Exploring Secondary Principals' Perspectives of the Secondary Vice-Principal Role
This study examined the perspectives of secondary principals of the secondary vice-principal role. According to the secondary principals interviewed, the vice-principal role has become increasingly complex with increased workload as the role is predominantly operational (by reacting to student discipline, attendance, and conflict resolution) at the expense of demonstrating instructional leadership.
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Secondary Students’ Perceptions of School Rules
This study examined how secondary students in southern Ontario perceive and engage with their school’s code of conduct. In particular, the researchers were interested in exploring students’ opinions on specific rules, when they might accept them and when they might challenge or resist them.
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Islamic Schooling in Ontario
Four full-time Islamic schools are the focus of this study on alternative schooling. The objectives of this research were: to identify the role and function of Islamic schooling in a diasporic context; to understand the role of Islamic education in the development of Islamic identity; to examine the Islamization of knowledge and pedagogy in Islamic schools.
This research study also focused on the knowledge production of Islamically-centred education, the teaching strategies and ways of socialization and discipline. These areas are examined to understand the religious and spiritual traditions of Islam in schools.
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Restorative justice in an Ontario public school
This qualitative case study explores the implementation of restorative justice in one Ontario Public School. Restorative justice
is a philosophy and process for dealing with harmful behaviour, viewing such behaviour as a violation of relationships, not
Viewed 955 times.
Using Technology to Teach Fractions
In North America, students have traditionally struggled to learn fractions. This is a critical issue as understanding fractions is an important aspect of everyday decision-making. Teachers have also struggled with teaching students the concepts behind fractions because of a lack of discipline knowledge and pedagogical content. This research introduced five sets of learning objects, called CLIPS, which were developed to assist teachers in teaching the concepts behind fractions.
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