Empirical Research
Full-day Kindergarten: Ontario
By Anne L. Jefferson
Volume 8 - Issue 3
Jul 27, 2010 - 8:03:31 AM

January 2010 the Premier of Ontario announced the province was introducing full-day kindergarten as of September 2010. The transition would be over a five year period with 39 schools phasing in full-day learning for four and five year olds at the start of the 2010-2011 school year. What is full-day kindergarten? Miller (2005) provides a clear explanation: “A full-day kindergarten program is a program in which a child attends school each weekday for approximately six hours. Two other types of programs are half-day kindergarten programs, in which the child attends school each weekday for 2½-3 hours in either the morning or the afternoon, and alternate-day kindergarten programs, in which the child attends school every other weekday” (p.1). Up to this point in time, the latter two types of programs were operating in the province of Ontario. So, why the change?

Empirical Research
Signs When Positional Authority is out of Control
By Anne Jefferson
Volume 7 - Issue 1
Feb 18, 2009 - 3:24:11 PM

When one speaks of administration, it is a generic term referring to the highest position of authority within an organizational unit. Thus, in a Faculty the term administration is commonly used in reference to the positions of Directors, Vice-Deans, and the Dean. Within this grouping, it is the position of the Dean that is normally the focus. The reason is, it is this position that has the final responsibility and authority on matters within the Faculty. Responsibility and authority are guided by negotiated Collective Agreements between the University and the Union representing the Professors of the University. The general guidance of the Collective Agreement is functional and purposeful to the daily operation of the organization, the University, and its sub-units, the Faculties.

Empirical Research
The Bullying Boss
By Anne L Jefferson Ph.D.
Volume 4 - Issue 4
Feb 12, 2007 - 2:17:33 PM

Leadership has mistakenly been assumed to be a quality processed by all individuals who have positions of authority.   Implied is the ability to “draw others into the active pursuit of the strategic goals” (Cunningham and Cordeiro, 2006, p. 155) of the organization.  This ability energizes faculty to take the organization to greater heights of achievement.  But, as Elash (2004) clearly pointed out, “the corporate scandals at the turn of the millennium clearly demonstrate that leaders can be self-serving and greedy .... Even if they are well intentioned, leaders can abuse their power. ... Some are just bullies who mistreat others simply because they are in a position to do so” (p.2).