Supporting Teachers to Work with Children with Exceptionalities
The study had two purposes. The College of Teachers wanted to explore further revisions to the Three-Part Schedule D AQ courses in Special Education. The researchers wanted to determine how a virtual network could support the implementation of the revised AQ guidelines and build capacity for teachers working with children with exceptionalities. The findings point to how a network could be designed to support the implementation of revised AQ course guidelines and build teacher capacity.
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Inclusion in French Classrooms
This study endeavored to describe the ways in which a Grade 8 Core French teacher sought to support the diverse learning needs in one of her classes. Using classroom observations guided by an observation scheme and a series of teacher interviews, the study was able to describe the practices and principles which were featured in her teaching that existed
for the purpose of scaffolding support for her students.
Viewed 776 times.
Pre-service Teachers’ Perceptions of Bullying
School-based bullying has increasingly attracted the attention of educational policy makers, parents, academics, and educators over the past decade. This study investigates pre-service teachers’ knowledge of, and attitudes about, school-based bullying. Specifically, this research investigates the impact of a pre-service teacher’s gender, prior experiences with different types of bullying, and the type of faculty of education program they are enrolled in (primary-junior, junior- intermediate, or intermediate-senior), on the likelihood that he/she will intervene in incidents of school-based bullying.
Viewed 1,630 times.
Dual-credit programming: The challenges and opportunities
Dual-credit systems, or the opportunity for secondary students to earn credits at high school and college levels simultaneously (Lekes et al., 2007) is well established in the United States. As part of a larger study that examines secondary school apprenticeships and partnerships, this study investigates the tensions that exist in the implementation of dual credit systems in the provinces of Ontario and British Columbia with a specific focus on dual-credit for apprenticeship training.
Viewed 950 times.
Gender Stereotypes and Musical Instruments
This study investigated the perceptions of girls enrolled in a single-sex school about gender stereotypes in relation to musical instruments. The research study focused on whether stereotypes impact girls’ decisions to play a certain instrument and how girls from an all girl school describe their experiences of playing their instruments in their own school and in co-educational environments such as band camp.
Viewed 932 times.
Attitudes of Staff Working with People with Intellectual Disabilities
This study investigated the attitudes of staff working in the field of Intellectual Disabilities. Specifically, this research explored whether staff working with people with Intellectual disabilities in a variety of community agencies supported a philosophy of inclusion. Furthermore, this research investigated whether or not differences in attitude about inclusion can be explained by demographic characteristics including: age, gender, and level of education.
Viewed 1,278 times.
Ensuring Students with Learning Disabilities Have Proper Documentation as they Transition into Post-secondary Institutions
The Ontario Human Rights Code (1990) guarantees students diagnosed with a learning disability (LD) the right to accommodations that meet their academic needs at the post-secondary level (College and University). Not all students, however, arrive equipped with the necessary documentation to guarantee this support. This study investigated the quality of documentation presented by students entering post-secondary institutions in support of their LD and, in so doing, exposes current practices for identifying students (declaring students Exceptional) at the elementary and secondary levels.
Viewed 1,230 times.
The College Mathematics Project tracks first semester college mathematics achievement in all 24 colleges in Ontario, relating it to age, gender, and students secondary school mathematics backgrounds. It also promotes deliberations concerning ways to increase student success in college mathematics.
Viewed 1,141 times.
Emotional Geographies of Teaching
Emotional geographies define the relationships of closeness and distance we have with ourselves, with others and the world around us. It is a new concept in education and social research.
Building on 50 interviews with elementary and secondary school teachers, foundations for five forms of emotional geography and their consequences are formed:
Socio-cultural Moral Professional Physical and, Political
Viewed 1,261 times.