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After-School Programs for At-Risk YouthAuthor(s): Kremer, K., Maynard, B., Polanin, J., Vaughn, M. and Sarteschi, C. (2015)
This is an updated research summary developed by the Knowledge Network for Student Well-Being (KNSWB). It outlines a systematic review and meta-analysis that attempted to determine whether after-school programs affect externalizing (problematic) behaviour and school attendance. The programs under review ranged from academically oriented to mainly extra-curricular. Implications and recommendations for after-school programs are provided.

This document has been viewed 195 times.
Evaluating the Effectiveness of School-Based Suicide Prevention ProgramsAuthor(s): Katz, C., Bolton, S.-L., Katz, L. Y., Isaak, C., Tilston-Jones, T., Sareen, J. and Swampy Cree Suicide Prevention Team (2013)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB), outlining a systematic review that sought to evaluate a range of school-based suicide prevention curricula. The review examined the efficacy and limitations of several existing suicide programs. Based on the findings, implications and recommendations are discussed.

This document has been viewed 9 times.
Is it Better to Have Generalist or Specialist Teachers Teach Physical Education in Elementary Schools?Author(s): Faulkner, G., Dwyer; J., Irving, H., Allison, K., Adlaf, E., Goodman, J. (2008)
This research investigated whether Physical Education (PE) specialist teachers delivered more PE lessons and provide increased opportunities for moderate and vigorous physical activity than generalist teachers. The researchers also examined whether specialist or generalist PE teachers had any impact on perceptions of Physical activity within the broader school, and whether either teacher had an impact on the engagement of students in extracurricular physical activities, such as intramural sports, offered within a school.

This document has been viewed 938 times.
Student Motivation to Learn Core FrenchAuthor(s): Mady, C. (2010)
This study investigated the motivation of students born in Canada (and whose first language was English) to learn French, compared with Allophone students (students whose first language was neither French nor English) and who were born outside of Canada. Specifically, this study compared the motivation of Allophones who began learning French in grade 9 after coming to Canada, to Canadian-born students who began learning French in grade 4.

This document has been viewed 899 times.
Teachers' Evolving Mathematical UnderstandingsAuthor(s): Kajander, A. (2010)
This five year study examined preservice teacher understanding of elementary mathematics, as required for teaching.

This document has been viewed 1,209 times.
The Association Between Students’ Physical Activity Level and Their Sense of Connectedness with Their SchoolAuthor(s): Faulkner, G., Adlaf, E., Irving, H., Allison, K. and Dwyer, J. (2009)
School connectedness has been defined as a student’s belief “that adults in their school care about their learning and about them as individuals” (Blum & Libbey, 2004, p. 233). A greater sense of school connectedness has been linked to increased academic performance, reduced absenteeism, and a reduction in risky behaviors including substance and alcohol use and adolescent sexual activity.
This study investigated the factors that limit students’ sense of connectedness with their school and, specifically, the association between physical inactivity and school connectedness.


This document has been viewed 807 times.
Think About It!Author(s): Horton, T.A., (2017)
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

How can critical thinking help students to work in and through the curricular areas? This article recommends tips for fostering critical thinking.

This document has been viewed 134 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?

This document has been viewed 828 times.
What ECE Teachers Think About Integrating Computer Technology in Early Childhood EducationAuthor(s): Wood, E., Specht, J., Willoughby, T. & Mueller, J. (2008)
This research study examined the perceptions of early childhood educators regarding integrating computer technology into pre-school classrooms. Specifically, this research focused on educators’ perceived advantages and disadvantages of such computer use and the barriers and supports that exist for pre-school educators in teaching computer technology curricula.

This document has been viewed 1,320 times.