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• pt.
• 1. Teacher training as "grand regulator" : establishing a provincial normal school, 1838-69
• pt.
• 2. Beyond "The mere giving of knowledge" : the elusive balance between scholarship and training, 1870-1926
• pt.
• 3. Training as a woman's story, 1870-1961 : the licensing, training, and education of women teachers
• pt.
• 4. Conclusion : 1961-97.

Schools of education with utilitarian goals and strict standardization - often called "Normal Schools" - have been widely criticized by both the academy and the general public. In a story that resonates across Canada, The Grand Regulator examines an educational system that failed to inspire great teachers and produce imaginative, thinking citizens. Drawing on an array of archival materials, government publications, and firsthand accounts with former Normal School students, George Perry provides a rich reconstruction of the intellectual, social, economic, and political foundations of teacher education in Nova Scotia, and the methodological preoccupations that have hampered its subsequent development. He shows how a supposed science of education based on child psychology, in concert with the province's regulation of public schooling, justified low expectations for the education of most children and how standardized training programs deemphasized teachers' general liberal education and intellectual curiosity. The most complete study of Canadian teacher education to date, The Grand Regulator presents an analysis of perennial issues regarding the improvement of education that continue to concern us, and illuminates ways of raising the level of instruction in our present-day schools.
(source: Nielsen Book Data)

• pt.
• 1. Teacher training as "grand regulator" : establishing a provincial normal school, 1838-69
• pt.
• 2. Beyond "The mere giving of knowledge" : the elusive balance between scholarship and training, 1870-1926
• pt.
• 3. Training as a woman's story, 1870-1961 : the licensing, training, and education of women teachers
• pt.
• 4. Conclusion : 1961-97.

Schools of education with utilitarian goals and strict standardization - often called "Normal Schools" - have been widely criticized by both the academy and the general public. In a story that resonates across Canada, The Grand Regulator examines an educational system that failed to inspire great teachers and produce imaginative, thinking citizens. Drawing on an array of archival materials, government publications, and firsthand accounts with former Normal School students, George Perry provides a rich reconstruction of the intellectual, social, economic, and political foundations of teacher education in Nova Scotia, and the methodological preoccupations that have hampered its subsequent development. He shows how a supposed science of education based on child psychology, in concert with the province's regulation of public schooling, justified low expectations for the education of most children and how standardized training programs deemphasized teachers' general liberal education and intellectual curiosity. The most complete study of Canadian teacher education to date, The Grand Regulator presents an analysis of perennial issues regarding the improvement of education that continue to concern us, and illuminates ways of raising the level of instruction in our present-day schools.
(source: Nielsen Book Data)

• Introduction: A Protracted struggle: An Analysis of Rural Resistance and Normalization in Canadian Educational Policy * Reconceptualizing Resistance: Habitus, Discourse and Place * Study Area and Methodology * Who Stays, Who Goes and Where: Education and Migration on Digby Neck 1963-1998 * Parallel Education Systems: the Classes of 1963-1974 * the Boom Years: the Classes of 1975-1986 * Surviving the Crisis: the Classes of 1987-1998 * Conclusion * Bibliography * Index.
• (source: Nielsen Book Data)

It has been argued that if education is to be democratic and serve the purpose of social and cultural elevation, then it must be generic and transcend the specificity of the locale. Corbett's case study of Digby Neck, Nova Scotia, which shows continuing rates of highschool drop-out among youth in rural and coastal communities, particularly among young men, illustrates the failure of this approach.
(source: Nielsen Book Data)

• Intro
• CONTENTS
• LIST OF FIGURES AND TABLES
• PREFACE
• ACKNOWLEDGMENTS
• ABBREVIATIONS
• I. HIGHER EDUCATION MERGERS: WHAT THEY ARE AND WHY THEY HAPPEN
• 1. Introduction
• Mergers in Higher Education
• The Cases
• 2. Why Mergers Happen
• The Motivation to Merge
• The Political Economy of Merger
• The Paradigms of Merger
• The Two Cases in Context
• II. THE CASES
• 3. The Merger of Dalhousie University and the Technical University of Nova Scotia
• The Deep Background
• The Attempt to Rationalize in the 1990s
• Dal/TUNS Amalgamation
• Amalgamation: Why in 1997?
• 4. The Merger of the Ontario Institute for Studies in Education and the University of Toronto
• Teacher Training and Educational Research in Ontario, 1900-1965
• The Boom Years
• Years of Retrenchment
• Integration: The 1980s Attempts
• Reversal of Fortune
• Integration, '90s Style
• 5. The Cases in Context
• The Cases Compared
• That Which Might Have Been: Types of Mergers
• Mergers as Partnerships in Change
• The Cases as Partnerships in Change
• III. REFLECTIONS ON EXPERIENCE
• 6. On Dynamics and Structure
• Size and Power in Higher Education Merger
• The Perils of Uniqueness
• Dynamics of Negotiation
• Fit between Mission, Structure, and Resources
• Unit-Level Transition Planning
• Conditions for Constructive Grassroots Participation
• On Organizational Redesign and Staff Redeployment
• 7. On Roles and Behaviour
• The Players
• Human Factors
• 8. On Dollars and Data
• The Dynamics of Size and Specialization
• Economies of Scale
• Due Diligence
• Transition Costs
• Information and Information Systems
• Libraries
• 9. The Steps to Merger
• The Process Steps
• The Substantive Steps
• Putting It All Together
• A Path to Merger
• Combining Substance with Process
• Staging and Sequencing of Issues
• Transition Scheduling.

• 10. Concluding Observations
• The Role of Government Confirmed
• The Importance of Institutional Characteristics
• Do Process and Leadership Matter?
• A Contingency Theory of Higher Education Merger Management
• Balancing Planning and Incrementalism
• The Paradigms Revisited
• The Future of Mergers in Higher Education
• Appendices
• 1. Agreement Between The Province of Nova Scotia, Technical University of Nova Scotia, Dalhousie University
• 2. University of Toronto/Ontario Institute for Studies in Education Integration Agreement
• BIBLIOGRAPHY
• INDEX
• A
• B
• C
• D
• E
• F
• G
• H
• I
• J
• K
• L
• M
• N
• O
• P
• Q
• R
• S
• T
• U
• V
• W
• Z.

In a comparative study of two Canadian higher education mergers, Julia Eastman and Daniel Lang examine why and how universities merge and why some mergers succeed while others fail.

Around the world, organizations of all kinds are merging at a frenetic pace. In a comparative study of two Canadian higher education mergers - that of the Ontario Institute for Studies in Education with the University of Toronto in 1996, and that of the Technical University of Nova Scotia with Dalhousie University in 1997 - Julia Eastman and Daniel Lang examine why and how universities merge and why some mergers succeed while others fail. Drawing on extensive interviews with university members, public officials, and experts in organizational restructuring, and on their professional involvement in the two mergers, the authors elucidate what prompts higher education mergers, what is involved in the process and what determines the outcomes. They link practice with organizational theory and offer observations about the roles of history, economics, power and human relations in post-secondary educational systems. Suitable for university and college officials, educators, social scientists, and public policy-makers, the style and approach of Mergers in Higher Education make it an indispensable resource for all those involved in planning and negotiating university and other public sector mergers, both in Canada and abroad.
(source: Nielsen Book Data)

• V. 1. Lord Dalhousie's college
• v. 2. 1925-1980, the old college transformed.
• (source: Nielsen Book Data)

Financed by British spoils from eastern Maine in the War of 1812, modelled on the University of Edinburgh, and shaped by Scottish democratic education tradition, Dalhousie was unique among Nova Scotia colleges in being the only liberal, nonsectarian institution of higher learning. Except for a brief flicker of life (1838-43), for the first forty-five years no students or professors entered Dalhousie's halls a reflection in part of the intense religious loyalties embedded in Nova Scotian politics. The college building itself was at different times a cholera hospital and a Halifax community centre. Finally launched in 1863 and by 1890 embracing the disciplines of law and medicine, Dalhousie owed its driving force to the Presbyterians, retaining a double loyalty to their ethos of hard work and devotion to learning and to a board, staff, and student body of mixed denominations. P.B. Waite enlivens his descriptions of the life of the university with evocative portrayals of governors, professors, and students, as well as sketches of the social and economic development of Halifax. A welcome addition to the histories of Canadian universities, this volume and its forthcoming companion, dealing with the years 1925 to 1980, contribute significantly to our knowledge of the sometimes bitter internecine struggles that accompanied the development of higher education in Canada. "Everywhere is evident the deft turn of phrase, the captivating descriptions, the beautifully drawn word pictures that do much to enliven and illuminate the story ... It possesses many strengths, including clarity and liveliness, and tells us much about Dalhousie as an institution of buildings, presidents, and professors." B. Moody, Department of History, Acadia University.
(source: Nielsen Book Data)