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Classroom management practices to reduce disruptive or aggressive student behaviourAuthor(s): Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on effective classroom management strategies. 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 sought to determine whether classroom management programs were effective in reducing
problematic behaviour in students from kindergarten through grade 12....It was found that classrooms that implemented classroom management programs had significantly lower rates of problem behaviour than classrooms not using classroom
management interventions."

This document has been viewed 2,437 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. "

This document has been viewed 1,365 times.
Exploring the Use of Literature Across Elementary CurriculumAuthor(s): Sylvia Pantaleo (2002)
This study investigated the use of literature in elementary classrooms across subject areas. The researcher explored teacher and teacher-librarians’ use of different genres of literature including: realistic fiction (stories about everyday life), non-fiction, fantasy (science fiction, quest stories), poetry, traditional literature (myths, legends, folktales), and historical fiction. The researcher investigated the overall use of these genres by teachers and teacher-librarians and also the use of Canadian literature within each genre.

This document has been viewed 1,049 times.
Factors the Influence the Classroom Management Style of New TeachersAuthor(s): Glenn Rideout; Sheila Windle
This study investigated whether any relationship exists between new teachers classroom management style and: (a) teachers’ own beliefs about education, (b) the mentorship teachers receive from
experienced colleagues, (c) teachers’ participation in the New Teacher Induction Program (NTIP), and (d) whether administrators at the school displayed a “transformational leadership” style.

This document has been viewed 701 times.
How does social anxiety affect young children?Author(s): Murray Weeks; Robert J. Coplan; Adam Kingsbury
This summary was created by the Evidence Exchange Network (EENet; formerly OMHAKEN). This and other summaries on mental health and addictions can also be found at: www.eenet.ca

"A young child with anxiety symptoms may be at risk of experiencing anxiety in their adolescence and adulthood....This study examines the effects of subclinical social anxiety on early elementary school
children."

This document has been viewed 1,121 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.
How Teachers Perceive the Concept of Sustainable DevelopmentAuthor(s): Leo Elshof (2005)
This study examined technological studies teachers’ understanding of the concept of sustainable development. More specifically, the researcher was interested in identifying which aspects of sustainable development these teachers considered to be most significant from a personal, collegial, and student interest perspective.

This document has been viewed 958 times.
Hybrid teacher leaders and the studio classroomAuthor(s): Jason Margolis; Anne Doring (2012).
This summary was created by the E-Best team at the Hamilton Wentworth District School Board. This and other research summaries can be found at http://www.hwdsb.on.ca/e-best/

The focus of this study is “hybrid teacher leaders” (HTLs) and the studio classroom. A HTL is a teacher whose responsibilies are twofold; teaching in the classroom and leading other teachers in some capacity. The study is designed to assist educational leaders in the implementation of organizational and social structures that allow teacher leaders to have a positive impact on other teachers. The study was conducted over a two year period.

This document has been viewed 86 times.
Implementing educational change: How do individuals at different levels of responsibility experience change forces?Author(s): Wayne Melville; Anthony Bartley
The purpose of this study was to examine the change forces experienced by school administrators, a department chair, and a classroom teacher from one Ontario secondary school as they introduced an all-male grade nine math class in 2009. More specifically, the study was guided by the following research question: “How do change forces act on individuals at different levels of responsibility for an educational change?” (p. 3).

This document has been viewed 810 times.
Peer coaching professional development for Math educatorsAuthor(s): Catherine Bruce; John Ross (2008)
This study examines the effects of peer coaching on teachers’ practices and beliefs about their capacity to impact student learning of mathematics.

This document has been viewed 1,002 times.
Pre-service Teachers’ Perceptions of School Environments Before and After School PlacementsAuthor(s): Dr. Lorenzo Cherubini
In the course of their formal training, pre-service teacher candidates are exposed to the concept of schools as a professional community of inquiry – that is, the idea that schools are environments where professionals come together to collaboratively improve the process of teaching and learning. While some researchers have investigated the experiences of new teachers in the professional environment of schools, there is comparatively less research into the experience of pre-service teachers.

This document has been viewed 777 times.
Programs in Brief: Peer Assisted Learning Strategies (PALS)Author(s): The PALS program was developed by the Kennedy Centre for Human Development at Vanderbilt University.
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on the Peer Assisted Learning Strategies (PALS) program. This and other snapshots can be accessed directly from the E-Best website at: http://www.hwdsb.on.ca/e-best/

"PALS is a systematic class‐wide reading program for students in
kindergarten to grade 6. PALS builds reading fluency and
comprehension skills through a set of activities that students are
engaged in for 35 – 45 minute sessions, 3 – 4 times a week. The
classroom teacher provides the initial lesson followed by a
prescribed lesson with materials provided . This is followed by
students working in pairs to practice and reinforce the skills
taught."

This document has been viewed 1,493 times.
Social Justice as a Priority in New Teacher InductionAuthor(s): Laura Pinto; John Portelli; Cindy Rottmann; Karen Pashby
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 506 times.
Student Teacher Stress and Physical ActivityAuthor(s): Cameron Montgomery; Les MacFarlane; David Trumpower; Rebecca Lloyd (2012)
Student teachers (pre-service teachers who are completing teaching practicums within schools) can be under significant stress as they attempt to prove their skills and adapt to their supervisor’s style, all while undergoing constant evaluation. Some studies have suggested that these stressors may leave student teachers feeling burnt out before their career even begins. Recent studies have identified physical activity as a way to cope with stress, although research examining the relationship between student teacher stress and exercise has remain limited.

The purpose of this study was to identify the main sources of student teacher stress and investigate the relationship between levels of stress and participation in physical activity. Stress, for the purpose of this study, is defined as tension that arises when the demands of one’s surroundings exceeds one’s personal coping strategies.

This document has been viewed 976 times.
Teacher Diversity in CanadaAuthor(s): James Ryan; Katina Pollock; Fab Antonelli
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 snapshot summarizes research in the area of teacher diversity in Canada:

"Canada’s population continues to become more racially diverse as current immigration and Canadian birth patterns change the face of the population. As the diversity of the general population has increased, so has the student population, particularly in the metropolitan areas. Despite this fact, the racialized teacher population has not kept pace with the racialized student and general population. In fact, it appears to be falling further and further behind."

This document has been viewed 1,040 times.
Teacher intervention in situations of bullyingAuthor(s): Christine Blain-Arcaro; J. David Smith; Charles Cunningham; Tracy Vaillancourt; Heather Rimas
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/

This document has been viewed 852 times.
Teachers Identify Their Coping Strategies for the Perceived Stresses of Inclusive ClassroomsAuthor(s): Darlene Brackenreed (2011)
Adjusting to the demands of inclusive classrooms can be a stressful experience for Ontario teachers (Leithwood, 2006). This study investigated the coping strategies used by teachers in Ontario to manage this stress.

This document has been viewed 931 times.
Teachers report the factors that cause them stress when teaching inclusive classroomsAuthor(s): Darlene Brackenreed (2008)
Adjusting to the demands of inclusive classrooms has been a stressful experience for many Ontario teachers (Leithwood, 2006). This study investigates teacher perceptions of the “stressors” (specific causes of stress) that result from the inclusion of special needs students in the regular classroom.

This document has been viewed 1,184 times.
The Impact of Individualized Tutoring on Children in Foster CareAuthor(s): Robert Flynn; Robyn Marquis; Marie-Pierre Paquet; Lisa Peeke; Tim Aubry (2012)
This study investigates the impact of individualized tutoring on students’ academic achievement. Specifically, the researchers compared the reading and mathematics abilities (as indicated by test results) of 2 groups of primary school foster children. The first group of students included primary school foster children who received individualized tutoring in reading and mathematics throughout the school year, and the second group included children who did not receive this individualised tutoring.

This document has been viewed 1,031 times.
Transitioning to Canada: The Experience of New Canadian Music TeachersAuthor(s): Leonid Sprikut; Lee Bartel (2010)
This study investigated the experiences of 4 new Canadian music teachers, including the ways in which their instructional approaches and professional values changed, or were challenged, once they began teaching in Ontario.

This document has been viewed 906 times.