Search Results

Pedagogical Documentation: Opening Windows onto LearningAuthor(s): Campbell, T.A., Brownlee, A. and Renton, C.A. (2016)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"We know pedagogical documentation in the classroom is powerful. How can taking the step of publicly displaying documentation benefit learners as well as the school community, including other teachers and families?"
This summary provides suggestions for pedagogical learning through documentation.

Viewed 70 times.
Training Partners in Augmentative and Alternative CommunicationAuthor(s): Shire, S. and Jones, N. (2015)
Augmentative and assistive communication provides individuals with tools and aids to participate in a variety of interactions and activities. This study found that...

Viewed 303 times.
The Impact of Interdisciplinary Planning on Classroom Practice: Perceptions of Teachers and AdministratorsAuthor(s): Racknor, W. and Drake, S. (2011)
In 2008, the Bluewater District School Board in Ontario began to use interdisciplinary planning with junior kindergarten (JK) to grade 6 teachers, JK to grade 8 administrators, and teachers from two high schools. In this approach, teachers are intended to work in collaborative teams to develop interdisciplinary units based on provincial curriculum standards. The units developed by these teams are structured around “big ideas” such as change and interdependence and focused on developing higher order thinking skills such as problem solving, communication, and critical literacy.

This study investigated teacher and administrator perceptions of the impact of these new units on classroom practice.

Viewed 713 times.
Using a Professional Learning Community to Support Multimodal LiteraciesAuthor(s): Lotherington, H., Paige, H. and Holland-Spencer, M. (2013)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

Literacy instruction is under pressure, being pushed towards screen-based, digitally networked environments, while simultaneously adhering to print- based reading and writing practices. Teachers are pulled in opposing directions as literacy is applied to an expanding grey area of evolving texts that do not fit comfortably within conventional school curricular expectations and assessments. How can teachers change their literacy teaching practices to incorporate integrated pedagogical approaches while still ensuring student success?

Viewed 1,016 times.
Supporting Families as Collaborators in Children's Literacy DevelopmentAuthor(s): Parr, M. (2013)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

Many families are unaware of the valuable role they play in apprenticing their children into literacy. When asked what they do to support their children’s literacy development, they often think in terms of school-based tasks, rather than the things they do each day: singing a lullaby, playing card games, talking at the dinner table or checking email. Because there is no evident academic or school connection, families undervalue what they do that fosters literacy. It is essential, then, that educators help parents understand the important role they play in their children’s education.

Viewed 1,086 times.
Bringing Marginalized Parents and Caregivers Into Their Children’s SchoolingAuthor(s): Ippolito, J. (2012)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education and can be accessed, along with other What Works summaries, on their website at:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research on creating links between parents and schools and a list of strategies that can be used to build these relationships:

"Weak or non-existent lines of communication between homes and schools may create suspicion between teachers and parents and caregivers....[A] synthesis of the research on barriers to parental involvement provides useful insight. They identify four areas where barriers to parental involvement in education can emerge..."

Viewed 1,228 times.
Does Parent Involvement Improve Student Success?Author(s): Fan, X. & Chen, M. (2001)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a Xitao Fan and Michael Chen's 2001 meta-analysis of parent involvement and student academic achievement. This and other summaries can also be found on the E-BEST website: http://www.hwdsb.on.ca/e-best/

Viewed 1,077 times.
Gender Differences in Computer Attitudes, Ability, and Use in the Elementary ClassroomAuthor(s): Kay, R. (2007)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"Computers are integrated into almost every major area of our lives: art, education, entertainment, business, communication, culture, media, medicine, and transportation. Many children start interacting with computers at three or four years of age; gender-based socialization begins even earlier, 1 at the moment when someone asks, “Is it a boy or a girl?”. A critical question arises as to whether computer behaviour is influenced by gender."

Viewed 1,495 times.
Managing Teacher-Student Relationships: A Minimalist ApproachAuthor(s): Richmond, C. (2012)
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This summary outlines research on managing teacher-student relationships:

"Teachers can have two types of conversations with students in class. In the ideal situation the most potent
conversation is focused on learning, with minor support from the managing conversation. However, when
teachers experience lessons where conversation about managing dominates, the learning agenda can
disappear and poor outcomes are much more likely (Richmond, 2007)."

Viewed 1,609 times.
Helping children with their schooling: A comparison of parents of children with and without Attention Deficit/Hyperactivity Disorder (ADHD)Author(s): Rogers M.A., Wiener, J., Marton, I., Tannock, R. (2009)
It is often reported by teachers and parents that children with Attention-Deficit/Hyperactivity Disorder (ADHD) have problems in school: they are less engaged, have lower grades, lower graduation rates and require more attention from teachers. Children with ADHD also have similar problems outside the classroom. These problems are not surprising because the symptoms associated with ADHD make learning more difficult. While there is research that describes how and why parents of children without ADHD are involved in their children’s learning, and that this involvement benefits the children, there is little information about parental involvement in the schooling of children with ADHD. This study explored parental involvement in the learning of students with ADHD.

Viewed 1,286 times.