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Academic Motivation of Immigrant and non-Immigrant AdolescentsAuthor(s): Shaljan Areepattamannil; John G. Freeman (2008)
This research tried to better understand the academic achievements of immigrant adolescents in the GTA.

This document has been viewed 948 times.
Integrating Aboriginal Teaching and Values into the ClassroomAuthor(s): Pamela Rose Toulouse
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

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

This document has been viewed 2,070 times.
Is It Beneficial for Students with Disabilities to Participate in the IPRC Process?Author(s): Elizabeth Savaria (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.

This document has been viewed 971 times.
Student Self-handicapping in Mathematics ClassroomsAuthor(s): Janet Ferguson; Jeffrey Dorman (2003)
This study investigated the relationship between classroom environment and secondary students self-handicapping behaviour. The researchers define self-handicapping as a “proactive, avoidance behaviour... designed to manipulate other people’s perceptions of performance outcomes so that the self-handicapping student appears worthy to other people in the school”. Examples of self-handicapping behaviour include deliberately not trying in class, fooling around the night before an examination, and putting off studying until the last minute.

This document has been viewed 669 times.