Search Results

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.
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.
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.
School Injury Among Ottawa-Area StudentsAuthor(s): Josse, J., Mackay M., Osmond M. & Macpherson, A. (2009)
This study investigated the factors that influence the likelihood that a student will become injured at school, and identified trends surrounding the nature of injuries and the locations where injuries are likely to occur.

Viewed 898 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 1,218 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.
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 Effect of School Leadership on Student AchievementAuthor(s): Ross, J., Gray, P. (2006)
This research study sought to evaluate the effects of principal leadership on student achievement. Ross and Gray (2006) re-analyzed results of data that had previously been reported
in other articles in order to test the influence of leadership, including
professional commitment and collective teacher efficacy, on student achievement.

Viewed 1,278 times.