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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).

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Drawing on Children’s “Sense of Place” – The Starting Point for Teaching Social Studies and GeographyAuthor(s): David Hutchison
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

"Elementary school children now and then report that what they learn in school
sometimes seems disconnected from “real life” as they personally experience it
outside of school. Unfortunately, children tend to assume that subject learning that
doesn’t feel real to them isn’t real, or that its relevance ends when the school day is
over. This is a common problem in many subject areas, especially social studies and
geography. How can we make the study of “place” relevant and real to children?
Would the social studies curriculum be strengthened if it took account of the ways
in which children derive meaning and value from the real-life physical environments
that are familiar to them?"

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Learning Mathematics vs Following “Rules”: The Value of Student-Generated MethodsAuthor(s): Alex Lawson (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

"There has been a significant shift in the instruction of mathematics over the past
two decades. This shift has occurred in response to growing evidence that students
were learning how to apply mathematics rules without a real understanding of
the mathematics. A particularly disconcerting observation was that student
difficulties often stemmed from our longstanding traditional methods of
mathematics instruction."


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