Search Results

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

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

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

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

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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...."

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

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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.

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

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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.

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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.

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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."

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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

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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.


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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.

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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.

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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.

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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."

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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."

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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)?

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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.

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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?"

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

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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.

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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.

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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.