operation were significantly more common in patients undergoing IBR than those receiving mastectomy. Adjuvant chemotherapy or radiotherapy was required by 1235 (48.6%) patients. No clinically significant differences were seen in time to adjuvant therapy between patient groups but major complications irrespective of surgery received were significantly associated with treatment delays. Conclusions: IBR does not result in clinically significant delays to adjuvant therapy, but post-operative complications are associated with treatment delays. Strategies to minimise complications, including careful patient selection, are required to improve outcomes for patients

Mediating the Message of Action Research

In this paper we argue that a multimedia composition of various data sources is an ideal and appropriate medium for conveying the complex, context-specific, teacher-directed, multi-layered, non-linear nature of collaborative action research (CAR). This compilation also expresses the main outcomes of eight CAR studies conducted by eight teams of teacher-researchers in southwestern Ontario during 2007-2008