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Guile, D., & Griffiths, T. (2001). Learning through work experience. Journal of Education & Work, 14(1), 113-131.

Gunderson, M., & Riddell, C. (2001). Training in Canada. In Berry, A. (Ed.), Labour market politics in Canada and Latin America  (pp. 243-265). Boston: Klywer Academic.

Gunderson, M. (2002). Rethinking productivity from a workplace perspective. CPRN Discussion Paper.  (pp. Report: CPRN-DP-W/17; 74). Ottawa: CPRN.

Gupta, S. (1999). What makes men change their housework time?. Dissertation Abstracts International, A: The Humanities and Social Sciences, 60(5), 1771-A-1772-A.

Gurak, L.J., & Ebeltoft-Kraske, L. (1999). The Rhetorics of Gender in Computer-Mediated Communication. The information society, 15(Special Issue 3).

Hörne, W. (2000). Toward a statistical framework for monitoring progress towards lifelong learning. In The INES compendium: Contributions from the INES networks and working groups. Fourth General Assembly of the OECD Education Indicators Programme. 11-13 September 2000. To. Retrieved December 29, 2003, from www.pisa.oecd.org/Docs/Download/GA(2000)12.pdf.

Hacker, E., & Yankwitt, I. (1997). Education, job skills, or workfare: The crisis facing adult literacy education today. Social Text, 51, 109-117.

Haf, R. (2001). L'apprentissage informel au Chic resto pop. Toronto: Centre for the Study of Education and Work, OISE/UT.

Hager, P. (1998). Recognition of informal learning: Challenges and issues. Journal of Vocational Education and Training, 50(4), 521-535.

Hager, P. (1997). Learning in the workplace. Review of research.  (pp. ISBN-0-87397-439-5, 37). Australia; South Australia.

Haig-Brown, C. (2000). Some thoughts on protocol in university/community parternships. Toronto: Centre for the Study of Education and Work, OISE/UT.

Haig-Brown, C. (2000). Taking down the walls: Communities and educational research in Canada's 21st Century. Toronto: Centre for the Study of Education and Work, OISE/UT.

Haig-Brown, C., & Dannenmann/Kaamatweyaashiik, K. (2002). To Be in Good Relation: The Search for Community. NALL Working Paper. Toronto: Centre for the Study of Education and Work, OISE/UT.

Hakken, D. (1980). Workers' education and the reproduction of working class culture in Sheffield, England. Anthropology and Education Quarterly, 11(4), 211-234.

Halfpenny, P., & Reid, M. (2002). Research on the voluntary sector: An overview. Policy and Politics, 30(4), 533-550.

Hall, M.H., Knighton, T., Reed, P., Bussiere, P., McRae, D., & Bowen, P. (1998). Caring Canadians, involved Canadians: Highlights from the 1997 national survey of giving, volunteering and participating. Ottawa: Minister of Industry. Retrieved December 29, 2003, from http://www.statcan.ca/english/freepub/71-542-XIE/71-542-XIE.pdf.

Hall, M., McKeown, L., & Roberts, K. (2001). Caring Canadians, involved Canadians: Highlights from the 2000 national survey of giving, volunteering and participating. Ottawa: Statistics Canada. Retrieved December 29, 2003, from http://www.statcan.ca/english/freepub/71-542-XIE/71-542-XIE00001.pdf.

Hall, R., Bretherton, T., & Buchanan, J. (2000). "It's not my problem": The growth of non-standard work and its impact on vocational education and training in Australia. Leabrook (Australia), Brisbane: National Centre for Vocational Education Research, Australian National Training Authority.

Halliday, J., & Soden, R. (2000). Rethinking vocational education: A case study in care. International Journal of Lifelong Education, 19(2), 172-82.

Hallock, M. (2000). Pay equity: What is the best union strategy?. Labor Studies Journal, 25(1), 27-44.

Hallwood, P. (2002). Financial globalization and democracy in emerging markets. International Affairs, 78(2), 390-391..

Halsey, A.H. (1997). Liberals, marxists and organicists. Oxford Review of Education, 23(2), 259-266.

Halsne, A.M. (2002). Online versus traditionally-delivered instruction: A descriptive study of learner characteristics in a community college setting. Chicago: Loyola University.

Hara, N. (2001). Formal and informal learning: Incorporating communities of practice into professional development.  (pp. 26). Arlington, VA: Indiana University, Bloomington. University, National Science Foundation.

Harcourt, W. (1999). Women@Internet: Creating new cultures in cyberspace. London: Zed Books.

Hargreaves, A., & Fink, D. (1998). Effectiveness, improvement and educational change: A distinctively Canadian approach?. Education Canada, 38(2), 42-49.

Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the post modern age. London: Cassell.

Harlan, S., & Robert, P. (1998). The social construction of disability in organizations: Why employers resist reasonable accommodation. Work and Occupations, 25(4), 397-435.

Harper, H. (2000). "There is no way to prepare for this:" Teaching in First Nations schools in northern Ontario--Issues and concerns. Canadian Journal of Native Education, 24(2), 144-57.

Harpster, P., & Monk-Turner, E. (1998). Why men do housework: A test of gender production and the relative resources model. Sociological Focus, 31(1), 45-59.

Harris, H. (2000). Defining the future or reliving the past? Unions, employers, and the challenge of workplace learning. Information Series No. 380. U.S. Department of Education Publications in ERIC.

Harris, M. (1998). A special case of voluntary associations? Towards a theory of congregational organization. The British Journal of Sociology, 49(4), 602-618.

Hart, M. (1992). Working and educating for life: Feminist and international perspectives on adult education. London: Routledge.

Hartog, J. (2000). Over-education and earnings: Where are we, where should we go?. Economics of Education Review, 19(2), 131-47.

Harvey, A., & Spinney, J. (2000). Life on and off the job: A time-use study of Nova Scotia teachers. Halifax: St. Mary's University.

Harvey, D. (1990). The condition of postmodernity: An enquiry into the origins of cultural change. Cambridge, Mass; Oxford: Basil Blackwell Ltd.

Hassenzahl, D.M. (2001). Numbers versus Knowledge: Appropriate Use of Quantitative and Qualitative Analysis in Environmental Decision )Making. Dissertation Abstracts International, A: The Humanities and Social Sciences, 61(8), 3343-A..

Hateley, B.J.G., & Schmidt, W.H. (2001). Is it always right to be right? : A tale of transforming workplace conflict into creativity and collaboration. New York: Amacom.

Hathaway, R.S. (1995). Assumptions Underlying Quantitative and Qualitative Research: Implications for Institutional Research. Research in Higher Education, 36(5), 535-62.

Hawley, J.E. (2001). Employment hours and household tasks: A longitudinal analysis. Dissertation Abstracts International, A: The Humanities and Social Sciences, 61(8), 3370-A-3371-A.

Hayden, A. (1999). Sharing the work, sparing the planet: Work time, consumption, & ecology. London: Zed Books.

Hecker, D.E. (2001). Occupational employment projections to 2010. Monthly Labor Review, 124(11), 57-84.

Heinz, W., & Taylor, A. (Forthcoming). Learning and Work Transition Policies in comparative Perspective. In K. Leithwood, D. Livingstone, A. Cumming, N. Bascia & A. Datnow (Eds.), International Handbook of Educational Policy New York: Kluwer.

Heisz, A., & Picot, G. (2000). The performance of the 1990s Canadian labour market. Ottawa: Business and Labour Market Analysis Division, Statistics Canada.

Helmes-Hayes, R., & Curtis, J. (1998). The vertical mosaic revisited. Toronto: University of Toronto Press.

Hendersen, R.L., & et al.. (1999). The pharmaceutical industry and the revolution in molecular biology: Interaction among scientific, institutional and organisational change. In Mowery, D.C. & Nelson, R. R. (Eds.), Sources of Industrial Leadership Cambridge: Cambridge University Press.

Henthorn, C.L. (2000). The emblematic kitchen: Labor-saving technology as national propaganda, the United States, 1939-1959. Knowledge and Society, 12, 153-187.

Henwood, D. (2003). After the new economy. New York: New Press.

Henwood, F. (2001). Cyborg lives? Women's technobiographies. York, UK: Raw Nerve Books.

Hessing, M. (1994). More than clockwork: Women's time management in their combined workloads. Sociological Perspectives, 37(4), 611-633.


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