Lorraine Godden

Carleton University · Teaching & Learning Services

The purpose of this project was to determine the number of school board Literacy and Basic Skills (LBS) programs offered in the province of Ontario, investigate the nature of the referral processes within their non-credit and credit programs, and examine how adult learners enrolled in LBS programs are supported in credit programs or assisted to tra...

Wellbeing within organizational contexts has become an international research and practice priority. Often, this work focuses on consequences of a lack of wellbeing in the workplace, especially as connected to ongoing improvement and change in work cultures. In this chapter, the authors outline a complementary research approach that highlights and...

This chapter describes the hermeneutic phenomenology approach. Hermeneutic phenomenology reflects the foundational philosophies of both hermeneutics (the art and science of interpretation and meaning) and phenomenology (the study of experience as it is lived and structured through consciousness). Hermeneutic phenomenology as a research methodology...

An examination of how are adult learners supported in their learning and achievement (e.g., career pathway planning, PLAR, etc.) through A&CE credit programs across the province of Ontario.

This is a province-wide study of adult and continuing education (A&CE) credit programs in Ontario to investigate how they support the learning and achievement of adult learners. The overarching research question for the study was: How are adult learners supported in their learning and achievement (e.g., career pathway planning, PLAR, etc.) through...

Adult education (AE) provides flexible programs and supports to help adults meet a variety of educational goals including: language training, high school diploma completion, accessing postsecondary education, career transitions, and employment skills training. Typically, AE learners include vulnerable and transient populations that may not have exp...

The Coalition Model for Professional Development (CMfPD) was created to develop capacity in a network of adult and continuing education (A&CE) staff from eight district school boards in the eastern Ontario region in Canada. The CMfPD had three main components: 1) a collaborative structure, 2) continuous learning and 3) a culture of care. Interviews...

This chapter documents the exemplary leadership and collaboration demonstrated by the Eastern Regional Partnership for Adult Education (ERPAE) during their implementation of the Ontario Ministry of Education Adult Education Strategy (AES; 2014), over the course of a three-year period. During the execution of the AES, researchers collected data to d...

This research showcases activities undertaken during the Ministry of Education (2017) Adult Education Strategy (AES), in a region of Ontario, Canada. Researchers collected data from eight pilot projects in adult education in the final year of the three-year AES. The research team collected data from field notes, generative products, photographs, pa...

This chapter highlights the continued struggles faced by Canadian youth in their transition from school to work. In July 2016 the unemployment rate for youth (aged 15–24) in Canada stood at 13.3% compared to the general unemployment rate of 6.9%. Many young people under the age of 30 who are employed are working in increasingly precarious condition...

In this article, we propose a framework for understanding career guidance policy. We use a systems theory approach informed by Gramscian theories of politics and power to make sense of this complexity. Firstly, we argue that career guidance policy is made by and for people and that there is a need to recognise all of the political and civil society...

School-to-work (STW) pathways and transitions are key developmental processes in young adulthood. During this time, young adults face multiple choices and challenges. Young Adult Development at the School-to-Work Transition describes pathways for students to successfully transition to the work environment. The book examines social, economic, cultur...

Article Info School administrators are expected to undertake a variety of roles and responsibilities with regard to facilitating the ongoing professional development of teachers in their schools. Administering formal or informal mentoring initiatives is a typical strategy employed for supporting early career teachers [ECTs] as they adjust to school...

Through a qualitative hermeneutic phenomenological study, I examined the intersection of document analysis, sensemaking and policy implementation, that revealed rich descriptions of situated policy contexts and nested working practices where policy actors from Ontario, Canada, and England, UK, translated and used career guidance policy documents. T...

IAEVG Bratislava Conference Proceedings

This is Guest Editorial for the special issue of the International Journal of Mentoring and Coaching in Education (IJMCE) which aimed to examine potential benefits, challenges and implications of mentorship and coaching as supportive structures for the well-being of educational professionals and students in a variety of educational contexts, includ...

This monograph provides guidance to Adult Education professionals who wish to undertake similar innovative work using an Action Research approach.

Early career teachers (ECTs) are situated in a dynamic contextual landscape that both influences their development and practice and dictates professional expectations for instruction and professional learning. This systematic review of international research literature sought to establish the understanding of teacher induction and mentoring program...

Purpose The purpose of this paper is to explore the impact that mentoring has on Canadian early career teachers’ (ECTs’) well-being. The authors describe findings from a pan-Canadian Teacher Induction Survey ( n =1,343) that examined perceptions and experiences of ECTs within K–12 publicly funded schools, with particular interest in retention, care...

Youth unemployment remains an epidemic across Canada and internationally (Bălan, 2014; Canada 2020, 2014; Choudry, Marelli, & Signorelli, 2012; Crisp & Powell, 2017; Foster, 2017; Versnel et al., 2011). Canadian youth are more likely to be unemployed than the general population (Government of Canada, 2016). Unstable economic climates worsen the sit...

Year 3 report of the Adult Education Strategy in Ontario, Canada.

Report from year three of the Ontario Adult Education Strategy

H ow is effective Adult Education (AE) positioned to respond to the diversity of prior life and academic experiences of students through personalized counseling, differentiated programming, and connections with community supports? Displaced workers, adults seeking new jobs or career paths, newcomers in Canada trying to navigate new school systems,...

The purpose of this study was to describe the design and evolution of a unique and successful Master of Science program in anatomical sciences at one Canadian post‐secondary institution and to evaluate its long‐term impact on student learning. This program prepares students to teach anatomy and design curricula in the anatomical sciences and is str...

The high teacher attrition rates have caught the attention of policy makers and educational leaders at the international arena: in many countries, teachers abandon the profession in their first two to five years, feeling depressed and discouraged. Despite the persistence of this phenomenon for almost two decades, no recent pan-Canadian statistics o...

Our internationally focused, systematic review of research literature explored a variety of contextual factors that affect experiences of beginning teachers and how these factors are addressed in the programs of support for new and beginning teachers. The transition and socialization processes that accompany early-career teachers, as well as effort...

This report details our recent systematic review of international research literature on formal programs of support for beginning teachers. In particular, this review sought to establish the understanding of formal and programmatic support provided to beginning teachers through the following research questions: 1. Which nations and regions are rep...

As conceptions of academic development expand to encompass a more diverse and flexible set of supports, traditional approaches to evaluation, including impact studies of formal programming, become insufficient. A program may appear ineffective when evaluation ignores additional supports that interact to counteract implementation or alternatively sa...

Background: The current global cohort of youth has been called ‘a generation at-risk’, marked by a dramatic rise in youth who are not in employment, education or training programmes. In 2010, youth were three times as likely as adults to be unemployed, with youth unemployment worsening in 2012 and 2013. Accordingly, there is an urgent need to exami...

Graduate students teach within the complex higher education environment of financial constraint, greater student diversity, and growing graduate enrolment (e.g., Austin, 2003). Teaching roles offer financial support and skill development while multiplying responsibilities (Price, 2008). Across the national working papers and institutional reports,...

The transition from school to the workplace has been identified as challenging for at-risk youth who have already disengaged from learning and feel disenfranchised in the context of school. Work-based education (WBE), including cooperative education, has been recognized in recent years as an effective strategy for enabling at-risk youth to re-engag...

The global economic downturn and high youth unemployment have created a challenging context for Ontario secondary-school teachers to meet the compulsory half-credit career studies course objectives intended to support school-to-work (STW) transition. Bronfenbrener's (1979) ecological systems theory provided a clear framework to examine influences a...

This paper takes inspiration from the work of Peter Elbow, who in his 1998 text Writing Without Teachers, described writing as a process of growing and cooking. As I read Elbow’s representations, I was struck by the similarity between learning to write and becoming a novice researcher. Elbow explained how each writer’s growth cycle would be individ...

Purpose – The purpose of this paper is to describe a qualitative action research study into the collective experiences of establishing a mentoring culture within a research triad consisting of a university professor together with a doctoral student and a master's level student who served as research assistants (RAs). This paper documents a process...

Over the past two decades, the phenomenon of teachers abandoning the profession has been noted internationally, and has increasingly caught the attention of policy makers and educational leaders. Despite this awareness, no pan-Canadian statistics or comprehensive reviews are available. This paper reports on the exploratory, pan-Canadian document an...

This report outlines an exploratory, pan-Canadian document analysis study that examined: (a) the organization and mandates of teacher induction programs in each jurisdiction; (b) the role of mentorship as an aspect of teacher induction programs in each jurisdiction; and, (c) the mandated roles, duties, and responsibilities of school administrators...

The Organisation for Eco-nomic Cooperation and Develop-ment (OECD) proposed that policies to address high youth un-employment should include bet-ter matching between the skills acquired at school and those needed in the labour market (OECD, 2011). This analysis, uti-lizing Cohen's (2001) conceptual sense-making model, examined two guidance and care...