Relevant bibliographies by topics / Higher education and state – Ontario – Toronto

Academic literature on the topic 'Higher education and state – Ontario – Toronto'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Higher education and state – Ontario – Toronto"

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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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MacLellan, Duncan. "FAITH-BASED SCHOOLING AND THE POLITICS OF EDUCATION: A CASE STUDY OF ONTARIO, CANADA." POLITICS AND RELIGION JOURNAL 6, no. 1 (June 1, 2012): 37–60. http://dx.doi.org/10.54561/prj0601037m.

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This paper examines the political intersection of religion and education in Ontario, Canada, from1840 to 2011. Currently, Ontario is Canada’s most ethno culturally diverse province, and Toronto, its capital city, is one of the most multicultural cities in the world. The issue of public funding of religious education in Ontario has emerged at varying times in the province’s history. In particular, selective Ontario provincial election campaigns are discussed in relation to exploring the degree to which public funding of religious education and religious accommodation emerged as political issues. Social mobilization theory provides a rich and varied conceptual lens through which to examine decisions that have led to the current place of state funding of religious education in Ontario.
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Lim, David W., Helene Retrouvey, Isabel Kerrebijn, Benita Hosseini, Anne C. O'Neill, Tulin D. Cil, Toni Zhong, Stefan O. P. Hofer, David R. McCready, and Kelly A. Metcalfe. "Abstract B020: Does surgical procedure influence psychosocial outcomes after treatment in women with ductal carcinoma in situ?" Cancer Prevention Research 15, no. 12_Supplement_1 (December 1, 2022): B020. http://dx.doi.org/10.1158/1940-6215.dcis22-b020.

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Abstract Objective: Rates of bilateral mastectomy are increasing in women with ductal carcinoma in situ (DCIS). We aim to characterize the trajectory of psychosocial outcomes after surgery in women with DCIS. Methods: We have been prospectively collecting psychosocial data on women receiving surgery for stage 0-III breast cancer at University Health Network in Toronto, Ontario, Canada since 2009. We queried our prospective database to identify all women receiving surgery for DCIS between May 2009 and January 2020. Women completed validated psychosocial questionnaires (e.g. BREAST-Q, Impact of Event Scale, Hospital Anxiety & Depression Scale) pre-operatively, and at 6 and 12 months following surgery. We analyzed the change in psychosocial scores between three surgical procedures (breast-conserving therapy, unilateral mastectomy and bilateral mastectomy) using linear mixed models, controlling for age and sociodemographic factors (e.g. ethnicity, education level, income and marital status). P values < .05 were significant. Results: 89 women with DCIS were identified, with a mean age of 52.4 ± 10.3 years. By surgical procedure, 7 women underwent breast-conserving therapy (8%), 46 underwent unilateral mastectomy (52%) and 36 underwent bilateral mastectomy (40%). Breast satisfaction (-8, P = .03) and sexual well-being (-10, P = .02) scores decreased over time but was not influenced by surgical procedure. Younger women had worse psychosocial well-being scores (-0.5/year, P = .02), with no impact of surgical procedure. There was a significant interaction between surgical procedure and time for chest physical well-being scores (P = .04); women having breast-conserving therapy had better chest physical well-being scores compared with both unilateral and bilateral mastectomy (with no difference between mastectomy groups). Unemployed women had worse chest physical well-being scores (-9, P = .04). There was a significant interaction between procedure and time for distress scores (P = .02); women having unilateral or bilateral mastectomy had higher distress scores before surgery but at 12 months, there was no difference between surgical procedures. Women with a higher annual income (≥80,000$) had higher breast satisfaction (+10, P = .03), psychosocial well-being (+14, P = .004), and sexual well-being (+12, P = .02), and lower distress (-12, P = .004 ) scores than women earning less than 80,000$ per year. There was a significant interaction (P = .01) between procedure and time for anxiety scores; while all surgical groups had mild anxiety scores at baseline, the anxiety scores for both unilateral and bilateral mastectomy groups improved to normal range over time while scores for women having breast-conserving therapy remained mild. Conclusions: Surgical procedure influences chest physical well-being, distress and anxiety scores in women with DCIS. Our data may help inform surgical decision-making for women with DCIS, and highlight a need for identifying women with high distress at diagnosis who may benefit from targeted psychosocial support. Citation Format: David W. Lim, Helene Retrouvey, Isabel Kerrebijn, Benita Hosseini, Anne C. O'Neill, Tulin D. Cil, Toni Zhong, Stefan O.P. Hofer, David R. McCready, Kelly A. Metcalfe. Does surgical procedure influence psychosocial outcomes after treatment in women with ductal carcinoma in situ? [abstract]. In: Proceedings of the AACR Special Conference on Rethinking DCIS: An Opportunity for Prevention?; 2022 Sep 8-11; Philadelphia, PA. Philadelphia (PA): AACR; Can Prev Res 2022;15(12 Suppl_1): Abstract nr B020.
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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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Young, Stacey J. "The Use of Market Mechanisms in Higher Education Finance and State Control: Ontario Considered." Canadian Journal of Higher Education 32, no. 2 (August 31, 2002): 79–101. http://dx.doi.org/10.47678/cjhe.v32i2.183412.

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Marketization has been so liberally applied to understanding higher education finance policy change that it has become a less potent conceptual tool. Through its evolution as a conceptual tool, the relationship between state control and market control has become an either/or proposition. In Ontario, state control over higher education has been strengthened with the use of market mechanisms, particularly as they have been utilized in resource allocation. This article outlines seven major higher education policy changes that make use of market mechanisms while enhancing state control. It is argued that marketization is a compromise between privatization, academic autonomy, and blatant state control in the face of the backlash against government intrusion in western socio- economic life.
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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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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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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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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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Dissertations / Theses on the topic "Higher education and state – Ontario – Toronto"

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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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Boggs, Andrew Michael. "Ontario's Royal Commission on the University of Toronto, 1905--1906: Political and historical factors that influenced the final report of the Flavelle Commission." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=452936&T=F.

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Callahan, Maureen Elizabeth. "Achieving government, community and institutional goals through the measurement of performance : accountability and performance indicators in Ontario colleges and universities /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442505&T=F.

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VanderVennen, Robert E., Evelyn Kuntz Hielema, Bernard Zylstra, and George Vandervelde. "Perspective vol. 14 no. 3 (Jun 1980)." 2013. http://hdl.handle.net/10756/251304.

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Hollingsworth, Marcia, Bernard Zylstra, and Albert M. Wolters. "Perspective vol. 14 no. 4 (Aug 1980)." 2013. http://hdl.handle.net/10756/251303.

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Seerveld, Calvin, Bernard Zylstra, Hendrik Hart, and Roseanne Lopers Sweetman. "Perspective vol. 14 no. 6 (Dec 1980)." 2013. http://hdl.handle.net/10756/251301.

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Carlson-Thies, Stanley W., and Mary Gerritsma. "Perspective vol. 11 no. 4 (Jun 1977)." 2013. http://hdl.handle.net/10756/251324.

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Sweetman, Roseanne Lopers, Henriette Thompson, Bernard Zylstra, and Robert E. VanderVennen. "Perspective vol. 15 no. 1 (Feb 1981)." 2013. http://hdl.handle.net/10756/251300.

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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.

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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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Fernhout, Harry, Bruce J. (Bruce James) Clemenger, Gayle Postma, and J. Klein Reinder. "Perspective vol. 25 no. 1 (Feb 1991)." 2013. http://hdl.handle.net/10756/251285.

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Books on the topic "Higher education and state – Ontario – Toronto"

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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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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Rae, Bob. Ontario: A leader in learning; report & recommendations. [Toronto: Ministry of Training, Colleges and Universities], 2005.

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Rae, Bob. L' Ontario: Chef de file en éducation : rapport et recommandations. [Toronto: Ministère de la formation et des collèges et universités], 2005.

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Book chapters on the topic "Higher education and state – Ontario – Toronto"

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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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