Presents the results of research carried out with 162 fifth grade students who visited a museum. Students were divided into two groups: those receiving a guided tour and those receiving personal guides. Attitudes toward social science and museums were measured. (RB)

Teachers in a rural Canadian school were surveyed about their perceptions of the characteristics of disadvantage. Teachers saw disadvantaged students as environmentally deficient children. (RB)

Study conducted in 1985 involved a sample of male and female teachers in Quebec, Canada. The study provides insight into the use of microcomputers in Quebec schools. Study underscored inequalities in the distribution of computers based on school size, town population, and administrative region. (RB)

Discusses computer applications for language instruction. Endorses a transactional model of language learning and defines a paradigm for computer use. Stresses a process orientation rather than the product orientation of other models. (RB)

A responsive model of evaluation was used for program evaluation in a French-speaking university. Two objectives were addressed: determining the local utility of the program being assessed and identifying the advantages and limits of the model and comparing them to those reported in the literature. (RB)

Thirty-three College of Education professors at the University of Saskatchewan were surveyed to determine their expectations and perceptions of and attitudes toward student writing. Results indicate that professors complained more about lack of student ability in the argumentative mode than student errors in syntax and mechanics of writing. (TJH)

Various components of the teaching success of 50 University of Lethbridge Teacher Education Program graduates were related to their performance as students in the program. A definite relationship existed between teaching success and success in the program but not between teaching success and individual program components. (SB)

The article comments on the teacher's fundamental role as a philanthropist and describes the basic characteristics of the philanthropist role. It also comments on the place of values education in the teacher education curriculum. (Author/SB)

Summarizes the immediate and long-range effects of two classroom treatment programs on the academic achievement and nonattending behaviors of elementary school boys. Compares the teacher-training method and the direct intervention method of implementing management strategies in regular classroom settings. (SB)

Describes philosophy of education components of Canadian teacher education programs in terms of: what constitutes philosophy of education; how it relates to educational theory; how relevant it is to other elements of teacher education; how much time is allotted to it; and how often it is a required subject. (SB)

The article examines the traditionalist, conceptual-empiricist, and reconceptualist views of curriculum. It gives a framework for examining the underlying teacher intentions, teaching theory, and teaching models of teacher education programs that reflect those views. (SB)

Describes five proposals for coping with the immediate problems of declining need for teachers. Notes the difficulties of applying management principles more appropriate to periods of expansion. Proposes four scenarios for negotiating cutbacks in teacher education that reflect initiative by the profession and a professional response to current…

Distinguishes between functional and elective illiterates and attempts to explain the extent and causes of elective illiteracy in Canada. Describes a model of reading activity that confirms expected bivariate associations between elective illiteracy and education, settlement type, language, age, and occupation but reveals three complicating higher…

Examines secondary education for Franco-Ontarians from 1845 to 1968, when Ontario's French secondary schools were established, and from 1968 to the present. Compares student, teacher, and parent perceptions of services offered by mixed and French secondary schools, noting sizable differences between the two. Identifies further research areas. (SB)

Discusses redirecting research on teaching from an emphasis on how classrooms function to why they function in particular ways, based on a reformulation of the concept of "paradigm" as applied to teaching. Suggests two strategic areas for investigation of functional paradigms. Addresses the issue of perpetuating established paradigms. (SB)