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

This document has been viewed 1,061 times.
Equity, Social Justice, and the Inclusive ClassroomAuthor(s): James, C.E. (2012)
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO) and can also be found on their website at:
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This document has been viewed 1,448 times.
Perspectives on the Africentric school: Voices of black youthAuthor(s): Gordon, M. and Zinga, D. (2012)
In 2009 the Toronto District School Board (TDSB) opened the first black-focused or africentric school in Ontario. This study explored the opinions of black youth regarding the proposal of a black-focused school. Specifically the research aimed to explore black youths’ ideas about whether a black-focused school would address the issue of academic disengagement amongst black students.

This document has been viewed 599 times.
Promoting Critical Literacy across the Curriculum and Fostering Safer Learning EnvironmentsAuthor(s): Roberge, G.D. (2013).
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

In their everyday practice, teachers commonly encourage children to think deeply and critically examine what they read and view. Over the last decade, this practice has been augmented by increased emphasis on the teaching of critical thinking and critical literacy skills in Ontario schools. By teaching students to understand and embrace diverse viewpoints and to consider underlying messages, critical literacy may help foster another important provincial priority, that of creating safe and caring learning environments.

This document has been viewed 914 times.
Social Justice as a Priority in New Teacher InductionAuthor(s): Pinto, L., Portelli, J., Rottmann, C. and Pashby, K. (2012)
This research study explored the degree to which social justice was prioritized by Ontario school administrators, as part of the New Teacher Induction Program (NTIP). This study aimed to understand the ways in which administrators influenced the social justice practices of beginning teachers.

This document has been viewed 545 times.
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.

This document has been viewed 957 times.
Using Theatre to Examine Social Issues and Change School CultureAuthor(s): Gallagher, G. and Service, I. (2010)
This study examines the use of theatre to stimulate discussions about social issues and changes to school culture.The play tells the story of one boy’s struggle to overcome economic hardship, and the schools selected to show the play were chosen because of their large enrolments of students from low socio-economic backgrounds. The play was followed up with teacher professional development workshops to support the implementation of the overall program which was designed to help schools reduce the effects of poverty on students.

This document has been viewed 5,506 times.