Is play at risk in the 21st century? Much has been written on the potential for children’s play to be usurped by more rigorous academics in early childhood curricula and by the growing trend of commercialization (Hill, 2011). This discourse prioritizes play as a means to an end (i.e., play for learning; play to combat obesity), but what of children’s right to play? Some of the polarization within academic studies point to a decline in children’s imaginative play (Bishop, 2009; Kline, 1993) and a characterization of children ‘glued’ to screens instead of climbing trees (Buckingham, 2011; Louv, 2008). Other academics have found that children’s play is not in decline. Rather children’s 21st Century play appears to be complex, ambiguous, and a hybrid of the varied aspects of children’s lives (Willett, Burn, Bishop, Richards, & Marsh, 2013). Join scholars, researchers, and practitioners for an informative and engaging day of presentations, networking, and critical dialogue on the role of play in early childhood education, preschool, and the early primary years.
The Editors of the Journal of the Canadian Association for Curriculum Studies (JCACS) invite submissions for an upcoming Special Issue on the topic of Curriculum Theory and Teacher Education. Few collections have explicitly examined the linkage and utility of curriculum theory in relation to the education of teachers. While previous studies have used curricular frameworks to make sense of teacher learning within teacher education programs and other structures for teacher learning, this Call targets research that explicitly uses curriculum theories and curricular modes of inquiry to conceptualize, analyze, or provoke teacher education programs, courses of study, and formalized learning experiences. The aim of this Special Issue is to provide a research basis for the theoretical attributes of curriculum within teacher education contexts. Manuscripts could draw from a variety of epistemological orientations and may include empirical, historical, or conceptual methodologies.
Possible topic areas include (but are not limited to):
- Curriculum theorizing of teacher education programs
- Curricular examinations of historical and contemporary teacher education reforms
- The teaching of curriculum and curriculum theory within teacher education programs
- The politicization of curriculum theory within teacher education programs
- Diverse program orientations supported through explicit curriculum theories and designs
Please note: Manuscripts that solely describe teacher education programs will not be considered.
Timelines and Process
- Submit a proposal of between 400-1,000 words to email@example.com by March 1st, 2015. Proposal should include:
- Title of article
- Author name(s), affiliation(s), and contact information
- An article abstract of 500 words, highlighting novel features and explicit connection of curriculum theory to teacher education
- An explanation of the contribution the article will make to curriculum studies
- Successful authors will be invited to submit full papers for peer review, following normal procedures. The following timeline is anticipated:
- Proposal submission: March 1st, 2015
- Invitation to submit complete manuscript: March 15th, 2015
- Full manuscript submission: July 1st, 2015
- Anticipated publication date: October 15, 2015
Inquiries about this Special Issue can be made via email to firstname.lastname@example.org
Call for Abstracts
The Education for Sustainable Well-Being Press (www.ESWB-Press.org) calls for submissions of abstracts of papers for consideration for the edited e-book volume on the theme:
Indigenous Perspectives on Education for Well-Being in Canada
The editors of the volume will be Thomas Falkenberg and Frank Deer of the Faculty of Education, University of Manitoba.
The editors invite the submission of abstracts of papers on the theme of the book (already completed manuscripts can be submitted in lieu of an abstract).
The Canadian Indigenous experience continues to be an important dimension of social, political, cultural, and economic progress that is relevant to all Canadians. An important aspect of such progress is the notion of sustainable well-being as a vision of where that progress might lead. Well-being within the context of the Canadian Indigenous experience and the role of formal, informal, and non-formal education for such well-being now merits exploration – especially if we are to concede that colonialism and postcolonial impacts are still pressing issues. This book project is intended to enrich the discourses by providing space for this important exploration and discussion. Papers might explore Indigenous perspectives on foundational issues or questions concerning well-being or might inquire into the role that formal, informal, or non-formal education does, can, or should play for well-being from an Indigenous perspective. Inquiries about the appropriateness of the focus of a (planned) paper for the book should be directed to the co-editors (see below). Based on the abstracts, selected authors will be invited to develop the abstract into a paper for peer-review for possible inclusion in the book.
- about 400 words in length
- clearly outlines what the paper will be about
- focus needs to fit the theme of the book
- abstracts due by 15 February 2015
- abstract review notification by 15 March 2015
- full papers due for peer-review by 30 June 2015
This report analyses the structures and organisation of school evaluation in primary and compulsory secondary level. It covers all EU Member States, as well as Iceland, Norway, the former Yugoslav Republic of Macedonia, and Turkey. Schools form the basic building blocks of education and training systems, and school evaluation is an important way to monitor and improve their quality, as well as to enhance the quality of education at large. The report analyses the two major types of school evaluation: external evaluation, conducted by evaluators who are not staff members of the school concerned, and internal evaluation, performed primarily by members of its staff. The report contains country-specific descriptions and a comparative review of school evaluation in Europe.
National Graduates Survey: Public use microdata file
CALL FOR PAPERS
CANADIAN PEACE RESEARCH ASSOCIATION (CPRA) ANNUAL CONFERENCE
UNIVERSITY OF OTTAWA, ONTARIO, CANADA
JUNE 3-5, 2015
THE DATE FOR ABSTRACTS/ PROPOSALS IS 27 JANUARY, 2015.
Should you not be able to meet this deadline, please contact Dr. Shreesh Juyal at
A CORDIAL INVITATION
In pursuit of ” the need for continual support to the further strengthening of the global movement to promote the Culture of Peace”, as envisaged by the United Nations, the Canadian Peace Research Association (CPRA) is pleased to invite you to its 2015 conference to be held at the University of Ottawa, Canada, to be held during 3-5, June, 2015. This conference is part of the 84th Congress initiated by the Canadian Federation for the Humanities and Social Sciences (CFHSS). The University of Ottawa- the Congress host, is the largest bilingual university in the world, and ranks amongst the top 2% of global universities. At Congress 2015, scholars will gather under the aegis of nearly 70 associations representing a rich spectrum of disciplines in the humanities and social sciences. Congress represents a unique showcase of scholarly excellence, creativity and leadership.
The CPRA conference, as a constituent of Congress 2015, hopes to offer a welcoming milieu for social scientists, other scholars and peace advocates to present their research and influence future Peace Reasearch.
The 2015 CPRA conference will also be part of the year-long global activities in the aftermath of the United Nations High Level Forum on The Culture of Peace ( UN General Assembly Resolution 68/125 on “Follow-up to the Declaration and Programme of Action on a Culture of Peace “) convened by the President of the 68th General Assembly, His Excellency John W. Ashe, and addresed by the UN Secretary General, His Excellency Ban Ki-moon. The ambassadors of a large number of Member- States, including the Permanent Members of the UN Security Council, and the representatives of the UN system entities (e.g., UNESCO, WHO, ECOSOC), civil society including NGOs took part in the High Level Segment General Debate. I had the distinct honour of representing a global scientifists’ organization, and, the CPRA.
“The Congress 2015 theme ‘Capital Ideas’ invites us to reflect on the power of ideas: ideas captivate our hearts and minds, ideas connect people and ignite discussions and debates, ideas create knowledge and spark discoveries”. The theme also relates to the location of this year’s Congress host – the national capital of Canada- OTTAWA- the seat of Canadian federal government, and of several national agencies, as the home of embassies, and of a large number of international organizations. The Congress theme acts as a unifying concept that bridges the multiple association conference programs together.”
And, therefore, individual papers and panels in Peace Research, especially the ones that have national and international significance, are invited from ALL DISCIPLINES and PROFESSIONS.
KEYNOTE SPEAKERS FOR 2014 CPRA CONFERENCE: TBA
DEADLINE FOR ABSTRACTS/PROPOSALS
The deadline for individual paper abstracts or panel proposals is Tuesday, 27 January, 2015.
ALL SUBMISSIONS FOR PAPER ABSTRACTS/PANEL PROPOSALS MUST CONTAIN THE FOLLOWING 8 ITEMS. PROPOSALS/ABSTRACTS SUBMITTED WITHOUT THE FOLLOWING 8 ITEMS WILL NOT BE CONSIDERED.
1.The exact title of the paper/panel.
2. Each presenter’s full name with title, if applicable (e.g. Dr./Rev. Smith Jones, Assistant Professor of Micro-Biology).
3. Institutional and Departmental affiliation.
4. E-mail address, office and residence telephone numbers, and the usual convenient time to contact; complete postal address including Postal Code/Zip Code/PIN.
5. A 150-word abstract/proposal with its principal argument and conclusion
6. A 50-word biographical note about each presenter.
7. Please be certain to specify any audio-visual equipment required for your presentation. (The CFHSS will invoice CPRA for the use of any AV equipment.).
PLEASE NOTE THAT THE REQUEST FOR AV EQUIPMENT MUST ACCOMPANY THE PAPER ABSTRACT/ PANEL PROPOSAL.
LATE REQUESTS FOR EQUIPMENT WILL NOT BE CONSIDERED.
8. PLEASE SEND THE WHOLE BODY OF THE ABSTRACTS/ PROPOSALS BY E-MAIL TO:
. PLEASE DO NOT SEND ANY ATTACHMENTS, DO NOT USE ANY ENCODING, AND DO NOT USE ANY WORD PROCESSING DOCUMENT.
Faculty members presenting papers may be asked to serve as chairs and discussants.
REGISTRATION AND CPRA FEES
THE CFHSS HAS REMINDED CPRA THAT THE PAYMENT OF CONGRESS 2015 REGISTRATION AND ASSOCIATION (CPRA) MEETING FEES ARE COMPULSORY FOR EVERY DELEGATE, INCLUDING ALL ATTENDEES, INVITED KEYNOTE SPEAKERS, PRESENTERS OF PAPERS/ PANELISTS, AND THOSE CHAIRING OR ATTENDING A SESSION.
PLEASE NOTE THAT THOSE WHOSE ABSTRACTS/ PROPOSALS ARE ACCEPTED MUST REGISTER BEFORE 15 MARCH 2015. PLEASE SEND ME email@example.com A COPY OF THE INTERNET PURCHASE RECEIPT OF YOUR REGISTRATION ISSUED BY THE CANADIAN FEDERATION OF THE HUMANITIES AND SOCIAL SCIENCES BY MARCH 15, 2015. NON-REGISTERED PRESENTERS WILL NOT BE INCLUDED IN THE PROGRAMME OF THE CPRA CONFERENCE.
PAPER PRESENTATION IN ABSENTIA:
Those who may not be able to physically present their papers, are invited to submit their paper abstracts and follow all other requirements and deadlines as specified in this CALL FOR PAPERS.
Should their abstracts be accepted for presentation, they would be required to submit three hard copies of their papers as well as confirmation of their registration by CFHSS.
Superpower your school with $25,000 worth of new technology!
The 2015 Staples Superpower your School Contest, brought to you in collaboration with Earth Day Canada, is now accepting entries! Don’t miss your chance to win $25,000 worth of innovative technology for your school.
The contest – available in English and French – is open to elementary and secondary publicly-funded schools in Canada and recognizes schools that are doing their part to protect the planet. Entries will be accepted online until January 31, 2015.
Please share this opportunity with students, teachers and friends in the education sector!
Financial information of community colleges and vocational schools
The Faculty of Education at Memorial University and the Labrador Institute are hosting a two-day conference that will bring together teacher educators working in the Indigenous context to share ideas and experiences regarding teacher preparation programs.
There will be multiple sessions and presentations on the themes of: Indigenous voices, education showcases, experiencing the land, Indigenous ways of knowing, language and culture.
Register by 15 February 2015 at
DATE: MARCH 26-27, 2015
VENUE: LABRADOR INTERPRETATION CENTRE, NORTH WEST RIVER, LABRADOR
CONFERENCE FEE: $150
FOR MORE INFORMATION, PLEASE CONTACT:
LISA PENDERGAST (709) 864-8617 firstname.lastname@example.org
Recent research has demonstrated the importance of positive school climate for improving behavioural, academic and mental health outcomes for students. Positive school climate increases student learning and achievement, reduces high school dropout rates and prevents bullying. It is also effective in risk prevention, learning and motivation to learn. Clearly, school climate matters.
So what is this magical ‘thing’ we call positive school climate? A positive school climate exists when all members of the school community feel safe, included, and accepted, and actively promote positive behaviours and interactions. It is the recognition that education goes beyond the function of curriculum to include social, moral, ethical and prosocial behaviour.
Sometimes, however, the challenge is not defining a positive school climate or agreeing that it is important, but finding the time and resources to make it a priority.
The process for developing positive school climate is ongoing. It involves making positive relationships a priority, providing students with opportunities to develop and practice empathy, compassion and conflict resolution skills, and to take a leadership role.
Not-for-profit educational resources, such as the Rick Hansen School Program, provide educators with a range of practical teaching tools that support the development of a positive school climate.
Two key aspects of the Rick Hansen School Program support the development of a positive school climate:
• Disability awareness. Disability awareness programs promote key characteristics of a positive school climate, such as equity, fairness, caring and sensitivity. They dispel myths and improve knowledge, reduce bullying and create more favorable attitudes towards people with disabilities . Moreover, the impact of disability awareness programs goes beyond people with disabilities. By supporting acceptance of diversity, respect and understanding of differences, disability awareness programs encourage positive interactions among all students.
• Encouraging students to create positive change. Students learn to set goals, support others, and take leadership. Students develop and apply knowledge, skills and attitudes to become informed, responsible citizens and improve schools and communities through social action projects.
Current research shows that a positive climate that emphasizes high expectations for caring relationships and respectful interactions plays a key role in effective schools and academic success. Investing time and effort in creating positive school climates leads to positive outcomes for all students and school communities. Programs such as the Rick Hansen School Program are an excellent way to support a positive school climate by promoting understanding of disabilities, differences and inclusion, and encouraging students to become responsible citizens, creating positive outcomes for all.
The Rick Hansen School Program is a comprehensive set of free resources for K-12 educators to increase disability awareness, accessibility and inclusion and empower young people to make a difference. 99% of teachers and administrators who responded to a recent survey reported that the Program has made a positive difference in their school. Program materials align with provincial curriculum expectations. Materials are available online at www.rickhansen.com/schools.
Rick Hansen Foundation
300 – 3820 Cessna Drive
RICHMOND BC V7B 0A2