Professional development

This document describes a study undertaken to evaluate the impact of using simulation to educate police officers about mental illness and about how to respond effectively to common critical incidents involving mentally ill persons. The study involved focus groups, surveys, and a scale that measures opinions about mental illness.

This document is part of a project undertaken to collect information and stories about teaching and learning practices in adult literacy. It is a compilation of all the articles that are part of the Stories from the Field project.

This training guide is designed to help an organization’s staff and volunteers find the best way to serve customers with disabilities. The term customer is defined broadly as someone who calls to inquire, walks in the door, or who deals with the organization on any given day.

The guide begins with a definition of disability as described in both human rights and workplace legislation.

This paper describes the experiences of a university researcher and five teachers from a school district in Newfoundland and Labrador as they planned and implemented a Problem-Based Learning (PBL) science curriculum. In PBL, the teacher acts as a facilitator as students, working individually or in small groups, find workable solutions to problems.

This research study uses a process of case inquiry to examine the ability of students in an education program at an Ontario university to link abstract theory to the future demands of ethical professional practice.

This paper is part of Stories from the Field, a research project that investigates the principles and practices that best support both the learning and teaching of literacy. It celebrates three extraordinary women, each of whom, in her own way, is a literacy cartographer, charting new and innovative landscapes in adult literacy in Alberta.

In 2013, Canadian Literacy and Learning Network (CLLN) coordinated a large-scale labour market study of Literacy and Essential Skills (LES) workers to get a comprehensive picture of who is working in the field. The ground-breaking study of paid LES workers included instructors, coordinators, assessors, program managers, supervisors, and administrators.

In 2010, the Canadian Language Benchmarks (CLB), a descriptive scale of ability in English as a Second Language (ESL), was revised to make it clearer and more usable.

This document is the first part of a kit that provides background information for in-service training on the revised CLB for instructors working in programs funded by Citizenship and Immigration Canada.

This study describes how the authors helped three elementary mathematics teachers overcome barriers to professional development.

This paper describes the first phase of Getting Online (GO), a national project funded by the Office of Literacy and Essential Skills (OLES), Human Resources and Skills Development Canada (HRSDC), to explore the experiences and expectations of adult literacy workers with regard to online professional development.