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The province of New Brunswick is growing its population through immigration and retention strategies of newcomers to grow and stabilize its economy. Many communities, traditionally unaccustomed to such growth, are now experiencing a rapid shift in their ethnocultural populations. This report is based on a case study research conducted in three rural New Brunswick schools in three closely connected communities. Each school is confronting their own issues with the shift in their student demographics, but all share common strengths and challenges. The researchers identified four main intersecting themes, each connected to a sub-theme. They found that: 1). Newcomer students are striving hard to learn and live in an English culture; 2). Newcomer students are working to belong in their school through finding Canadian-born friends and allies; 3). Educators and newcomer students are mindful that deficit thinking hinders language and verbal communication; and 4). Stereotypical perceptions about new immigrants taking jobs away from New Brunswickers are pervasive and consistent in the schools and communities that were studied. As more newcomers arrive in the province, the researchers advocate that educators and school leaders need more knowledge and support for working with newcomer students and families. Further, deeper conversations about stereotyping and racism will need to occur to effectively eradicate the negative perceptions about immigrants and immigration in the province.

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Teacher federations are often criticized as “roadblocks” to educational change. It is arguable, however, that their advocacy work has been paramount in securing safer return to school conditions across Canadian Educational jurisdictions. Utilizing Carter et al. (2010) framework of union responses to changing policy environments, this paper draws on publicly available documents and social media posts from March through to October of 2020 to examine the ways in which teacher unions in various Canadian contexts have responded to the issue of school reopening plans amid the COVID-19 pandemic. In particular, the paper analyzes the extent to which Canadian teacher unions have been able to move into the realm of union renewal as a means of building internal capacity and developing external networks to strengthen their public advocacy work.

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While international student mobility has received much examination, intranational student mobility is a lesser-studied area. Data shows that residents of the four Easternmost Canadian provinces are more likely to travel outside of their home province to undertake university studies than other Canadians. Beginning in the mid-1990s, Memorial University of Newfoundland experienced a near ten-fold increase in the enrolment of students from the three nearby Maritime provinces. Previous study of this enrolment trend indicated that the increase was partially driven by Memorial’s lower tuition fees. Guided by the conceptual lenses of student choice frameworks, tuition price sensitivity analyses, and student migration studies, this study was carried out to examine the persistence and graduation rates of the 2010 Maritime student cohort, where they resided following their university studies, and factors influencing their decisions to stay or leave Newfoundland and Labrador. This research primarily relied on university administrative records and participant survey responses. The results showed that almost 40% of the 2010 Maritime student cohort had dropped out two years after their initial enrolment at Memorial and by the sixth year, their graduation rate (45%) was far below the overall graduation rate for Canadian students in undergraduate degree programs (74%). In addition, almost 78% of those who were successfully surveyed in autumn 2020 were no longer residing in Newfoundland and Labrador. While there are limitations to the interpretation of the results, they raise important questions about tuition fee polices and their connection (or not) to population growth.

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In this article we report findings from a review of universities’ academic integrity policies in Ontario, Canada. The research team systematically extracted, reviewed, and evaluated information from policy documents in an effort to understand how these documents described contract cheating in Ontario universities (n = 21). In all, 23 policies were examined for contract cheating language. The elements of access, approach, responsibility, detail, and support were examined and critiqued. Additionally, document type, document title and concept(s), specific contract cheating language, presence of contract cheating definitions and policy principles were reviewed. Findings revealed that none of the universities’ policies met all of the core elements of exemplary policy, were reviewed and revised with less frequency than their college counterparts, lacked language specific to contract cheating, and were more frequently focused on punitive rather than educative approaches. These findings confirm that there is further opportunity for policy development related to the promotion of academic integrity and the prevention of contract cheating.

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We compared school-immigrant family-community collaboration practices based on the six dimensions of Epstein’s influence model (2001). These three groups of stakeholders (N = 54) participated in this study by answering a questionnaire on their collaboration practices. Kruskall-Wallis analyses revealed a notable difference between the three groups with regard to decision-making practices and at-home learning. A positive correlation was found between the number of years of teaching experience in the school and communication, volunteering, parenting, and decision making, as well as between the child’s grade level and parenting. Results show that although the collaboration practices followed Epstein’s involvement theory, they remained weak, with no significant difference between the three groups in terms of their use. Our findings are discussed in light of recent literature and their practical implications and avenues for future research are proposed to better understand and improve the conditions favoring school-immigrant family-community collaboration.

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An increase in the number of Indigenous teachers and education administrators is an important way to help improve Indigenous educational outcomes. However, while Indigenous teacher education programs in western Canada are registering increasing enrolments, master of education programs that prioritize Indigenous perspectives and pedagogies are rare in Canada. Using conversational method, this study examines experiences of six Indigenous students in a community-based master of education program that is a first of its kind in western Canada. The program is delivered by an Indigenous institution in partnership with a public university. The study is grounded in an Indigenous paradigm, namely, the Nehinuw (Cree) concepts of teaching and learning. Content analysis of data revealed five themes and sub-themes: (a) self-doubt; (b) a feeling of guilt as a result of family-work-school conflict; (c) self-advocacy; (d) re/connection with self, culture, and heritage; and (e) professional transformation. In general, a master of education degree is a requirement for educational administration positions including vice principal, principal, and superintendent. Understanding and acting upon the kinds of strategies that could enhance the success of Indigenous students in graduate programs is a key policy step in addressing the existing gaps in educational attainment between Indigenous and non-Indigenous Canadians.