1999-2000 Annual Report - Dr. Stirling McDowell Foundation for ...
1999-2000 Annual Report - Dr. Stirling McDowell Foundation for ...
1999-2000 Annual Report - Dr. Stirling McDowell Foundation for ...
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aries of <strong>McDowell</strong> <strong>Foundation</strong> research reflects a growing awareness of the <strong>Foundation</strong>’s work both nationally<br />
and internationally. The <strong>Foundation</strong> has been approached this year by a variety of individuals and<br />
agencies interested in its mandate, its structure, and the research it has produced. One tangible sign of this<br />
growing interest is the fact that the <strong>Foundation</strong>’s website received 12,109 hits last year.<br />
The ef<strong>for</strong>ts made by the <strong>Foundation</strong> to encourage teachers in towns, villages, rural areas, and the north to<br />
apply <strong>for</strong> research grants from the <strong>McDowell</strong> <strong>Foundation</strong> began to show some results in <strong>1999</strong>-<strong>2000</strong>.<br />
Twelve grant applications were received from rural and northern educators, which resulted in the allocation<br />
of four project awards and one development grant <strong>for</strong> research (see Table 2). This success rate of 42%<br />
was below that of city applicants, who received grants in 9 out of 17 applications <strong>for</strong> a success rate of 53%.<br />
The Project Review Committee has noted that one of the significant needs of many potential teacherresearchers,<br />
perhaps particularly those who teach in rural areas, may be of assistance in acquiring an<br />
understanding of research, and particularly the kind of research that fits the <strong>McDowell</strong> <strong>Foundation</strong>’s mandate.<br />
New ways of ensuring that rural applicants submit successful applications are continually being<br />
explored. For example, a luncheon presentation was made at this year’s Rural Education Congress to draw<br />
attention to the <strong>McDowell</strong> <strong>Foundation</strong> and the need to support rural teachers interested in conducted<br />
research.<br />
Table 2: Distribution of <strong>McDowell</strong> <strong>Foundation</strong> Projects by Geographic Area, 1994-<strong>2000</strong>*<br />
<strong>2000</strong> <strong>1999</strong> 1998 1997 1996 1995 1994 1994-<strong>2000</strong><br />
# (%) # (%) # (%) # (%) # (%) # (%) # (%) # (%)<br />
Saskatoon/Regina 6 (50) 7 (64) 2 (29) 3 (43) 8 (73) 4 (57) 9 (69) 39 (57)<br />
Small City 2 (17) 1 (9) 3 (43) 1 (14) 1 (9) 2 (29) 2 (15) 12 (18)<br />
Northern Areas** 0 (0) 2 (18) 1 (14) 1 (14) 0 (0) 0 (0) 2 (15) 6 (9)<br />
Rural Areas 4 (33) 1 (9) 1 (14) 2 (29) 2 (18) 1 (14) 0 (0) 11 (16)<br />
TOTAL 12 11 7 7 11 7 13 68<br />
* Does not include project development activities.<br />
** Does not include Prince Albert, which is included in Small Cities.<br />
Since the <strong>McDowell</strong> <strong>Foundation</strong> began to provide funding <strong>for</strong> research in 1994, the Project Review<br />
Committee has awarded 76 grants <strong>for</strong> the implementation and development of research projects. Thirtyseven<br />
projects have now been completed in all aspects, allowing an analysis of their duration and cost as<br />
shown in Table 3. This year a number of projects were completed that were a year or more overdue <strong>for</strong> a<br />
variety of reasons, leading to a sharp increase in average project duration. The average cost per project was<br />
up slightly, but the percentage of <strong>McDowell</strong> <strong>Foundation</strong> grants actually being spent on projects remained<br />
relatively steady at 88%. Unspent money from research grants is returned to the <strong>Foundation</strong> <strong>for</strong> use in<br />
future research allocations.<br />
<strong>1999</strong>-<strong>2000</strong> Annnual <strong>Report</strong> 7