the broad purpose of this fund is to encourage canadian academics to undertake projects of relevance to the accounting profession. the research under this program need not lead to publication in a scholarly journal, although it may lead to one or more such publications. the research project may result in a report that is both useful to practitioners and provides background in an area that could be the subject of further academic exploration.

the broad purpose of this fund is to encourage canadian academics to undertake projects of relevance to the accounting profession. the research under this program need not lead to publication in a scholarly journal, although it may lead to one or more such publications. the research project may result in a report that is both useful to practitioners and provides insight on topics dealing with the teaching of enabling competencies/professional skills, including ethical behaviour. research on topics related to these concerns would be of interest, particularly respecting the teaching of these skills in an online setting.

the annual synergy awards for innovation recognize examples of collaboration that stand as models of effective partnership between industry and colleges or universities.

the ‘a’ award is a four-year grant designed for the early independent career scientist who wants to establish a career in pediatric oncology research. the ideal applicant has an original project that is not currently being funded. demonstration of a future commitment to pediatric cancer investigation as well as institutional support for the career development of the investigator are critical components of a successful application.

the purpose of the reach grant is to advance alsf’s mission to find cures and better treatments for childhood cancers by providing support to move hypothesis-driven research into the clinic. significant barriers exist that impede the translation of innovative and important ideas to the clinic. the reach grant seeks to remove one of these barriers by providing support for important preclinical projects that are necessary to move a study from the pre-clinical arena into a clinical trial. thus, the goal of this award is to support selected late translational studies. preference will be given to those research projects which, if funded, will likely result in the initiation of a clinical trial two to three years from the start of the project.

the james s mcdonnell foundation (jsmf) announces a new program in 2017 that will fund education research on the science of teaching and expand our understanding of teachers as learners and as agents of change in education.

there is an urgent need to know how teachers think and work within complex, ever-changing educational systems to process, evaluate, and adopt “evidence-based” practices. there are numerous and ever growing lists of recommended evidence-based practices that teachers are encouraged to adopt, such as those identified in what works clearinghouse practice guides from the u.s. department of education (ies.ed.gov/ncee/wwc/) and the core practice consortium (corepracticeconsortium.com). but there is little research on how teachers view, interpret, or work to improve their use of such practices. this is an absolutely necessity, but a largely overlooked component of efforts to reform education. indeed, a new book on the topic of bridging research and practice asserts “there are too many guides and ‘cookbooks’ that indiscriminately propagate…dozens of techniques and strategies” without concern for how teachers understand, select, and take up these techniques.

the teachers as learners (tal) program will emphasize a cognitive science perspective on teachers as learners – including a focus on the cognitive constraints that guide teacher thinking and change in attitudes, knowledge, skills and behaviors. we need to know what aspects of cognition (e.g., memory, knowledge, goals, expertise, collaboration) help explain teachers’ learning and change, particularly as it relates to adopting evidence-based practices in classroom contexts.

understanding teachers as learners in the context of the many influences on teacher change across career trajectories is an important but understudied area of translational research with the opportunity for impact on both research and educational practice.  understanding teachers as learners from a cognitive science perspective would advance the implementation of policies aimed at evidence-based reforms. we acknowledge that teaching occurs in a complex context and we want to situate the work in that context, but the focus of this program is on studying the cognitive dimensions of teacher learning as it takes place within these rich socio-cultural and institutional contexts, rather than the contexts themselves. a survey of the current landscape reveals that there is significant focus on small­scale experimental work on student cognition and on descriptive work on teaching – but the lack of a cognitive science framework for how teachers learn to process, evaluate, and improve their use of evidence­based practices within a complex, dynamic system.    

he ministry of health and long-term care (mohltc) is pleased to announce that the health system research fund (hsrf) targeted call for research in nursing has been unpaused for 2017/18 funding. the targeted calls for research in tobacco and problem gambling are now closed.

2016/17 call for notice of intent and full application submissions
launch date: march 8, 2017
notice of intent deadline: march 20, 2017
full application deadline: april 10, 2017

the purpose of the hsrf calls for targeted research is to solicit and fund focused research applications within the following three (3) mohltc priority areas: nursing, problem gambling and tobacco control.

for each of the three (3) priority areas, key knowledge gaps related to current/anticipated policy development and program development were identified as targeted research areas of interest for policy makers and knowledge users through a consultative process.

please refer to the detailed hsrf calls for targeted research full application instructions for definitions of targeted research priority areas and areas of focus.

as in the 2013/14 hsrf calls for targeted research, applicants will be assessed on the extent to which sex and gender have been considered in their proposed research (i.e., rationale, methods and knowledge translation and exchange (kte) plan). five additional cross-cutting components have also been identified for hsrf awards and applicants are encouraged to incorporate any/all of these components into their projects where applicable and/or feasible. these cross-cutting components are:

• equity
• indigenous health
• patient-centred care
• implementation science
• modernizing patient-centred care through digital health

co-operative housing federation of canada's regional diversity grants

chf canada wants to support diversity projects in your community. how do you promote and celebrate diversity?  are you working on a special project that involves diversity? do you have plans for a new project?

chf canada will fund innovative diversity initiatives at the regional level to help keep diversity issues a high priority for housing co‑ops and federations. chf canada invites member federations and co‑ops to apply for regional diversity grants. the deadline for applications is march 31st. find out more in the regional diversity grant brochure.