This study sheds light on how large-scale school fundraising efforts differ according to locations in unequal and segregated cities, putting a greater burden on schools in under-resourced areas. In particular, we compare the large-scale fundraising campaigns of two high schools in contrastingly unequal urban neighbourhoods in one of Canada's prairie provinces. We apply critical space analysis to compare their respective communities, actors, strategies, discourses as well as time. Our comparison indicates that unequal levels of community wealth led to inherently uneven processes, with a greater and more prolonged fundraising burden on schools in low-income and under-resourced areas. We conclude by discussing how these large-scale school fundraising inequities constitute new structural inequities, symbolic domination, and spatial violence.

While there is now an extensive literature related to the internationalization of post-secondary education in Canada, developments within K-12 public schooling have received much less attention. This article explores recent developments in international education in Canadian public school systems, with specific attention to developments in Manitoba. In doing so it argues that these developments incorporate three distinct policy interests – trade, immigration and education – resulting in strong federal influences on provincial education policies and practices. The article examines two major international education initiatives: the recruitment of international students; and, the establishment of affiliate school agreements overseas. It argues that these recent developments reflect a particular notion of “the internationalization of public schooling” where a historical notion of “international education” as a learning-focused concept has been supplanted by an economic and market-driven notion that has trade and immigration considerations as its primary interests.

This chapter examines the concepts of multicultural and antiracist teacher preparation, drawing upon a literature that is for the most part non-Canadian. It looks specifically at one small 'project' — The Winnipeg Education Centre — which was developed at the University of Manitoba. This programme, while in many ways marginalized within the university, appears to offer much by way of illustration of what a Canadian antiracist teacher education might look like. Antiracist education requires that teaching be conceived as a political and moral activity before it is regarded as a technical or vocational one. Critical reflection on the role of faculties of education is not usually a part of the formal curriculum nor are substantial considerations of the political and moral role of teachers. The Winnipeg Education Centre (WEC) is the only multicultural, multiracial, and multiethnic teacher-education programme in Canada.

This study examines the changing style, scale, and scope of raising private funds to provide resources for public schools. In particular, we focus on school fundraising, especially the role of discourse in scaling up school fundraising practices to facilitate education privatisation. Drawing from Stephen Ball's policy sociology, and employing Maarten Hajer's discourse analysis approach, we analyze a multi-million dollar fundraising campaign in one secondary school in a Canadian province. Our analysis shows how a discourse-coalition has emerged around Public Private Partnership Fundraising (PPPF) to legitimise an increasingly privatised effort to fund school infrastructure. In conclusion, we raise questions about the problematic nature of large-scale school fundraising, specifically, its impact on inequality between schools with different levels of community wealth.

This article provides an initial theoretical discussion of some student and instructor narratives from an action research project in a preservice secondary English methods course. The course attempted to take up a concern for promoting dialogue around race, class, and gender within a notion of curriculum as the construction of culturally significant domains for conversation. Particular attention is focused on the planned debriefing session immediately following the pre service students' first practicum experience, seen as an important opportunity for bridging theory and practice. The paper draws attention to the complexities and tensions for students and instructor a like during these debriefing sessions. The article discusses an expanded role for the instructor within the constraints and possibilities of the debriefing session as one discursive site in the conceptualization of any program-wide age and for multicultural teacher education.

The purpose of this research was to manipulate the component of confidence found in Keller's ARCS Model to enhance the confidence and performance of undergraduate students enrolled in an online course at a Texas University. This experiment used SAM Office 2003 and WebCT for the delivery of the tactics, strategies, confidence-enhancing e-mails (GEE), and course content. The students were trained to use the Microsoft Access database program for 5-and-one-half weeks. The results indicated that the treatment group showed no statistically significant gains over the control group for the variable of learner confidence. The treatment group did statistically significantly better than the control group on the posttest.

The purpose of this research was to manipulate the component of confidence found in Keller’s ARCS Model to enhance the confidence and performance of undergraduate students enrolled in an online course at a Texas University. This experiment used SAM Office 2003 and WebCT for the delivery of the tactics, strategies, confidence-enhancing e-mails (CEE), and course content. The students were trained to use the Microsoft Access database program for 5-and-one-half weeks. The results indicated that the treatment group showed no statistically significant gains over the control group for the variable of learner confidence. The treatment group did statistically significantly better than the control group on the posttest.

The goal of this research is to develop an unconstrained reconfigurable programmable array antenna. The concept is to build microstrip patch antenna arrays using individual controllable pixels. A 16 by 16 array of mechanically actuated pixels has been constructed. Air gaps exist in the ground plane, substrate, and conductor layer. This prototype is controlled through software to build an array of microstrip antennas. A set of feed lines and antennas can be created in any pattern within milliseconds. The Software Defined Antenna was used to build a single patch antenna and an array of 2 patch antennas fed by a feed network. Radiation pattern and gain measurements were performed. The gain is consistent with that of standard microstrip patch antennas (5 to 7 dBi).

Drawing on Gideonse’s (1993) distinction between political, institutional, and professional modes of governance, this article examines changes in the governance of initial teacher preparation in Canada over the last three decades. With data collected from a review of provincial documents and key informant interviews, the article uses Quebec, Manitoba, and British Columbia as case studies to illustrate how provincial governments, universities and their faculties of education, and the teaching profession have been able to exert their influence on the preparation of teachers. The article argues that each of these players constitutes a legitimate partner in initial teacher education, that each partner brings to the governance of initial teacher education varied core values and interests, and that diverse provincial governance arrangements reflect varied accommodations of these values and interests that have implications for how teacher professionalism and teachers’ work is being constructed.

This study examined three ways in which instructional designers may create a more efficient learning environment through a better understanding of multimedia learning. First, by using the theories of multimedia learning, we examined a more efficient use of sensory memory. Secondly, the multimedia effect, defined as using visual helps and guides with spoken and written text, was shown to assist working memory in processing new information into existing schema. Last, by using the personalization principle set forth by Clark and Mayer (2008), we will use both the video feed and multimedia together to foster a more social or conversational presentation to the learner.