The Ontario Ministry of Education conducted case studies of the testing programs in nine selected school districts. Results are presented in narrative form on the major study questions: testing program development and organization, the tests administered, uses of test results, and perceived role of the ministry in evaluation programs. (SJL)

The purpose of this paper is to argue that the term "multicultural education" has obtained no single, universally acceptable meaning. Instead it is possible to delineate several different interpretations of the concept, each of which carries with it an explicit or implicit vision of Canadian society. (Author)

The purpose of this paper is to describe and to evaluate an in-service workshop in family life education presented by the author in Calgary, Alberta, and to identify some of the implications of this experience for other in-service education for family life educators. (Author)

The teacher who treats students equally will find that they progress at very different rates. But if the objective is to bring students to a common achievement level, it is necessary to treat them in unequal ways. Solving this paradox requires a definition of public schooling's purpose. (Author/SJL)

The author questions the value of practice teaching, asserting that student teachers occupy a marginal position within the school, having neither the authority nor the knowledge of group rituals needed to legitimatize them in that community. Experiencing such marginality can be stressful and deflating to the self-concept. (SJL)

This paper summarizes some of the developments which have occurred since the 1960s in gifted child education and teacher training for the gifted. Discussed are the major types of programs which have evolved and their underlying assumptions, debates in the field, and estimates for the future. (Author/SJL)

Distinguishing between two types of test questions, constructed-response (essay/completion) and selected-response (multiple-choice/true-false), the author considers both in relation to the specificity of learning outcomes being tested, the use of criterion or norm-referenced measurement, and the formative or summative nature of the evaluation.…

Commenting on the preceding article, pages 8-13 of this journal issue, the author critiques Mason's assessment of the utility of selected-response and constructed-response test questions. (SJL)

The author replies to Marx's critique of his essay, "Test Purpose and Item Type," which appears on pages 8-13 of this issue of "Canadian Journal of Education." For Marx's comments, see pages 14-19. (SJL)

In analyzing the political economy influencing Canadian schooling and psychology, the author finds that Canadian teachers and psychologists have abdicated their leadership role to those, both foreign and domestic, who know less than they do about Canadian educational needs, but who seem to have greater power and prestige. (SJL)

This article describes the development of Canada's federal policy on bilingualism and multiculturalism and discusses some of the ethnic myths prevalent in Canadian society concerning the order in which the groups immigrated to Canada, the size and cohesiveness of each group, and the oppressiveness of British predominance. (SJL)

The purpose of this article is to briefly review recent findings on Ontarian French; to refute claims that it is not an authentic French dialect; and to examine some of the implications these findings may have for French language instruction in Ontario. (Author/SJL)

The author seeks to refute the narrowly behavioralistic image of Competency Based Teacher Education (CBTE) and proposes an atypical CBTE program, combining both cognitive and behavioral competencies, as a model for Canadian teacher education. The research and planning necessary to achieve this model are outlined. (SJL)

History is one of the two required disciplines in the University of Victoria program at Matsqui Institution, a program built around the encouragement of moral education in prisoners. This paper attempts to assess the contribution the study of history can make to such a process. (Author/SJL)

The Science Teacher Education Project (STEP) was the first major curriculum development project to be concerned with teacher education in Britain. Its intent was to help the young teacher understand his role in the classroom and to develop his teaching skills. Discloses the reactions of teachers at the Annual Conference of the Canadian Society for…