This paper is written in response to two BCPSEA (British Columbia Public School Employers' Association) documents: (1) "Teacher professional development: A question of development, growth and currency." From the series of BCPSEA papers "Perspectives in Practice."…

Literature on leadership and change suggests that leaders help drive and sustain first- and second-order change and that they help to motivate people towards a vision based on common values; therefore, leaders do need to be prepared for significant responsibility. Leaders should ask, what "grand narrative" are today's leaders, this…

Argues that adopting a metacritical stance and examining the dialogue between text and audience will result in a better understanding of how Canada's cultural and intellectual contexts shape the interpretive act, and how this dialogue constructs the public meaning of literary works. (RAE)

This article presents the readers' views on questions about the length of time children are in child care arrangements. For Ken Weslake of Australia, in an ideal world children would be happy at home interacting within a family dynamic. He argues that it is not a question of how long as much as a question of: why they are there?; What are they…

Responds to Mahoney and Lyddon's review in previous article and notes that it clarifies differences between rationalist and constructivist approaches to cognitive theory. Asserts that principles of constructivist therapy are highly consistent with principles of experiential therapy. (NB)

Responds to view expressed by Wittmer in previous article concerning doctoral programs in counselor education seeking accreditation review by Council for the Accreditation of Counseling and Related Education Programs rather than by the American Psychological Association. Asserts no single response to affiliation-accreditation issue will suit all…

Comments upon Claiborn and Lichtenberg's "Interactional Counseling" (1989). Claims the problem with their article is the initial premise; contends that theoretical integration and its counterpart eclecticism are not admirable. Notes that progress in human interaction research has been made in proportion to the researcher's specificity.…

Reacts to commentary by Otto and Atkinson concerning MacEwen and Barling's 1991 article on effects of maternal employment experiences on children's behavior. Argues that analyses reported in original article did appropriately test hypotheses outlined in paper and that conclusions were appropriate and substantively similar to conclusions presented…

The February 7, 2005 report by the Honorable Bob Rae--"Ontario: A Leader in Learning"--focused national attention, at least fleetingly, on a matter of prime importance to Canada's future: vulnerable state of higher education in this country, a subject that has, unfortunately, largely escaped serious public discussion. Although Mr. Rae, a…

Reviews various methods of teaching literature and proposes that response to literature be an element in the teaching of literature. Considers the role of the teacher in a response-centered classroom and how to create a classroom environment that will encourage interpretation and response to literature. (SRT)

Asserts that students engage--successfully or unsuccessfully--in dialogues with the curriculum as well as with their texts. Discusses the nature of that dialogue, and the relationship between a reader and the written text. Concludes that the reading dialogue is a vital aspect in the child-curriculum encounter. (MM)

Discusses several issues concerning literature for young people in Canada, including lack of originality and the price of books. (DF)

The choice between the fusion of literature and life and a pedagogy of engagement, on the one hand, and the separation of literature and life and a pedagogy of detachment, on the other, is a painful one. Philosopher of education James Gribble would rather risk some form of aestheticism than allow that a great work of literature could be viewed in…

Provides a background of response theory, two Canadian perspectives on response theory, a description of transactional response theory and response-centered curriculum, a discussion of the concepts of participant and spectator roles in literature and of the idea of narration and storying as literature, and a discussion of analysis and criticism.…

Discusses early experiences of children with literature, and the development of and growth in their response to literature. Argues for a response-centered, rather than criticism-centered, curriculum. (SRT)