Search Results

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

Viewed 18 times.
Addressing the Gap Between Service Need and Delivery of Child and Youth Mental Health ServicesAuthor(s): Schwean, V. and Rodger, S. (2013)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

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

Viewed 283 times.
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.
Inclusion in French ClassroomsAuthor(s): Arnett, K. (2008)
This study endeavored to describe the ways in which a Grade 8 Core French teacher sought to support the diverse learning needs in one of her classes. Using classroom observations guided by an observation scheme and a series of teacher interviews, the study was able to describe the practices and principles which were featured in her teaching that existed
for the purpose of scaffolding support for her students.

Viewed 777 times.
Fostering Citizenship Engagement Through School ScienceAuthor(s): Sperling, E., & Bencze, L. (2010)
Recent curriculum revisions and policy documents in Ontario support a vision of science education with an increased emphasis on the relationship between science, technology, society, and the environment (STSE) (Ontario Ministry of Education, 2009). This study explored the relationship between STSE and citizenship education.

Viewed 1,029 times.
Community Involvement in Educational PolicyAuthor(s): Sue Winton (2010)
People for Education (PFE) is a parent-led, not-for-profit organization in Ontario that encourages public citizens to become involved in education issues in their communities. This study examined data from a series of public focus groups hosted by People for Education from 2008 to 2010. Specifically, the researcher focussed on understanding the public’s vision for education in Ontario, and how community-based policy dialogues (conversations) can influence community engagement in educational policy.

Viewed 925 times.
Examining Race Representation in an Ontario Secondary Social Science TextbookAuthor(s): Rezai-Rashti, G.M. and McCarthy, C. (2008)
This study investigates the representations of race, multiculturalism, and anti-racism in one secondary social sciences textbook used in Ontario schools. In particular, the researchers were interested in examining how Ontario Ministry of Education curriculum policy documents for social sciences were translated into supporting textbooks by publishers.

Viewed 1,253 times.
Career Counseling in an Ontario High SchoolAuthor(s): Truong, H.Q.T. (2011)
This study investigated the career counselling practices of educators at one large Ontario high school with an enrollment of 1,300 students.

Viewed 1,240 times.
Supporting Young People with Disabilities in their Transition to Adult Services: Developing Best PracticesAuthor(s): Stewart, D. (2009)
Transitioning from school and youth services to adult services can be a very challenging process for young people with disabilities and their families. This article reports on the Best Practice Project, a joint effort of the Ontario Ministry of Health and Long-term Care, the Ontario Neurotrauma Foundation, and the Ontario Children’s Rehabilitation
Network. Facilitated by a team of researchers, the project focused on establishing best practice guidelines for the process of transitioning from school and youth services to adult services for young people with physical and developmental disabilities in Ontario.

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

Viewed 920 times.
Public Perceptions of Inclusive Education and Students with Intellectual DisabilitiesAuthor(s): Burge, P., Ouellette-Kuntz, H., Hutchinson, N. and Box, H. (2008)
This study investigated public perceptions of the best education practices for students with intellectual disabilities. The potential obstacles and impacts of including students with intellectual disabilities in regular classrooms were also investigated.

Viewed 1,109 times.
Are Courses and Programs Offered Equitably to Students Across a School Board?Author(s): Parekh, G., Killoran, I. and Crawford, C. (2011)
This study investigated whether programs within the Toronto District School Board (TDSB) — such as French immersion, Special Education, the Ontario Youth Apprenticeship Program (OYAP), and the Specialist High Skills Major Program (SHSMP) — were offered equitably to students in secondary schools throughout the TDSB.

Viewed 1,162 times.
Pre-service Teachers’ Perceptions of BullyingAuthor(s): Craig, K., Bell, D.& Leschied, A. (2011)
School-based bullying has increasingly attracted the attention of educational policy makers, parents, academics, and educators over the past decade. This study investigates pre-service teachers’ knowledge of, and attitudes about, school-based bullying. Specifically, this research investigates the impact of a pre-service teacher’s gender, prior experiences with different types of bullying, and the type of faculty of education program they are enrolled in (primary-junior, junior- intermediate, or intermediate-senior), on the likelihood that he/she will intervene in incidents of school-based bullying.

Viewed 1,631 times.
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.
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.
Attitudes of Staff Working with People with Intellectual DisabilitiesAuthor(s): Jones, J., Ouellette-Kuntz, H., Vilela, T. & Brown, H. (2008)
This study investigated the attitudes of staff working in the field of Intellectual Disabilities. Specifically, this research explored whether staff working with people with Intellectual disabilities in a variety of community agencies supported a philosophy of inclusion. Furthermore, this research investigated whether or not differences in attitude about inclusion can be explained by demographic characteristics including: age, gender, and level of education.

Viewed 1,279 times.
Boys’ Underachievement: Which Boys Are We Talking About?Author(s): Martino, W. (2008)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

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

Viewed 1,792 times.
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.
Gender and Racial Advocacy Amongst Women AdministratorsAuthor(s): Wallace, J. (2007)
Drawing on data from two studies, the researcher explored equity policy development in Ontario and the cultural and racial advocacy practices of former female administrators in the province.

Viewed 892 times.
College MathematicsAuthor(s): Orpwood, G., Schollen, L. (2011)
The College Mathematics Project tracks first semester college mathematics achievement in all 24 colleges in Ontario, relating it to age, gender, and students secondary school mathematics backgrounds. It also promotes deliberations concerning ways to increase student success in college mathematics.

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

Viewed 935 times.
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.
Performance based accountability in Canadian educationAuthor(s): Jaafar, S. B., Earl, L. (2009)
This summary was created by the CSSE's Canadian Journal of Education and is available on their website, along with other Knowledge Mobilization Snapshots, at http://www.csse-scee.ca/CJE/KMS.htm or via their homepage at www.cje-rce.ca.

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

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

Viewed 1,273 times.
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.
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.
Professional Development and Technology Use in the ClassroomAuthor(s): Riverin, S.
The investigation determined how an online community of practice can be developed to support the exchange of professional knowledge through involvement in The Education Network of Ontario/Réseau éducatif de l’Ontario and the effect this involvement had on classroom practice.

Viewed 1,266 times.
Understanding how large-scale assessment is linked to school improvement planningAuthor(s): Volante, L., Cherubini, L. (2010)
Western educational jurisdictions are increasingly using large-scale assessment data for school improvement planning. Ontario is no different. This research examined how teachers and school
administrators link EQAO data to school improvement planning.

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

Viewed 1,305 times.
School processes and teachers’ sense of collective efficacyAuthor(s): Ross, J., Hogaboam-Gray, A., Gray, P. (2004)
This research examines the effects of prior student achievement and school processes on collective teacher efficacy. In this study, collective teacher efficacy is defined in terms of teachers’ perception of their ability to improve student learning as an instructionally focused team within the school.

Viewed 822 times.
What Shapes Inner City Education Policy?Author(s): Gaskell, J., Levin, B., Pollock, K. (2007)
This research looks at the ways that urban school boards in Toronto and Winnipeg have attempted over the last thirty to forty years to address issues of poverty and diversity.

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

Viewed 1,065 times.
A Tale of Two Provinces: Who Makes Stronger Vertical Equity Efforts?Author(s): Li, X. (2008)
The foundation allocation and three special allocations for disadvantaged students in grades 1 to 8 for 2006–2007 in Ontario with those in Alberta were compared to ascertain which funding formula was more equitable. The author is familiar with the Ontario funding formula. It was natural that Ontario was one of the two provinces being compared. Alberta was selected because it is more like Ontario with regard to education funding. Grades 1 to 8 were selected because the relevant information was available. In addition, there is a difference between Ontario and Alberta. Ontario funding for grades 1 to 8 is the same, but grades 9 to 12 receive more funds. Alberta funding for grades 1 to 9 is the same, but grades 10 to 12 receive more funds.

Viewed 973 times.
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.
Ontario Teachers’ Assessment Practices in MathematicsAuthor(s): Suurtamm, C., Koch, M., Arden, A. (2010)
This study uses questionnaire data and case studies to examine the assessment practices of mathematics teachers in Ontario and to understand how new assessment practices are enacted and supported. Many mathematics teachers in Ontario are using innovative assessment practices that go beyond traditional testing and support student learning in a variety of ways. They report on the important role of professional development and curriculum resources as well collaboration with colleagues in supporting new practices.

Viewed 1,309 times.