Search Results

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

Viewed 36 times.
Efficacité des interventions en matière d’état d’esprit axé sur la croissance sur les réalisations scolairesAuthor(s): Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018)
On suggère que les élèves qui ont un état d’esprit axé sur la croissance présentent de meilleurs comportements psychologiques d’adaptation (p. ex., réaction positive face à l’échec), et par conséquent des réalisations scolaires plus élevées. Par conséquent, certains éducateurs ont mis en œuvre des interventions en matière d’état d’esprit axé sur la croissance afin d’aider les élèves à obtenir de meilleurs résultats et de meilleures notes sur les tests standardisés. Étant donné l’augmentation du financement des interventions en matière d’état d’esprit et de l’intérêt pour celles-ci, il est important d’évaluer de façon exhaustive l’efficacité de ces programmes sur les réalisations scolaires, ainsi que les circonstances dans lesquelles l’efficacité est améliorée ou réduite.

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

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

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

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Cadre Écoles pour la promotion de la santé, pour l’amélioration de la santé et du bien-être des élèvesAuthor(s): Langford, R., Campbell, R., Magnus, D., Bonell, C. P., Murphy, S. M., Waters, E., & Gibbs, L. F. (2011)
Il existe une forte association entre la santé et l’éducation des enfants : les enfants en santé ont tendance à obtenir de meilleurs résultats scolaires, ce qui jette les bases d’une meilleure santé plus tard dans la vie. En réaction à la réussite limitée des approches conventionnelles de l’éducation sur la santé, le cadre Écoles pour la promotion de la santé (EPS) a été élaboré à la fin des années 1980 par l’Organisation mondiale de la Santé (OMS). Il est un mécanisme potentiel qui permettrait de favoriser la santé et le bien-être des élèves en tenant compte des contextes particuliers, scolaires et communautaires en parallèle.

Viewed 23 times.
Physical Activity Interventions for Depression in Children and AdolescentsAuthor(s):
Depression is the most common mental health disorder, with high rates of onset during youth. A meta-analysis was conducted in 2017 to assess the overall impact of physical activity interventions on depression in children and adolescents. Understanding the potential of physical activity in reducing depressive symptoms provides implications for policy in school settings.

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

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

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

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

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

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

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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.
Des relations de mauvaise qualité peuvent prédire l'émergence d'une certaine violence dans les relations amoureuses chez les jeunes adolescentesAuthor(s): Chiodo, D., Crooks, C., Wolfe, D., McIsaac, C., Hughes, R. et Jaffe, P. (2012)
Cette étude s’est penchée sur les facteurs de risque présents chez les jeunes adolescentes, victimes comme coupables, et que l’on associe à la violence dans les relations amoureuses. Les chercheurs ont découvert que...

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

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L'interdépendance et l'identité culturelles favorisent la résilience chez les jeune des PNMIAuthor(s): Crooks, C., Burleigh, D. et Sisco, A. (2015)
L’étude se penche sur les façons précises dont les programmes adaptés à la culture favorisent la résilience chez les jeunes PNMI. Les chercheurs ont découvert que...

Viewed 153 times.
Safe Schools Course Increases Knowledge and Self-Efficacy in Pre-Service TeachersAuthor(s): Crooks, C., Jaffe, P. and Rodriguez, A. (2016)
This study evaluated the impact of Safe Schools, a pre-service teacher course addressing factors that affect school climate. Pre-service teachers showed...

Viewed 136 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.
Programming for Gifted StudentsAuthor(s): E-BEST, HWDSB (2011)
This summary was created by the E-Best team at the Hamilton Wentworth District School Board. This and other research summaries can be found at http://www.hwdsb.on.ca/e-best/

A variety of interventions for gifted students are currently practiced, including gifted classes, withdrawal programs, and specialized instruction and/or grouping within the regular classroom. The goal of such interventions is to allow gifted students to fully develop their abilities (alongside positive social interactions with peers).

Viewed 258 times.
Effectiveness of Mindfulness Based Interventions for Youth in SchoolsAuthor(s): Felver, J., Celis-de Hoyos, C., Tezanos, K., and Singh, N. (2015)
This summary was developed by the Knowledge Network for Student Well-Being (KNSWB). The KNSWB is a project of the Knowledge Network for Applied Education Research (KNAER).

Mindfulness‐based interventions have been broadly shown to be
effective for a variety of psycho‐social problems, and may be
effective with youth....many educators are choosing to include mindfulness exercises or practices as part of their classroom routines. A recent systematic review has examined what we know about some of the effects of mindfulness programs in school settings.

Viewed 418 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.
The Inclusion of English Language Learners in French as a Second Language ClassroomsAuthor(s): Mady, C. (2012)
This study examined French as a Second Language teachers’ knowledge and beliefs about the inclusion of English Language Learner (ELL) students in French as an Official Second Language (FSOL) classes.

Viewed 829 times.
Cross-language activation of phonology in young bilingual readersAuthor(s): Jared, D., Cormier, P., Levy, B. and Wade-Woolley, L. (2012)
This study investigated the extent to which FI students whose first language is English identify and process words in both English and French during reading. Specifically the researchers explored whether students simultaneously learning two languages that share the same alphabet mentally store and retrieve words through a language specific system—French only or English only, or whether students posses a larger lexicon where their knowledge of both French and English words is invoked during the reading process.

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

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

Viewed 1,027 times.
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.
The relationship between report cards and EQAO scores.Author(s): Ross, J. and Kostuch, L. (2011)
This study examined the relationship between report card grades and student scores on the Educational Quality and Assessment Office (EQAO) tests in grades 3 and 6 for the 2007-2009 school years.
More specifically, this study was guided by three main research questions:
a) What is the level of agreement between report card grades and EQAO scores?
b) Do factors such as gender, subject area, student achievement, or grade level impact the level of agreement between these two indicators student achievement?
c) How well do report card grades predict the likelihood of success on the standardized assessments?

Viewed 591 times.
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.
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.
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.
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.
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.
Kindergarten teachers' beliefs about students' literacy knowledge and parental involvementAuthor(s): Lynch, J. (2010)
This study examined whether there were differences in kindergarten teachers' beliefs about students' print literacy
knowledge and about parental involvement in children's literacy events based on the socio-economic status (SES) of children's families.

Viewed 1,018 times.
Program In Brief: Empower Reading ProgramAuthor(s): E-BEST HWDSB
The Empower™ Reading program is designed to teach word identification skills and decoding strategies and to promote the effective use of these strategies. Applying these strategies effectively, the student can develop the basic skills needed for independent reading for meaning, information, or pleasure. The program focuses on 5 strategies: Sounding Out strategy, Rhyming strategy, Peeling Off strategy, Vowel Alert strategy, and SPY strategy, embedded in a metacognitive frame work.

Viewed 3,012 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.
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.
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.
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.
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.
The Philosophical Orientations of Pre-service TeachersAuthor(s): Ryan, T.G. (2008)
This study focuses on the philosophical identities of pre-service teachers and was guided by the following research questions:
1) What is the philosophical orientation of a pre-service education student?
2) What are the theoretical preferences of pre-service students with regard to teaching and learning?

Viewed 1,034 times.
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.
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.
What Factors Impact University Participation in Canada?Author(s): Christofides, L.N., Hoy, M. and Yang, L. (2009)
Increased enrolment in post-secondary education institutions is generally thought to have a positive impact on a country’s future prospects. This research investigates the factors that impact on a young adult’s decision to pursue post-secondary education and, specifically, the impact of tuition fees, family income, parental educational attainment, gender, and university premium (perceived return on investment) on university attendance.

Viewed 1,262 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.
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.
Programs in Brief: Peer Assisted Learning Strategies (PALS)Author(s): The PALS program was developed by the Kennedy Centre for Human Development at Vanderbilt University.
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on the Peer Assisted Learning Strategies (PALS) program. This and other snapshots can be accessed directly from the E-Best website at: http://www.hwdsb.on.ca/e-best/

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

Viewed 2,037 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.
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.
Gender Stereotypes and Musical InstrumentsAuthor(s): Buttu, S. (2008)
This study investigated the perceptions of girls enrolled in a single-sex school about gender stereotypes in relation to musical instruments. The research study focused on whether stereotypes impact girls’ decisions to play a certain instrument and how girls from an all girl school describe their experiences of playing their instruments in their own school and in co-educational environments such as band camp.

Viewed 932 times.
Pre-service Teachers Knowledge About Ontario’s Large-scale AssessmentsAuthor(s): Childs, R. & Lawson, A. (2003)
This study investigated pre-service teachers’ knowledge about Ontario’s large-scale assessments developed by the Education Quality and Accountability Office (EQAO).

Viewed 1,217 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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Adolescent Stress and Coping StrategiesAuthor(s): Montgomery, C.
Academic performance has become one of the most prevalent stressors in western society for adolescents, and certain coping strategies can predict high school dropout (Hess & Copeland, 2001). However, studies on adolescent stress and coping present divergent causes of adolescent stress related to the environment. Moreover, results differ in terms of the way adolescents regulate their stress and coping. This literature review examines the scientific literature on the theme of adolescent stress and coping between 1997 and present and will answer the following questions in order to better understand high school dropout:
Question 1: What are the main causes of adolescents’ environmental stress?
Question 2: How do adolescents regulate their stress and coping?

Viewed 1,957 times.
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.
Global Education: Confusion, Clarity, and Teacher PreparationAuthor(s): Reimer, K., McLean, L. (2010)
This summary was created by the CSSE's Canadian Journal of Education and is available on their website, along with other Knowledge Mobilization Snapshots, at http://www.csse-scee.ca/CJE/KMS.htm or via their homepage at www.cje-rce.ca.

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

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


Viewed 992 times.
Monocultural to Multicultural: Parent PerceptionsAuthor(s): Levine-Rasky, C. (2009)
This summary was created by the CSSE's Canadian Journal of Education and is available on their website, along with other Knowledge Mobilization Snapshots, at http://www.csse-scee.ca/CJE/KMS.htm or via their homepage at www.cje-rce.ca.

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

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

Viewed 984 times.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.