Search Results

The Changing Nature of Vice Principals' WorkAuthor(s): Pollock, K., Wang, F., & Hauseman, D. C. (2017)
In 2013, commissioned by the Ontario Principals’ Council (OPC), the research team conducted a study on the changing nature of principals’ work. After its publication, many vice-principals inquired about the possibility of a similar study unique to their role. In response, this research was undertaken to provide a comprehensive understanding of vice-principals’ work in Ontario public schools.

Viewed 123 times.
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...

Viewed 129 times.
A Closer Look at: Bullying and Immigrant Youth in OntarioAuthor(s): Vitoroulis, Irene, & Georgiades, Katholiki. (2017)
Immigrant youth often experience a variety of barriers during their integration to the Canadian school system. Bullying is a problem in schools that can result in emotional, behavioural and social difficulties in youth. This research summary from the Knowledge Network for Student Well-Being (KNSWB) takes a closer look at the role that schools and educators play in supporting positive peer relationships between immigrant and non-immigrant youth.

Viewed 37 times.
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.

Viewed 67 times.
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.

Viewed 5 times.
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.

Viewed 47 times.
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.

Viewed 34 times.
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.

Viewed 20 times.
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...

Viewed 9 times.
The Changing Nature of Principals' Work (in Ontario)Author(s): Pollock, K., Wang, F., Hauseman, C. (2014)
Principals’ work is challenging and intensifying. They report working long hours and struggling to achieve work-life balance. To better support current and future principals, we need to understand the changing nature of their work. This research found that...

Viewed 6 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 69 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.
Understanding Self-Regulation: Why Stressed Students Struggle to LearnAuthor(s): Tranter, D, and Kerr, D. (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

Self-regulation is about responding to stress and managing one’s state of arousal. Students who have experienced chronic stress often struggle to self-regulate; their level of arousal may be either too low or high or may fluctuate rapidly through the school day. Once educators understand self-regulation, they can utilize a variety of strategies to help their students be self-regulated and ready to learn.

Viewed 284 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 475 times.
Supporting Early Literacy Learning Through PlayAuthor(s): Wood, J. (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 how educators can support and enhance children't literacies learning and use through a play-based approach

Viewed 502 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.
Math that feels good: A model for math education reformAuthor(s): Gadanidis, G., Borba, M., Hughes, J., Lacerda, H.D., Namukasa, I. (2016)
This summary was prepared by George Gadanidis, Janette Hughes and Immaculate Namukasa who are co-investigators on a 2016-2019 Social Sciences and Humanities Research Council (SSHRC) Insight Grant on Aesthetic Experiences for Young Mathematicians & their Teachers.

"Over the last ten years...we have been working in K-8 schools in Ontario and in Rio Claro, Brazil, designing experiences that offer students (and their teachers and parents) the pleasure of math surprise and insight. We have also been developing an effective model of math education reform that addresses teachers' interests and needs. Working with teachers we ask what they need help with in their math teaching. For example, when three grade 3 teachers in a school in Whitby told us they were looking for new ideas for teaching "area representations of fractions", we co-designed the activity below to (a) cover the grade 3 curriculum, but (b) also to offer a math surprise...."

Viewed 1,456 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 357 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.
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.
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.
Poverty and Schooling: Where Mindset Meets PracticeAuthor(s): Ciuffetelli Parker, 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 explores how schools can address the inequities often associated with poverty and schooling.

Viewed 708 times.
Mobilizing research into practice in meaningful waysAuthor(s): Parr, M., and Campbell, T. (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 six strategies for mobilizing research and making it "stick."

Viewed 277 times.
Making space for students to think mathematicallyAuthor(s): Suurtamm, C., Quigley, B. and Lazarus, J. (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 explores strategies that teachers can use to foster mathematical thinking.

Viewed 661 times.
Exploring the Power of Growing PatternsAuthor(s): Beatty, 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.

This monograph explores how teachers can present and discuss growing patterns to introduce students to functions, an integral part of algebraic thinking.

Viewed 1,088 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 1,345 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 1,009 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.
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.
Critical Literacy Instruction and Primary StudentsAuthor(s): MacDonald, J., Halvorsen, M. and Wilcox, C. (2009)
This action research study examined the impact of critical literacy instruction on primary students’ ability to respond critically to text. Specifically, the researchers explored primary students’ understanding of voice (which character’s message is most prominently portrayed); voiceless (which character’s message is marginalized ); the voiceless perspective (what a character might say); and the author’s message (what meanings and values does the text convey).

Viewed 1,259 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.
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.
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.
Sexual Health Education Among Teens New to CanadaAuthor(s): Salehi, R. and Flicker, S. and the Toronto Teen Survey Team. (2010)
This research article describes part of a larger study that explored the sexual health education experiences of a diverse group of urban youth in Ontario. Specifically, this article investigates the factors that influence teens’ access to sexual health education with a focus on newcomers to Canada.

Viewed 696 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 1,140 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 1,026 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.
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 1,156 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 1,014 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 992 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 1,399 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 1,350 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 1,085 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 2,117 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 841 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 765 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 643 times.
Sexual Health Topics: What Teens Want to KnowAuthor(s): Causarano, N.; Pole, J. D.; Flicker S. & Toronto Teen Survey Team (2012)
This research article describes one part of a larger study that investigated the sexual health education experiences of a diverse group of urban youth in Ontario. It also explores the relationship between religion and teenagers’ exposure to, and desire to, learn more about various sexual health topics including sexually transmitted infections and birth control options.

Viewed 998 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.
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 1,140 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 776 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 1,164 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 1,027 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.
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 1,256 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 968 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 924 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 1,252 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 1,081 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 1,201 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.
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 1,237 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 1,286 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 1,226 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 919 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 1,666 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 1,570 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 2,316 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 1,308 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 1,108 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 1,437 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 1,161 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 901 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 1,096 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 1,508 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.
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 1,217 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 1,422 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 1,278 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 1,155 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 1,282 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 1,170 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 1,230 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 1,258 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 1,216 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 1,563 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 2,803 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 1,788 times.
Content LiteracyAuthor(s): Klein, P. (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

"Content literacy is the ability to read, write, create, interpret and present a range of media, in subjects such as science, social studies and mathematics. It includes the use of informational text, that is, print and electronic media that present factual and conceptual content. Content literacy is essential for success in both secondary and post-secondary education, where most of what students read will be non-fiction. Fortunately, developing content literacy can draw on students’ authentic interests in the world around them."

Viewed 1,443 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 1,789 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 1,222 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 1,141 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 1,884 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.
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 1,190 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 1,323 times.
Try Literacy Tutoring FirstAuthor(s): Berrill, D. (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 summary provides an overview of research in the area of literacy tutoring:

"In everyday teaching practice, teachers are on the move, circulating to see who needs help and pausing to give individualized, focused support. Yet, some children need significantly more time than teachers with responsibilities to the whole class can provide. Teachers know who these children are and find various ways to support their learning, from pairing them with more able peers and structuring guided reading activities, to providing differentiated instruction with materials for different ability levels. However, some children need still more assistance, both in terms of the frequency and the duration of the support they require. What else can teachers do?"

Viewed 1,022 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 1,626 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 1,329 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.
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 1,346 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 1,271 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.
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 1,606 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 1,856 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 1,345 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 1,001 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 926 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 2,007 times.
The Voice of Text-to-Speech Technology: One Possible Solution for Struggling ReadersAuthor(s): Parr, M. (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

"Classroom and special education teachers use many strategies to help students
read at grade level. But what do we do for children...for whom those
strategies are not effective? Assistive technology – specifically text-to-speech
technology (TTST) – offers a possible solution."

Viewed 1,799 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 1,565 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 1,316 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 1,358 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 1,263 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 967 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 1,303 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 1,112 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 820 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 1,201 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.
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 886 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 1,130 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 1,064 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 1,186 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.
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 1,189 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 972 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 2,317 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 1,261 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 1,308 times.