Search Results

Children's Development of Self-Regulation for Learning During MindUP™Author(s): Devon Trower, Lynda Hutchinson, Claire Crooks (2018)
This study explored how kindergarten children’s self-regulation for learning (SR/L) developed within a mindfulness-based social and emotional learning program (MindUP™), along with children’s demographic and teacher factors that were associated with it. Findings indicated that children’s behaviours associated with solo and social SR/L increased over the implementation of MindUP™.

Viewed 10 times.
A Mindfulness-Informed Social-Emotional Learning Program in Kindergarten ClassroomsAuthor(s): Nicole Off, Claire Crooks, Karen Bax (2018)
This study explored changes in kindergarten children's behaviours following a mindfulness-informed social emotional learning program, MindUP™ children showed improvements in resiliency and behaviours such as anxiety and depression following MindUP™, but no changes in aggression and hyperactivity.

Viewed 7 times.
Program in Brief: Kindergarten Language and Literacy in the Classroom (KLLIC)Author(s): E-BEST, HWDSB (2011)
This summary was created by the E-Best team at the Hamilton Wentworth District School Board. This and other research summaries can be found at

Kindergarten Language and Literacy in the Classroom (KLLIC) is 20
weeks in length, and is divided into 10 sections or cycles. The program was developed to help children in kindergarten learn
language skills that are the foundations for later literacy skills.

Viewed 368 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.
Kindergarten teachers' beliefs about students' literacy knowledge and parental involvementAuthor(s): Lynch, J. (2010)
This study examined whether there were differences in kindergarten teachers' beliefs about students' print literacy
knowledge and about parental involvement in children's literacy events based on the socio-economic status (SES) of children's families.

Viewed 1,018 times.
Classroom management practices to reduce disruptive or aggressive student behaviourAuthor(s): Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on effective classroom management strategies. This and other snapshots can be accessed directly from the E-Best website at:

"A recent systematic review sought to determine whether classroom management programs were effective in reducing
problematic behaviour in students from kindergarten through grade 12....It was found that classrooms that implemented classroom management programs had significantly lower rates of problem behaviour than classrooms not using classroom
management interventions."

Viewed 3,043 times.
Programs in Brief: Peer Assisted Learning Strategies (PALS)Author(s): The PALS program was developed by the Kennedy Centre for Human Development at Vanderbilt University.
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on the Peer Assisted Learning Strategies (PALS) program. This and other snapshots can be accessed directly from the E-Best website at:

"PALS is a systematic class‐wide reading program for students in
kindergarten to grade 6. PALS builds reading fluency and
comprehension skills through a set of activities that students are
engaged in for 35 – 45 minute sessions, 3 – 4 times a week. The
classroom teacher provides the initial lesson followed by a
prescribed lesson with materials provided . This is followed by
students working in pairs to practice and reinforce the skills

Viewed 2,037 times.
Early Identification and Intervention for At-Risk Readers in French ImmersionAuthor(s): Wise, N., Chen, X. (2009)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education

"Children who experience difficulty in learning to read often remain poor readers
in later years. An unfortunate cycle ensues, in that the more frustration these
children experience, the more disinterested they become in reading. Abundant
evidence links early identification of reading problems to constructive interventions
and improved student achievement."

Viewed 1,333 times.