Search Results

Changes in Depression and Positive Mental Health Among Youth in Healthy Relationships ProgramAuthor(s): Natalia Lapshina, Claire Crooks, Amanda Kerry (2018)
This study explored and identified meaningful groups of youth based on their depression symptoms over time. Researchers found that youth who reported high levels of depression prior to the program experienced a significant decline in depressive symptoms and improved mental well-being following the program.

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GSA Members' Experiences with a Structured Program to Promote Well-BeingAuthor(s): Alicia Lapointe, Claire Crooks (2017)
The Fourth R's HRP for LGBT2Q+ Youth helps bolster positive mental wellness and encourage skill development among queer, trans, and gender diverse youth. It was adapted from the Healthy Relationships Plus Program (HRPP) - an evidence-informed, small group universal prevention program for youth that promotes positive mental health and well-being, and prevents risky behaviours. The HRP for LGBT2Q+ Youth was developed in consultation with academics, educators, and youth, and consists of 17 sessions, each lasting 45 minutes.

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Outcomes of Mental Health First Aid Course Adapted in First Nations ContextsAuthor(s): Claire Crooks, Andrea Lapp, Monique Auger, Kim van der Woerd, Angela Snowshoe, Billie Jo Rogers, Samantha Tsuruda, Cassidy Caron (2018)
The Mental Health First Aid First Nations (MHFAFN) course was adapted from Mental Health First Aid Basic to create a community-based, culturally safe and relevant approach to promoting mental health literacy in First Nations contexts. Ensuring cultural relevance is critical in First Nations contexts. Other widely used mental health trainings that are implemented without First Nations adaptation have had minimal or even negative results.

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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™.

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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.

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Efficacité des interventions en matière d’état d’esprit axé sur la croissance sur les réalisations scolairesAuthor(s): Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018)
On suggère que les élèves qui ont un état d’esprit axé sur la croissance présentent de meilleurs comportements psychologiques d’adaptation (p. ex., réaction positive face à l’échec), et par conséquent des réalisations scolaires plus élevées. Par conséquent, certains éducateurs ont mis en œuvre des interventions en matière d’état d’esprit axé sur la croissance afin d’aider les élèves à obtenir de meilleurs résultats et de meilleures notes sur les tests standardisés. Étant donné l’augmentation du financement des interventions en matière d’état d’esprit et de l’intérêt pour celles-ci, il est important d’évaluer de façon exhaustive l’efficacité de ces programmes sur les réalisations scolaires, ainsi que les circonstances dans lesquelles l’efficacité est améliorée ou réduite.

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Effectiveness of Growth Mind-Set Interventions on Academic AchievementAuthor(s): Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018)
It is suggested that students with growth mind-set traits exhibit greater adaptive psychological behaviours (e.g. positive response to failure), and consequently higher academic achievement. As a result some educators have implemented growth mind-set interventions to help students achieve better grades and scores on standardized tests. Given the rise in funding for and interest in mind-set interventions, it is important to comprehensively evaluate the effectiveness of these programs on academic achievement, as well as the circumstances under which effectiveness is enhanced or diminished.

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Associations entre le statut socioéconomique, l’inégalité, le climat scolaire et les réalisations scolairesAuthor(s): Berkowitz, R., Moore, H., Astor, R.A., Benbenishty, R. (2017)
Une corrélation a été établie entre de moins bonnes réalisations scolaires et un statut socioéconomique plus faible de l’élève et de l’école mais les preuves scientifiques qui établissent des liens entre le statut socioéconomique, le climat scolaire et les réalisations scolaires sont limitées, en raison de l’incohérence des méthodes d’étude et des instruments de mesure. Un examen systématique a donc été effectué pour examiner la littérature de façon exhaustive et déterminer si un climat scolaire positif pouvait réduire les écarts dans les réalisations entre les élèves et les écoles de différents statuts socioéconomiques.

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Associations Between Socioeconomic Background, Inequality, School Climate, and Academic AchievementAuthor(s): Berkowitz, R., Moore, H., Astor, R.A., Benbenishty, R. (2017)
Poorer academic achievement has been correlated with lower student and school SES but scientific evidence establishing links between SES, school climate, and academic achievement has its limitations due to inconsistency of study methods and measurement instruments. A systematic review was therefore conducted to comprehensively examine the literature and evaluate whether positive school climate can mitigate achievement gaps between students and schools of different SES backgrounds.

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Efficacité des interventions universelles en matière d’autorégulation chez les enfants et les adolescentsAuthor(s): Pandey, A., Hale, D., Das, S., Goddings, A. L., Blakemore, S. J., & Viner, R. M. (2018)
L’autorégulation est un concept psychologique qui inclut une gamme de compétences clés liées au contrôle émotionnel, aux interactions sociales positives, et à l’apprentissage autodirigé. Des recherches antérieures ont démontré que l’autorégulation était essentielle au développement et au maintien de la santé et du bien-être pendant l’enfance et toute la vie. Un examen systématique et une méta-analyse ont été effectués pour évaluer l’efficacité des interventions qui favorisent l’autorégulation chez les jeunes de la naissance à 19 ans, en plus des effets de telles interventions sur les résultats sociaux et en matière de santé.

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Effectiveness of Self-Regulation Interventions in Children and AdolescentsAuthor(s): Pandey, A., Hale, D., Das, S., Goddings, A. L., Blakemore, S. J., & Viner, R. M. (2018)
Past research has demonstrated that self‐regulation is essential for the development and maintenance of health and well‐being in childhood and across the lifespan. Given the growing evidence of its benefits, there have been many interventions developed to improve self‐regulation skills in youth. A systematic review and meta‐analysis were conducted to assess the effectiveness of interventions that promote self‐regulation among 0‐19 year olds, in addition to the effects of such interventions on health and social outcomes.

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Effective Asthma Education for School StaffAuthor(s): Kew, K. M., Carr, R., Donovan, T., Gordon, M. (2017)
Asthma is prevalent among youth, with significant morbidity and mortality reported worldwide. Most asthma‐related fatalities are avoidable, and therefore it may be important to increase asthma education for school staff given their frequent and long‐term interactions with youth. The overall aim of asthma education for school staff is to prevent asthma‐related fatalities among students, and to promote effective symptom management for improved child health and educational outcomes.

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Éducation efficace sur l’asthme pour le personnel scolaireAuthor(s): Kew, K. M., Carr, R., Donovan, T., Gordon, M. (2017)
L’asthme est prévalent chez les jeunes, avec une morbidité et une mortalité importantes à l’échelle mondiale. La plupart des décès associés à l’asthme sont évitables, et il pourrait donc être important d’augmenter l’éducation sur l’asthme pour le personnel scolaire, étant donné leurs interactions fréquentes et à long terme avec les jeunes. L’objectif général de l’éducation sur l’asthme pour le personnel scolaire consiste à prévenir les décès liés à l’asthme chez les élèves et à favoriser une gestion efficace des symptômes afin d’améliorer la santé des enfants et leurs résultats scolaires.

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Efficacité des services de santé mentale en milieu scolaire pour les élèves du primaireAuthor(s): Sanchez, A. L., Cornacchio, D., Poznanski, B., Golik, A. M., Chou, T., & Comer, J. S. (2018)
Une proportion importante de jeunes développent un trouble de santé mentale avant l’adolescence, mais la plupart d’entre eux ne reçoivent pas de soins. Les enfants qui font partie de minorités raciales et ethniques sont particulièrement vulnérables, car ils reçoivent moins de services, et ceux-ci sont de moins bonne qualité. Les interventions en santé mentale en milieu scolaire, dans le cadre desquelles le personnel scolaire assume le rôle de fournisseur de première ligne, représentent une option qui pourrait permettre de réduire ces écarts.

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Effectiveness of School-Based Mental Health Services for Elementary School ChildrenAuthor(s): Sanchez, A. L., Cornacchio, D., Poznanski, B., Golik, A. M., Chou, T., & Comer, J. S. (2018)
A significant proportion of youth develop a mental disorder by adolescence, but most do not receive care. Children of racial and ethnic minorities are especially vulnerable, as they receive fewer and lower quality services. School‐based mental health interventions, where school staff assume frontline provider roles, represent a potential option to reduce these disparities.

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Début des classes plus tardif et éducation, santé et bien-être des élèves du secondaireAuthor(s): Marx, R., TannerSmith, E. E., Davison, C. M., UĬolz, L. A., Freeman, J., Shankar, R., ... & Hendrikx, S. (2017)
Les élèves du secondaire présentent un risque plus élevé de manquer de sommeil en raison des changements à la chimie de leur cerveau et des exigences croissantes sur leur temps. Cette situation est préoccupante, étant donné que tout manque de sommeil, même léger, est associé à des effets indésirables, y compris des troubles d’apprentissage, un ralentissement du rendement et des pertes de mémoire. Pour aborder ces résultats négatifs, de nombreux systèmes scolaires envisagent de retarder l’heure du début des classes afin d’encourager les adolescents à dormir davantage.

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Lessons Learned and Wisdom Earned: A Phenomenological Study of the Lived Mentoring Experiences of Ontario’s Vice-PrincipalsAuthor(s): Burwell, T. W. (2018)
"Succession planning, leadership development, effective instructional methods, and successful mentorship practices are vital to the growth of today’s school boards." This study examined mentoring needs of beginning Vice-Principals who participated in a mentoring program offered in one of the Ontario school boards. From this, the author discovered three themes...

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Interventions en matière d’activité physique ciblant la dépression chez les enfants et les adolescentsAuthor(s): Brown, H. E., Pearson, N., Braithwaite, R. E., Brown, W. J., Biddle, S. J. J., (2013)
La dépression est le trouble de santé mentale le plus fréquent, avec des taux élevés d’apparition pendant l’adolescence. Une méta-analyse a été effectuée en 2017 pour évaluer l’influence globale des interventions en matière d’activité physique sur la dépression chez les enfants et les adolescents. La compréhension du potentiel de l’activité physique pour réduire les symptômes de dépression fournit des implications pour les politiques en milieu scolaire.

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Physical Activity Interventions for Depression in Children and AdolescentsAuthor(s):
Depression is the most common mental health disorder, with high rates of onset during youth. A meta-analysis was conducted in 2017 to assess the overall impact of physical activity interventions on depression in children and adolescents. Understanding the potential of physical activity in reducing depressive symptoms provides implications for policy in school settings.

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Interventions universelles en milieu scolaire sur la « résilience » et la consommation d’alcool et de droguesAuthor(s): Hodder, R. K., Freund, M., Wolfenden, L., Bowman, J., Nepal, S., Dray J., et al., (2017)
Une méta-analyse a été effectuée en 2017 pour évaluer l’efficacité d’interventions en milieu scolaire sur la « résilience » en ce qui concernait le tabagisme et la consommation d’alcool et de drogues illégales chez les adolescents. Les interventions qui abordent tant des facteurs personnels de protection de la résilience (p. ex., estime de soi, empathie, conscience de soi), et des facteurs environnementaux de protection de la résilience (p. ex., famille aimante, relations à l’école et dans la communauté) ont été examinés.

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Universal School-based ‘Resilience’ Interventions and Substance UseAuthor(s): Hodder, R. K., Freund, M., Wolfenden, L., Bowman, J., Nepal, S., Dray J., et al., (2017)
A meta‐analysis was conducted in 2017 to evaluate the effectiveness of universal school‐based ‘resilience’ interventions on tobacco, alcohol, and illicit substance use among adolescents. Interventions that address both individual resilience protective factors (e.g., self‐esteem, empathy, self‐awareness), and environmental resilience protective factors (e.g., caring family, school and community relationships) were examined.

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Preschool Predictors of Later Reading Comprehension AbilityAuthor(s): Hjetland, H. N., Brinchmann, E. I., Scherer, R., Melby‐Lervag, M. (2017)
The development of reading comprehension skills begins in childhood, and is essential for school and work success. The main outcomes assessed in the review are potential preschool predictors of later reading comprehension skills; 1) decoding (i.e. le er knowledge and phonological awareness); 2) linguistic comprehension (i.e. vocabulary and grammar); and 3) domain‐general cognitive skills (i.e. memory and nonverbal intelligence).

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Indicateurs à l’âge préscolaire des capacités ultérieures en compréhension de lectureAuthor(s): Hjetland, H. N., Brinchmann, E. I., Scherer, R., Melby-Lervag, M. (2017)
La compréhension de lecture commence dès l’enfance et elle est une compétence essentielle pour la réussite scolaire et professionnelle. Les principaux résultats évalués dans l’examen sont les indicateurs potentiels à l’âge préscolaire des compétences ultérieures en compréhension de lecture; 1) le décodage (c’est-à-dire la connaissance des lettres et la conscience phonologique); 2) la compréhension linguistique (c’est-à-dire le vocabulaire et la grammaire; et 3) les compétences cognitives d’ordre général (c’est-à-dire la mémoire et l’intelligence non verbale).

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Répercussions de l’éducation de la petite enfance (EPE) sur les résultats scolairesAuthor(s): McCoy, D. C., Yoshikawa, H., Ziol-Guest, K. M., Duncan, G. J., Schindler, H. S., Magnuson, K., et al. (2017)
La petite enfance représente une période critique pour le développement de compétences cognitives et socioémotionnelles. Dans le but de favoriser l’apprentissage et le potentiel scolaire des enfants, les pays occidentaux ont mis en œuvre de plus en plus de programmes d’éducation de la petite enfance (EPE) au cours des dernières décennies. Mais est-ce que l’EPE peut se traduire par une amélioration des résultats scolaires des enfants pendant la période intermédiaire de l’enfance et l’adolescence? Ce résumé de recherche conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) examine les répercussions de l'EPE sur les résultats scolaires.

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Impacts of early childhood education (ECE) on educational outcomesAuthor(s): McCoy, D. C., Yoshikawa, H., Ziol-Guest, K. M., Duncan, G. J., Schindler, H. S., Magnuson, K., et al. (2017)
Early childhood represents a critical period of cognitive and socio-emotional skill development. In an effort to promote children’s learning and educational potential, early childhood education (ECE) programs have been increasingly implemented in Western countries over recent decades. But can ECE lead to the improvement of children’s educational outcomes in middle childhood and adolescence? This research summary from the Knowledge Network for Student Well-Being (KNSWB) examines the impacts of ECE on educational outcomes.

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Facilitating Activist Education: Social and Environmental Justice in Classroom Practice to Promote Achievement, Equity, and Well-BeingAuthor(s): Niblett, B. (2017)
Activism is about bringing to life ideas regarding power, fairness, democracy, and hope. What relationships exist between activism and education? How can educators leverage these relationships to support student achievement, equity, and well-being?

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

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Think About It! Renewing Our Commitment to Teaching for Critical Thinking in the Social Studies and History CurriculaAuthor(s): Horton, T.A. (2017)
Effective critical thinking does not require students to just “think”; rather, it requires that they think about “something.” How can critical thinking help students to work in and through the curricular areas?

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

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Meaningful Making: Establishing a Makerspace in Your School or ClassroomAuthor(s): Hughes, J. (2017)
Makerspaces are creative spaces where people gather to tinker, create, invent, and learn. What do educators need to understand about maker pedagogies, and how can maker pedagogies support student learning across subject areas?

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

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Computer Coding in the K–8 Mathematics Curriculum?Author(s): Gadanidis, G., Brodie, I., Minniti, L., & Silver, B. (2017)
The trend of adding some form of computer coding to curriculum is an international phenomenon. How exactly should computer coding fit in the curriculum? Should it be its own subject? Should it be integrated with other subjects?

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

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Financial Literacy Education: Navigating a ParadoxAuthor(s): Pinto, L.E. (2017)
While financial knowledge is indisputably useful, financial literacy education is far from a recipe for individual or collective prosperity. What can educators do to cultivate financially literate students?

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

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Science 3D: Discovery, Design & Development through MakerspacesAuthor(s): Hughes, J., Morrison, L., Thompson, S. (2017)
Community makerspaces have become a widespread phenomenon; however, these Do-It-Yourself (DIY) models, rooted in design thinking and innovation, are beginning to move into the realm of formal education. This research investigated the impact of using "makerspace" pedagogies in the teaching and learning process to bridge the gap between our technology-infused world and Ontario's curriculum. Researchers discovered that...

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Interventions scolaires pour les élèves de l’école primaire et de l’école intermédiaire dont le statut socioéconomique est peu élevéAuthor(s): Dietrichson, J., Bog, M., Filges, T., & Klint Jorgensen A. M. (2017)
Ce résumé de recherche conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) décrit un recensement systématique, effectué en 2017, qui examine la documentation actuelle permettant de mieux comprendre quels types d’intervention peuvent être mis en œuvre afin d’améliorer les résultats aux tests standardisés en lecture et en mathématiques des élèves des écoles élémentaires et intermédiaires dont le statut socio-économique est peu élevé.

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Programmes parascolaires pour les jeunes à risqueAuthor(s): Kremer, K. P., Maynard, B. R., Polanin, J. R., Vaughn, M. G., & Sarteschi, C. M. (2015)
Les jeunes qui sont plus susceptibles d’avoir un rendement, une assiduité ou un engagement scolaires faibles et des problèmes de comportement sont souvent décrits comme étant « à risque ». Si on ne les résout pas, ces problèmes peuvent facilement se transformer en toxicomanie, en actes criminels et autres problèmes antisociaux à long terme. Ce résumé de recherche conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) examine l’incidence que les programmes après l’école ont sur les jeunes à risque.

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Interventions en milieu scolaire visant à prévenir ou à réduire la violence dans les fréquentations chez les adolescentsAuthor(s): De La Rue, L., Polanin, J. R., Espelage, D. L., Pigo , T. D. (2016)
Ce résumé de recherche élaboré par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) traite des répercussions des programmes de prévention de la violence dans les fréquentations, offerts dans les écoles intermédiaires et secondaires, sur la connaissance des adolescents et l’attitude qu’ils ont par rapport à la violence dans les fréquentations, le consentement dans le cadre des mythes entourant le viol, la perpétration de violence dans les fréquentations, la victimisation liée à la violence dans les fréquentations et les tactiques à adopter en cas de conflit. Implications et recommandations pour des interventions en milieu scolaire y sont mises en évidence.

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Évaluation de l’efficacité de programmes de prévention du suicide offerts en milieu scolaireAuthor(s): Katz, C., Bolton, S.-L., Katz, L. Y., Isaak, C., Tilston-Jones, T., Sareen, J. & Swampy Cree Suicide Prevention Team (2013)
Ce résumé de recherche conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) présente un examen systématique qui cherchait à évaluer une gamme de programmes scolaires de prévention du suicide. La recherche a examiné l’efficacité et les limites des différents programmes traitant du suicide qui existent à l’heure actuelle. Implications et recommandations sont évoquées en fonction des conclusions tirées.

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Facteurs qui influencent la réussite de programmes de prévention du suicide offerts en milieu scolaireAuthor(s): Balaguru, V., Sharma, J., & Waheed, W. (2012)
Ce résumé de recherche a été conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB). À l’heure actuelle, aucune preuve ne soutient de façon irréfutable le recours à un type précis d’intervention en matière de prévention du suicide utilisé dans les écoles. Ce résumé de recherche présente dans ses grandes lignes un examen réaliste mené en 2012 (une explication plutôt qu’une critique) ayant étudié les caractéristiques d’interventions ayant mené à une réduction des tentatives de suicide. Implications et recommandations sont fournies à partir des conclusions tirées.

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Mise en œuvre de programmes de promotion de la santé en milieu scolaireAuthor(s): Pearson, M., Chilton, R., Wya , K., Abraham, C., Ford, T., Woods, H., & Anderson, R. (2015)
Ceci est un résumé de recherche mis à jour développé par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB). Depuis longtemps, on considère les écoles comme étant le lieu principal où sont proposés les programmes faisant la promotion de la santé chez les enfants. Dans le cadre des méthodes faisant la promotion de la santé, les sujets abordés actuellement sont la consommation d’alcool, l’usage de drogues, le tabagisme, l’obésité, l’activité physique, le développement et la santé sexuelle, les relations saines et le bien-être. Des examens récents laissent penser que certaines stratégies sont plus efficaces que d’autres à mettre en œuvre des programmes faisant la promotion de la santé dans les écoles.

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Les retombées des programmes d’apprentissage social et émotionnel sont-elles durables?Author(s): Taylor, R. D., Oberle, E., Durlak, J. A. et Weissberg, R. P. (2017)
Ce résumé de recherche a été conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB). Il décrit une méta-analyse menée en 2017 de quatre-vingt-deux programmes généraux d’apprentissage de dimension sociale et affective offerts en milieu scolaire. Les conclusions confirment que les valeurs de l’apprentissage socioaffectif ont des répercussions sur les élèves à long terme dans sept domaines de résultats.

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La « spirale destructrice » des problèmes de santé mentale et de l’abandon scolaireAuthor(s): Esch, P., Bocquet, V., Pull, C. et al. (2014)
Ce résumé de recherche conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) présente le lien entre la santé mentale et le décrochage scolaire précoce. Les conclusions de la recherche contribuent à mieux comprendre les raisons qui poussent les élèves à quitter l’école avant d’avoir terminé leurs études et le rôle que les éducateurs et les intervenants jouent dans la réussite scolaire des jeunes.

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Efficacité des interventions fondées sur la pleine conscience en milieu scolaire pour les jeunesAuthor(s): Felver, J., Celis-de Hoyos, C., Tezanos, K., & Singh, N. (2015)
Ce résumé de recherche a été conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB). Il a été largement démontré que les interventions basées sur la pleine conscience aident dans le traitement de divers problèmes sociaux et troubles psychologiques et qu’elles bénéficient aux jeunes. Nombreux sont les éducateurs qui choisissent d’inclure des exercices ou des méthodes de pleine conscience dans le cadre des tâches quotidiennes en salle de classe. Récemment, un examen systématique a passé en revue ce que nous connaissons déjà sur certaines des incidences qu’ont les programmes de pleine conscience en milieu scolaire.

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L’activité physique et l’engagement scolaire chez les jeunesAuthor(s):
Ceci est un résumé de recherche mis à jour développé par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB). Les éducateurs subissent de plus en plus de pression à améliorer les notes obtenues aux tests scolaires. Ceci peut se traduire par la perception selon laquelle le temps passé en classe profite davantage au rendement scolaire, comparativement à celui consacré à promouvoir et à faire de l’activité physique. Cet examen systématique suggère que cette perspective est biaisée dans la mesure où l’activité physique a une incidence positive sur les résultats scolaires obtenus du fait qu’elle favorise l’engagement des élèves à être motivé pour l’école.

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Les interventions en faveur du développement positif des jeunes sont-elles efficaces?Author(s): Ciocanel, O., Power, K., Eriksen, A., & Gillings, K. (2017)
Ce résumé de recherche conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) décrit un examen systématique, effectué en 2017, sur l’efficacité des interventions en matière de développement des jeunes à engendrer des résultats positifs et à réduire les comportements problématiques. La recherche conclut que les interventions visant à engendrer une positivité chez les jeunes constituent une technique préventive encourageante pouvant réduire les comportements dangereux et délictueux des adolescents.

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Améliorer l’apprentissage social et émotionnel des élèvesAuthor(s): Joseph A. Durlak; Roger P. Weissberg; Allison B. Dymnicki; Rebecca D. Taylor; Kriston B. Schellinger (2011)
À l’origine, ce résumé de recherche avait été élaboré par l’équipe E-BEST du Hamilton-Wentworth District School Board. Le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) l’a mis à jour. Il fait la synthèse d’une méta-analyse de 2011 des programmes en compétences socioaffectives offerts dans les écoles. Les résultats présentent de solides éléments de preuve selon lesquels les compétences socioaffectives ont une incidence positive sur la réussite scolaire. Sur la base de ces conclusions sont exposées les méthodes efficaces de ces programmes.

Viewed 30 times.
Caractéristiques du perfectionnement professionnel associées aux résultats positifs pour les éducateurs et les étudiantsAuthor(s): Dunst, C. J., Bruder, M. B., & Hamby, D. W. (2015)
Puisque les activités de perfectionnement professionnel sont essentielles pour améliorer les compétences des éducateurs et mieux les préparer face aux exigences de leur profession, ce résumé de recherche du Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) examine quelles caractéristiques du perfectionnement professionnel dans le cadre du programme de formation à l’enseignement produisent des résultats positifs pour les éducateurs et les élèves.

Viewed 28 times.
Features of Professional Development Associated with Positive Educator and Student OutcomesAuthor(s): Dunst, C. J., Bruder, M. B., & Hamby, D. W. (2015).
Since professional development activities are vital to enhance skills and prepare educators for the demands of their profession this research summary from the Knowledge Network for Student Well-Being (KNSWB) looks at which features of professional development in-services produce positive educator and student outcomes.

Viewed 40 times.
Are Positive Youth Development Interventions Effective?Author(s): Ciocanel, O., Power, K., Eriksen, A., & Gillings, K. (2017).
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB). It outlines a 2017 systematic review of the effectiveness of youth development interventions in promoting positive outcomes and reducing problem behaviours. The research finds that positive youth development interventions are a promising preventative technique for reducing harmful adolescent behaviour.

Viewed 200 times.
The “Downward Spiral” of Mental Health Problems and Early School-LeavingAuthor(s): Esch, P., Bocquet, V., Pull, C. et al. (2014)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB), outlining a meta-analysis that examined the link between mental health and early school drop out. Findings add insight to reasons why students leave school early and the implications for educators and stakeholders in youth's academic achievement.

Viewed 61 times.
Factors Impacting Success of School-Based Suicide Prevention ProgramsAuthor(s): Balaguru, V., Sharma, J., & Waheed, W. (2012)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB). At present, no evidence conclusively supports the use of any one specific type of school-based intervention for suicide prevention. This summary outlines a 2012 realist review (explanation rather than critique) that examined characteristics of interventions linked to a reduction in suicide attempts. Based on the findings, implications and recommendations are provided.

Viewed 67 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.

Viewed 56 times.
School-Based Interventions to Prevent or Reduce Teen Dating ViolenceAuthor(s): De La Rue, L., Polanin, J. R., Espelage, D. L., Pigott, T.D. (2016)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB), outlining a meta-analysis that set out to determine the effects of middle and high school-based dating violence prevention programs on teens' knowledge of and attitudes toward dating violence, rape myths acceptance, dating violence perpetration, dating violence victimization, and conflict tactics. Implications and recommendations for school-based interventions are highlighted.

Viewed 79 times.
Academic Interventions for Elementary and Middle School Students with Low SESAuthor(s): Dietrichson, J., Bog, M., Filges, T., & Klint Jorgensen A. M. (2017)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB), outlining a 2017 systematic review that examined the current literature to better understand what types of interventions can be implemented to increase standardized test scores in reading and mathematics of low SES students in elementary and middle school.

Viewed 85 times.
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.
Supporting Students' Vocabulary Development Through PlayAuthor(s): Stagg Peterson, S. (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

The relationships that researchers have found between children's vocabulary and their literacy and overall school success indicate the importance of vocabulary instruction. This article provides tips for teachers to support children's vocabulary development through play.

Viewed 90 times.
The Mathematical Territory Between Direct Modelling and ProficiencyAuthor(s): Lawson, A. (April 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

The potential learning that exists in the territory between direct modelling and memorization of facts is foundational for a great deal of later mathematics and for mental fluency. This article provides suggestions for teaching well-constructed problems that elicit and work with sophisticated numeracy strategies.

Viewed 477 times.
Facilitating Activist EducationAuthor(s): Niblett, B. (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

This article discusses the relationships between activism and education and provides suggestions on how educators can leverage these relationships to support student achievement, equity and well-being.

Viewed 203 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.

Viewed 256 times.
Accroître la capacité à résister à la pression des pairs grâce à une intervention en milieu scolaireAuthor(s): Wolfe, D., Crooks, C., Chiodo, D., Hughes, R. et Ellis , W. (2012)
L’équipe de recherche a examiné les techniques de résistance à la pression que démontraient de jeunes élèves après avoir été exposés à un programme axé sur le développement de relations saines. Par l’entremise de jeux de rôle, des observateurs aguerris ont pu consigner la fréquence de recours à des techniques de résistance à la pression des pairs. Les résultats ont indiqué que...

Viewed 97 times.
Un programme de prévention de la violence en milieu scolaire peut avoir un effet protecteur sur les jeunes ayant des antécédents de maltraitanceAuthor(s): Crooks, C., Scott, K., Ellis, W. et Wolfe, D. (2011)
Le programme L'ABC des relations saines a eu un effet protecteur contre la délinquance chez les jeunes victimes de mauvais traitements, tel que constaté au terme d’une période de suivi de deux ans. Chez les élèves touchés...

Viewed 108 times.
Deux années de mentorat en milieu scolaire et adapté à la culture favorisent une bonne santé mental chez les jeunes provenant des PNMIAuthor(s): Claire Crooks, Deinera Exner-Cortens, Sarah Burm, Alicia Lapointe et Debbie Chiodo (2016)
Cette étude visait à examiner les répercussions qu’aurait, sur le bien-être des jeunes provenant des PNMI, leur participation à un programme de mentorat en milieu scolaire et adapté à la culture. Les chercheurs ont découvert que...

Viewed 156 times.
Prévision de la fidélité dans la mise en œuvre d'un programme de prévention en milieu scolaire et de sa durabilitéAuthor(s): Crooks, C., Chiodo, D., Zwarych, S., Hughes , R. et Wolfe, D. (2013)
Les enseignements qui avaient reçu une formation dans le cadre du programme L'ABC des relations saines avant 2009 ont dû remplir un sondage en ligne pour déterminer dans quelle mesure ils ont continué d’utiliser ce programme, quelles modifications ils y ont apportées, et les éléments qu’ils ont considérés comme des obstacles à sa mise en œuvre. Les résultats ont indiqué que...

Viewed 172 times.
Évaluation des programmes adaptés à la culture pour les jeunes autochtones : défis et stratégiesAuthor(s): Crooks, C., Snowshoe, A., Chiodo, D. et Brunette-Debassige, C. (2013)
Il convient de trouver un équilibre entre une méthode de recherche stricte et les besoins d’un partenariat communautaire au moment d’évaluer les programmes destinés aux jeunes des Premières Nations. Les chercheurs ont constaté que...

Viewed 133 times.
Physical Activity and School Engagement in YouthAuthor(s): Owen, K.B., Parker, P.D., Van Zanden, B., MacMillan, F., Astell-Burt, T. and Lonsdale, C. (2016)
This is an updated research summary developed by the Knowledge Network for Student Well-Being (KNSWB). It outlines a systematic review that examined the link between physical activity and school engagement in youth. Overall, the results suggest that promoting physical activity could improve school engagement. Based on the findings, implications and recommendations are discussed.

Viewed 421 times.
Implementing Health Promotion Programs in SchoolsAuthor(s): Pearson, M., Chilton, R., Wyatt, K., Abraham, C., Ford, T., Woods, H., and Anderson, R. (2015)
This is an updated research summary developed by the Knowledge Network for Student Well-Being (KNSWB). It outlines a 2015 review of implementation strategies for health promotion programs in schools. Based on the findings, recommendations for effective health promotion strategies are highlighted.

Viewed 250 times.
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.

Viewed 258 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.
Predicting Implementation Fidelity and Sustainability in a School-Based Prevention ProgramAuthor(s): Crooks, C., Chiodo, D., Zwarych, S., Hughes, R. and Wolfe, D. (2013)
Teachers that were trained in the Fourth R prior to 2009 were surveyed online to determine the extent to which they continued using the program, the modifications they made, and perceived
barriers to implementation. Results indicated that...

Viewed 133 times.
Two Years of School-Based, Culturally Relevant Mentoring Promotes Positive Mental Health for FNMI YouthAuthor(s): Crooks, C., Exner-Cortens, D., Burm, S., Lapointe, A. and Chiodo, D. (2016)
This study examined the effects of participation in a school-based, culturally relevant mentoring program on wellbeing among FNMI youth. Researchers found that...

Viewed 187 times.
Evaluating Culturally-Relevant Programs for Indigenous Youth: Challenges and StrategiesAuthor(s): Crooks, C., Snowshoe, A., Chiodo, D. and Brunette-Debassige, C. (2013)
A balance must be found between a strict research design and honoring the requirements of a community-based partnership when evaluating programming for First Nations youth. The researchers found that community-based research partnerships are...

Viewed 208 times.
Exploring Secondary Principals' Perspectives of the Secondary Vice-Principal RoleAuthor(s): Lim, L. (2016)
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.

Viewed 166 times.
Bullying Predicts Dating Violence & Poor Relationship QualityAuthor(s): Ellis, W. and Wolfe, D. (2014)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This study showed that bullying predicts dating violence and poor relationship quality in adolescent dating relationships. These results illustrate how peer and dating relationship contexts are interconnected during adolescence. Youth who display aggression and other unhealthy behaviours in one type of relationship are likely to do so in others as well....

Viewed 367 times.
School-Based Violence Prevention Program Offers a Protective Impact for Youth with Maltreatment HistoriesAuthor(s): Crooks, C., Scott, K., Ellis, W. and Wolfe, D. (2011)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This research highlights the benefits of an inexpensive school-based violence prevention program. This program demonstrates support for the reduction of dating violence among students and the protective effect for maltreated youth, lowering their likelihood of engaging in violent delinquency. These results also suggest that a short-term violence prevention program can have significant and meaningful long-term results.

Viewed 411 times.
Treatment of Mental Health Disorders Among Children in Child Welfare CareAuthor(s): Stewart, S., Leschie, A., den Dunnen, W., Zalmanowitz, S., Baiden, P. (2013)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

Many children and youth in the child welfare system are receiving
inadequate mental health treatment. Evidence suggests that comprehensive intervention efforts involving the child or youth, family, school, and community are required for improving behavioural functioning and placement stability.

Viewed 492 times.
Factors Related to Non-Suicidal Self-Injury (NSSI) Among Adolescents Seeking Mental Health ServicesAuthor(s): Stewart, S., Baiden, P. and Theall-Honey, L. (2014)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This study examined the frequency of non-suicidal self-injury (NSSI) among adolescents with mental health needs and identified specific factors related to NSSI. Data on 2,013 adolescents were gathered from the Ontario Mental Health Reporting System using the Resident Assessment Instrument—Mental Health (RAI-MH). The researchers found increased NSSI in adolescents with mood or personality disorders, histories of abuse, substance use and intentional misuse of prescription medication, and higher rates of NSSI in females. The researchers highlighted the importance of novel findings in regards to intentional misuse of prescription medications in this population.

Viewed 358 times.
Link Between Non-Suicidal Self-Injury & Suicidal BehavioursAuthor(s): Hamza, C., Stewart, S., Willoughby, T. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

NSSI and suicidal behaviours are different behaviours that often co-occur. Little attention has been given to why these behaviours are linked. Since NSSI is considered one of the most significant risk factor for suicidal behaviours, it is crucial to examine the mechanism through which this occurs. Three theories have been proposed to explain the link between NSSI and suicidal behaviours and, in this summary, an integrated model of these theories is introduced.

Viewed 240 times.
Poor Peer & Family Relationships Predict Dating Violence in Adolescent GirlsAuthor(s): Chiodo, D., Crooks, C.V., Wolfe, D.A., McIsaac, C., Hughs, R., and Jaffe, P.G. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

The findings from this study underscore the importance of developing early prevention programming to enhance adolescent feelings of school connectedness, positive school attitudes, and engaging in personal control to reduce the likelihood of involvement in dating violence.

Viewed 330 times.
Increasing Peer Resistance Skills Through a School-Based InterventionAuthor(s): Wolfe, D., Crooks, C., Chiodo, D., Hughes, R., Ellis, W. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

The Fourth R is an evidence based intervention in schools that teaches youth how to have healthy relationships. Students who participate in the program learn strategies that can reduce their likelihood of engaging in peer pressure scenarios (when pressured to use drugs or alcohol, have unsafe sex, or witness peer violence perpetration at a higher rate).

Viewed 349 times.
Addressing the Gap Between Service Need and Delivery of Child and Youth Mental Health ServicesAuthor(s): Schwean, V. and Rodger, S. (2013)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This paper highlights the need for ongoing innovation, development, and evaluation of public mental health policy related to child and youth mental health services. Authors proposed a vision in which demonstration and research sites partner with public health policy approaches and provide support through research and evidence informed practice.

Viewed 283 times.
Emotional Intelligence: The New Answer for Improving Teacher Efficacy and Well-BeingAuthor(s): Vesely, A., Saklofske, D., Leschied, A. (2013)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

Emotional intelligence (EI) training may improve teachers’ psychological health, increase teachers’ efficacy, decrease
their stress and job dissatisfaction, and promote positive student outcomes.

Viewed 362 times.
Mental health literacy curriculum in teacher Preparation Programs: Helping Teacher Candidates Meet the Mental Health Needs of StudentsAuthor(s): Roger, S., Hibbert, K., Leschied, A., Pickel, L., Stepien, M., Atkins, M., Koenig, A., Woods, M., Vandermeer, M. (2014)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

The concerns of education stakeholders about teachers’ mental health literacy mirror the lack of opportunities provided in their training. There is a need for a formal mental health literacy curriculum in teacher preparation programs.

Viewed 325 times.
Critical Role of Schools in Child & Youth Mental HealthAuthor(s): Leschied, A., Flett, G., and Saklofske, D. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

Mental health problems are common yet unidentified among youth. Approximately one million youth in Canada will experience a diagnosable mental health disorder and only 4% of these youth will receive the necessary services.

Viewed 502 times.
Adolescent Identity as a Buffer Against Peer Pressure & Risk BehavioursAuthor(s): Dumas, T., Ellis, W., Wolfe, D. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This study explored whether youths’ level of identity exploration and commitment to identity would moderate the relationship between peer pressure and control and risk behaviours. Over 1,000 students completed self-report measures of identity exploration, identity commitment, risky behaviours, and experiences of peer-group pressure and control.


Viewed 250 times.
Hybrid teacher leaders and the studio classroomAuthor(s): Jason Margolis; Anne Doring (2012).
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 http://www.hwdsb.on.ca/e-best/

The focus of this study is “hybrid teacher leaders” (HTLs) and the studio classroom. A HTL is a teacher whose responsibilies are twofold; teaching in the classroom and leading other teachers in some capacity. The study is designed to assist educational leaders in the implementation of organizational and social structures that allow teacher leaders to have a positive impact on other teachers. The study was conducted over a two year period.

Viewed 183 times.
What Factors Affect Hospitalization of Youth with Mental Health Problems in Ontario?Author(s): Shannon Stewart, Chester Kam, and Phillip Baiden (2013)
This summary was created by the Evidence Exchange Network (EENet, formerly OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

This study aimed to clarify the specific factors that affect how long youth stay in hospital for mental health problems and how likely they
are to be readmitted in the future.

Viewed 275 times.
Use and Perceptions of E-Cigarettes Among Youth in CanadaAuthor(s): Czoli, C., Hammond, D. and White, C. (2014)
This summary was created by the Evidence Exchange Network (EENet, formerly OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

The claim is that e-cigarettes deliver nicotine as effectively as regular cigarettes without the harmful chemicals, but this has yet to be proven
scientifically. Researchers looked at the rate of e-cigarette use among
Canadian youth (16-30 years), youth perceptions of e-cigarettes, and the factors associated with their use.

Viewed 210 times.
Resilient, Active, and Flourishing: Supporting Positive Mental Health and Well-Being in School CommunitiesAuthor(s): Carney, P. and Parr, M. (2014)
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

This summary explores how school communities can
create cultures that support positive mental health and well-being in
practical and effective ways.

Viewed 479 times.
The New Mentality: Youth-adult partnerships in community mental health promotionAuthor(s): Ramey, H. and Rose-Krasnor, L. (2015)
This summary was created by the Evidence Exchange Network (EENet, formerly OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

Brock University researchers examined The New Mentality pilot program to explore what makes youth-adult partnerships work, and identify the potential benefit of youth-adult partnerships in child and youth community mental health promotion.

Viewed 378 times.
Project-Based Learning: Drawing on Best Practices in Project ManagementAuthor(s): Hutchison, D. (2015)
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

This summary examines how professional project management strategies can be used to enhance project-based learning in schools.

Viewed 535 times.
Features of Professional Development associated with positive educator and student outcomesAuthor(s): Dunst, C. J., Bruder, M. B. and Hamby, D. W. (2015)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board: http://www.hwdsb.on.ca/e-best/

Professional development activities are vital to enhance skills
and prepare educators for the demands of their profession. The purpose of this metasynthesis was to discover and define which features of professional development in‐services produce
positive educator and student outcomes.

Viewed 339 times.
Effectiveness of Suicide Prevention Programs in SchoolsAuthor(s): Katz, C., Bolton, S., Katz, L., Isaak, C., Tilston-Jones, T., and Sareen, J. (2013)
his research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2013 systematic review of effective elements of suicide prevention programs by
Katz, Bolton, Katz, Isaak, Tilston-Jones and Sareen.

http://www.hwdsb.on.ca/e-best/

Viewed 318 times.
Effective Elements of Suicide Prevention programs in SchoolsAuthor(s): Balaguru, V, Sharma, J, Waheed, W. (2012)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2012 systematic review of effective elements of suicide prevention programs by Balaguru, Sharma and Waheed.
http://www.hwdsb.on.ca/e-best/

Viewed 306 times.
Using Digital Technology to Support Word Study InstructionAuthor(s): McQuirter Scott, R. (2014)
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.

Students encounter a wide range of vocabulary as they search multiple websites, listen to video and audio files, and engage in social media. Digital technologies can present an alternative way of teaching word study, while still addressing many concerns of traditional paper-and-pencil resources.

Viewed 1,352 times.
Making Math Children Will LoveAuthor(s): Colgan, L. (2014)
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.

Evidence suggests that learning is energized by affect. We, as educators, must turn our attention to resources and strategies that improve students’ relationships with mathematics content and processes and pique students’ motivation, emotion, interest and attention.

Viewed 1,010 times.
Cultivating Student Engagement Through Interactive Art StrategiesAuthor(s): Cho, C.; Vitale, J. (2014)
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.

While we know that engaged students are more invested in their learning, the arts remain an underutilized strategy for student engagement. The reality is that many teachers lack confidence teaching both visual arts and music. We feel strongly that the generalist teacher can develop a repertoire of strategies – such as those discussed here – to increase their confidence and provide authentic and sincere arts-based experiences for learners.

Viewed 1,151 times.
The Inclusion of English Language Learners in French as a Second Language ClassroomsAuthor(s): Mady, C. (2012)
This study examined French as a Second Language teachers’ knowledge and beliefs about the inclusion of English Language Learner (ELL) students in French as an Official Second Language (FSOL) classes.

Viewed 829 times.
The Effects of Short Bilingual Exchange ProgramsAuthor(s): Mady, C. (2011)
This research examined the impact of participating in a short term bilingual exchange (for a period of less than two weeks), 6 to10 years after the exchange. Specifically, the researcher examined the following three questions: 1) What are the long-term linguistic outcomes for exchange participants as identified years following their exchange experience?; 2) What are the long-term non-linguistic outcomes (participation in other program opportunities, career choice) for exchange participants as identified years following their exchange experience?, and 3) How do former exchange participants link the above outcomes to the exchange experience?

Viewed 595 times.
Adolescent Attitudes Towards SchizophreniaAuthor(s): Faulkner, G., Irving, H., Paglia-Boak, A., and Adalf, E. (2010)
This study investigated adolescent knowledge of schizophrenia and their attitudes towards persons with the disorder. This study aimed to understand the how knowledge about schizophrenia is associated with social distancing behavior (or behaving in a way to not wanting to associate with people with schizophrenia).

Viewed 688 times.
Experiences of Immigrant Students in French as a Second Language ClassroomsAuthor(s): Mady, C. (2012)
This study investigated how immigrant students perceive the experience the study of French as a Second Official Language (FSOL) in Canada’s English- dominant elementary and secondary schools.

Viewed 702 times.
Parents' experiences seeking help for their children with mental health issuesAuthor(s): Reid, G., Cunningham, C., Tobon, J. and Evans, B. (2011)
This summary was created by the Evidence Exchange Network (EENet; formerly OMHAKEN). This and other summaries on mental health and addictions can also be found at: www.eenet.ca

Having families involved with multiple mental health agencies can lead to greater system costs, increased burdens on families,
insufficient treatment, or unequal distribution of services. Administrators and policymakers may find this study interesting in order to re-evaluate the structure and service model of the mental health system.

Viewed 614 times.
What do teen immigrants say about drug addition?Author(s): Hamilton, H., Mann, R. and Noh, S. (2011)
This summary was created by the Evidence Exchange Network (EENet; formerly OMHAKEN). This and other summaries on mental health and addictions can also be found at: www.eenet.ca

This study looks at what stigmas teens have against drug addiction and what factors lead to these attitudes. Educators may be interested in these findings because most drug prevention programs make use of stigmas and direct their anti-drug messages at young teens.

Viewed 640 times.
Social Justice as a Priority in New Teacher InductionAuthor(s): Pinto, L., Portelli, J., Rottmann, C. and Pashby, K. (2012)
This research study explored the degree to which social justice was prioritized by Ontario school administrators, as part of the New Teacher Induction Program (NTIP). This study aimed to understand the ways in which administrators influenced the social justice practices of beginning teachers.

Viewed 592 times.
Factors that Influence the Physical Activity Levels of Youth in Urban and Rural SettingsAuthor(s): Loucaides, C., Plotnikoff, R. and Bercovitz, K. (2007)
This study investigated the difference in physical activity (PA) levels of urban and rural youth in Canada. Specifically, the researchers explored the psychological, demographic, behavioural, and social factors affecting the level of PA for Canadian youth in urban and rural settings.

Viewed 867 times.
Cross-language activation of phonology in young bilingual readersAuthor(s): Jared, D., Cormier, P., Levy, B. and Wade-Woolley, L. (2012)
This study investigated the extent to which FI students whose first language is English identify and process words in both English and French during reading. Specifically the researchers explored whether students simultaneously learning two languages that share the same alphabet mentally store and retrieve words through a language specific system—French only or English only, or whether students posses a larger lexicon where their knowledge of both French and English words is invoked during the reading process.

Viewed 596 times.
Volunteer Youth Exchange Programs and Second Language LearningAuthor(s): Arnott, S. and Mady, C. (2012)
Second language exchange programs provide students with an opportunity to practice their language skills in an authentic setting. This study examined the impact of a Volunteer Youth Exchange (VYE) program on participants’ motivation to learn a second language (French or English).

Specifically, the researchers focused on the following two research questions: 1) How do the participants’ motivation to learn a second language (L2) and their self-assessment of their L2 compare pre and post volunteer experience?, and 2) What aspects of the volunteer experience may have influenced VYE participants’ willingness to communicate in their second language?

Viewed 1,027 times.
Perspectives on the Afrocentric School: Voices of Black YouthAuthor(s): Gordon, M. and Zinga, D. (2012)
In 2009 the Toronto District School Board (TDSB) opened the first black-focused or africentric school in Ontario. This study explored the opinions of black youth regarding the proposal of a black-focused school. Specifically the research aimed to explore black youths’ ideas about whether a black-focused school would address the issue of academic disengagement amongst black students.

Viewed 642 times.
Using Theatre to Examine Social Issues and Change School CultureAuthor(s): Gallagher, G. and Service, I. (2010)
This study examines the use of theatre to stimulate discussions about social issues and changes to school culture.The play tells the story of one boy’s struggle to overcome economic hardship, and the schools selected to show the play were chosen because of their large enrolments of students from low socio-economic backgrounds. The play was followed up with teacher professional development workshops to support the implementation of the overall program which was designed to help schools reduce the effects of poverty on students.

Viewed 5,843 times.
The Impact of Ontario’s “Healthy Schools” Program on Students’ Oral HealthAuthor(s): Muirhead, V. and Lawrence, H. (2011)
While many school-based oral health initiatives have targeted specific behaviors such as tooth brushing, this study examined the impact of the broader Ontario’s “Healthy Schools” initiative on the oral health of students. Launched in 2006, this program focuses on broader issues of health promotion including healthy eating, substance use, physical activity, and personal safety amongst others.

Viewed 613 times.
Supporting teachers who engage in district-wide, school-based programs: The experiences of PrincipalsAuthor(s): Gallagher, T. and Grierson, A. (2011)
This study examined the experiences of school administrators whose schools were the hosting sites of a district-wide professional learning initiative in one Ontario school board. Intended to assist with the implementation of evidence- based literacy and numeracy practices, four teachers from across the board were chosen to host demonstration classrooms where other teachers could visit and observe research-based instructional practices in action.

Viewed 759 times.
Serving Communities with High Incidences of Poverty: Success Stories from Ontario Elementary SchoolsAuthor(s): Flessa, J. and Gallagher-McKay, K. and Ciuffetelli Parker, D. (2010)
Previous literature suggests that the effects of child poverty is a challenging issue for students, teachers, and school administrators (Bascia, 1996). In collaboration with the Elementary Teachers’ Federation of Ontario (ETFO), this study focused on the work of 11 Ontario elementary schools in order to understand “how schools can best work with students and communities affected by poverty” (p. 5).

Viewed 1,141 times.
The relationship between report cards and EQAO scores.Author(s): Ross, J. and Kostuch, L. (2011)
This study examined the relationship between report card grades and student scores on the Educational Quality and Assessment Office (EQAO) tests in grades 3 and 6 for the 2007-2009 school years.
More specifically, this study was guided by three main research questions:
a) What is the level of agreement between report card grades and EQAO scores?
b) Do factors such as gender, subject area, student achievement, or grade level impact the level of agreement between these two indicators student achievement?
c) How well do report card grades predict the likelihood of success on the standardized assessments?

Viewed 591 times.
Students report their perception of, and satisfaction with, school-based sexual health educationAuthor(s): Meaney, G., Rye, B.J., Wood, E. and Soloviena, E. (2009)
This study investigated high school graduates’ perceptions of and satisfaction with their school-based sexual health education. In particular, the researchers were interested in how gender and the type of school attended (public or Catholic) impacted graduates’ views of their sexual health education.

Viewed 676 times.
Implementing educational change: How do individuals at different levels of responsibility experience change forces?Author(s): Melville, W. and Bartley, A. (2012)
The purpose of this study was to examine the change forces experienced by school administrators, a department chair, and a classroom teacher from one Ontario secondary school as they introduced an all-male grade nine math class in 2009. More specifically, the study was guided by the following research question: “How do change forces act on individuals at different levels of responsibility for an educational change?” (p. 3).

Viewed 1,027 times.
Factors the Influence the Classroom Management Style of New TeachersAuthor(s): Rideout, G. and Windle, S. (2010)
This study investigated whether any relationship exists between new teachers classroom management style and: (a) teachers’ own beliefs about education, (b) the mentorship teachers receive from
experienced colleagues, (c) teachers’ participation in the New Teacher Induction Program (NTIP), and (d) whether administrators at the school displayed a “transformational leadership” style.

Viewed 933 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.
Secondary Students’ Perceptions of School RulesAuthor(s): Raby, R. and Domitrek, J. (2007)
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.

Viewed 660 times.
Using Video Games to Teach ScienceAuthor(s): Jaipal, K. and Figg, C. (2009)
This study explored the use of a video game in the science classroom and it’s impact on teaching and learning. More specifically, this study focused on Nano Legends, an educational video game about cell division and cancer, which was implemented by four grade 8 science teachers in 2007.

Viewed 1,083 times.
Promoting Critical Literacy across the Curriculum and Fostering Safer Learning EnvironmentsAuthor(s): Roberge, G.D. (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.

In their everyday practice, teachers commonly encourage children to think deeply and critically examine what they read and view. Over the last decade, this practice has been augmented by increased emphasis on the teaching of critical thinking and critical literacy skills in Ontario schools. By teaching students to understand and embrace diverse viewpoints and to consider underlying messages, critical literacy may help foster another important provincial priority, that of creating safe and caring learning environments.

Viewed 1,085 times.
Performing Poetry: Using Drama to Increase the Comprehension on PoetryAuthor(s): Ferguson, K. (2014)
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.

Poetry can be both challenging and intimidating to teach and learn. But how can teachers teach poetry comprehension without falling into the trap of mechanically dissecting poems for form and “real” meaning? Drama is one strategy, grounded in research, that fosters student comprehension of poetry and allows students to apply comprehension strategies.

Viewed 1,157 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.
Calling Upon Other Language Skills to Enhance Second Language LearningAuthor(s): Mady, C. and Garbati, J. (2014)
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.

The impact of other languages on students’ target language proficiency and the degree to which they should be used in the second language classroom remain topics of debate. This monograph explores why and how to make use of students’ prior language knowledge in the second language class.

Viewed 995 times.
Fostering Literacy Success for First Nations, Métis and Inuit StudentsAuthor(s): Toulouse, P.R. (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 success rates for First Nations, Métis and Inuit students are currently measured by their acquisition of standard English and/or French, reflecting the languages of the Ontario curriculum. Because FNMI students often communicate in non-standard forms of English and/or French with their own unique nuances, they often encounter challenges in the standard languages. For these students, literacy success is cultivated by individualized programs that support their identity, experiences and relationships with the world. Literacy programs for these learners must, therefore, offer differentiated instruction, make real-life connections and involve strategies and resources that are engaging, motivating and culturally affirming.

Viewed 1,401 times.
Assessing Text Difficulty for StudentsAuthor(s): Murphy, S. (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.

This monograph explores three key kinds of knowledge that may help teachers arrive at more informed and defensible judgments about the likelihood of a text’s readability for children:
1. knowledge about the reader’s characteristics and the reading task
2. knowledge about the surface features of a text
3.knowledge about the deeper features of texts and the modalities represented in the text.

Viewed 1,355 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.
Supporting Struggling WritersAuthor(s): Peterson, S.S. (2014)
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.

Sadly, some students struggle in their attempts to communicate what they have learned and to interact with others through writing. This summary explores research which provides many strategies for addressing these students’ specific writing difficulties and enhancing their motivation to write.

Viewed 852 times.
Assistive Technology Tools: Supporting Literacy Learning for all Learners in the Inclusive ClassroomAuthor(s): Sider, S.; Maich, K. (2014)
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 are particularly interested in considering how assistive technology can be used to support the literacy achievement of all students, an area not frequently examined in the scholarly literature. In this article, we discuss the range of assistive technology tools available to students and teachers from a Universal Design for Learning (UDL) perspective, wherein strategies, resources and tools are incorporated with the needs of all students in mind.

Viewed 2,120 times.
Teaching Elementary MathAuthor(s): Small, M. (2013)
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

"Teaching through problem solving is about setting appropriate tasks, creating supportive environments and helping students to succeed without leading. Although some would argue that all mathematical tasks should be of this sort, others see it as one approach within a more varied menu. No matter the frequency of problem solving use, it is essential that students have opportunities to learn by thinking and doing and not by simply copying."

Viewed 842 times.
Promoting Curriculum Access in Children and Youth with Reading DisabiliitesAuthor(s): Martinussen, R.
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

Viewed 897 times.
Peer Feedback on Writing: An Assessment-for-Learning ToolAuthor(s): Peterson, S.S. (2013)
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

Viewed 766 times.
Teacher Leadership: What do we Know so Far?Author(s): Lieberman, A. (2013)
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

Viewed 677 times.
Using Digital Technologies to Support Literacy Instruction Across the CurriculumAuthor(s): Brett, 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

Viewed 645 times.
Creating a Student-Driven Museum WorkshopAuthor(s): Lemelin, N. & Bencze, L. (2004)
This article explores a collaborative research project between two university researchers and personnel from the Education Department at a science and technology museum in Ontario. The personnel were, for the most part, unfamiliar with constructivist learning theories that position students as active learners. The study focused on assessing the effectiveness of the workshop in engaging students in open-ended inquiry and invention projects and developing scientific literacy.

Viewed 621 times.
Are Summer Reading Programs Effective for Low Income Students?Author(s): Kim J. S. & Quinn, D. M. (2013)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board. More E-Best summaries can be found at http://www.hwdsb.on.ca/e-best/

A number of studies have shown that students from low‐income families score significantly lower on most measures of reading. Summer reading programs are often suggested as a strategy to reduce this gap. This meta-analysis reviewed studies that evaluated the effects of summer reading interventions.

Viewed 887 times.
What do we know about school climate?Author(s): Thapa, A, Cohen J, Guffey S, Higgins-D’Alessandro A. (2013)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2013 literature review on school climate by Thapa, Cohen, Guffey, & Higgens-D'Alessandro.

Viewed 1,110 times.
Physical Activity and Student AchievementAuthor(s): Fedewa, A. & Soyeon, A. (2011)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2011 systematic review of the link between physical activity and student achievement by Fedewa & Soyeon.

Viewed 738 times.
Effective Writing Instruction for Students in Elementary GradesAuthor(s): Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012).
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2012 systematic review of methodologies for writing instruction with elementary students by Graham, McKeown, Kiuhara & Harris

Viewed 1,138 times.
Effective Practices for Math Teaching in Middle and Secondary SchoolsAuthor(s): Slavin, R. E.; Lake, C.; Groff, C. (2009)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2009 systematic review of different math programs available to middle and secondary teachers by Slavin, R. E., Lake, C., & Groff, C.

Viewed 1,082 times.
Effective Practices for Math Teaching in Elementary SchoolsAuthor(s): Slavin R. E. & Lake C. (2007)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2007 systematic review of on different math programs available to elementary teachers by Slavin, R. E. , & Lake, C.

Viewed 978 times.
Dropout Prevention and Intervention ProgramsAuthor(s): Wilson, S. J., Tanner‐Smith, E. E., Lipsey, M. W., Steinka‐Fry, K., & Morrison, J. (2011)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2011 systematic review of dropout prevention programs by Wilson, S. J., Tanner‐Smith, E. E., Lipsey, M. W., Steinka‐Fry, K., & Morrison.
http://www.hwdsb.on.ca/e-best/

Viewed 958 times.
Computer Assisted LearningAuthor(s): Hattie, J. (2009)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2009 summary about computer assisted learning by John Hattie
http://www.hwdsb.on.ca/e-best/

Viewed 963 times.
Teaching Mathematics For Social JusticeAuthor(s): Esmonde, I., & Caswell, B. (2010)
This study reports on a set of collaborative inquiry projects aimed at exploring teaching mathematics for social justice in one urban elementary school in Toronto.

Viewed 1,116 times.
Supporting Teachers to Work with Children with ExceptionalitiesAuthor(s): Killoran, I., Zaretsky, H, Jordan, A., Smith, D., Allard, C. & Moloney, J. (2012).
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.

Viewed 1,142 times.
Inclusion in French ClassroomsAuthor(s): Arnett, K. (2008)
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 777 times.
Student Self-handicapping in Mathematics ClassroomsAuthor(s): Ferguson, J. M., Dorman, J. P. (2003)
This study investigated the relationship between classroom environment and secondary students self-handicapping behaviour. The researchers define self-handicapping as a “proactive, avoidance behaviour... designed to manipulate other people’s perceptions of performance outcomes so that the self-handicapping student appears worthy to other people in the school”. Examples of self-handicapping behaviour include deliberately not trying in class, fooling around the night before an examination, and putting off studying until the last minute.

Viewed 771 times.
Handling Problematic Situations When Administering the EQAO AssessmentAuthor(s): Childs, R.A., Umezawa, L. (2009)
While instructions are provided to teachers on how to administer large-scale assessments, in some cases strict adherence to these instructions may prove to be problematic for teachers in their dual role as both test supervisor and teacher. This study investigated how grade 3 teachers expect to react when faced with problematic situations while administering the EQAO assessment to their own classroom students. Specifically, the researchers explored what these teachers said they would do when faced with a number of hypothetical situations, and why they would choose a certain course of action.

Viewed 1,165 times.
Fostering Citizenship Engagement Through School ScienceAuthor(s): Sperling, E., & Bencze, L. (2010)
Recent curriculum revisions and policy documents in Ontario support a vision of science education with an increased emphasis on the relationship between science, technology, society, and the environment (STSE) (Ontario Ministry of Education, 2009). This study explored the relationship between STSE and citizenship education.

Viewed 1,029 times.
Fostering the Involvement of New Canadian ParentsAuthor(s): Peterson, S.S. & Ladky, M. (2007)
Previous research studies suggest that several barriers to new immigrant parent involvement in their children’s schooling can exist, including: language differences (Smrekar, 1996) and differences in cultural attitudes about the value of education and the role of parents in a child’s learning (Moles, 1993).

This particular study investigated the perspectives of elementary teachers and administrators across southern Ontario on effective practices to engage new immigrant parents in their child’s schooling.

Viewed 943 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.
Program In Brief: Empower Reading ProgramAuthor(s): E-BEST HWDSB
The Empower™ Reading program is designed to teach word identification skills and decoding strategies and to promote the effective use of these strategies. Applying these strategies effectively, the student can develop the basic skills needed for independent reading for meaning, information, or pleasure. The program focuses on 5 strategies: Sounding Out strategy, Rhyming strategy, Peeling Off strategy, Vowel Alert strategy, and SPY strategy, embedded in a metacognitive frame work.

Viewed 3,013 times.
Best Practices in Walk-Throughs, an Instructional Supervision Technique, and the Impact on Student AchievementAuthor(s): E-BEST HWDSB (2009)
This "BLAM" (Bottom Line Actionable Message) was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on best practices for walk-throughs as an instructional supervision strategy to increase student acheivement. You can also view this, and other BLAMs, at the HWDSB website: http://www.hwdsb.on.ca/e-best/?page_id=205

"Overall, the literature summarized in this BLAM, shows that walk-throughs can have a positive impact on student achievement
providing that they are transparent, non-evaluative, focused on an
improvement area and conducted frequently (at least once per
week). Walk-throughs should facilitate open dialogue between
teachers and principals..."

Viewed 1,457 times.
The Impact of Project Ploughshares Puppets for Peace Anti-Bullying ProgramAuthor(s): Beran, T., & Shapiro, B. (2005)
This study investigated the effectiveness of one anti-bullying program, Project Ploughshares Puppets for Peace (Woodfine, Lubimiv, & Langlois, 1995), performed at over 100 elementary schools and community groups across Ontario. The program uses 3-foot tall, hand-androd puppets to enact a bully scenario intended to educate students about different types of bullying behaviors and strategies for conflict resolution.

Viewed 1,259 times.
Transitioning to Canada: The Experience of New Canadian Music TeachersAuthor(s): Sprikut, L. Bartel, L. (2010)
This study investigated the experiences of 4 new Canadian music teachers, including the ways in which their instructional approaches and professional values changed, or were challenged, once they began teaching in Ontario.

Viewed 969 times.
Factors That Impact Students’ Physical Activity LevelsAuthor(s): Cairney, J., Kwan, M.Y.W., Velduizen, S., Hay, J., Bray, S.R., & Faught, B.E. (2012)
This study investigated students' experiences and perceptions of their school-based Physical Education (PE) classes in order to determine if those perceptions changed overtime during middle school. In particular, the researchers were interested in the relationship between students’ perceived athletic abilities, their enjoyment of their school-based PE classes, and gender.

Viewed 1,039 times.
Community Involvement in Educational PolicyAuthor(s): Sue Winton (2010)
People for Education (PFE) is a parent-led, not-for-profit organization in Ontario that encourages public citizens to become involved in education issues in their communities. This study examined data from a series of public focus groups hosted by People for Education from 2008 to 2010. Specifically, the researcher focussed on understanding the public’s vision for education in Ontario, and how community-based policy dialogues (conversations) can influence community engagement in educational policy.

Viewed 925 times.
Supporting Students with Developmental Coordination Disorder (DCD): An Intervention ModelAuthor(s): Missiuna, C., Pollock, N., Campbell, W. N., Bennett, S., Hecimovich, C., Gaines, R., DeCola, C., Cairney, J., Russell, D and Molinaro, E. (2012)
Many students in Ontario’s public schools receive occupational therapy services to meet a variety of needs. Often, this involves a qualified occupational therapist (OT) working one-on-one with a student within the school setting. Unfortunately, there are not enough OTs available to work with all of the students who need support, and students can wait between 1 to 2 years on a waitlist before receiving OT service (Deloitte & Touche, 2010).

Partnering for Change (P4C) is an innovative service delivery intervention model for students with Developmental Coordination Disorder (DCD).In the P4C intervention model, OTs work with classroom teachers and parents to build their capacity in supporting students’ occupational therapy needs. For example, OTs will coach parents and teachers to identify and implement strategies to improve students’ functioning at school.

Viewed 1,145 times.
Examining Race Representation in an Ontario Secondary Social Science TextbookAuthor(s): Rezai-Rashti, G.M. and McCarthy, C. (2008)
This study investigates the representations of race, multiculturalism, and anti-racism in one secondary social sciences textbook used in Ontario schools. In particular, the researchers were interested in examining how Ontario Ministry of Education curriculum policy documents for social sciences were translated into supporting textbooks by publishers.

Viewed 1,253 times.
Secondary Students’ Attitudes Towards “Clickers” or Audience Response Systems (ARS)Author(s): Kay, R.H. and Knaack, L. (2009)
“Clickers” or Audience Response Systems (ARS), “permit students to answer digitally-displayed multiple choice questions using a remote control” (Kay et al., 2009, p. 1). One of the suggested benefits of clickers (or ARS) is that they allows teachers to gauge in real-time whether students are grasping the content of a lesson, and make timely adjustments to their lesson when necessary. This study investigated student attitudes towards ARS in Ontario secondary schools.

Viewed 1,008 times.
Preventing Alcohol Use Problems Among Aboriginal YouthAuthor(s): Rawana J.S and Ames M.E. (2011)
This summary was produced by EENet. For more information on EENet and access to other summaries, please visit http://eenet.ca/

Youth who experiment with alcohol may be at risk of future alcohol use problems. Studies and trends show that Aboriginal youth may be at an even greater risk of developing such alcohol and drug use problems. For all teens, certain risk factors may worsen their vulnerability to developing alcohol disorders. Likewise, certain protective factors ward off alcohol dependence amongst teens. This study examines the protective factors of alcohol use among off-reserve Canadian Aboriginal youth.

Viewed 1,082 times.
The Performance of French Speaking Minority StudentAuthor(s): Bouchamma, Y. and Lapointe, C. (2008)
Recent studies have raised concerns about the writing achievement of minority French-speaking students (students who attend school in provinces where the majority of the population speaks a language other than French) when compared with French-speaking and English speaking students who live in majority environments (in which the majority of the population speaks the same language as the student). This study examines the causes that students attribute to their writing successes and failures in minority and majority French-speaking Canadian provinces, including Ontario.

Viewed 1,202 times.
Special Education Programming: Principal’s Report on Their Leadership Role(s) in Special Education Programming and Their Professional Development NeedsAuthor(s): Zaretsky, L., Moreau, L., and Faircloth, S. (2008)
This study examined principal’s perceptions of what it means to provide leadership in special education: how they believe they demonstrate this leadership in their schools, how well they believe they are prepared to engage in these roles, and their perceived professional development needs in this area.

Viewed 919 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.


Viewed 848 times.
How Teachers Perceive the Concept of Sustainable DevelopmentAuthor(s): Elshof, L. (2005)
This study examined technological studies teachers’ understanding of the concept of sustainable development. More specifically, the researcher was interested in identifying which aspects of sustainable development these teachers considered to be most significant from a personal, collegial, and student interest perspective.

Viewed 1,183 times.
Teachers’ Familiarity and Use of Formative Assessment Strategies to Enhance Student LearningAuthor(s): Volante, L. and Beckett, D. (2011)
In this study, the researchers investigated K-12 teachers’ familiarity with, and use of, formative assessment practices. The researchers also examined the factors that accounted for the under use of these
practices in Ontario classrooms.

Viewed 1,163 times.
Career Counseling in an Ontario High SchoolAuthor(s): Truong, H.Q.T. (2011)
This study investigated the career counselling practices of educators at one large Ontario high school with an enrollment of 1,300 students.

Viewed 1,240 times.
The Philosophical Orientations of Pre-service TeachersAuthor(s): Ryan, T.G. (2008)
This study focuses on the philosophical identities of pre-service teachers and was guided by the following research questions:
1) What is the philosophical orientation of a pre-service education student?
2) What are the theoretical preferences of pre-service students with regard to teaching and learning?

Viewed 1,034 times.
Poetry: A Powerful Medium for Literacy and Technology DevelopmentAuthor(s): Hughes, J. (2007)
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 in the area of poetry and technology:

"Traditional notions of literacy were once related more or less exclusively to competence
in reading and writing. We have expanded these notions to include usage and
comprehension skills in speaking, listening, viewing, and representing – by which we
mean communicating through a variety of media, including visual art, drama, and
multimedia performances. In this context, our definition of literacy extends to
fluency in reading and creating electronic media. In a time when the focus is on
improving literacy, what role might poetry, a genre that is often marginalized in the
English language arts classroom, play in literacy development? How can poetry be
taught in ways that engage students, so that we can tap into its literacy-enhancing
power?"

Viewed 1,289 times.
Eating Disorders, Body Dissatisfaction and Depression Among AdolescentsAuthor(s): Goldfield, G.S., Moore, C., Henderson, K., Buchholz, A., Obeid, N. and Flament, M.F. (2010)
This study investigated eating disorder behaviour, body dissatisfaction and symptoms of depression among Canadian adolescents.

Viewed 919 times.
Supporting Young People with Disabilities in their Transition to Adult Services: Developing Best PracticesAuthor(s): Stewart, D. (2009)
Transitioning from school and youth services to adult services can be a very challenging process for young people with disabilities and their families. This article reports on the Best Practice Project, a joint effort of the Ontario Ministry of Health and Long-term Care, the Ontario Neurotrauma Foundation, and the Ontario Children’s Rehabilitation
Network. Facilitated by a team of researchers, the project focused on establishing best practice guidelines for the process of transitioning from school and youth services to adult services for young people with physical and developmental disabilities in Ontario.

Viewed 1,228 times.
Is Gender a Consideration in the Hiring and Rotation of Secondary School Principals?Author(s): Reynolds, C., White, R., Brayman, C. and Moore, S. (2008)
Government statistics from the early 2000s in Ontario, Nova Scotia, Saskatchewan, and British Columbia illustrate that the percentage of women secondary school principals has risen over the past thirty years. This study investigated whether gender is a factor in the hiring and rotation practices of school boards within these four provinces.

Viewed 920 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.
Trigonometry in Grade 3?Author(s): Gadanidis, G. (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 rich math environments:

"Young students...benefit from opportunities for using imagination and sensing mathematical beauty. This monograph shares our research in this area, highlighting the ways we have engaged children
with ideas that are well beyond their grade level."

Viewed 1,670 times.
Morphology WorksAuthor(s): Kirby J.R and Bowers P.N. (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 in the area of expanding students' vocabulary using morphology:

"What can classroom teachers do to develop word knowledge in children who need it most? Morphology describes how words are composed of meaningful parts....it also provides clues about how
words should be written and pronounced."

Viewed 1,571 times.
Using Multilevel TextsAuthor(s): Cornford, C. (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 in the area of literacy and inclusive classrooms:

"There are multiple reasons for students’ lack of engagement with text, but one of the primary reasons is that the text is either too easy or too difficult....Multilevel texts allow students at all ability levels to engage in reading together. The use of multilevel texts accompanied by the differentiation of instruction and assessment promotes higher-level thinking through focused, whole-class discussions in which all students can participate"

Viewed 1,389 times.
The Student FilmmakerAuthor(s): Hutchison, D. (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 in the area of digital video production:

"Increasingly, teachers are being asked to address an ever-broader notion
of literacy – one that includes new forms of digital literacy, related to the
multimedia technologies students routinely interact with (e.g., blogs, wikis
and social networking websites). Yet how can teachers integrate digital literacy
with the Ontario curriculum which underscores the importance of traditional
forms of print and oral literacy? Student-created videos are one possibility
that affords an opportunity to integrate print, oral, and digital literacies
into a compelling curriculum unit."

Viewed 1,436 times.
Technology in the Mathematics ClassroomAuthor(s): Bruce, C.D. (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 in the area of interactive whiteboards:

"Interactive whiteboards (IWBs) are a relatively new learning tool. While some early studies suggest that they may only be a “slick presentation tool” used to enhance teacher-directed lessons, others have identified a greater potential. Research on use in mathematics classrooms suggests that when we combine thoughtful professional learning with implementation, we enable teachers to maximize the use of IWBs to enhance student learning through multi-modal representations and inquiry approaches."

Viewed 2,317 times.
What Factors Impact University Participation in Canada?Author(s): Christofides, L.N., Hoy, M. and Yang, L. (2009)
Increased enrolment in post-secondary education institutions is generally thought to have a positive impact on a country’s future prospects. This research investigates the factors that impact on a young adult’s decision to pursue post-secondary education and, specifically, the impact of tuition fees, family income, parental educational attainment, gender, and university premium (perceived return on investment) on university attendance.

Viewed 1,263 times.
Online learning environments: The experiences of prospective teachersAuthor(s): Duncan, H.E., & Barnett, J. (2010)
Since 2005 many schools in the K-12 system have increased their offering of online courses (Watson, Gemin, & Ryan, 2008). This study examined the experiences of 19 pre-service teachers from one Ontario Faculty of Education who were enrolled in a course designed to teach effective online teaching skills. Topics covered by the course included designing and delivering online course content and the ethics of online teaching. The course itself was delivered using a blended approach with both online and face-to-face class sessions and ran from September to December in the fall of 2007.

Viewed 1,309 times.
Participation at Canadian Universities: A Growing Gender GapAuthor(s): Christofides, L.N., Hoy, M. and Yang, L. (2010)
The participation rate of young women at universities has steadily been increasing, with women now more likely to enroll in university than men. For example, in 2005, a 15 percentage point gap existed between the participation rate of women at university compared to men. This research study investigated the factors influencing young people’s decision to attend university and whether these factors are different for men and women.

Viewed 1,307 times.
Public Perceptions of Inclusive Education and Students with Intellectual DisabilitiesAuthor(s): Burge, P., Ouellette-Kuntz, H., Hutchinson, N. and Box, H. (2008)
This study investigated public perceptions of the best education practices for students with intellectual disabilities. The potential obstacles and impacts of including students with intellectual disabilities in regular classrooms were also investigated.

Viewed 1,109 times.
Using Digital Technologies to Support Literacy Instruction Across the CurriculumAuthor(s): Brett, C. (2012)
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO) and can also be found on their website at:
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

"While the Internet is now the number one information source for both children and adults, research is
showing that online reading does differ importantly from print-based reading (Coiro & Dobler, 2007;
Coiro, 2007)...."

Viewed 1,441 times.
Equity, Social Justice, and the Inclusive ClassroomAuthor(s): James, C.E. (2012)
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO) and can also be found on their website at:
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

Viewed 1,565 times.
Are Courses and Programs Offered Equitably to Students Across a School Board?Author(s): Parekh, G., Killoran, I. and Crawford, C. (2011)
This study investigated whether programs within the Toronto District School Board (TDSB) — such as French immersion, Special Education, the Ontario Youth Apprenticeship Program (OYAP), and the Specialist High Skills Major Program (SHSMP) — were offered equitably to students in secondary schools throughout the TDSB.

Viewed 1,162 times.
Perspectives of New Administrators on the Ontario Principals Qualification CoursesAuthor(s): Luu K.N. (2010)
Teachers who wish to move into the role of administration in Ontario’s public school system must first complete Principals’ Qualification Courses (PQP). This study investigated the perceptions of newly appointed school administrators in Ontario regarding their experience with the PQP. More specifically, the author wished to explore the extent to which the current structure of PQP training in Ontario prepared new administrators for the realities of school leadership.

Viewed 902 times.
Does School Size Affect Student Achievement?Author(s): Jones K.R. and Ezeife A.N. (2011)
There has been much debate about the impact of school characteristics (such as school and classroom size) on student achievement. This study investigated the relationship between the size of a school — how large a school is in terms of student enrollment — and the academic achievement of students within that school.

Viewed 953 times.
How does social anxiety affect young children?Author(s): Weeks, M., Coplan R.J. and Kingsbury, A. (2009)
This summary was created by the Evidence Exchange Network (EENet; formerly OMHAKEN). This and other summaries on mental health and addictions can also be found at: www.eenet.ca

"A young child with anxiety symptoms may be at risk of experiencing anxiety in their adolescence and adulthood....This study examines the effects of subclinical social anxiety on early elementary school
children."

Viewed 1,357 times.
Effective Reading Programs for All Students in the Elementary GradesAuthor(s): Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on elementary reading programs. This and other snapshots can be accessed directly from the E-Best website at: http://www.hwdsb.on.ca/e-best/

"A recent systematic review examined studies of elementary
reading programs and compared them to one another....Researchers found that instructional process programs designed to change daily teaching practices had substantially greater research
support than programs that focused on curriculum or technology alone. "

Viewed 1,649 times.
Effective Reading Programs for Struggling Students in the Elementary GradesAuthor(s): Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on effective elementary reading programs. This and other snapshots can be accessed directly from the E-Best website at: http://www.hwdsb.on.ca/e-best/

"A recent systematic review examined studies of remedial reading programs and compared them to one another....Researchers found that the most effective strategy for remedial readers was an initial focus on improving classroom instruction methods, followed by one‐on‐one tutoring with an emphasis on phonics for students who continued to struggle."

Viewed 2,452 times.
Psychological and educational interventions for preventing depression in children and adolescentsAuthor(s): Merry, S. N., Hetrick, S. E., Cox, G. R., Brudevold‐ Iverson, T., Bir, J. J., & McDowell, H. (2011)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on psychological and educational interventions. This and other snapshots can be accessed directly from the E-Best website at: http://www.hwdsb.on.ca/e-best/

"A recent systematic review sought to determine whether psychological and/or educational interventions are effective in preventing depression in children and adolescents....When compared with no intervention, programs showed an immediate reduction in risk of depression."

Viewed 1,067 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: http://www.hwdsb.on.ca/e-best/

"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: http://www.hwdsb.on.ca/e-best/

"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
taught."

Viewed 2,039 times.
Pre-service Teachers’ Perceptions of BullyingAuthor(s): Craig, K., Bell, D.& Leschied, A. (2011)
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 1,631 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.

Viewed 1,394 times.
What Factors Impact Student Enrollment in Physical Education Classes?Author(s): Hobin E.P., Leatherdale S., Manske S., Burkhalter R.J., & Woodruff, S.J. (2010)
While it is generally believed that regular physical activity is an important part of a healthy lifestyle, the amount of time teenagers spend being physically active can vary greatly. This study compared the enrollment rates of students in physical education (PE) courses in secondary schools across Ontario and the factors that impact this enrollment.

Viewed 1,099 times.
Dual-credit programming: The challenges and opportunitiesAuthor(s): Watt-Malcolm, B. (2011)
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.
Teaching Science as a Process of InquiryAuthor(s): Melville W., Bartley A. & Fazio, X. (2012)
This study investigated the attitudes and experiences of pre-service secondary school science teachers who are learning to teach science as a process of inquiry. The pre-service teachers were enrolled in a full-year science methodology course at an Ontario faculty of education, which aimed to challenge the belief that scientific investigation is only conducted using one universal step-by-step process.


Viewed 1,226 times.
Teachers report the factors that cause them stress when teaching inclusive classroomsAuthor(s): Brackenreed, D. (2008)
Adjusting to the demands of inclusive classrooms has been a stressful experience for many Ontario teachers (Leithwood, 2006). This study investigates teacher perceptions of the “stressors” (specific causes of stress) that result from the inclusion of special needs students in the regular classroom.

Viewed 1,511 times.
What parents expect from ED mental health services for youthAuthor(s): Cloutier P., Kennedy, A., Maysenhoelder H, Glennie E.J., Cappelli, M. & Gray, C. (2010)
This summary was created by the Evidence Exchange Network (EENet; formerly OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

Many youth go to hospital emergency departments (EDs) for a variety of mental health issues. A child’s parents or caregivers
are often a clinician’s main source of information about the youth, their history, and the crisis situation. In this way, caregivers’
perceptions can play a huge role in the way the clinician administers care for the youth. The caregiver also represents a second set of
expectations that need to be met. However, there is no standardized way of getting information from caregivers. This study
examines parental expectations for ED mental health services for youth.

Viewed 937 times.
Teacher perceptions of the Ontario teacher performance appraisal (TPA) systemAuthor(s): Larsen, M.A. (2009)
This study evaluates the ways in which the original teacher
performance appraisal (TPA) process was implemented in various schools across Ontario and examined teacher perspectives of the affects and implications of the program. In particular, the research was guided by the following research question: What can we learn from teachers’ experiences about the effects, intended and unintended, of the Ontario teacher performance appraisal system?

Viewed 1,247 times.
School Injury Among Ottawa-Area StudentsAuthor(s): Josse, J., Mackay M., Osmond M. & Macpherson, A. (2009)
This study investigated the factors that influence the likelihood that a student will become injured at school, and identified trends surrounding the nature of injuries and the locations where injuries are likely to occur.

Viewed 898 times.
Does School Size Matter?Author(s): Newman, M., Garrett, Z., Elbourne, D., Bradley, S., Noden, P., Taylor, J. & West, A. (2006)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2006 systematic review of research on school size and student achievement by M. Newman, Z. Garrett, D. Elbourne, S. Bradley, P. Noden, J.Taylor, and A. West. This and other summaries can also be found on the E-BEST website: http://www.hwdsb.on.ca/e-best/

Viewed 1,166 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 Stereotypes and Musical InstrumentsAuthor(s): Buttu, S. (2008)
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.
Pre-service Teachers Knowledge About Ontario’s Large-scale AssessmentsAuthor(s): Childs, R. & Lawson, A. (2003)
This study investigated pre-service teachers’ knowledge about Ontario’s large-scale assessments developed by the Education Quality and Accountability Office (EQAO).

Viewed 1,218 times.
Adolescents’ knowledge of and stigma towards schizophreniaAuthor(s): Faulkner, G., Irving, H., Paglia-Boak, A. & Adlaf, E. (2010)
This summary was created by the Evidence Exchange Network (EENet; formerly OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

"For people living with mental illness, stigma can be a large barrier that prevents improvement in their lives. But little research has been done to understand how stigma emerges in youth. This research explores how adolescent stigma toward people with schizophrenia is related to demographics. It also looks at how much knowledge adolescents have about the mental disorder."

Viewed 1,423 times.
Attitudes of Staff Working with People with Intellectual DisabilitiesAuthor(s): Jones, J., Ouellette-Kuntz, H., Vilela, T. & Brown, H. (2008)
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 1,279 times.
Immigrant parents’ perceptions of school environment matter to children’s mental health and behaviourAuthor(s): Hamilton, H.A., Marshall, L., Rummens, J.A., Fenta, H. & Simich, L. (2011)
This summary was created by the Evidence Exchange Network (EENet; formerly OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

"Previous studies have shown that children’s perceptions of their school environment are related to their academic outcomes and wellbeing. Less research has been focused on the importance of parents’ perceptions of school environment on child adjustment. Parental perception of school environment may be important for immigrants because schools are a central aspect of family adaptation. This study looks at the relationship between immigrant parents’ perceptions of school environment and the emotional and behavioural problems of their children."

Viewed 997 times.
Neighbourhood connectedness can reduce teen drug useAuthor(s): Erickson, P.G., Adlaf, E.M., Harrison, L., Cook, S. & Cousineau, M. (2012)
This summary was created by the Evidence Exchange Network (EENet; formerly
OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

"Collective Efficacy is a theory that has been shown to explain for patterns in youth crime at the neighbourhood and community level. It suggests that when parents are well connected to their children’s friends and the other people in the neighbourhood, and are willing to intervene for the common good, this decreases the likelihood of youth crime
occurring. This study tested to see if this theory could be applied to predict drug use among adolescents."

Viewed 1,156 times.
What are young bloggers saying about mental health?Author(s): Marcus, M.A., Westra, H., Eastwood, J.D. & Barnes, K.L. (2012)
This summary was created by the Evidence Exchange Network (EENet; formerly
OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

"The widespread use of Internet blogs has created a unique space for hearing from young people. Few studies, however, have looked at these blogs to gain a better picture of the experiences of young people with mental health problems – until now."

Viewed 1,732 times.
How Well Aligned Are Large-Scale Assessments and Report Card Grades?Author(s): Ross, J.A. & Gray, P. (2008)
The use of standardized external assessments as an indicator of student achievement has long been a controversial issue in most educational circles. This study compared students’ Education and Quality Assessment Office (EQAO) scores and their report card grades to determine whether students receive comparable ratings on the two assessments. Specifically, this study investigated the following research question: How well aligned are large-scale assessments and report-card grades?

Viewed 1,283 times.
The Impact of Individualized Tutoring on Children in Foster CareAuthor(s): Flynn, R., Marquis, R., Paquet, M., Peeke, L. & Aubry, T. (2012)
This study investigates the impact of individualized tutoring on students’ academic achievement. Specifically, the researchers compared the reading and mathematics abilities (as indicated by test results) of 2 groups of primary school foster children. The first group of students included primary school foster children who received individualized tutoring in reading and mathematics throughout the school year, and the second group included children who did not receive this individualised tutoring.

Viewed 1,171 times.
Ensuring Students with Learning Disabilities Have Proper Documentation as they Transition into Post-secondary InstitutionsAuthor(s): Harrison, A.G., Nichols, E., Larochette, A. (2008)
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 1,231 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.

Viewed 966 times.
Islamic Schooling in OntarioAuthor(s): Zine, J. (2004)
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.

Viewed 864 times.
The Relationship Between Student Self-Efficacy and Ability in Reading and WritingAuthor(s): Corkett, J., Hatt, B., Benevides, T. (2011)
Bandura (1977) coined the term "self-efficacy", which can be understood as a person’s belief in his/her ability to do something. This research study explored the relationship between teacher and student self-efficacy and students’ actual ability in reading and writing as measured on a standardized test.

Viewed 1,270 times.
Is It Beneficial for Students with Disabilities to Participate in the IPRC Process?Author(s): Savaria, E. (2011)
This study investigated the extent to which young people with disabilities (in Ontario) participate in the process that results in their identification as an Exceptional student by an Individual Placement and Review Committee (IPRC), and how this participation impacts their self-concept.

Viewed 1,082 times.
How Teacher-Educator’s Perceive Ontario’s New Teacher Induction Program (NTIP)Author(s): Barrett, S., Solomon, R. P., Mujiuwamariya, D., Portelli, J., Singer, J. (2009)
In 2006 Ontario’s Ministry of Education introduced the New Teacher Induction Program (NTIP) to offer assistance to teachers during their first year of teaching.

This study investigated how teacher-educators (or professors at faculties of education across Ontario who teach pre-service teachers) perceive the impact of the NTIP on the experiences of pre-service teachers, new teachers, and K-12 students in Ontario. In particular, the study focussed on identifying any “hidden curriculum” that teacher-educators may perceive within NTIP.

Viewed 931 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.

Viewed 936 times.
Exploring the Use of Literature Across Elementary CurriculumAuthor(s): Pantaleo, S. (2002)
This study investigated the use of literature in elementary classrooms across subject areas. The researcher explored teacher and teacher-librarians’ use of different genres of literature including: realistic fiction (stories about everyday life), non-fiction, fantasy (science fiction, quest stories), poetry, traditional literature (myths, legends, folktales), and historical fiction. The researcher investigated the overall use of these genres by teachers and teacher-librarians and also the use of Canadian literature within each genre.

Viewed 1,259 times.
Using Classroom Amplification in a Universal Design Model to Enhance Hearing and ListeningAuthor(s): Millett, P. (2009)
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

"The ability to hear, listen and process auditory information effectively is crucial
to learning for all students, and particularly challenging for students with hearing
loss. Internal and external classroom noise levels are often high: classrooms
with many hard, reflective surfaces (like concrete block walls) and few soft,
noise-absorbing surfaces (like carpet) cause this noise to be reflected and
amplified. While technologies such as hearing aids and cochlear implants are
useful for students with hearing loss, addressing the problem of poor classroom
acoustics benefits not only these students, but also their classmates and teachers."

Viewed 1,293 times.
Student Interaction in the Math Classroom: Stealing Ideas or Building UnderstandingAuthor(s): Bruce, C. D. (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

"Research tells us that student interaction – through classroom discussion and other forms of interactive participation – is foundational to deep understanding and related student achievement. But implementing discussion in the mathematics classroom has been found to be challenging."

Viewed 2,536 times.
Learning Mathematics vs Following “Rules”: The Value of Student-Generated MethodsAuthor(s): Lawson, A. (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

"There has been a significant shift in the instruction of mathematics over the past two decades. This shift has occurred in response to growing evidence that students were learning how to apply mathematics rules without a real understanding of the mathematics. A particularly disconcerting observation was that student difficulties often stemmed from our longstanding traditional methods of mathematics instruction."


Viewed 2,247 times.
The Educational Implications of Attention Deficit Hyperactivity DisorderAuthor(s): Tannock, 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

"Teachers should be aware that although there are many different perspectives on
ADHD, there is ample scientific evidence affirming its existence and its detrimental
impact on individuals. Classroom practices can make a difference for children with
ADHD."

Viewed 2,863 times.
Single-Sex ClassroomsAuthor(s): Demers, S., Bennett, C. (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

"We hear more and more about single-sex classrooms. Traditionally, this mode of teaching was exclusively found in private schools; today, more and more single-sex classes are found in publicly funded schools in Canada and the United States. In the 1980s, single-sex classrooms were introduced in some Ontario schools to address perceived gaps in achievement of girls in mathematics. According to a recent Quebec study, in 2003–04 there were over 250 intervention projects to
improve boys’ learning. By far, the most common of these interventions was the single-sex classroom."

Viewed 1,270 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.
Promoting Literacy in Multilingual ContextsAuthor(s): Cummins, J. (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

"Teachers can promote strong literacy development among English language
learners (ELL) by supporting students in relating their pre-existing knowledge to
new learning. For English language learners, the integration of new learning with
prior knowledge involves connecting what students know in their first language to
English. We must explore classroom strategies that have proven effective in helping
students transfer knowledge they have in their first language to English."

Viewed 1,218 times.
Combined Grade ClassroomsAuthor(s): Lataille-Démoré, D. (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

"Combined grades include children from two or more consecutive grades in one
classroom, with one teacher. This type of classroom is very common on both a
global and local scale – in Ontario, approximately 21 per cent of classes fall into
this category. Combined grades are generally found in school systems with specific
objectives for each grade level. For this reason, combined grades are different from
the multi-age model promoted in certain environments in the U.S. and Australia as a
way to focus instruction on individual development. The division in groups by age is,
historically, a rather recent phenomenon, dating back to the industrial revolution. In this monograph, the important question of how to optimize learning in a
combined grade class is addressed."

Viewed 1,633 times.
Drawing on Children’s “Sense of Place” – The Starting Point for Teaching Social Studies and GeographyAuthor(s): Hutchison, D. (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

"Elementary school children now and then report that what they learn in school
sometimes seems disconnected from “real life” as they personally experience it
outside of school. Unfortunately, children tend to assume that subject learning that
doesn’t feel real to them isn’t real, or that its relevance ends when the school day is
over. This is a common problem in many subject areas, especially social studies and
geography. How can we make the study of “place” relevant and real to children?
Would the social studies curriculum be strengthened if it took account of the ways
in which children derive meaning and value from the real-life physical environments
that are familiar to them?"

Viewed 1,564 times.
Integrating Aboriginal Teaching and Values into the ClassroomAuthor(s): Toulouse, P. R. (2008)
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

"A new body of research is beginning to demonstrate that Aboriginal students’ self-esteem is a key factor in their school success. An educational environment that honours the culture, language and world view of the Aboriginal student is critical. Schools need to meaningfully represent and include Aboriginal people’s contributions, innovations and inventions. Aboriginal students require a learning environment that honours who they are and where they have come from. These strategies nurture the self-esteem – the positive interconnection between the physical, emotional-mental, intellectual and spiritual realms – of Aboriginal students."

Viewed 2,805 times.
Boys’ Underachievement: Which Boys Are We Talking About?Author(s): Martino, W. (2008)
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

"Policy and research-based literature identifies boys’ underachievement, and specifically their engagement with literacy, as both a Canadian and an international problem. In Organisation for Economic Co-operation and Development (OECD) countries, boys do not perform as well as girls on the reading comprehension and writing components of literacy tests. However, the Program for International Assessment (PISA) 2000 report on reading performance explicitly states that “students from less favourable socioeconomic backgrounds are on average less engaged in reading” (p. 8). Not all boys are underachieving, nor are all girls out-performing boys; educators and policy makers need to address the question of which boys require help becoming literate and what kinds of help educators can provide."

Viewed 1,792 times.
Using Data to Improve Student AchievementAuthor(s): van Barneveld, C. (2008)
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

"As lifelong learners, teachers recognize that their professional practice continues
to evolve as they reflect and act on new information.1 If teachers have information
that helps them confidently identify the root of educational challenges
and track progress, they can more readily develop action plans that will have a
positive impact on their students. All teachers share a common goal: to see every
student succeed. So, what are some effective ways to work with information to
improve student achievement?"

Viewed 1,794 times.
What Complexity Science Tells Us about Teaching and LearningAuthor(s): Stanley, D. (2009)
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

"Although complexity is
often perceived as a liability, this monograph considers how it can be viewed as
an asset and how the ideas behind complexity science might inform pedagogical
practices."

Viewed 1,256 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
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"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.
Placing Music at the Centre of Literacy InstructionAuthor(s): Boldu, J., Fleuret, C. (2009)
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

"This monograph begins with a survey of research which suggests that musical
activities promote the development of auditory perception and phonological
awareness as well as metacognitive and metalinguistic skills. It then presents
four pedagogical interventions. By way of conclusion, it reiterates the importance
of musical acitivities and music education in schools."


Viewed 1,223 times.
Teachers Identify Their Coping Strategies for the Perceived Stresses of Inclusive ClassroomsAuthor(s): Brackenreed, D. (2011)
Adjusting to the demands of inclusive classrooms can be a stressful experience for Ontario teachers (Leithwood, 2006). This study investigated the coping strategies used by teachers in Ontario to manage this stress.

Viewed 1,052 times.
The Role of School-Community Partnerships in the Character Development of Secondary School YouthAuthor(s): Hands, C. (2008)
While many Ontario schools include character development and citizenship education as part of their curriculum, these topics have traditionally been taught to students in classrooms within the boundaries of schools. This research, on the other hand, investigated a character education program in one school that involved school-community partnerships.

Viewed 1,108 times.
Gender and Racial Advocacy Amongst Women AdministratorsAuthor(s): Wallace, J. (2007)
Drawing on data from two studies, the researcher explored equity policy development in Ontario and the cultural and racial advocacy practices of former female administrators in the province.

Viewed 892 times.
College MathematicsAuthor(s): Orpwood, G., Schollen, L. (2011)
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 1,142 times.
How is Literacy Portrayed in Ontario Curriculum Policy Documents?Author(s): Hyslop‐Margison, E. J., Pinto, L. (2007)
In this article, the researchers distinguish between two types of literacy: functional and critical literacy. While literacy can be understood as the skill of learning how to read and write in order to gain employment (functional literacy), another view is that literacy can empower and liberate students by promoting an understanding of societal power relations and encouraging students to challenge the inequities of current labour conditions (critical literacy). The purpose of this research was to examine the different ways in which the concept of literary is portrayed in educational policy documents related to secondary career education in Ontario.

Viewed 935 times.
How Are Sexual and Gender Identities Represented in an Ontario Science Text?Author(s): Bazzul, J., Sykes, H. (2011)
This study investigated gender and sexuality bias in one science text used in Ontario schools. In particular, the study was guided by two main research questions:

1. Does the text support the existence of alternative sexualities (Lesbian, gay, and bisexual, for example)?

2. Does the text promote fixed sex and gender identities only (omitting transgendered, transsexual, and intersexed identities, for example)?

Viewed 1,430 times.
Supporting Aboriginal Educators in Pre-service Training Programs and in their Careers as TeachersAuthor(s): Kitchen, J., Cherubini, L., Trudeau, L., Hodson, J. (2010)
This research explored the experiences of six Aboriginal teachers in both mainstream and native teacher education programs in Ontario. These early-career teachers from the Mohawk, Anishinabe and Métis groups reflected upon the challenges they encountered during their teacher preparation courses and first years of teaching. Specifically, this research identified the need to design current teacher education programs that value the individual and cultural identities of Aboriginal teacher candidates.

Viewed 1,885 times.
Student Teacher Stress and Physical ActivityAuthor(s): Montgomery, C., MacFarlane, L., Trumpower, D., Lloyd, R. (2012)
Student teachers (pre-service teachers who are completing teaching practicums within schools) can be under significant stress as they attempt to prove their skills and adapt to their supervisor’s style, all while undergoing constant evaluation. Some studies have suggested that these stressors may leave student teachers feeling burnt out before their career even begins. Recent studies have identified physical activity as a way to cope with stress, although research examining the relationship between student teacher stress and exercise has remain limited.

The purpose of this study was to identify the main sources of student teacher stress and investigate the relationship between levels of stress and participation in physical activity. Stress, for the purpose of this study, is defined as tension that arises when the demands of one’s surroundings exceeds one’s personal coping strategies.

Viewed 1,030 times.
Physical Activity Programs in Ontario Elementary SchoolsAuthor(s): Dwyer, J., Kenneth, A., LeMoine, K., Faulkner, G., Adlaf, E., Goodman, J., and Lysy, D. (2008)
The role of schools in providing opportunities for physical activity has become a topic of importance, as previous studies in Canada report both an increase in childhood obesity and a decrease in children’s daily physical activity. This study examines the physical activity programs offered in Ontario schools and the barriers that educators believe exist to providing these programs.

Viewed 841 times.
Are Girls Really Better Readers?Author(s): White, B. (2007)
The reading gender gap between girls and boys is a common concern expressed in literature about literacy education - girls have consistently outperformed boys on recent large-scale reading assessments tests. The purpose of this study was to examine the extent to which girls are better readers than boys in Ontario, as determined by their results on the Ontario Secondary School Literacy Test (OSSLT).

Viewed 1,503 times.
Internet Safety in SchoolsAuthor(s): Barnett, J. (2005)
This study investigated internet safety within Southern Ontario schools. Specifically, the researcher explores whether preservice teachers believe their students are involved in unsafe internet practices and whether schools are being sufficiently proactive about on-line student safety.

Viewed 1,207 times.
Adolescent Stress and Coping StrategiesAuthor(s): Montgomery, C.
Academic performance has become one of the most prevalent stressors in western society for adolescents, and certain coping strategies can predict high school dropout (Hess & Copeland, 2001). However, studies on adolescent stress and coping present divergent causes of adolescent stress related to the environment. Moreover, results differ in terms of the way adolescents regulate their stress and coping. This literature review examines the scientific literature on the theme of adolescent stress and coping between 1997 and present and will answer the following questions in order to better understand high school dropout:
Question 1: What are the main causes of adolescents’ environmental stress?
Question 2: How do adolescents regulate their stress and coping?

Viewed 1,957 times.
The Effectiveness of Literacy CoachesAuthor(s): Lynch, J., Alsop, S. (2007)
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 in the area of literacy coaches:

"This article offers a review of studies on literacy coaches. It highlights the diversity
of roles that coaches play, the resulting improvements to student achievement, and
the implications this holds for teachers and principals working with coaches to
improve student learning in elementary schools."

Viewed 1,193 times.
Storytelling and Story WritingAuthor(s): Campbell, T., Husek, M. (2009)
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 snapshot summarizes research in the area of storytelling and story writing:

"By analyzing the written and spoken words of students in a Grade 4/5
class over a period of two months, we were able to explore the connections
between oral rehearsal – including storytelling – and story writing. We found
that the use of storytelling and peer talk stimulated significantly more writing
and higher-quality writing."

Viewed 1,325 times.
Bolstering Resilience in Students: Teachers as Protective FactorsAuthor(s): Hurlington, K. (2010)
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 in the area of student resilience:

"Elementary teachers are well positioned to observe students who succeed despite overwhelming odds. It often appears that risk factors in the life of a child are insurmountable; yet, there are many who flourish amidst adversity. Early resiliency research focused on these seemingly anomalous youth, tracking their success into adulthood. Researchers were eager to determine what innate processes or capacities were helping these students to be successful in spite of the odds."

Viewed 1,627 times.
Integrated Curriculum: Increasing Relevance while Maintaining AccountabilityAuthor(s): Drake, S., Reid, J. (2010)
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 integrated curriculum:

"In addition to literacy and numeracy, teachers need to address other initiatives such as environmental education, character education and the new literacies (media, critical and technological). With so many curriculum expectations to
cover and assess, it’s not surprising that teachers sometimes feel overwhelmed. How can teachers do it all? One way to address these multiple expectations is by integrating the curriculum. Integrated curriculum teaches core concepts and skills by connecting multiple subject areas to a unifying theme or issue."

Viewed 1,416 times.
Forging Safer Learning Environments: Addressing Homophobic Bullying in SchoolsAuthor(s): Walton, G. (2010)
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 in the area of bullying in schools:

"Issues concerning gender and sexuality are rich fodder for bullying. For students
who identify or are perceived as lesbian, gay, bisexual or transgender (LGBT),
school can be especially harrowing, as these students are frequently targeted
for bullying."

Viewed 1,331 times.
Engaging students through the ArtsAuthor(s): Upitis, R. (2011)
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 in the area of arts education:

"Student engagement is central to learning. Those students who are fully engaged are ready to learn in every way – physically, socially, emotionally and intellectually. The arts play a vital role in ensuring that students remain
engaged by encouraging them to learn in physical and embodied ways, by inviting them to collaborate with peers, by requiring them to respond emotionally and by calling upon their cognitive capacities as they learn in, through and about the arts."

Viewed 950 times.
Global Education: Confusion, Clarity, and Teacher PreparationAuthor(s): Reimer, K., McLean, L. (2010)
This summary was created by the CSSE's Canadian Journal of Education and is available on their website, along with other Knowledge Mobilization Snapshots, at http://www.csse-scee.ca/CJE/KMS.htm or via their homepage at www.cje-rce.ca.

This research snapshot summarizes a study of a teacher education program on global education:

"The purpose of the study was to discover and describe how the Developing a Global Perspective for Educators/ Développement d’une perspective globale pour enseignants et enseignantes Programme (DGPE/DPGEE) Project conceptualizes and expresses global education in the teacher education at the University of Ottawa, as well as how teacher candidates who participated in the project express global education."


Viewed 992 times.
Successful practices for immigrant parent involvement: An Ontario perspectiveAuthor(s): Ladky, M, Stagg, S. (2007)
This study brings together the perspectives of 21 immigrant parents who speak eight different languages
and have been in Canada less than six years with those of 61 teachers and 32 principals who work in
schools with English as a second language (ESL) populations of 20% or greater who have been recognized
as successfully involving immigrant parents in their children's schooling.

Viewed 1,347 times.
Monocultural to Multicultural: Parent PerceptionsAuthor(s): Levine-Rasky, C. (2009)
This summary was created by the CSSE's Canadian Journal of Education and is available on their website, along with other Knowledge Mobilization Snapshots, at http://www.csse-scee.ca/CJE/KMS.htm or via their homepage at www.cje-rce.ca.

This research snapshot summarizes a study on parent perceptions on multiculturalism:

"Cynthia Levine-Rasky of Queen’s University conducted a study of one elementary public school where, as a result of an increase to the immigrant population in the elementary school’s catchment area, a significant shift from being predominantly white and middle class to a more diverse student body occurred."

Viewed 984 times.
Performance based accountability in Canadian educationAuthor(s): Jaafar, S. B., Earl, L. (2009)
This summary was created by the CSSE's Canadian Journal of Education and is available on their website, along with other Knowledge Mobilization Snapshots, at http://www.csse-scee.ca/CJE/KMS.htm or via their homepage at www.cje-rce.ca.

This research snapshot summarizes a study on performance-based accountability in Canadian education:

"In Canada, each jurisdiction continues to invest substantial resources to develop and implement individual performance-based accountability systems. Each Ministry of Education claims its model improves student achievement and school practices. They make this claim based on their observations and experience with testing as opposed to concrete evidence that compares the influence of different models on actual practice."

Viewed 1,273 times.
Does Including Students With Special Needs in Grade 3 Classes Affect the Achievement of Students Without Special Needs?Author(s): Demeris, H., Childs, R., Jordan, A. (2008)
This summary was created by the CSSE's Canadian Journal of Education and is available on their website, along with other Knowledge Mobilization Snapshots, at http://www.csse-scee.ca/CJE/KMS.htm or via their homepage at www.cje-rce.ca.

This research snapshot summarizes a study on the inclusion of special needs students in a Grade 3 classroom:

"Some parents and educators worry that inclusion – that is, placing students with special needs in the regular classroom – will negatively affect the academic achievement of the students without special needs, for example, by creating more demands on the teacher’s attention and for other resources. This study uses data from the 1997-1998 Ontario provincial assessment to investigate the relationship between the number of students with special needs in almost 2,000 grade-3 classes and the achievement scores of their peers without special needs."

Viewed 1,090 times.
Teacher Diversity in CanadaAuthor(s): Ryan, J., Pollock, K., Antonelli, F. (2010)
This summary was created by the CSSE's Canadian Journal of Education and is available on their website, along with other Knowledge Mobilization Snapshots, at http://www.csse-scee.ca/CJE/KMS.htm or via their homepage at www.cje-rce.ca.

This snapshot summarizes research in the area of teacher diversity in Canada:

"Canada’s population continues to become more racially diverse as current immigration and Canadian birth patterns change the face of the population. As the diversity of the general population has increased, so has the student population, particularly in the metropolitan areas. Despite this fact, the racialized teacher population has not kept pace with the racialized student and general population. In fact, it appears to be falling further and further behind."

Viewed 1,098 times.
Problem-Based Learning in Mathematics: A Tool for Developing Students' Conceptual KnowledgeAuthor(s): MacMath, S., Wallace, J., Chi, X. (2009)
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

This summary outlines research in the area of problem-based learning in math:

"Mathematics teachers must teach students not only to solve problems but also to learn about mathematics through problem solving. While “many students may develop procedural fluency … they often lack the deep conceptual understanding necessary to solve new problems or make connections between mathematical ideas.” This presents a challenge for teachers: problem-based learning (PBL) provides opportunities for teachers to meet this challenge."

Viewed 1,287 times.
Teaching English Language LearnersAuthor(s): Cummins, J. (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 teaching English Language Learners (ELL students):

Viewed 1,025 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.
How Teachers Can Use ResearchAuthor(s): Levin, B. (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 how teachers can use research to inform their practice:

"Education research has an important contribution to make to practice, but teachers face two big challenges
in getting the most value from research evidence. First, how can teachers learn about the findings and
implications of high quality research? Second, how do teachers turn the rather general findings of research
into practices that work in very different schools and classrooms?"



Viewed 1,035 times.
Prevent Bullying by Promoting Healthy RelationshipsAuthor(s): Pepler, D. (2011)
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 in the area of bullying prevention:

"Teachers are critical in socializing children and shaping their relationships through moment-tomoment
interactions with their students. Through 20 years of research, we have come to
understand bullying as a relationship problem in which an individual uses power and aggression
to control and distress another....If bullying is a relationship problem, then it requires relationship solutions."

Viewed 1,858 times.
Why the Arts MatterAuthor(s): Upitis, R. (2011)
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 in the area of Arts education:

"Many teachers are aware that the arts can be key in reaching students who do not respond well to traditional forms of learning. The arts also help students analyze complex issues from multiple perspectives. There is mounting evidence that the arts develop critical thinking skills, contribute to self-confidence, encourage risk-taking, and bolster achievement in other subjects."

Viewed 1,349 times.
Predicting Students' FuturesAuthor(s): Levin, B. (2011)
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 in the area of predicting students' futures:

"Teachers often feel that they can predict students’ futures; that we can tell by, say, age 6 or 8
students’ academic destinies. This view is strengthened by studies that show a strong relationship
between various characteristics of students, such as their socio-economic status or their school
readiness, and their later achievement. In fact, predictions of this kind are fraught with problems....History is not destiny. We know that with the right supports, most people can achieve far more than anyone thought they could."

Viewed 892 times.
School-Based Family Literacy Intervention ProgramsAuthor(s): Pelletier, J. (2011)
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 in the area of school-based family literacy intervention programs:

It has long been known that what parents do in the home regarding language stimulation and literacy related activities can boost children’s language abilities and school literacy. Recent evidence has shown the power of intervention programs to help parents support their children’s developing literacy."

Viewed 1,002 times.
Formative Assessment to Support Student LearningAuthor(s): Suurtamm, C. (2010)
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 in the area of formative assessment to support student learning:

"We now have compelling research indicating that formative assessment may be the most
significant single factor in raising the academic achievement of all students and especially that of
lower-achieving students. Every teacher needs to consider how the principles of formative
assessment can be applied in her or his work."

Viewed 1,536 times.
Parent EngagementAuthor(s): Pushor, D. (2010)
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 in the area of parent engagement:

"A wealth of research concludes that students are more likely to be successful when their parents are
engaged in their education....In light of this evidence, meaningful relationships that enhance parents’ opportunities to make important
contributions to student learning are vital to the work of teachers."

Viewed 927 times.
Science and Literacy in the Elementary ClassroomAuthor(s): Elliott, P. (2010)
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

"Language, both spoken and written, is central to exploring scientific phenomena, sharing and testing ideas and demonstrating understanding. Additionally, language use in the learning of science aids students’ development of literacy and associated cognitive skills. So, how can we embed the acquisition of literacy
skills in science and promote synergy between the teaching of science and literacy?"

Viewed 934 times.
Word Study Instruction: Enhancing Reading ComprehensionAuthor(s): Scott, R. M. (2010)
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

"Word study instruction can provide students with vital knowledge which they can then apply to the task of comprehending text. The nature of word study will vary with the developmental needs of students and the demands of the text. A teacher’s knowledge of the structure of English is an important factor in optimizing word study instruction; equally vital is the ability to present the study of spelling, vocabulary and word choice in a manner that engages students and entices them to explore words on a deeper level."

Viewed 1,316 times.
Improving Student Writing: Using Feedback as a Teaching ToolAuthor(s): Peterson, S. S. (2010)
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

Given that teachers spend a great deal of time providing written feedback to
students, it is important that the feedback have a greater influence on students’
writing development. Verbal or written feedback can be a powerful teaching tool
if it is given while students are in the process of writing drafts.....Focusing
on individual students’ immediate writing needs, this ongoing feedback is a form
of differentiated instruction that complements the teaching of mini-lessons to
small groups or to the whole class.

The teaching tools discussed [in this summary] support all students, Grades 4 to 12."

Viewed 1,434 times.
Developing Critical Literacy Skills: Exploring Masculine and Feminine Stereotypes in Children's LiteratureAuthor(s): Dionne, A. (2010)
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

"Children’s literature is an ideal resource for helping children develop critical literacy skills because it encompasses tales, poetry, novels, comic strips, documentaries and activity books for a diverse range of learners. Further...books for children of all ages are infused with the cultural values of society and contribute to the transmission of ideologies from one generation to the next. Given that equality of the sexes is one of the foundations of our democractic society, it is important to support students in developing their critical literacy skills by considering the values and ideologies inherent in the representations of femininity and masculinity in books written for children. Children’s books mirror the values and images transmitted to children by adults. They act as vehicles for passing ideologies from generation to generation....By carefully examining collections of literature from various persepctives, researchers have been able to identify and describe the ideologies inherent in representations of gender."

Viewed 1,836 times.
Video Games in the Classroom: Building Skills in Literacy and NumeracyAuthor(s): Duplàa, E., Shirmohammadi, S. (2010)
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

"As a society, we are seeing rapid and significant developments in video gaming, a field that is on its way to outdistancing the film and television industry. We are also witnessing the development and marketing of multiplayer online gaming. Yet much like the telephone at the turn of the century or television 50 years ago, video games are linked to controversy.... So, our question is, Can video games be used for learning in the classroom, particularly in the area of literacy and numeracy?"


Viewed 2,008 times.
Word Problems: Connecting Language, Mathematics, and LifeAuthor(s): Barwell, R. (2011)
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

"To be successful in solving word problems, students need to learn how to read such problems. Simply decoding words or extracting arithmetic operations is not enough: students must learn to read between the lines and understand what they are expected to do mathematically....How, then, can students be supported to make sense of word problems so that they can treat them successfully as mathematical problems?"

Viewed 1,566 times.
Teaching for Ecological Sustainability: Incorporating Indigenous Philosophies and PracticesAuthor(s): Beckford, C. L., Nahdee, R. (2011)
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

"With a renewed focus on environmental education in the Ontario curriculum, teachers are considering which learning experiences will be most effective both in engaging students and in fostering responsible environmental citizenship. Including indigenous perspectives is one way to meet this curriculum goal."

Viewed 1,317 times.
Effective Strategies & Programs to Address Truancy (Unexcused Student Absence from School)Author(s): National Centre for School Engagement (2007)
This "BLAM" (Bottom Line Actionable Message) was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on strategies and programs that address truancy (unexcused student absence from school).
http://www.hwdsb.on.ca/e-best/?page_id=205

Viewed 1,280 times.
TouchMath Program: Effectiveness for Individuals with Physical and Developmental DisabilitiesAuthor(s): E-BEST HWDSB (2011)
This "BLAM" (Bottom Line Actionable Message) was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on the TouchMath program.
http://www.hwdsb.on.ca/e-best/?page_id=205

Viewed 1,258 times.
Enhancing Students' Social and Emotional LearningAuthor(s): Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., Schellinger, K. (2012)
This research summary was originally developed by the E-BEST team of Hamilton-Wentworth District School Board and has been updated by the Knowledge Network for Student Well-Being (KNSWB). It outlines a 2011 meta-analysis of school-based social and emotional learning programs. Findings show strong evidence that social-emotional learning has a positive impact on academic achievement. Based on the findings, successful approaches to programs are highlighted.

Viewed 1,200 times.
Depression Prevention Programs in SchoolsAuthor(s): Calear, A., Christensen, H. (2012)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2010 systematic review of school-based prevention and early intervention programs for depression, by Alison L. Calear and Helen Christensen.
http://www.hwdsb.on.ca/e-best/

Viewed 1,080 times.
Anxiety Prevention Programs in SchoolsAuthor(s): Neil, A., Christensen, H. (2011)
This research summary was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines Alison L. Neil and Helen Christensen's 2009 systematic review of school-based and early intervention programs for anxiety.
http://www.hwdsb.on.ca/e-best/

Viewed 1,060 times.
Anti-bullying programs in schoolsAuthor(s): Farrington, D., Tfofi, M. (2012)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2009 systematic review of anti-bullying programs by David P Farrington and Maria M Tfofi.
http://www.hwdsb.on.ca/e-best/

Viewed 1,318 times.
Character education reconceptualizedAuthor(s): Bajovic, M., Rizzo, K., Engemann, J. (2009)
This research summary is intended to provide a clear understanding of the processes associated with character development in order to make recommendations for successful character education implementation.

Viewed 1,060 times.
Bullying prevention in schools: A survey of Ontario principalsAuthor(s): Smith, D., Cousins, B., Stewart, R. (2005)
This study explored the relations among various aspects of bullying prevention programs.

Viewed 906 times.
Restorative justice in an Ontario public schoolAuthor(s): Reimer, K. (2011)
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
rules.

Viewed 955 times.
Teachers' Evolving Mathematical UnderstandingsAuthor(s): Kajander, A. (2010)
This five year study examined preservice teacher understanding of elementary mathematics, as required for teaching.

Viewed 1,357 times.
Professional development and teacher efficacy in MathAuthor(s): Bruce, C. D., Esmonde, I., Ross, J., Dookie, L., Beatty, R. (2010)
This research investigates the effects of a focused professional development (PD) program on teacher beliefs about their efficacy in applying standards-based mathematics curriculum in Grade 6.

Viewed 1,270 times.
Opportunities to Maximize Assessment to Support Student LearningAuthor(s): MacMath, S., Wallace, J., Chi, X. (2009)
This study investigated the way in which two individual teachers used a variety of assessment practices to track student learning during units that integrated different subject areas. The researchers looked at assessment as, for and of learning.

The purpose of this study was to investigate some of the strengths and challenges in using all three of these assessments and describe how these assessments were attempted during an integrated assignment.

Viewed 1,361 times.
Bullying at school: Students report unsafe and high bullying areas within their schoolAuthor(s): Vaillancourt, T., Brittain, H., Bennett, L., Arnocky, S., McDougall, P., Hymel, S. Short, K., Sunderani, S. Scott, C. Mackenzie, M., Cunningham, L. (2010)
Bullying can cause a number of psychological and social issues in victims such as depression, poor self-image and greater dependency on adults. Bullying is common in elementary and secondary schooling and Canadian schools are no exception. Statistics show that more than one-third of Canadian students are either bullied, involved in bullying someone else, or both. Although there are a number of anti-bullying programs in effect in Canadian schools, reviews show that most have either shown no effect on reducing bullying rates, or in some cases, have actually caused harm. There is agreement that anti-bullying programs could be improved with increased adult supervision in certain areas (i.e. cafeteria, gym, etc.) where students are frequently bullied. This research surveyed elementary and secondary school students to identify such areas.

Viewed 1,010 times.
The Role of External Diagnosis in School ImprovementAuthor(s): Ross, J., Sibbald, T. (2010)
When Ontario schools lack the capability to assess their own needs it is recommended that they use external diagnosis. In external diagnosis, experts who are not affiliated with the school visit it over a course of several days, sitting in on classes, reviewing student tasks, and reviewing teacher daybooks as well as literacy resources. At the end of the diagnostic session, the diagnosticians present an oral report to the school staff and the principal receives a written report a few weeks later.
This research interviewed random samples of Ontario school staff (teachers, principals, literacy coaches, and special education resource teachers), diagnosticians, district consultants and senior district administrators to better understand the role of external diagnosis in school improvement.

Viewed 883 times.
Professional Development and Technology Use in the ClassroomAuthor(s): Riverin, S.
The investigation determined how an online community of practice can be developed to support the exchange of professional knowledge through involvement in The Education Network of Ontario/Réseau éducatif de l’Ontario and the effect this involvement had on classroom practice.

Viewed 1,266 times.
Academic Motivation of Immigrant and non-Immigrant AdolescentsAuthor(s): Areepattamannil, S., Freeman, J. (2008)
This research tried to better understand the academic achievements of immigrant adolescents in the GTA.

Viewed 1,214 times.
Understanding how large-scale assessment is linked to school improvement planningAuthor(s): Volante, L., Cherubini, L. (2010)
Western educational jurisdictions are increasingly using large-scale assessment data for school improvement planning. Ontario is no different. This research examined how teachers and school
administrators link EQAO data to school improvement planning.

Viewed 969 times.
The regulation of Mp3 Players and cell phones in secondary schoolAuthor(s): Domitrek, J, Raby, R. (2008)
Recently, there has been much media coverage about cell phone and personal music player usage in schools, including in the
Toronto and Whitton regions. However, there is little literature on how students and teachers view rules on the use of such
electronic devices. Using data gathered from focus groups with students in Toronto and Whitton and interviews with teachers
and administrators from Whitton, we present the viewpoints from these stakeholders on the usage of cell phones and personal music players.

Viewed 1,305 times.
Peer coaching professional development for Math educatorsAuthor(s): Bruce, C., Ross, J. (2008)
This study examines the effects of peer coaching on teachers’ practices and beliefs about their capacity to impact student learning of mathematics.

Viewed 1,113 times.
School processes and teachers’ sense of collective efficacyAuthor(s): Ross, J., Hogaboam-Gray, A., Gray, P. (2004)
This research examines the effects of prior student achievement and school processes on collective teacher efficacy. In this study, collective teacher efficacy is defined in terms of teachers’ perception of their ability to improve student learning as an instructionally focused team within the school.

Viewed 822 times.
Transformational leadership, teacher commitment, and teacher efficacyAuthor(s): Ross, J., Gray, P. (2006)
This study examines the effects of collective teacher efficacy as a possible mediator of the leadership-teacher outcome relationship by evaluating and comparing two models (Model A and B) adopted from Bandura’s social cognitive theory.
Model A stipulates that teacher efficacy is a mediator between leadership and teacher outcomes relationship.
Model B stipulates that leadership has direct effects on teacher commitment and indirect effects through teacher efficacy.

Viewed 1,204 times.
Pre-service Teachers’ Perceptions of School Environments Before and After School PlacementsAuthor(s): Cherubini, L. (2008)
In the course of their formal training, pre-service teacher candidates are exposed to the concept of schools as a professional community of inquiry – that is, the idea that schools are environments where professionals come together to collaboratively improve the process of teaching and learning. While some researchers have investigated the experiences of new teachers in the professional environment of schools, there is comparatively less research into the experience of pre-service teachers.

Viewed 816 times.
The complexities of secondary school reform over timeAuthor(s): Hargreaves, A., Goodson, I. (2006)
This is a 5-year Spencer Foundation-funded longitudinal project that examines educational change over time (1970s, 1980s, and 1990s) by exploring the experiences of teachers and administrators who worked in eight secondary schools in the United States and Canada within these periods.

Viewed 997 times.
Assessing Students' Learning SkillsAuthor(s): Klinger, D., Miller, T., Shulha, L. (2006)
The Ontario education system requires teachers to assess students’ academic and non-academic achievements (learning skills) separately. These skills include: works independently, teamwork, organization, work habits, and initiative. This research surveyed Grade 9 mathematics teachers in Ontario on their assessment practices relating to learning skills.

Viewed 1,227 times.
Teaching Diverse Books to a Diverse Student PopulationAuthor(s): Holloway, S., Greig, C. (2011)
Research shows that it is important for students to see themselves reflected in the curriculum in order for them to be engaged and successful in their learning. Although the student population in North America is increasingly diverse, there is little information available about whether or not the books students read in school reflect the diversity of the student population. The goal of this study was to explore which books English teachers choose to teach, why they choose them and what kinds of factors influence their actions and decisions both negatively and positively.

Viewed 887 times.
What Shapes Inner City Education Policy?Author(s): Gaskell, J., Levin, B., Pollock, K. (2007)
This research looks at the ways that urban school boards in Toronto and Winnipeg have attempted over the last thirty to forty years to address issues of poverty and diversity.

Viewed 1,132 times.
Pathways to University and the "Victory Lap" Phenomenon in OntarioAuthor(s): Brady, P., Allingham, P. (2010)
In the late 1990s, Ontario began phasing out Grade 13/OAC; however many students continued to return to high school for a fifth year. This phenomenon became known as completing a “victory
lap.” This research investigated the “victory lap” phenomenon.

Viewed 1,065 times.
Black Canadian Students' Beliefs Regarding Education and Academic AchievementAuthor(s): Smith, A., Schneider, B., Ruck, M. (2005)
There are concerns about the educational outcomes of Black youth in North America. This research compared the academic and achievement-related beliefs of Black Canadian high school students in Toronto, Ontario and Halifax, Nova Scotia.

Viewed 1,187 times.
Teacher intervention in situations of bullyingAuthor(s): Blain-Arcaro, C., Smith, D., Cunningham, C., Vaillancourt, T., Rimas, H.
The goal of this study was to determine what features of bullying situations influence teachers’ decision to intervene. To
accomplish this, the researchers used a forced-choice task that reveals the degree of importance teachers place on different features of
bullying situations in their decisions to intervene or not.

Resource about bullying: Promoting Relationships and Eliminating Violence Network Website: http://www.prevnet.ca/

Viewed 979 times.
After-School Literacy Activities and Performance on the OSSLTAuthor(s): Klinger, D., Zheng, Y. (2009)
Students in Ontario are required to take a number of provincial-wide large-scale tests before they graduate including the Ontario Secondary School Literacy Test (OSSLT). If students do not pass the OSSLT (alternatively, students need to successfully complete the Ontario Secondary School Literacy Course (OSSLC)), they are not able to receive the Ontario Secondary School Diploma and graduate from high school. Students who are new to Canada and use English as a second language and are developing English literacy (ESL/ELD) have a more difficult time with tests like the OSSLT. Also, it has been found that students who do reading and writing activities after school have better test scores. This study looks at the relationship between how well students did on the OSSLT and what kinds of reading and writing activities they did after school.

Viewed 1,292 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.
Remain in a K-8 school or transition to junior high?: Differences in student achievementAuthor(s): Whitley, J., Lupart, J., Beran, T. (2007)
There is general agreement that when students transition from elementary to junior high school, their academic performance can suffer. Some researchers claim that the difficulties that students experience in this transition might have long-term negative effects. With this in mind, many education systems in Canada have taken steps to make the transition from elementary to junior high school smoother for students.
This research used nationally representative survey data to see if there were any actual differences in achievement between students who transitioned to grade seven from an elementary school compared to those who remained in the same school.

Viewed 1,190 times.
A Tale of Two Provinces: Who Makes Stronger Vertical Equity Efforts?Author(s): Li, X. (2008)
The foundation allocation and three special allocations for disadvantaged students in grades 1 to 8 for 2006–2007 in Ontario with those in Alberta were compared to ascertain which funding formula was more equitable. The author is familiar with the Ontario funding formula. It was natural that Ontario was one of the two provinces being compared. Alberta was selected because it is more like Ontario with regard to education funding. Grades 1 to 8 were selected because the relevant information was available. In addition, there is a difference between Ontario and Alberta. Ontario funding for grades 1 to 8 is the same, but grades 9 to 12 receive more funds. Alberta funding for grades 1 to 9 is the same, but grades 10 to 12 receive more funds.

Viewed 973 times.
The Effect of School Leadership on Student AchievementAuthor(s): Ross, J., Gray, P. (2006)
This research study sought to evaluate the effects of principal leadership on student achievement. Ross and Gray (2006) re-analyzed results of data that had previously been reported
in other articles in order to test the influence of leadership, including
professional commitment and collective teacher efficacy, on student achievement.

Viewed 1,278 times.
Contextual Learning at Summer CampAuthor(s): Fine, S. (2005)
This research explores how contexts linked to residential outdoor experiences (ROE) contribute to significant learning. It addresses the need for the reconsideration and restoration of routine outdoor programs in Ontario schools and teacher training in this area.

Viewed 964 times.
Using Technology to Teach FractionsAuthor(s): Ross, J., Bruce, C. (2009)
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.

Viewed 2,318 times.
Emotional Geographies of TeachingAuthor(s): Hargreaves, A. (2008)
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 1,264 times.
Equity Measures Compared Between Three ProvincesAuthor(s): Li, X. (2010)
This study compares the elementary education funding formula in Ontario, Alberta, and BC with a focus on
vertical equity from the students’ perspective. The similarities and differences, particularly the measures
related to assisting disadvantaged students, of the three formula are analyzed and their possible implications are explored. With increasingly diverse students in schools, it is important to understand how equity measures in provincial funding formula work to meet the needs of all students.

Viewed 898 times.
Smoking in Ontario Schools: Does policy make a difference?Author(s): Reitsma, A., Manske, S. (2004)
Although tobacco use has decreased in Canada it remains the country’s leading cause of premature death. Most people (85%) start smoking before the age of 18 despite the fact that Canadian federal laws make it illegal for people under the age of 18 to buy cigarettes. Many provinces set the bar at 19 years. Therefore, schools are a key environment to support youth remaining tobacco-free.
The researchers in this study assessed the link between school tobacco policy and smoking status in Ontario elementary and secondary schools in 2003.

Viewed 1,184 times.
Challenges with the Ontario Secondary School Literacy Test (OSSLT) for Second Language StudentsAuthor(s): Cheng, L., Klinger, D., Zheng, Y. (2007)
The purpose of this study was to see if there were any significant and systematic differences (based on success on different parts of the test) between ESL/ELD and non-ESL/ELD students that could help explain the higher failure rate of ESL/ELD students or provide ideas for what teachers and administrators could focus on when preparing ESL/ELD students for the OSSLT to increase their chances of success.

Viewed 1,352 times.
Bullying, Student-Teacher Relationships, and Academic PerformanceAuthor(s): Konishi, C., Hymel, S., Zumbo, B., Li, Z. (2010)
Research conducted in Ontario schools has shown that large numbers of students experience violence and bullying in schools. Bullying has been found to have a negative impact on school performance and student development in general. This study looked at whether student’s academic performance is related to rates of bullying at school level, whether student-teacher connectedness has an impact on the bullying-achievement relationship and whether students who feel they have a positive relationship with their teachers perform well academically even if bullying happens at their school.

Viewed 1,816 times.
Ontario Teachers’ Assessment Practices in MathematicsAuthor(s): Suurtamm, C., Koch, M., Arden, A. (2010)
This study uses questionnaire data and case studies to examine the assessment practices of mathematics teachers in Ontario and to understand how new assessment practices are enacted and supported. Many mathematics teachers in Ontario are using innovative assessment practices that go beyond traditional testing and support student learning in a variety of ways. They report on the important role of professional development and curriculum resources as well collaboration with colleagues in supporting new practices.

Viewed 1,309 times.