This book is about the tumultuous and even passionate relationship between New Education and Educational Sciences, which are regarded as an inseparable «couple», intrinsically linked and surprisingly fruitful. Yet they remain irreconcilable and are mutually contradictory in a number of their elements and characteristics. Do Educational Sciences offer a scientific base or ideological support for New Education? Do the numerous new educational initiatives and reforms provide a «laboratory» for Educational Sciences or alternatives to the new scientific paradigms? Is this at the risk of their merging? And what is the price of these tensions? Specialists in the history of Educational Sciences and New Education from various geographical, cultural and disciplinary horizons explore the complex links between this powerful reforming movement and the nascent disciplinary field that emerged during the first half of the 20th century. Cet ouvrage analyse les relations tumultueuses - passionnelles même - de l'Education nouvelle et des Sciences de l'éducation: un couple indissociable - intrinsèquement lié et d'une étonnante fécondité - autant qu'inconciliable, nombre de leurs présupposés et caractéristiques se contredisant mutuellement. Les Sciences de l'éducation offrent-elles la base scientifique ou l'appui idéologique de l'Education nouvelle ? Les nombreuses expériences et réformes éducatives constituent-elles des laboratoires des Sciences de l'éducation ou des alternatives aux nouveaux paradigmes scientifiques ? Au risque de leur fusion ? Au prix de quelles tensions ? Des spécialistes de l'histoire des Sciences de l'éducation et de l'Education nouvelle d'horizons géographiques, culturels et disciplinaires divers explorent les rapports complexes entre ce puissant mouvement réformiste et le champ disciplinaire naissant durant la première moitié du 20e siècle.

This book proposes a method to evaluate the work of teachers acting in a very specific educational context: graduate programs at higher education institutions. There are many publications on the field of measurement and evaluation of teaching practices, but these studies are usually conducted at the undergraduate level and ignore the nuances of teaching practices at the graduate level. Should professors demonstrate the same skills when they teach in undergraduate programs as they do when they teach in graduate programs? Is it appropriate to use the same assessment tools both at the undergraduate and the graduate levels? Do the teaching practices evolve the same way at the graduate and undergraduate levels? The book intends to answer these questions by introducing a methodological approach to find the relevant variables that are the foundation of professional practices at the graduate level as determined by the scientific community and through the analysis of the stakeholders’ perceptions. The proposed methodological approach combines quantitative and qualitative research techniques to identify and explain, within a mixed-method framework, the most important factors that lead to teaching quality at graduate level. Therefore, How to Evaluate Teaching Practices in Graduate Practices will be a valuable resource for students, university professors and educational administrators interested in quality assurance processes in higher education institutions.

This gold standard Canadian text prepares and inspires nursing students to become engaged with and respond to the latest and most vital professional, legal, ethical, political, social, economic, and environmental issues affecting Canadian nurses. The chapters, by the most influential scholars throughout Canada, explore a broad range of current issues including but not limited to the Canadian health care system, the nursing shortage, professional organizations, nursing research, nursing education, workplace realities, and societal challenges such as nursing in First Nations communities. As a unique emphasis, the authors fundamentally believe students who understand nursing issues are in the best position to make significant contributions to their resolution. In that vein, the authors critically analyze the tensions and contradictions that exist between nurses’ legislated authority to self-regulate and the changing nature and realities of nurses’ work while inspiring more nurses to influence decision making in professional associations, collective bargaining units, government, and workplace. Realities of Canadian Nursing: Professional, Practice, and Power Issues by Marjorie McIntyre and Elizabeth Thomlinson does more than provide an outline of nursing issues. This gold standard Canadian text prepares and inspires nursing students to become engaged with and respond to the latest and most vital professional, legal, ethical, political, social, economic, and environmental issues affecting Canadian nurses. The chapters, influenced by the most influential scholars throughout Canada, explore a broad range of current issues including but not limited to the Canadian health care system, the nursing shortage, professional organizations, nursing research, nursing education, workplace realities, and societal challenges such as nursing in First Nations communities. As a unique emphasis, the authors fundamentally believe students who understand nursing issues are in the best position to make significant contributions to their resolution. In that vein, the authors critically analyze the tensions and contradictions that exist between nurses’ legislated authority to self-regulate and the changing nature and realities of nurses’ work while inspiring more nurses to influence decision making in professional associations, collective bargaining units, government, and workplace. This successful text includes the latest and most vital professional, legal, ethical, political, social, economic, and environmental issues affecting Canadian nurses. Chapters by the most influential leaders in Canadian nursing explore a broad range of current issues including the Canadian health care system, the nursing shortage, professional organizations, nursing research, nursing education, workplace realities, and societal challenges such as nursing in First Nations communities. Emphasis is on the process of articulating issues and devising strategies for resolution.

Previously, key levers of higher education have seemed to be the learning organization, work-integrated learning for life-long learning, and learner-centered pedagogy. However, funding evolution and the integration of digital tools are changing professional styles and learning behaviors. Nonetheless, the sustainability of higher education requires quality agreement based on ethical, robust, and replicable pedagogical approaches. The Handbook of Research on Operational Quality Assurance in Higher Education for Life-Long Learning is a comprehensive scholarly book that focuses on the evolution of the education framework and job market as well as necessary changes needed in organizations to reply to life-long learning and competency-based training initiatives. Highlighting topics such as digital environment, e-learning, and learning analytics, this book is essential for higher education faculty, managers, deans, professionals, administrators, educators, academicians, researchers, and policymakers.