Welcome to IRis

IRis is a dedicated institutional repository designed to collect, preserve, and showcase the diverse academic and creative contributions produced by Bishop's University scholars.

For inquiries or comments, please send us an email to IRis@ubishops.ca

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Now showing 1 - 3 of 3

Academic Units and Scholarly Profiles - Unités académiques et profils d'auteur·rice·s 140
Profiles for Bishop’s University’s academic units and affiliated authors— Profils des unités académiques de l’Université Bishop’s et de leurs auteur·rice·s affilié·e·s
Student Research - Recherche Étudiante 112
Research and creative projects by Bishop’s University students — Travaux de recherche et projets créatifs réalisés par les étudiantes et étudiants de l’Université Bishop’s
University Scholarship - Recherche universitaire 2
Contributions of Bishop’s University’s faculty, librarians, and staff — Contributions intellectuelles, créatives et savantes du corps professoral, des bibliothécaires et du personnel de l’Université Bishop’s

Recent Submissions

Access status: Open Access ,
Préservation ou développement: le cas du Saumon atlantique et de la rivière Saint-François, avant 1900
(Bishop's University, 1988) Allard, Yolande; Burns, Robin
Access status: Open Access ,
School library/media centre materials funding and perceptions of school library/media centres held by directors of education of southwestern Ontario public school boards
(Bishop's University, 1988) Savage, Daniel Alexander
Access status: Open Access ,
A translation of Hildegard of Bingen's Regulae St. Benedicti Explanatio
(Bishop's University, 1990) Campbell Jouris, Pamela
Access status: Open Access ,
The teaching of English in African schools in South Africa: a historical case study in the politics of education
(Bishop's University, 1992) Macgare, Petrus M
This study traced the teaching of English in South Africa from the passing of the Bantu Education Act of 1953 to the revised English Second Language Higher Grade syllabi of 1985. The syllabi examined are for Sub-standards A and B through Standard ten. The study examined curriculum, school conditions and examination results to illustrate the general hypothesis that education and politics are inextricably linked. The study noted an alarming decline in the standard of English in African schools since the passing of the Bantu Education Act in 1953 and pointed to a discrepancy between the curriculum objectives stated and the methods of evaluation employed, and between the resources required to implement the curriculum described and the realities of school funding, class sizes and facilities available. Political influences are observed on two levels: a general underfunding and separation of African schools, and a series of political events and legislative actions. These factors are used to explain why African schools no longer produce the best African speakers of English on the continent. The study also suggested that the problem lies not in the curriculum proposed but in the method of evaluation and the resources required for the implementation of the curriculum.
Access status: Open Access ,
Le style de gestion des femmes en éducation
(Bishop's University, 1993) Lacourse, France; VanBalkom, Duffie W.; Barnabé, Clermont
The role of high school female principals never stimulated for real the discussions of school administration researchers. The studies done treated this element of their data as an anonymous body among male principals. More recently, in the height of the dramatically changing social and cultural values in the workplace and the efforts of school to adapt to the demands of the twenty first century, a tendency is emerging in education and consists of recognizing the female role behaviors related to their leadership style. The purpose of this study was to view from the theories of leadership, female moral and management styles, the leadership style perception of high school female principals. The Personnel Management style questionnaire was used to obtain data from 33 female principals, in francophone public junior and senior high schools across the Province of Québec. The analysis of the scores on the ordinal scale and the analysis of the frequency of the percentiles were used to determine the characteristics of the leadership style perception of the female principals. First, one way analysis of 12 variances from social background was used to identify the principals' profile. Second, the study reported when the analysis was based exclusively among the female principals that they have a high interest in fostering development of subordinates, a concern for impartiality, an ability to form supportive relationships at work and an openness towards discussion and group work and a concern for equity. Nevertheless, this perception was slightly different when the results were compared to the normative group. Finaly, the interest in fostering development of subordinates and an openness towards discussion and group at work are the behaviors perceived as the better personnel management style of the female principals of francophone public school.