Search Results

Cultural Connectedness and Identity Foster Resilience in FNMI YouthAuthor(s): Crooks, C., Burleigh, D. and Sisco, A. (2015)
This study explored the specific ways in which culturally relevant programming promotes resiliency in FNMI youth. Researchers found that...

Viewed 208 times.
Adolescent Identity as a Buffer Against Peer Pressure & Risk BehavioursAuthor(s): Dumas, T., Ellis, W., Wolfe, D. (2012)
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 study explored whether youths’ level of identity exploration and commitment to identity would moderate the relationship between peer pressure and control and risk behaviours. Over 1,000 students completed self-report measures of identity exploration, identity commitment, risky behaviours, and experiences of peer-group pressure and control.


Viewed 247 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.
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.
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.
The complexities of secondary school reform over timeAuthor(s): Hargreaves, A., Goodson, I. (2006)
This is a 5-year Spencer Foundation-funded longitudinal project that examines educational change over time (1970s, 1980s, and 1990s) by exploring the experiences of teachers and administrators who worked in eight secondary schools in the United States and Canada within these periods.

Viewed 997 times.