Search Results

A Closer Look at: Bullying and Immigrant Youth in OntarioAuthor(s): Vitoroulis, Irene, & Georgiades, Katholiki. (2017)
Immigrant youth often experience a variety of barriers during their integration to the Canadian school system. Bullying is a problem in schools that can result in emotional, behavioural and social difficulties in youth. This research summary from the Knowledge Network for Student Well-Being (KNSWB) takes a closer look at the role that schools and educators play in supporting positive peer relationships between immigrant and non-immigrant youth.

Viewed 37 times.
Facilitating Activist Education: Social and Environmental Justice in Classroom Practice to Promote Achievement, Equity, and Well-BeingAuthor(s): Niblett, B. (2017)
Activism is about bringing to life ideas regarding power, fairness, democracy, and hope. What relationships exist between activism and education? How can educators leverage these relationships to support student achievement, equity, and well-being?

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

Viewed 67 times.
Meaningful Making: Establishing a Makerspace in Your School or ClassroomAuthor(s): Hughes, J. (2017)
Makerspaces are creative spaces where people gather to tinker, create, invent, and learn. What do educators need to understand about maker pedagogies, and how can maker pedagogies support student learning across subject areas?

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

Viewed 47 times.
The Changing Nature of Principals' Work (in Ontario)Author(s): Pollock, K., Wang, F., Hauseman, C. (2014)
Principals’ work is challenging and intensifying. They report working long hours and struggling to achieve work-life balance. To better support current and future principals, we need to understand the changing nature of their work. This research found that...

Viewed 6 times.
Factors Impacting Success of School-Based Suicide Prevention ProgramsAuthor(s): Balaguru, V., Sharma, J., & Waheed, W. (2012)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB). At present, no evidence conclusively supports the use of any one specific type of school-based intervention for suicide prevention. This summary outlines a 2012 realist review (explanation rather than critique) that examined characteristics of interventions linked to a reduction in suicide attempts. Based on the findings, implications and recommendations are provided.

Viewed 66 times.
Supporting Students' Vocabulary Development Through PlayAuthor(s): Stagg Peterson, S. (2016)
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

The relationships that researchers have found between children's vocabulary and their literacy and overall school success indicate the importance of vocabulary instruction. This article provides tips for teachers to support children's vocabulary development through play.

Viewed 90 times.
Supporting Early Literacy Learning Through PlayAuthor(s): Wood, J. (2017)
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

This article discusses how educators can support and enhance children't literacies learning and use through a play-based approach

Viewed 502 times.
Facilitating Activist EducationAuthor(s): Niblett, B. (2017)
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

This article discusses the relationships between activism and education and provides suggestions on how educators can leverage these relationships to support student achievement, equity and well-being.

Viewed 203 times.
School-Based Violence Prevention Program Offers a Protective Impact for Youth with Maltreatment HistoriesAuthor(s): Crooks, C., Scott, K., Ellis, W. and Wolfe, D. (2011)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This research highlights the benefits of an inexpensive school-based violence prevention program. This program demonstrates support for the reduction of dating violence among students and the protective effect for maltreated youth, lowering their likelihood of engaging in violent delinquency. These results also suggest that a short-term violence prevention program can have significant and meaningful long-term results.

Viewed 411 times.
Addressing the Gap Between Service Need and Delivery of Child and Youth Mental Health ServicesAuthor(s): Schwean, V. and Rodger, S. (2013)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This paper highlights the need for ongoing innovation, development, and evaluation of public mental health policy related to child and youth mental health services. Authors proposed a vision in which demonstration and research sites partner with public health policy approaches and provide support through research and evidence informed practice.

Viewed 282 times.
Resilient, Active, and Flourishing: Supporting Positive Mental Health and Well-Being in School CommunitiesAuthor(s): Carney, P. and Parr, M. (2014)
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

This summary explores how school communities can
create cultures that support positive mental health and well-being in
practical and effective ways.

Viewed 479 times.
Using Digital Technology to Support Word Study InstructionAuthor(s): McQuirter Scott, R. (2014)
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.

Students encounter a wide range of vocabulary as they search multiple websites, listen to video and audio files, and engage in social media. Digital technologies can present an alternative way of teaching word study, while still addressing many concerns of traditional paper-and-pencil resources.

Viewed 1,345 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.

Viewed 5,843 times.
Supporting teachers who engage in district-wide, school-based programs: The experiences of PrincipalsAuthor(s): Gallagher, T. and Grierson, A. (2011)
This study examined the experiences of school administrators whose schools were the hosting sites of a district-wide professional learning initiative in one Ontario school board. Intended to assist with the implementation of evidence- based literacy and numeracy practices, four teachers from across the board were chosen to host demonstration classrooms where other teachers could visit and observe research-based instructional practices in action.

Viewed 759 times.
Using a Professional Learning Community to Support Multimodal LiteraciesAuthor(s): Lotherington, H., Paige, H. and Holland-Spencer, M. (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.

Literacy instruction is under pressure, being pushed towards screen-based, digitally networked environments, while simultaneously adhering to print- based reading and writing practices. Teachers are pulled in opposing directions as literacy is applied to an expanding grey area of evolving texts that do not fit comfortably within conventional school curricular expectations and assessments. How can teachers change their literacy teaching practices to incorporate integrated pedagogical approaches while still ensuring student success?

Viewed 1,014 times.
Fostering Literacy Success for First Nations, Métis and Inuit StudentsAuthor(s): Toulouse, P.R. (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.

Literacy success rates for First Nations, Métis and Inuit students are currently measured by their acquisition of standard English and/or French, reflecting the languages of the Ontario curriculum. Because FNMI students often communicate in non-standard forms of English and/or French with their own unique nuances, they often encounter challenges in the standard languages. For these students, literacy success is cultivated by individualized programs that support their identity, experiences and relationships with the world. Literacy programs for these learners must, therefore, offer differentiated instruction, make real-life connections and involve strategies and resources that are engaging, motivating and culturally affirming.

Viewed 1,399 times.
Supporting Families as Collaborators in Children's Literacy DevelopmentAuthor(s): Parr, M. (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.

Many families are unaware of the valuable role they play in apprenticing their children into literacy. When asked what they do to support their children’s literacy development, they often think in terms of school-based tasks, rather than the things they do each day: singing a lullaby, playing card games, talking at the dinner table or checking email. Because there is no evident academic or school connection, families undervalue what they do that fosters literacy. It is essential, then, that educators help parents understand the important role they play in their children’s education.

Viewed 1,085 times.
Supporting Struggling WritersAuthor(s): Peterson, S.S. (2014)
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.

Sadly, some students struggle in their attempts to communicate what they have learned and to interact with others through writing. This summary explores research which provides many strategies for addressing these students’ specific writing difficulties and enhancing their motivation to write.

Viewed 852 times.
Assistive Technology Tools: Supporting Literacy Learning for all Learners in the Inclusive ClassroomAuthor(s): Sider, S.; Maich, K. (2014)
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.

We are particularly interested in considering how assistive technology can be used to support the literacy achievement of all students, an area not frequently examined in the scholarly literature. In this article, we discuss the range of assistive technology tools available to students and teachers from a Universal Design for Learning (UDL) perspective, wherein strategies, resources and tools are incorporated with the needs of all students in mind.

Viewed 2,117 times.
Teaching Elementary MathAuthor(s): Small, M. (2013)
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

"Teaching through problem solving is about setting appropriate tasks, creating supportive environments and helping students to succeed without leading. Although some would argue that all mathematical tasks should be of this sort, others see it as one approach within a more varied menu. No matter the frequency of problem solving use, it is essential that students have opportunities to learn by thinking and doing and not by simply copying."

Viewed 841 times.
Using Digital Technologies to Support Literacy Instruction Across the CurriculumAuthor(s): Brett, C. (2012)
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

Viewed 643 times.
Supporting Teachers to Work with Children with ExceptionalitiesAuthor(s): Killoran, I., Zaretsky, H, Jordan, A., Smith, D., Allard, C. & Moloney, J. (2012).
The study had two purposes. The College of Teachers wanted to explore further revisions to the Three-Part Schedule D AQ courses in Special Education. The researchers wanted to determine how a virtual network could support the implementation of the revised AQ guidelines and build capacity for teachers working with children with exceptionalities. The findings point to how a network could be designed to support the implementation of revised AQ course guidelines and build teacher capacity.

Viewed 1,140 times.
Inclusion in French ClassroomsAuthor(s): Arnett, K. (2008)
This study endeavored to describe the ways in which a Grade 8 Core French teacher sought to support the diverse learning needs in one of her classes. Using classroom observations guided by an observation scheme and a series of teacher interviews, the study was able to describe the practices and principles which were featured in her teaching that existed
for the purpose of scaffolding support for her students.

Viewed 776 times.
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.

Viewed 1,027 times.
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.
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.

Viewed 1,252 times.
Special Education Programming: Principal’s Report on Their Leadership Role(s) in Special Education Programming and Their Professional Development NeedsAuthor(s): Zaretsky, L., Moreau, L., and Faircloth, S. (2008)
This study examined principal’s perceptions of what it means to provide leadership in special education: how they believe they demonstrate this leadership in their schools, how well they believe they are prepared to engage in these roles, and their perceived professional development needs in this area.

Viewed 919 times.
Supporting Young People with Disabilities in their Transition to Adult Services: Developing Best PracticesAuthor(s): Stewart, D. (2009)
Transitioning from school and youth services to adult services can be a very challenging process for young people with disabilities and their families. This article reports on the Best Practice Project, a joint effort of the Ontario Ministry of Health and Long-term Care, the Ontario Neurotrauma Foundation, and the Ontario Children’s Rehabilitation
Network. Facilitated by a team of researchers, the project focused on establishing best practice guidelines for the process of transitioning from school and youth services to adult services for young people with physical and developmental disabilities in Ontario.

Viewed 1,226 times.
Online learning environments: The experiences of prospective teachersAuthor(s): Duncan, H.E., & Barnett, J. (2010)
Since 2005 many schools in the K-12 system have increased their offering of online courses (Watson, Gemin, & Ryan, 2008). This study examined the experiences of 19 pre-service teachers from one Ontario Faculty of Education who were enrolled in a course designed to teach effective online teaching skills. Topics covered by the course included designing and delivering online course content and the ethics of online teaching. The course itself was delivered using a blended approach with both online and face-to-face class sessions and ran from September to December in the fall of 2007.

Viewed 1,308 times.
Using Digital Technologies to Support Literacy Instruction Across the CurriculumAuthor(s): Brett, C. (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

"While the Internet is now the number one information source for both children and adults, research is
showing that online reading does differ importantly from print-based reading (Coiro & Dobler, 2007;
Coiro, 2007)...."

Viewed 1,437 times.
Does School Size Affect Student Achievement?Author(s): Jones K.R. and Ezeife A.N. (2011)
There has been much debate about the impact of school characteristics (such as school and classroom size) on student achievement. This study investigated the relationship between the size of a school — how large a school is in terms of student enrollment — and the academic achievement of students within that school.

Viewed 953 times.
Effective Reading Programs for All Students in the Elementary GradesAuthor(s): Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on elementary reading programs. This and other snapshots can be accessed directly from the E-Best website at: http://www.hwdsb.on.ca/e-best/

"A recent systematic review examined studies of elementary
reading programs and compared them to one another....Researchers found that instructional process programs designed to change daily teaching practices had substantially greater research
support than programs that focused on curriculum or technology alone. "

Viewed 1,645 times.
What ECE Teachers Think About Integrating Computer Technology in Early Childhood EducationAuthor(s): Wood, E., Specht, J., Willoughby, T. & Mueller, J. (2008)
This research study examined the perceptions of early childhood educators regarding integrating computer technology into pre-school classrooms. Specifically, this research focused on educators’ perceived advantages and disadvantages of such computer use and the barriers and supports that exist for pre-school educators in teaching computer technology curricula.

Viewed 1,394 times.
Gender Stereotypes and Musical InstrumentsAuthor(s): Buttu, S. (2008)
This study investigated the perceptions of girls enrolled in a single-sex school about gender stereotypes in relation to musical instruments. The research study focused on whether stereotypes impact girls’ decisions to play a certain instrument and how girls from an all girl school describe their experiences of playing their instruments in their own school and in co-educational environments such as band camp.

Viewed 932 times.
Attitudes of Staff Working with People with Intellectual DisabilitiesAuthor(s): Jones, J., Ouellette-Kuntz, H., Vilela, T. & Brown, H. (2008)
This study investigated the attitudes of staff working in the field of Intellectual Disabilities. Specifically, this research explored whether staff working with people with Intellectual disabilities in a variety of community agencies supported a philosophy of inclusion. Furthermore, this research investigated whether or not differences in attitude about inclusion can be explained by demographic characteristics including: age, gender, and level of education.

Viewed 1,278 times.
What are young bloggers saying about mental health?Author(s): Marcus, M.A., Westra, H., Eastwood, J.D. & Barnes, K.L. (2012)
This summary was created by the Evidence Exchange Network (EENet; formerly
OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

"The widespread use of Internet blogs has created a unique space for hearing from young people. Few studies, however, have looked at these blogs to gain a better picture of the experiences of young people with mental health problems – until now."

Viewed 1,732 times.
Ensuring Students with Learning Disabilities Have Proper Documentation as they Transition into Post-secondary InstitutionsAuthor(s): Harrison, A.G., Nichols, E., Larochette, A. (2008)
The Ontario Human Rights Code (1990) guarantees students diagnosed with a learning disability (LD) the right to accommodations that meet their academic needs at the post-secondary level (College and University). Not all students, however, arrive equipped with the necessary documentation to guarantee this support. This study investigated the quality of documentation presented by students entering post-secondary institutions in support of their LD and, in so doing, exposes current practices for identifying students (declaring students Exceptional) at the elementary and secondary levels.

Viewed 1,230 times.
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.

Viewed 864 times.
Is It Beneficial for Students with Disabilities to Participate in the IPRC Process?Author(s): Savaria, E. (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.

Viewed 1,082 times.
Promoting Literacy in Multilingual ContextsAuthor(s): Cummins, J. (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

"Teachers can promote strong literacy development among English language
learners (ELL) by supporting students in relating their pre-existing knowledge to
new learning. For English language learners, the integration of new learning with
prior knowledge involves connecting what students know in their first language to
English. We must explore classroom strategies that have proven effective in helping
students transfer knowledge they have in their first language to English."

Viewed 1,216 times.
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)?

Viewed 1,430 times.
Supporting Aboriginal Educators in Pre-service Training Programs and in their Careers as TeachersAuthor(s): Kitchen, J., Cherubini, L., Trudeau, L., Hodson, J. (2010)
This research explored the experiences of six Aboriginal teachers in both mainstream and native teacher education programs in Ontario. These early-career teachers from the Mohawk, Anishinabe and Métis groups reflected upon the challenges they encountered during their teacher preparation courses and first years of teaching. Specifically, this research identified the need to design current teacher education programs that value the individual and cultural identities of Aboriginal teacher candidates.

Viewed 1,884 times.
The Effectiveness of Literacy CoachesAuthor(s): Lynch, J., Alsop, S. (2007)
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 in the area of literacy coaches:

"This article offers a review of studies on literacy coaches. It highlights the diversity
of roles that coaches play, the resulting improvements to student achievement, and
the implications this holds for teachers and principals working with coaches to
improve student learning in elementary schools."

Viewed 1,190 times.
Try Literacy Tutoring FirstAuthor(s): Berrill, D. (2009)
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 in the area of literacy tutoring:

"In everyday teaching practice, teachers are on the move, circulating to see who needs help and pausing to give individualized, focused support. Yet, some children need significantly more time than teachers with responsibilities to the whole class can provide. Teachers know who these children are and find various ways to support their learning, from pairing them with more able peers and structuring guided reading activities, to providing differentiated instruction with materials for different ability levels. However, some children need still more assistance, both in terms of the frequency and the duration of the support they require. What else can teachers do?"

Viewed 1,022 times.
Managing Teacher-Student Relationships: A Minimalist ApproachAuthor(s): Richmond, C. (2012)
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This summary outlines research on managing teacher-student relationships:

"Teachers can have two types of conversations with students in class. In the ideal situation the most potent
conversation is focused on learning, with minor support from the managing conversation. However, when
teachers experience lessons where conversation about managing dominates, the learning agenda can
disappear and poor outcomes are much more likely (Richmond, 2007)."

Viewed 1,606 times.
Predicting Students' FuturesAuthor(s): Levin, B. (2011)
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This summary outlines research in the area of predicting students' futures:

"Teachers often feel that they can predict students’ futures; that we can tell by, say, age 6 or 8
students’ academic destinies. This view is strengthened by studies that show a strong relationship
between various characteristics of students, such as their socio-economic status or their school
readiness, and their later achievement. In fact, predictions of this kind are fraught with problems....History is not destiny. We know that with the right supports, most people can achieve far more than anyone thought they could."

Viewed 892 times.
School-Based Family Literacy Intervention ProgramsAuthor(s): Pelletier, J. (2011)
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This summary outlines research in the area of school-based family literacy intervention programs:

It has long been known that what parents do in the home regarding language stimulation and literacy related activities can boost children’s language abilities and school literacy. Recent evidence has shown the power of intervention programs to help parents support their children’s developing literacy."

Viewed 1,001 times.
Formative Assessment to Support Student LearningAuthor(s): Suurtamm, C. (2010)
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This summary outlines research in the area of formative assessment to support student learning:

"We now have compelling research indicating that formative assessment may be the most
significant single factor in raising the academic achievement of all students and especially that of
lower-achieving students. Every teacher needs to consider how the principles of formative
assessment can be applied in her or his work."

Viewed 1,536 times.
Parent EngagementAuthor(s): Pushor, D. (2010)
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This summary outlines research in the area of parent engagement:

"A wealth of research concludes that students are more likely to be successful when their parents are
engaged in their education....In light of this evidence, meaningful relationships that enhance parents’ opportunities to make important
contributions to student learning are vital to the work of teachers."

Viewed 926 times.
Improving Student Writing: Using Feedback as a Teaching ToolAuthor(s): Peterson, S. S. (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

Given that teachers spend a great deal of time providing written feedback to
students, it is important that the feedback have a greater influence on students’
writing development. Verbal or written feedback can be a powerful teaching tool
if it is given while students are in the process of writing drafts.....Focusing
on individual students’ immediate writing needs, this ongoing feedback is a form
of differentiated instruction that complements the teaching of mini-lessons to
small groups or to the whole class.

The teaching tools discussed [in this summary] support all students, Grades 4 to 12."

Viewed 1,434 times.
Developing Critical Literacy Skills: Exploring Masculine and Feminine Stereotypes in Children's LiteratureAuthor(s): Dionne, A. (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

"Children’s literature is an ideal resource for helping children develop critical literacy skills because it encompasses tales, poetry, novels, comic strips, documentaries and activity books for a diverse range of learners. Further...books for children of all ages are infused with the cultural values of society and contribute to the transmission of ideologies from one generation to the next. Given that equality of the sexes is one of the foundations of our democractic society, it is important to support students in developing their critical literacy skills by considering the values and ideologies inherent in the representations of femininity and masculinity in books written for children. Children’s books mirror the values and images transmitted to children by adults. They act as vehicles for passing ideologies from generation to generation....By carefully examining collections of literature from various persepctives, researchers have been able to identify and describe the ideologies inherent in representations of gender."

Viewed 1,836 times.
Word Problems: Connecting Language, Mathematics, and LifeAuthor(s): Barwell, R. (2011)
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

"To be successful in solving word problems, students need to learn how to read such problems. Simply decoding words or extracting arithmetic operations is not enough: students must learn to read between the lines and understand what they are expected to do mathematically....How, then, can students be supported to make sense of word problems so that they can treat them successfully as mathematical problems?"

Viewed 1,565 times.
Character education reconceptualizedAuthor(s): Bajovic, M., Rizzo, K., Engemann, J. (2009)
This research summary is intended to provide a clear understanding of the processes associated with character development in order to make recommendations for successful character education implementation.

Viewed 1,060 times.
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.

Viewed 1,358 times.
Professional Development and Technology Use in the ClassroomAuthor(s): Riverin, S.
The investigation determined how an online community of practice can be developed to support the exchange of professional knowledge through involvement in The Education Network of Ontario/Réseau éducatif de l’Ontario and the effect this involvement had on classroom practice.

Viewed 1,263 times.
Academic Motivation of Immigrant and non-Immigrant AdolescentsAuthor(s): Areepattamannil, S., Freeman, J. (2008)
This research tried to better understand the academic achievements of immigrant adolescents in the GTA.

Viewed 1,212 times.
The regulation of Mp3 Players and cell phones in secondary schoolAuthor(s): Domitrek, J, Raby, R. (2008)
Recently, there has been much media coverage about cell phone and personal music player usage in schools, including in the
Toronto and Whitton regions. However, there is little literature on how students and teachers view rules on the use of such
electronic devices. Using data gathered from focus groups with students in Toronto and Whitton and interviews with teachers
and administrators from Whitton, we present the viewpoints from these stakeholders on the usage of cell phones and personal music players.

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Peer coaching professional development for Math educatorsAuthor(s): Bruce, C., Ross, J. (2008)
This study examines the effects of peer coaching on teachers’ practices and beliefs about their capacity to impact student learning of mathematics.

Viewed 1,112 times.
School processes and teachers’ sense of collective efficacyAuthor(s): Ross, J., Hogaboam-Gray, A., Gray, P. (2004)
This research examines the effects of prior student achievement and school processes on collective teacher efficacy. In this study, collective teacher efficacy is defined in terms of teachers’ perception of their ability to improve student learning as an instructionally focused team within the school.

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Pathways to University and the "Victory Lap" Phenomenon in OntarioAuthor(s): Brady, P., Allingham, P. (2010)
In the late 1990s, Ontario began phasing out Grade 13/OAC; however many students continued to return to high school for a fifth year. This phenomenon became known as completing a “victory
lap.” This research investigated the “victory lap” phenomenon.

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Teacher intervention in situations of bullyingAuthor(s): Blain-Arcaro, C., Smith, D., Cunningham, C., Vaillancourt, T., Rimas, H.
The goal of this study was to determine what features of bullying situations influence teachers’ decision to intervene. To
accomplish this, the researchers used a forced-choice task that reveals the degree of importance teachers place on different features of
bullying situations in their decisions to intervene or not.

Resource about bullying: Promoting Relationships and Eliminating Violence Network Website: http://www.prevnet.ca/

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Helping children with their schooling: A comparison of parents of children with and without Attention Deficit/Hyperactivity Disorder (ADHD)Author(s): Rogers M.A., Wiener, J., Marton, I., Tannock, R. (2009)
It is often reported by teachers and parents that children with Attention-Deficit/Hyperactivity Disorder (ADHD) have problems in school: they are less engaged, have lower grades, lower graduation rates and require more attention from teachers. Children with ADHD also have similar problems outside the classroom. These problems are not surprising because the symptoms associated with ADHD make learning more difficult. While there is research that describes how and why parents of children without ADHD are involved in their children’s learning, and that this involvement benefits the children, there is little information about parental involvement in the schooling of children with ADHD. This study explored parental involvement in the learning of students with ADHD.

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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.

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Smoking in Ontario Schools: Does policy make a difference?Author(s): Reitsma, A., Manske, S. (2004)
Although tobacco use has decreased in Canada it remains the country’s leading cause of premature death. Most people (85%) start smoking before the age of 18 despite the fact that Canadian federal laws make it illegal for people under the age of 18 to buy cigarettes. Many provinces set the bar at 19 years. Therefore, schools are a key environment to support youth remaining tobacco-free.
The researchers in this study assessed the link between school tobacco policy and smoking status in Ontario elementary and secondary schools in 2003.

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Challenges with the Ontario Secondary School Literacy Test (OSSLT) for Second Language StudentsAuthor(s): Cheng, L., Klinger, D., Zheng, Y. (2007)
The purpose of this study was to see if there were any significant and systematic differences (based on success on different parts of the test) between ESL/ELD and non-ESL/ELD students that could help explain the higher failure rate of ESL/ELD students or provide ideas for what teachers and administrators could focus on when preparing ESL/ELD students for the OSSLT to increase their chances of success.

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Ontario Teachers’ Assessment Practices in MathematicsAuthor(s): Suurtamm, C., Koch, M., Arden, A. (2010)
This study uses questionnaire data and case studies to examine the assessment practices of mathematics teachers in Ontario and to understand how new assessment practices are enacted and supported. Many mathematics teachers in Ontario are using innovative assessment practices that go beyond traditional testing and support student learning in a variety of ways. They report on the important role of professional development and curriculum resources as well collaboration with colleagues in supporting new practices.

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