Relevant bibliographies by topics / Education, Higher – Ontario – Toronto

Academic literature on the topic 'Education, Higher – Ontario – Toronto'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Education, Higher – Ontario – Toronto"

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Buzzelli, Michael D., and Derek J. Allison. "Proposed Strategic Mandates for Ontario Universities: An Organizational Theory Perspective." Articles 47, no. 3 (December 20, 2017): 170–91. http://dx.doi.org/10.7202/1043244ar.

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This paper presents an empirical analysis of the Ontario-led strategic mandate agreement (SMA) planning exercise. Focusing on the self-generated strategic mandates of five universities (McMaster, Ottawa, Queen’s, Toronto, and Western), we asked how universities responded to this exercise of strategic visioning? The answer to this question is important because the SMA process is unique in Ontario, and universities’ responses revealed aspects of their self-understanding. We adopted an organizational theory approach to understand the structure and nature of universities as organizations and explored how they might confront pressures for change. Analysis of the universities’ own proposed strategic mandates found elements of both conformity and striking differentiation, even within this sample of five research-intensive university SMAs. Directions for further work on this planning exercise and on higher education reform more generally are discussed.
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Souza, Claudia Schiedeck Soares de, Maria Julieta Abba, and Danilo Romeu Streck. "Internationalization as a process of change." ETD - Educação Temática Digital 22, no. 3 (August 13, 2020): 529–37. http://dx.doi.org/10.20396/etd.v22i3.8659365.

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This article features an interview with Jane Knight, professor at the Ontario Institute for Studies in Education (OISE-University of Toronto), held in June 2019, during the event “Shaping Sustainable Futures for Internationalization in Higher Education”, where Professor Knight was among the main speakers. Internationally recognized for being one of the first authors to define the internationalization of Higher Education theoretically, Jane Knight reflects on this definition after 25 years. In this interview, she also talks about the diversity of institutions in the educational scenario that develops internationalization programs, with particular attention to the international program and provider mobility (IPPM). She highlights as well some relevant and inspiring experiences, such as the one she promoted in the African continent. Finally, she reflects on some challenges of research in internationalization, highlighting the need for interdisciplinary investigations based on evidence on different dimensions of Higher Education.
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Grayson, J. Paul. "The Performance of "Gifted" High School Students in University." Canadian Journal of Higher Education 31, no. 1 (April 30, 2001): 121–39. http://dx.doi.org/10.47678/cjhe.v31i1.183380.

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In Ontario, school boards are required to provide opportunities so that "gifted" students (i.e., those with exceptional abilities) can obtain learning experiences that are beyond those offered in regular classes. This study follows graduates of regular and gifted programs over four years of studies at York University in Toronto. Overall, it is found that having participated in a gifted program in high school does not result in increased levels of achievement in university; however, graduates of gifted high school programs have slightly higher self-assessed thinking and reasoning and problem-solving skills and are marginally faster in credit completion than other students. These findings aside, it is difficult to argue that participation in a high school gifted program confers an advantage students once they get to university.
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Buzzelli, Michael D., and Derek J. Allison. "Proposed Strategic Mandates for Ontario Universities: An Organizational Theory Perspective." Canadian Journal of Higher Education 47, no. 3 (December 20, 2017): 170–91. http://dx.doi.org/10.47678/cjhe.v47i3.187944.

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This paper presents an empirical analysis of the Ontario-led strategic mandate agreement (SMA) planning exercise. Focusing on the self-generated strategic mandates of five universities (McMaster, Ottawa, Queen’s, Toronto, and Western), we asked how universities responded to this exercise of strategic visioning? The answer to this question is important because the SMA process is unique in Ontario, and universities’ responses revealed aspects of their self-understanding. We adopted an organizational theory approach to understand the structure and nature of universities as organizations and explored how they might confront pressures for change. Analysis of the universities’ own proposed strategic mandates found elements of both conformity and striking differentiation, even within this sample of five research-intensive university SMAs. Directions for further work on this planning exercise and on higher education reform more generally are discussed.
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Rolheiser, Carol, Mark Evans, Mira Gambhir, and Kathy Broad. "3. Connecting Inquiry and Practice: Lessons Learned From a Multi-Year Professional Learning Partnership Initiative." Collected Essays on Learning and Teaching 5 (June 19, 2012): 13. http://dx.doi.org/10.22329/celt.v5i0.3432.

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Since 2002 the Initial Teacher Education Program at the Ontario Institute for Studies in Education, University of Toronto, has run a series of professional learning partnership projects between university instructors and K-12 educators. The Inquiry Into Practice Series, based on a collaborative inquiry approach, has strengthened the commitment to program principles and benefited the participants by deepening understanding about a range of educational questions and issues and improving practice. In this article we review key features and principles of this multi-year initiative and discuss challenges, lessons learned, and outcomes. We also provide reflections regarding the importance of high quality professional learning models that support teaching and learning and that are responsive to changing and complex educational pressures and contexts both in higher education and K-12 education.
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Robson, Karen, Paul Anisef, Robert S. Brown, and Rhonda George. "Underrepresented Students and the Transition to Postsecondary Education: Comparing Two Toronto Cohorts." Articles 48, no. 1 (April 30, 2018): 39–59. http://dx.doi.org/10.7202/1050841ar.

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Using data from two cohorts of Grade 12 students in Toronto, we examined whether the transition to post-secondary education changed between 2006 and 2011, particularly for under-represented groups. We used multilevel, multinomial logistic regressions to examine how the intersections of race and sex affect post-secondary transitions in the two cohorts. Our findings revealed that Black, Latino, and Southeast Asian students were less prepared for post-secondary education than White students. Students in these groups had lower than average GPAs, higher identification of special education needs, or lower likelihoods of taking academic-stream courses. These differences remained fairly stable between 2006 and 2011. We did, however, find that Black students were more likely than White students to confirm a place in university in 2011—a significant difference. In contrast, Southeast Asian students experienced a decline in university transition but an increase in college confirmation. We also found that race and sex were important intersections for university confirmations in the case of Blacks and for college confirmations in the case of Southeast Asians. We contextualize our findings within the policy climate of Ontario in the years spanning our two cohorts.
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Robson, Karen, Paul Anisef, Robert S. Brown, and Rhonda George. "Underrepresented Students and the Transition to Postsecondary Education: Comparing Two Toronto Cohorts." Canadian Journal of Higher Education 48, no. 1 (April 30, 2018): 39–59. http://dx.doi.org/10.47678/cjhe.v48i1.187972.

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Using data from two cohorts of Grade 12 students in Toronto, we examined whether the transition to post-secondary education changed between 2006 and 2011, particularly for under-represented groups. We used multilevel, multinomial logistic regressions to examine how the intersections of race and sex affect post-secondary transitions in the two cohorts. Our findings revealed that Black, Latino, and Southeast Asian students were less prepared for post-secondary education than White students. Students in these groups had lower than average GPAs, higher identification of special education needs, or lower likelihoods of taking academic-stream courses. These differences remained fairly stable between 2006 and 2011. We did, however, find that Black students were more likely than White students to confirm a place in university in 2011—a significant difference. In contrast, Southeast Asian students experienced a decline in university transition but an increase in college confirmation. We also found that race and sex were important intersections for university confirmations in the case of Blacks and for college confirmations in the case of Southeast Asians. We contextualize our findings within the policy climate of Ontario in the years spanning our two cohorts.
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Knight, Jane. "Understanding International Program and Provider Mobility in the Changing Landscape of International Academic Mobility." SFU Educational Review 12, no. 3 (December 16, 2019): 41–47. http://dx.doi.org/10.21810/sfuer.v12i3.1037.

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This article focuses on International Program and Provider Mobility (IPPM) which is an increasingly important but understudied aspect of Internationalization. This interview was conducted by Dr. Laura K. Baumvol with Dr. Jane Knight on September 2, 2019. References for further reading on IPPM are provided at the end of the article. Professor Dr. Knight of the Ontario Institute for Studies in Education, University of Toronto and Distinguished Visiting Professor at the University of Johannesburg, focuses her research on the international dimension of higher education at the institutional, national, regional and international levels. Her work in over 70 countries brings a comparative, development and international perspective to her research, teaching and policy work. She is the author of numerous publications and sits on the advisory boards of international organizations, universities, and journals. She is the recipient of several international awards and two honorary doctorates for her contribution to higher education internationalization.
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Pamidimukkala, Anupya, Fei Dong, Jessica Ip, and Pamela Zeng. "Diving into Debt: A Study on Factors Related to Debt Risk Score in Toronto." STEM Fellowship Journal 2, no. 1 (July 1, 2016): 22–27. http://dx.doi.org/10.17975/sfj-2016-005.

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This study aimed to find the correlations between data found regarding debt risk and the 140 neighbourhoods in Toronto, Ontario. Debt risk was compared with select variables from available data, including education, health, environment, housing, economics, demographics, transportation, recreation, and safety. The purpose of this study was to help civilians and the government identify possible factors that lead to higher debt risk, as well as find solutions to reduce it. The data was retrieved from Open Data Toronto. A simple linear regression model was built to determine the factors that have a seemingly great correlation with debt risk. It was concluded that the percentage of people who receive social assistance, the percentage of people who applied for rent banks, and the number of reported sexual assaults in a neighbourhood had a positive correlation with increased debt risk. The result is that an age-adjusted rate of people who received breast cancer screening had a negative correlation with increased debt risk. Through the results, several solutions could be proposed to reduce debt risk. More education on safety and health can enable citizens to become more responsible and aware of their financial state. Giving other forms of aid that are not monetary may be beneficial in helping people get out of debt and become more financially independent.
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Harish, Vinyas, Emmalin Buajitti, Holly Burrows, Joshua Posen, Isaac Bogoch, Jonathan Gubbay, Andrea Boggild, Andrea Boggild, Laura Rosella, and Shaun Morris. "737. Geographic Clustering of Travel-acquired Infections in Ontario, Canada, 2008-2020." Open Forum Infectious Diseases 8, Supplement_1 (November 1, 2021): S466—S467. http://dx.doi.org/10.1093/ofid/ofab466.934.

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Abstract Background As rates of international travel increase, more individuals are at risk of travel-acquired infections (TAIs). We aimed to review all microbiologically confirmed cases of malaria, dengue, chikungunya, and enteric fever (Salmonella enterica serovar Typhi/Paratyphi) in Ontario, Canada between 2008-2020 to identify high-resolution geographical clusters that could be targeted for pre-travel prevention. Methods Retrospective cohort study of over 174,000 unique tests for the four above TAIs from Public Health Ontario Laboratories. Test-level data were processed to calculate annual case counts and crude population-standardized incidence ratios (SIRs) at the forward sortation area (FSA) level. Moran’s I statistic was used to test for global spatial autocorrelation. Smoothed SIRs and 95% posterior credible intervals (CIs) were estimated using a spatial Bayesian hierarchical model, which accounts for statistical instability and uncertainty in small-area incidence. Posterior CIs were used to identify high- and low-risk areas, which were described using sociodemographic data from the 2016 Census. Finally, a second model was used to estimate the association between drivetime to the nearest travel clinic and risk of TAI within high-risk areas. Results There were 5962 cases of the four TAIs across Ontario over the study period. Smoothed FSA-level SIRs are shown in Figure 1a, with an inset for the Greater Toronto Area (GTA) in 1b. There was spatial clustering of TAIs (Moran’s I=0.61, p< 2.2e-16). Identified high- and low-risk areas are shown in panels c and d. Compared to low-risk areas, high-risk areas were significantly more likely to have higher proportions of immigrants (p< 0.0001), lower household after-tax income (p=0.04), more university education (p< 0.0001), and were less knowledgeable of English/French (p< 0.0001). In the high-risk GTA, each minute increase in drivetime to the closest travel clinic was associated with a 4% reduction in TAI risk (95% CI 2 - 6%). Bayesian hierarchical model (BHM) smoothed standardized incidence ratios (SIRs) for travel-acquired infections (TAIs) and estimated risk levels (a and c) with insets for the Greater Toronto Area (b and d). High-risk areas are defined as those with smoothed SIR 95% CIs greater than 2, and low-risk areas with smoothed SIR 95% CIs less than 0.25. Conclusion Urban neighbourhoods in the GTA had elevated risks of becoming ill with TAIs. However, geographic proximity to a travel clinic was not associated with an area-level risk reduction in TAI, suggesting other barriers to seeking and adhering to pre-travel advice. Disclosures Isaac Bogoch, MD, MSc, BlueDot (Consultant)National Hockey League Players' Association (Consultant) Andrea Boggild, MSc MD DTMH FRCPC, Nothing to disclose Shaun Morris, MD, MPH, DTM&H, FRCPC, FAAP, GSK (Speaker's Bureau)Pfizer (Advisor or Review Panel member)Pfizer (Grant/Research Support)
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Dissertations / Theses on the topic "Education, Higher – Ontario – Toronto"

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Young, Stacey Johanna. "The market model in higher education, Ontario in comparative perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63811.pdf.

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Burnett, Sally-Ann. "The impact of globalisation on higher education institutions in Ontario." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492253.

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There exists only sparse empirical data that is concerned with universities’ responses to globalisation. This study explores how and why higher education institutions in Ontario, Canada have responded to aspects of globalisation. It examines the policy context and the processes and priorities in institutional responses. First, the varying meanings and interpretations of the concept of globalisation are examined, alongside its relationship to terms such as glonacalisation, internationalisation, cross-border and borderless education. One particular element of globalisation: the recruitment of non-domestic students, is determined as the anchor point for the empirical research. Using a predominantly qualitative, mixed-methods approach, documentary research provides a foundation and framework of understanding from which detailed, empirical research is used to explore globalisation at each university studied. In the empirical study, the policy context for higher education in Ontario and Canada is first determined before aspects of each case study university are quantified. Thirdly, and most importantly, a qualitative, multiple case study approach is used to achieve a depth of understanding to establish each university’s institutional strategies and practices in response to globalisation. This allows for issues to be probed and conclusions to be drawn in a way that would not have been possible using a purely quantitative approach. Several similarities and many differences are revealed in the institutional responses that are explained in terms of policy context, institutional culture, strategic planning, institutional characteristics and settings. From these are derived some suggested adjustments to institutional strategies for each of the case study universities. More general recommendations follow, aimed at policy makers and institutional leaders, which if acted upon would improve the impact of universities’ responses to globalisation across Ontario. Suggestions for further research are given before the thesis concludes with a summary of the author’s professional and personal development during the course of the DBA.
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Pizzoferrato, Sherell. "HOW SCHOOL GENERATED FUNDING REINFORCES A TWO-TIER EDUCATION SYSTEM IN ONTARIO." Thesis, Laurentian University of Sudbury, 2014. https://zone.biblio.laurentian.ca/dspace/handle/10219/2212.

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This thesis examines School Generated Funding (SGF) within the Toronto District School (TDSB) to see if SGF is reinforcing a two-tier education system. Five sources of data were analyzed: The SGF Record of the TDSB from 2008-2009, The Preliminary School Budget from 2010-2011, EQAO test results from 2008 to 2009, The Learning Opportunity Index (LOI) from 2009, and three socio-economic status factors (income, education and occupation) using the Toronto Wards Profiles. Using the SGF record, twenty green schools (schools that raised the most SGF, amounting to $4,043,837) were compared, using the five sources of data against twenty red schools (schools that raised the least amount of SGF, amounting to $109,885). Two recommendations have been suggested: SGF be capped at a median amount throughout the TDSB and extra funding be put into a funding account for the TDSB to disperse to schools that need it.
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Cudmore, Geoffrey E. "It's all about the money: Current funding issues in post-secondary education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/334.

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For the last two decades as an academic administrator in public colleges of applied arts and technology both in Ontario, Canada, and in the United Arab Emirates, I have observed that no other factor has challenged the leadership, administration, and staff of these organizations abilities to achieve their goals, and meet the needs of their stakeholders, more than the decisions of governments relating to the funding of higher education. There can be no question that without money, none of these institutions would exist, and while there have been years of plenty, much of the last twenty years in the Ontario college system, has been characterized, (and some would say traumatized) by scarce resources, and the lasting impact of the dramatic across-the-board cuts to the funding for higher education by the Provincial Government in the mid-1990's. Even in the oil rich UAE, I witnessed the results of the government's failure to keep pace with the dramatic growth in enrollments at the Higher Colleges of Technology. While the allocation to the colleges remained almost static, enrollment grew from 3,000 students on eight campus locations, to almost 14,000 students and eleven campuses over a six-year period. In order to balance the budgets in the early years of this decade, colleges were forced to undertake measures like combining programs, reducing program hours, freezing the salaries for teachers and administrators, increasing teachers' workloads, and reducing the funding for capital and instructional equipment. While money seems to be ultimately behind everything we seek to accomplish, it has been surprising to find that so few books and scholarly articles have been published dealing with funding issues in higher education. This was particularly the case with regards to ones with Canada, and the Ontario Colleges of Applied Arts and Technology (CAATs), as the context. While this collection of papers, has used Ontario and the CAA Ts as the focus for the exploration of a number of current funding and funding related issues, it is hoped that the practical nature of these inquiries will make them useful to a far broader audience of academics, administrators, and policy makers in the area of higher education. It is worth noting that two of the articles in this collection have recently been published; Globalisation, Internationalization, and the Recruitment of International Students in Higher Education, and in the Ontario Colleges of Applied Arts and Technology in the Canadian Journal of Higher Education, (Volume 35, No 1) and The Post-secondary Education Choice and Excellence Act, 2000 and the Development of Private Universities and Private Post-secondary Degrees in Ontario in the OISE Higher Education Perspectives (Volume 1, Issue 2).
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McDowell, Anne Joan. "Multicultural, multiracial leadership camps." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30903.

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Few qualitative and quantitative studies of multicultural, multiracial leadership programs, or simply MLPs, have been undertaken. This qualitative study is based upon a case study methodology. A comparison of one school board's MLP with similar MLPs offered by other local boards of education is offered. A description and analysis of contemporary Canadian social, cultural, political, and linguistic diversity establishes the context in which these programs are set. A number of different definitions of terms associated with multiculturalism are discussed. Multiculturalism is based upon five general principles: (1) the retention and development of cultures, (2) the sharing of cultures, (3) the development of positive, equitable, and participatory individual and intergroup relations, (4) the respect and observance of human rights and civil liberties, and, (5) equality and equity. Education programs, policies and actions, including MLPs, are based upon some or all of the principles of multiculturalism. The design and implementation of these programs is symbolic of the furtherevolution of multicultural education from a systemic approach within education to a specific curriculum strategy. Within the thesis, a number of conclusions are reached. First, the full implementation of equality and equity within the Canadian society requires greater emphasis; policies, programs and actions which are designed to realize approach this ideal are mandatory. Second, greater access to government reports and materials is required. Third, the area of MLPs requires further investigation and analysis. Four, MLPs are based upon theory and field based strategies designed to increase tolerance, understanding, and acceptance of minority groups. Five, many MLPs share certain commonalities, but are modified according to individual school board needs and resources. Six, among the board level MLPs considered, the Ontario Multicultural, Multiracial Leadership Camp was highly influencial in the design and implementation of local school board camps. Seven, the MLP of the Board being studied requires modification; a number of models of multicultural leadership camps are offered as possible choices.
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Provan, David C. "For a more viable university system, developing a private higher education sector in Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ54201.pdf.

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Lavergne, Charles P. "A critical analysis of the conceptual approaches to the study of the future of higher education Ontario and Canada." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5245.

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Malik, Alana Jayne. "Institutional Resource Allocation, Student Engagement, and Student Satisfaction at Ontario Universities." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288452556.

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Hastie, Louise. "Training in a highly regulated industry : an examination of a certified nuclear power operator training programme in Ontario, Canada." Thesis, University of Glasgow, 2019. http://theses.gla.ac.uk/41035/.

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An examination of the trainee experience in a competency based training programme. In a high-risk industry, having highly trained personnel is taken very seriously. This four year training programme produces highly qualified and skilled individuals and this research examined the experience of progressing through the training programme through the trainees' lens. Learnings include two consistent elements contribute to a negative trainee experience: Evaluation Methods that produced a tension between memorisation and learning and Trainer Practices that lacked student-centred, research informed methods that would likely improve the trainee success rate as well as the overall trainee experience.
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King, Alyson E. "The experience of the second generation of women students at Ontario universities, 1900-1930." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/NQ41191.pdf.

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Books on the topic "Education, Higher – Ontario – Toronto"

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Frenette, Normand. Les écoles de langue française en Ontario et les études universitaires: Communication présentée lors du 33e colloque annuel du Conseil ontarien de recherches pédagogiques (OERC), Toronto, le 6 décembre, 1991. Toronto: Centre de recherches en éducation franco-ontarienne, Institut d'études pédagogiques de l'Ontario, 1991.

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Joint Council on Education. Committee on Institute/University Relations. Interim report of the Committee on Institute/University Relations. [Toronto, Ont: The Committee], 1986.

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Conference on French as a Second Language at Ontario Universities (1985 Toronto). A report on the Canadian Parents for French (Ontario) Conference on French as a Second Language at Ontario Universities: October 19, 1985, Skyline Hotel, Toronto. [Ottawa, Ont.?]: [Canadian Parents for French (Ontario)], 1985.

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Eastman, Julia. Mergers in higher education: Lessons from theory and experience. Toronto: University of Toronto Press, 2001.

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Eastman, Julia. Mergers in higher education: Lessons from theory and experience. Toronto: University of Toronto Press, 2001.

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Eastman, Julia. Mergers in higher education: Lessons from theory and experience. Toronto: University of Toronto Press, 2001.

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Project, Exemplary Schools. Technical report: Corktown Community High School : Toronto, Ontario. Toronto: Canadian Education Association, 1995.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Book chapters on the topic "Education, Higher – Ontario – Toronto"

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Goff, Lori. "Quality Assurance Requirements in Ontario Universities." In Critical Issues in Higher Education, 97–114. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-046-0_8.

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Fisher, Donald, and Kjell Rubenson. "The Development of PSE Systems in Canada: A Comparison Between British Columbia, Ontario and Québec (1980–2011)." In Higher Education Dynamics, 103–24. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7028-7_6.

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Snowdon, Ken. "18. Internationalization in Canadian Higher Education: The Ontario Experience." In Teacher Education in a Transnational World, edited by Rosa Bruno-Jofre and James Scott Johnston, 367–89. Toronto: University of Toronto Press, 2014. http://dx.doi.org/10.3138/9781442619999-025.

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Acker, Sandra, and Michelle Webber. "Discipline and Publish: The Tenure Review Process in Ontario Universities." In Assembling and Governing the Higher Education Institution, 233–55. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-52261-0_13.

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Lawrence, Melanie, and Goli M. Rezai-Rashti. "Pursuing Neoliberal Performativity? Performance-Based Funding and Accountability in Higher Education in Ontario, Canada." In Globalisation, Comparative Education and Policy Research, 149–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83136-3_10.

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Weingarten, Harvey P., and Martin Hicks. "Performance of the Ontario (Canada) Higher-education System: Measuring Only What Matters." In European Higher Education Area: The Impact of Past and Future Policies, 471–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77407-7_29.

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Thacker, Emma J., and Amanda McKenzie. "Using Quality Assurance Frameworks to Support an Institutional Culture of Academic Integrity at Canadian Universities." In Academic Integrity in Canada, 519–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_27.

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AbstractIn Canada, there is a national academic quality assurance framework—the Canadian Degree Qualifications Framework (CDQF) that guides quality assurance standards within universities across the provinces and territories. These standards exist to support the quality and consistency of postsecondary academic programming in Canada, and provide mechanisms for quality enhancement. The CDQF is supported by further quality assurance mechanisms at the provincial level. While the CDQF includes the notion of academic integrity as a learning outcome requirement, the implementation and review of this quality indicator across the sector is nebulous. The ongoing support for a culture of academic integrity requires a holistic approach, which includes the alignment of various policies and processes. It also involves the inclusion of academic integrity best practices into quality assurance processes, such as curriculum development and program review. In this chapter we discuss several quality assurance tools used in Canadian universities, with a focus on Ontario institutions, and discuss opportunities to leverage them to support academic integrity. The CDQF and provincial/territorial quality assurance frameworks should be better utilized for a holistic response to academic misconduct, to strengthen teaching and learning, and develop a culture of integrity in higher education. Opportunities within cyclical program review, curriculum mapping and educational development are discussed to highlight opportunities for academic integrity specialists, quality assurance staff, faculty, and policy makers to raise academic integrity awareness and weave best practices across an institution. Implications for the community college sector are also included. Recommendations can be applied to postsecondary institutions across Canada and integrated with quality assurance practices promoted by the Quality Assurance Agency (QAA) and others academic integrity advocates around the world.
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"4. The Merger of the Ontario Institute for Studies in Education and the University of Toronto." In Mergers in Higher Education. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442677258-008.

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"Higher Education in Ontario." In Higher Education in Canada, 151–74. Routledge, 2012. http://dx.doi.org/10.4324/9780203357712-12.

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JONES, GLEN. "Higher Education Policy in Ontario." In Higher Education Policy: an International Comparative Perspective, 214–38. Elsevier, 1994. http://dx.doi.org/10.1016/b978-0-08-042393-7.50016-x.

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Conference papers on the topic "Education, Higher – Ontario – Toronto"

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Shafrir, Uri, Masha Etkind, Ron Kenett, and Leo Roytman. "Pedagogy for Conceptual Thinking in the Digital Age: Enhancing Learning Outcomes with Meaning Equivalence Reusable Learning Objects (MERLO) Formative Assessments." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2581.

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Abstract:
The research presented in this paper is the fruit of an ongoing international collaboration with the goal of enhancing students learning outcomes by implementing and sharing a novel pedagogy for conceptual thinking, and use of an innovative didactical and methodological tool: Meaning Equivalence Reusable Learning Objects (MERLO) that provide student-centered, weekly formative assessments for exploring and discussing conceptual situations in small groups. It was developed, tested, and implemented in Canada at University of Toronto and Ryerson University, as well as in Israel, Italy, Russia, and Australia, in different knowledge domains, including: physics; biology; mathematics; mathematics teacher education; teacher training; developmental psychology; English as a second language; architecture; management; business; project management. Statistical analysis of MERLO data collected since 2002, shows that conceptual thinking enhance learning outcomes and deepens students’ comprehension of the conceptual content of learned material. Conceptual thinking is learnable, and provide metrics to document continuous increase in higher-order thinking skills such as critical conceptual thinking, transfer of knowledge, and problem solving. Pedagogy for conceptual thinking is currently implemented with Brightspace (http://www.brightspace.com/), Integrated Learning Platform (ILP) offered by D2L (http://www.d2l.com/) that supports customizable online pedagogy.
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Assif, Maria, Sonya Ho, Shalizeh Minaee, and Farah Rahim. "Undergraduate Students as Partners in a Writing Course: A Case Study." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.012.

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Abstract Engaging undergraduate students and faculty as partners in learning and teaching is arguably one of the most important and flourishing trends higher education in the 21st century, particularly in the UK, North America, Australia, and New Zealand. Students as partners is a concept that intersects with other major teaching and learning topics, such as student engagement, equity, decolonization of higher education, assessment, and career preparation. In this context, the aim of this presentation is to report on a case study, where four undergraduate students (hired as undergraduate research students) and a faculty/program coordinator collaborated in the fall of 2020 to review and re-design the curriculum of English A02 (Critical Writing about Literature), a foundational course in the English program at the University of Toronto Scarborough. This presentation will serve as a platform for these students and faculty to share the logistics of this partnership, its successes, challenges, future prospects, and possible recommendations for faculty and students who may partake similar projects in the future. Keywords: Students as Partners (SaP), writing, curriculum, decolonization
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