Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Daniel W. Lang Pages: 217 - 256 Abstract: Abstract: This paper will examine the evolution of university federation in Canada in two periods, one from approximately 1875 to 1925, involving mainly secular instruction, and one beginning in the late 1950s and continuing into the early 21st century, involving mainly theological colleges, in both cases seeking to define different models of federation and affiliation, and the academic and fiscal motivations for each. PubDate: 2023-01-31 Issue No:Vol. 55, No. 3 (2023)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Yoshiyasu Takefuji Pages: 257 - 262 Abstract: Abstract: STEM-education also creates critical thinkers, increases science literacy, and enables the next generation of innovators. Although mathematics is robust, scientific laws are statements based on repeated experiments or observations that describe or predict a range of natural phenomena. Different observations may produce a new scientific law which may contradict with the conventional scientific laws. The teacher must tell all students that scientific laws are not always true, but only true under assumed observations. In other words, in the future, the current common sense of science can be changed tomorrow. Besides, we need to know that we are not always logical. This paper will present three examples to validate the proposed claims. PubDate: 2023-01-31 Issue No:Vol. 55, No. 3 (2023)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Ronald B. Jacobson, Michele T. Jacobson Pages: 263 - 282 Abstract: Abstract: Functional Behavioral Assessment (FBA) has shown promise for responding to a range of behaviors, helping teachers and counselors target strategies more precisely. One struggle with employing FBA strategies by classroom teachers, at least in part, is due its observable data-driven approach. This is especially true as applied to school bullying behavior. School bullying is often invisible to adults. Bullies become adept at operating under the adult radar, while being quite visible to peers. Yet, FBA provides strong strategies for the individualized behavioral interventions necessary to address the multi-faceted motivations that may fuel bullying behavior. Making those behaviors visible, or at least accessible, is key to employing an FBA approach to school bullying. In this article we advocate for designing protocols aimed at considering the invisible nature of school bullying to adult eyes, aimed at better data collection and analysis crucial to the FBA process. PubDate: 2023-01-31 Issue No:Vol. 55, No. 3 (2023)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Cheu-jey Lee Pages: 283 - 302 Abstract: Abstract: This paper explores how reading is affected by the epistemological stance we take. It begins with a historical survey of how reading has been conceptualized. The survey shows that reading has been regarded as discrete linguistic decoding skills, an innate human capacity, a transaction between the reader and the text, a product of sociocultural practices, and being digitally literate. However, little research has been conducted on how the epistemological stance we take affects the reading or interpretation of a text. Therefore, three epistemological stances, i.e., objectivism, subjectivism, and constructionism, are discussed to illustrate how they affect the reading of a text. In addition, a fourth epistemological stance, intersubjectivism, is put forth to demonstrate how it complements objectivism, subjectivism, and constructionism in helping us better understand the reading process. Finally, the implications for reading instruction are presented. PubDate: 2023-01-31 Issue No:Vol. 55, No. 3 (2023)
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