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The purpose of the paper is to examine the conceptions of Chineseness and the perceptions of China in Ontario's High School History Curriculum from 1945 to the end of the 1980s.

The paper examines the syllabus and textbooks in the period that were taught in schools in Ontario. Curriculum guidelines and documents published by the Ontario Department (later Ministry) of Education were studied, as well as the Circular 14, which lists the approved textbooks from which the textbooks where chosen for this paper. The impact-response and tradition-modernity approaches to the study and writing of Chinese enabled the unpacking of the western-centric presuppositions in the textbooks.

From the onset, the Chinese history that was taught and presented was a western-centric one. The paper demonstrates that post Second World War Chinese history that was taught via the Ontario High School History Curriculum and textbooks reflected a view of Chineseness that regards the Chinese and the Chinese civilization was regarded as essentialized, backward and static vis-à-vis the modern West. Implicit in such a conception of Chineseness is that of western superiority over the Chinese civilization.

There have been few studies on how the history of Asia is represented in Canadian school history. Knowing how Chinese history is represented in Ontario High Schools is an interesting case study of how white settler societies viewed and understood China. This study also sheds light on the broader issue of the problematic at play when Asian history is taught and represented in other white settler societies like Australia, New Zealand and the USA.

Until recently, North America did not have any system of technical education corresponding to that in the United Kingdom. It is only within the last ten years that any significant opportunities for post‐secondary education, outside the universities, have been available in Canada or the USA. The position is now changing rapidly, as governments realize that the high schools cannot carry the full load of vocational education and that a university education is not appropriate for all. The many community colleges and technical schools which have been established in the two countries are the result of two pressures. There is the growing demand from commerce and industry for adequately trained staff in many fields, while the demand for unskilled workers is falling. Also there is a strong social pressure for young people to have some full‐time education after high school.

The purpose of this study is to understand the research on numeracy coach in the Canadian context.

This study was a systematic review of studies about numeracy coaching in Canada, which described the trend of knowledge production on this topic. The study made use of qualitative meta-analysis. According to Timulak (2009, p. 591), qualitative meta-analysis is “an attempt to conduct a rigorous secondary qualitative analysis of primary qualitative findings. Its purpose is to provide a more comprehensive description of a phenomenon and an assessment of the influence of the investigation on findings.” By using meta-analysis, this article analyzed the general pattern of knowledge production, the nature of the publications, the focal topics, the research methods and the citation impact of numeracy coaching studies in Canada. The literature analyzed in this review included all the available sources we were able to find with regard to Canadian numeracy coaches. The sources included peer-reviewed journal articles, online magazines, program reports and information from non-profit organizations, as well as doctoral theses.

Research about numeracy coaches in Canadian contexts remains in an initial stage, and there is, as yet, no accepted definition of a Canadian numeracy coach. Scholars in this area have been fond of empirical studies and qualitative research methods. This research has shown that numeracy coaches, who can be regarded as directors, evaluators and consultants in schools, also experience difficulties such as a lack of background knowledge in math. Scholars have advised several ways to improve the quality of coaching activities, including teacher collaboration and coaching models. The citation impact of the current Canadian literature about numeracy coaches has been quite uneven; only a few articles have been cited by other researchers. This article concludes by summarizing the results of this meta-analysis, its limitations and suggestions for future research.

This is one of important studies to explore numeracy coach research in Canadian context. Theoretical and practical significance is explored.

This chapter presents an overarching overview of how the rather recent technological phenomena, like data mining, machine learning, and artificial intelligence, are applied in the field of education. The author provides examples of how technological developments associated with the so-called Fourth Industrial Revolution are applied in education and considers the benefits and challenges they may bring regarding the economic system, as education (at least in the higher education sector) tends to be monetized and commercialized. The framework for education is perceived in the context of the economic intelligence of states, which is instrumental in ensuring their economic security. It is further expanded to the global scale, as Digital Education is crossing national borders and is being implemented in broader national processes.

The purpose of this paper is to present a theoretical overview of the field of knowledge transfer and educational change and a discussion of the issues raised in the six papers in this special edition.

A theoretical analysis of the field of knowledge transfer.

The six papers consider issues such as the interplay of ideas between British and Indian educationalists, post-war debates over literacy standards, the use of curriculum materials for the process of citizen formation, the influence of international exchanges in the education of adolescents for citizenship, Vigotsky and the transfer of knowledge across time, space, culture, disciplines and networks, and the way constructions of Chinese identity within history books were shaped by knowledge processes that transcended nation states.

This special issue of the History of Education Review engages with new approaches that have become available to historians in the past decade illustrating how they might be applied for the first time to key issues in the history of education across colonial and state borders. It addresses questions about the movement of knowledge across national and cultural boundaries, and examines key problems facing educators in a range of colonial and postcolonial contexts.

The background to the Liverpool Polytechnic study of indexer reactions to the PRECIS indexing system and the methodology of the study are described. Some of the findings are discussed, special attention being given to points which some indexers regarded as advantages and others as disadvantages; the alleged labour‐intensiveness of PRECIS; the British Library and PRECIS; and the impact of PRECIS on the British library community. A thesaurus of terms used in the British Library PRECIS indexes is needed, and some consideration should be given to the possible simplification of PRECIS or modification to suit the needs of different users. Feedback from users of PRECIS indexes is required.

The purpose of this paper is to investigate future food handlers’ practices during practical lessons close to the end of their formal vocational education, and to record teachers’ behaviour and to evaluate classrooms that were intended for practical lessons.

A total of 90 students between 17 and 19 years of age, 12 teachers, and 12 training classrooms intended for practical lessons, which were divided into six observation sessions in the field of catering and six observation sessions in the field of food processing (bakery, confectionery, and butchery), were observed.

Both proper and inappropriate food-handling practices were observed among teachers and students. Comparing the hygienic-technical conditions of the training classrooms with teachers’ and students’ behaviour revealed several interconnected situations increasing the risk of food contamination during the production process.

Data were collected by one observer who was not part of the class. The sample size was small, limiting the generalisability of the results.

The results indicate the weaknesses in the formal vocational education of future professional food handlers.

Good food safety practices among food handlers reduce societal costs related to health-care systems and food industry economic losses.

The study provides an insight into the education and training of future professional food handlers in a controlled environment in educational institutions.