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Computer Assisted LearningAuthor(s): John Hattie
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2009 summary about computer assisted learning by John Hattie
http://www.hwdsb.on.ca/e-best/

This document has been viewed 751 times.
Features of Professional Development associated with positive educator and student outcomesAuthor(s): Dunst, C. J.; Bruder, M. B.; Hamby, D. W. (2015)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board: http://www.hwdsb.on.ca/e-best/

Professional development activities are vital to enhance skills
and prepare educators for the demands of their profession. The purpose of this metasynthesis was to discover and define which features of professional development in‐services produce
positive educator and student outcomes.

This document has been viewed 226 times.
Global Education: Confusion, Clarity, and Teacher PreparationAuthor(s): Krisitin Reimer; Lorna McLean
This summary was created by the CSSE's Canadian Journal of Education and is available on their website, along with other Knowledge Mobilization Snapshots, at http://www.csse-scee.ca/CJE/KMS.htm or via their homepage at www.cje-rce.ca.

This research snapshot summarizes a study of a teacher education program on global education:

"The purpose of the study was to discover and describe how the Developing a Global Perspective for Educators/ Développement d’une perspective globale pour enseignants et enseignantes Programme (DGPE/DPGEE) Project conceptualizes and expresses global education in the teacher education at the University of Ottawa, as well as how teacher candidates who participated in the project express global education."


This document has been viewed 938 times.
How Teacher-Educator’s Perceive Ontario’s New Teacher Induction Program (NTIP)Author(s): Sarah Barrett; R. Patrick Solomon; Donatille Mujiuwamariya; John Portelli; Jordan Singer (2009)
In 2006 Ontario’s Ministry of Education introduced the New Teacher Induction Program (NTIP) to offer assistance to teachers during their first year of teaching.

This study investigated how teacher-educators (or professors at faculties of education across Ontario who teach pre-service teachers) perceive the impact of the NTIP on the experiences of pre-service teachers, new teachers, and K-12 students in Ontario. In particular, the study focussed on identifying any “hidden curriculum” that teacher-educators may perceive within NTIP.

This document has been viewed 868 times.
Mental health literacy curriculum in teacher preparation programs: Helping teacher candidates meet the mental health needs of studentsAuthor(s): Dr. Susan Roger; Dr. Kathy Hibbert; Dr. Alan Leschied; Laurel Pickel, Magdalena Stepien, Melanie-Anne Atkins, Adam Koenig, Jessica Woods, Matthew Vandermeer (2014)
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

The concerns of education stakeholders about teachers’ mental health literacy mirror the lack of opportunities provided in their training. There is a need for a formal mental health literacy curriculum in teacher preparation programs.

This document has been viewed 245 times.
Teaching Science as a Process of InquiryAuthor(s): Wayne Melville; Anthony Bartley; Xavier Fazio (2012)
This study investigated the attitudes and experiences of pre-service secondary school science teachers who are learning to teach science as a process of inquiry. The pre-service teachers were enrolled in a full-year science methodology course at an Ontario faculty of education, which aimed to challenge the belief that scientific investigation is only conducted using one universal step-by-step process.


This document has been viewed 995 times.