Search Results

Changes in Depression and Positive Mental Health Among Youth in Healthy Relationships ProgramAuthor(s): Natalia Lapshina, Claire Crooks, Amanda Kerry (2018)
This study explored and identified meaningful groups of youth based on their depression symptoms over time. Researchers found that youth who reported high levels of depression prior to the program experienced a significant decline in depressive symptoms and improved mental well-being following the program.

Viewed 25 times.
GSA Members' Experiences with a Structured Program to Promote Well-BeingAuthor(s): Alicia Lapointe, Claire Crooks (2017)
The Fourth R's HRP for LGBT2Q+ Youth helps bolster positive mental wellness and encourage skill development among queer, trans, and gender diverse youth. It was adapted from the Healthy Relationships Plus Program (HRPP) - an evidence-informed, small group universal prevention program for youth that promotes positive mental health and well-being, and prevents risky behaviours. The HRP for LGBT2Q+ Youth was developed in consultation with academics, educators, and youth, and consists of 17 sessions, each lasting 45 minutes.

Viewed 36 times.
Interventions universelles en milieu scolaire sur la « résilience » et la consommation d’alcool et de droguesAuthor(s): Hodder, R. K., Freund, M., Wolfenden, L., Bowman, J., Nepal, S., Dray J., et al., (2017)
Une méta-analyse a été effectuée en 2017 pour évaluer l’efficacité d’interventions en milieu scolaire sur la « résilience » en ce qui concernait le tabagisme et la consommation d’alcool et de drogues illégales chez les adolescents. Les interventions qui abordent tant des facteurs personnels de protection de la résilience (p. ex., estime de soi, empathie, conscience de soi), et des facteurs environnementaux de protection de la résilience (p. ex., famille aimante, relations à l’école et dans la communauté) ont été examinés.

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Universal School-based ‘Resilience’ Interventions and Substance UseAuthor(s): Hodder, R. K., Freund, M., Wolfenden, L., Bowman, J., Nepal, S., Dray J., et al., (2017)
A meta‐analysis was conducted in 2017 to evaluate the effectiveness of universal school‐based ‘resilience’ interventions on tobacco, alcohol, and illicit substance use among adolescents. Interventions that address both individual resilience protective factors (e.g., self‐esteem, empathy, self‐awareness), and environmental resilience protective factors (e.g., caring family, school and community relationships) were examined.

Viewed 7 times.
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.
Mise en œuvre de programmes de promotion de la santé en milieu scolaireAuthor(s): Pearson, M., Chilton, R., Wya , K., Abraham, C., Ford, T., Woods, H., & Anderson, R. (2015)
Ceci est un résumé de recherche mis à jour développé par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB). Depuis longtemps, on considère les écoles comme étant le lieu principal où sont proposés les programmes faisant la promotion de la santé chez les enfants. Dans le cadre des méthodes faisant la promotion de la santé, les sujets abordés actuellement sont la consommation d’alcool, l’usage de drogues, le tabagisme, l’obésité, l’activité physique, le développement et la santé sexuelle, les relations saines et le bien-être. Des examens récents laissent penser que certaines stratégies sont plus efficaces que d’autres à mettre en œuvre des programmes faisant la promotion de la santé dans les écoles.

Viewed 35 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.
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.
Des relations de mauvaise qualité peuvent prédire l'émergence d'une certaine violence dans les relations amoureuses chez les jeunes adolescentesAuthor(s): Chiodo, D., Crooks, C., Wolfe, D., McIsaac, C., Hughes, R. et Jaffe, P. (2012)
Cette étude s’est penchée sur les facteurs de risque présents chez les jeunes adolescentes, victimes comme coupables, et que l’on associe à la violence dans les relations amoureuses. Les chercheurs ont découvert que...

Viewed 96 times.
Accroître la capacité à résister à la pression des pairs grâce à une intervention en milieu scolaireAuthor(s): Wolfe, D., Crooks, C., Chiodo, D., Hughes, R. et Ellis , W. (2012)
L’équipe de recherche a examiné les techniques de résistance à la pression que démontraient de jeunes élèves après avoir été exposés à un programme axé sur le développement de relations saines. Par l’entremise de jeux de rôle, des observateurs aguerris ont pu consigner la fréquence de recours à des techniques de résistance à la pression des pairs. Les résultats ont indiqué que...

Viewed 97 times.
Un programme de prévention de la violence en milieu scolaire peut avoir un effet protecteur sur les jeunes ayant des antécédents de maltraitanceAuthor(s): Crooks, C., Scott, K., Ellis, W. et Wolfe, D. (2011)
Le programme L'ABC des relations saines a eu un effet protecteur contre la délinquance chez les jeunes victimes de mauvais traitements, tel que constaté au terme d’une période de suivi de deux ans. Chez les élèves touchés...

Viewed 108 times.
Un programme sur les relations saines améliore la capacité des adolescents à faire face à la violence de leurs pairsAuthor(s): Claire Crooks, Katreena Scott, Ryan Broll, Suzanne Zwarych, Ray Hughes et David Wolfe (2015)
Par cette étude, on voulait déterminer si un programme sur les relations saines aurait pour effet d’améliorer les compétences socio-émotionnelles des élèves en lien avec les connaissances au sujet de la violence, la pensée critique quant à l’impact de la violence, l’identification de stratégies d’adaptation et l’acceptation de la violence par les élèves. La recherche a révélé que...

Viewed 101 times.
Programme en milieu scolaire adapté à la culture pour les jeunes provenant des PNMI : amélioration sur les plans des relations, de la confiance, du leadership et de la réussite scolaireAuthor(s): Crooks, C., Burleigh, D., Snowshoe, A., Lapp, A., Hughes, R. et Sisco, A. (2015)
Cette étude visait à évaluer le programme L'ABC des relations saines : Uniting Our Nations, programme en milieu scolaire et adapté à la culture qui cible les jeunes provenant des PNMI. Les résultats ont permis de mettre en évidence les multiples répercussions positives du programme. On a rapporté que...

Viewed 142 times.
Prévision de la fidélité dans la mise en œuvre d'un programme de prévention en milieu scolaire et de sa durabilitéAuthor(s): Crooks, C., Chiodo, D., Zwarych, S., Hughes , R. et Wolfe, D. (2013)
Les enseignements qui avaient reçu une formation dans le cadre du programme L'ABC des relations saines avant 2009 ont dû remplir un sondage en ligne pour déterminer dans quelle mesure ils ont continué d’utiliser ce programme, quelles modifications ils y ont apportées, et les éléments qu’ils ont considérés comme des obstacles à sa mise en œuvre. Les résultats ont indiqué que...

Viewed 172 times.
Healthy Relationships Program Improves Adolescents' Ability to Manage Peer ViolenceAuthor(s): Crooks, C., Scott, K., Broll, R., Zwarych, S., Hughes, R. and Wolfe, D. (2015)
This study investigated whether a healthy relationships program would improve students’ social and emotional skills related to knowledge about violence, critical thinking about the impact of violence, identification of coping strategies, and their
acceptability of violence. The researchers found that...

Viewed 211 times.
Culturally Relevant School-Based Programming for FNMI Youth: Improved Relationships, Confidence, Leadership and School SuccessAuthor(s): Crooks, C., Burleigh, D., Snowshoe, A., Lapp, A., Hughes, R. and Sisco, A. (2015)
This study evaluated the Fourth R Uniting Our Nations, a school-based, culturally relevant program for FNMI youth. Results highlighted multiple positive impacts of the program. Participants reported that...

Viewed 336 times.
Bullying Predicts Dating Violence & Poor Relationship QualityAuthor(s): Ellis, W. and Wolfe, D. (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

This study showed that bullying predicts dating violence and poor relationship quality in adolescent dating relationships. These results illustrate how peer and dating relationship contexts are interconnected during adolescence. Youth who display aggression and other unhealthy behaviours in one type of relationship are likely to do so in others as well....

Viewed 367 times.
Poor Peer & Family Relationships Predict Dating Violence in Adolescent GirlsAuthor(s): Chiodo, D., Crooks, C.V., Wolfe, D.A., McIsaac, C., Hughs, R., and Jaffe, P.G. (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

The findings from this study underscore the importance of developing early prevention programming to enhance adolescent feelings of school connectedness, positive school attitudes, and engaging in personal control to reduce the likelihood of involvement in dating violence.

Viewed 330 times.
Increasing Peer Resistance Skills Through a School-Based InterventionAuthor(s): Wolfe, D., Crooks, C., Chiodo, D., Hughes, R., Ellis, W. (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

The Fourth R is an evidence based intervention in schools that teaches youth how to have healthy relationships. Students who participate in the program learn strategies that can reduce their likelihood of engaging in peer pressure scenarios (when pressured to use drugs or alcohol, have unsafe sex, or witness peer violence perpetration at a higher rate).

Viewed 349 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.
Making Math Children Will LoveAuthor(s): Colgan, L. (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.

Evidence suggests that learning is energized by affect. We, as educators, must turn our attention to resources and strategies that improve students’ relationships with mathematics content and processes and pique students’ motivation, emotion, interest and attention.

Viewed 1,009 times.
The relationship between report cards and EQAO scores.Author(s): Ross, J. and Kostuch, L. (2011)
This study examined the relationship between report card grades and student scores on the Educational Quality and Assessment Office (EQAO) tests in grades 3 and 6 for the 2007-2009 school years.
More specifically, this study was guided by three main research questions:
a) What is the level of agreement between report card grades and EQAO scores?
b) Do factors such as gender, subject area, student achievement, or grade level impact the level of agreement between these two indicators student achievement?
c) How well do report card grades predict the likelihood of success on the standardized assessments?

Viewed 591 times.
Factors the Influence the Classroom Management Style of New TeachersAuthor(s): Rideout, G. and Windle, S. (2010)
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.

Viewed 927 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.
Sexual Health Topics: What Teens Want to KnowAuthor(s): Causarano, N.; Pole, J. D.; Flicker S. & Toronto Teen Survey Team (2012)
This research article describes one part of a larger study that investigated the sexual health education experiences of a diverse group of urban youth in Ontario. It also explores the relationship between religion and teenagers’ exposure to, and desire to, learn more about various sexual health topics including sexually transmitted infections and birth control options.

Viewed 998 times.
What do we know about school climate?Author(s): Thapa, A, Cohen J, Guffey S, Higgins-D’Alessandro A. (2013)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2013 literature review on school climate by Thapa, Cohen, Guffey, & Higgens-D'Alessandro.

Viewed 1,110 times.
Student Self-handicapping in Mathematics ClassroomsAuthor(s): Ferguson, J. M., Dorman, J. P. (2003)
This study investigated the relationship between classroom environment and secondary students self-handicapping behaviour. The researchers define self-handicapping as a “proactive, avoidance behaviour... designed to manipulate other people’s perceptions of performance outcomes so that the self-handicapping student appears worthy to other people in the school”. Examples of self-handicapping behaviour include deliberately not trying in class, fooling around the night before an examination, and putting off studying until the last minute.

Viewed 771 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.
Factors That Impact Students’ Physical Activity LevelsAuthor(s): Cairney, J., Kwan, M.Y.W., Velduizen, S., Hay, J., Bray, S.R., & Faught, B.E. (2012)
This study investigated students' experiences and perceptions of their school-based Physical Education (PE) classes in order to determine if those perceptions changed overtime during middle school. In particular, the researchers were interested in the relationship between students’ perceived athletic abilities, their enjoyment of their school-based PE classes, and gender.

Viewed 1,039 times.
Bringing Marginalized Parents and Caregivers Into Their Children’s SchoolingAuthor(s): Ippolito, J. (2012)
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 on creating links between parents and schools and a list of strategies that can be used to build these relationships:

"Weak or non-existent lines of communication between homes and schools may create suspicion between teachers and parents and caregivers....[A] synthesis of the research on barriers to parental involvement provides useful insight. They identify four areas where barriers to parental involvement in education can emerge..."

Viewed 1,228 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.
Teacher perceptions of the Ontario teacher performance appraisal (TPA) systemAuthor(s): Larsen, M.A. (2009)
This study evaluates the ways in which the original teacher
performance appraisal (TPA) process was implemented in various schools across Ontario and examined teacher perspectives of the affects and implications of the program. In particular, the research was guided by the following research question: What can we learn from teachers’ experiences about the effects, intended and unintended, of the Ontario teacher performance appraisal system?

Viewed 1,247 times.
Does Parent Involvement Improve Student Success?Author(s): Fan, X. & Chen, M. (2001)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a Xitao Fan and Michael Chen's 2001 meta-analysis of parent involvement and student academic achievement. This and other summaries can also be found on the E-BEST website: http://www.hwdsb.on.ca/e-best/

Viewed 1,077 times.
Immigrant parents’ perceptions of school environment matter to children’s mental health and behaviourAuthor(s): Hamilton, H.A., Marshall, L., Rummens, J.A., Fenta, H. & Simich, L. (2011)
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

"Previous studies have shown that children’s perceptions of their school environment are related to their academic outcomes and wellbeing. Less research has been focused on the importance of parents’ perceptions of school environment on child adjustment. Parental perception of school environment may be important for immigrants because schools are a central aspect of family adaptation. This study looks at the relationship between immigrant parents’ perceptions of school environment and the emotional and behavioural problems of their children."

Viewed 997 times.
The Relationship Between Student Self-Efficacy and Ability in Reading and WritingAuthor(s): Corkett, J., Hatt, B., Benevides, T. (2011)
Bandura (1977) coined the term "self-efficacy", which can be understood as a person’s belief in his/her ability to do something. This research study explored the relationship between teacher and student self-efficacy and students’ actual ability in reading and writing as measured on a standardized test.

Viewed 1,270 times.
How is Literacy Portrayed in Ontario Curriculum Policy Documents?Author(s): Hyslop‐Margison, E. J., Pinto, L. (2007)
In this article, the researchers distinguish between two types of literacy: functional and critical literacy. While literacy can be understood as the skill of learning how to read and write in order to gain employment (functional literacy), another view is that literacy can empower and liberate students by promoting an understanding of societal power relations and encouraging students to challenge the inequities of current labour conditions (critical literacy). The purpose of this research was to examine the different ways in which the concept of literary is portrayed in educational policy documents related to secondary career education in Ontario.

Viewed 935 times.
Student Teacher Stress and Physical ActivityAuthor(s): Montgomery, C., MacFarlane, L., Trumpower, D., Lloyd, R. (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.

Viewed 1,030 times.
Does Including Students With Special Needs in Grade 3 Classes Affect the Achievement of Students Without Special Needs?Author(s): Demeris, H., Childs, R., Jordan, A. (2008)
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 on the inclusion of special needs students in a Grade 3 classroom:

"Some parents and educators worry that inclusion – that is, placing students with special needs in the regular classroom – will negatively affect the academic achievement of the students without special needs, for example, by creating more demands on the teacher’s attention and for other resources. This study uses data from the 1997-1998 Ontario provincial assessment to investigate the relationship between the number of students with special needs in almost 2,000 grade-3 classes and the achievement scores of their peers without special needs."

Viewed 1,090 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.
Prevent Bullying by Promoting Healthy RelationshipsAuthor(s): Pepler, D. (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 bullying prevention:

"Teachers are critical in socializing children and shaping their relationships through moment-tomoment
interactions with their students. Through 20 years of research, we have come to
understand bullying as a relationship problem in which an individual uses power and aggression
to control and distress another....If bullying is a relationship problem, then it requires relationship solutions."

Viewed 1,856 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 1,002 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.
Bullying prevention in schools: A survey of Ontario principalsAuthor(s): Smith, D., Cousins, B., Stewart, R. (2005)
This study explored the relations among various aspects of bullying prevention programs.

Viewed 906 times.
Restorative justice in an Ontario public schoolAuthor(s): Reimer, K. (2011)
This qualitative case study explores the implementation of restorative justice in one Ontario Public School. Restorative justice
is a philosophy and process for dealing with harmful behaviour, viewing such behaviour as a violation of relationships, not
rules.

Viewed 955 times.
Transformational leadership, teacher commitment, and teacher efficacyAuthor(s): Ross, J., Gray, P. (2006)
This study examines the effects of collective teacher efficacy as a possible mediator of the leadership-teacher outcome relationship by evaluating and comparing two models (Model A and B) adopted from Bandura’s social cognitive theory.
Model A stipulates that teacher efficacy is a mediator between leadership and teacher outcomes relationship.
Model B stipulates that leadership has direct effects on teacher commitment and indirect effects through teacher efficacy.

Viewed 1,201 times.
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/

Viewed 979 times.
After-School Literacy Activities and Performance on the OSSLTAuthor(s): Klinger, D., Zheng, Y. (2009)
Students in Ontario are required to take a number of provincial-wide large-scale tests before they graduate including the Ontario Secondary School Literacy Test (OSSLT). If students do not pass the OSSLT (alternatively, students need to successfully complete the Ontario Secondary School Literacy Course (OSSLC)), they are not able to receive the Ontario Secondary School Diploma and graduate from high school. Students who are new to Canada and use English as a second language and are developing English literacy (ESL/ELD) have a more difficult time with tests like the OSSLT. Also, it has been found that students who do reading and writing activities after school have better test scores. This study looks at the relationship between how well students did on the OSSLT and what kinds of reading and writing activities they did after school.

Viewed 1,292 times.
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.

Viewed 1,284 times.
A Tale of Two Provinces: Who Makes Stronger Vertical Equity Efforts?Author(s): Li, X. (2008)
The foundation allocation and three special allocations for disadvantaged students in grades 1 to 8 for 2006–2007 in Ontario with those in Alberta were compared to ascertain which funding formula was more equitable. The author is familiar with the Ontario funding formula. It was natural that Ontario was one of the two provinces being compared. Alberta was selected because it is more like Ontario with regard to education funding. Grades 1 to 8 were selected because the relevant information was available. In addition, there is a difference between Ontario and Alberta. Ontario funding for grades 1 to 8 is the same, but grades 9 to 12 receive more funds. Alberta funding for grades 1 to 9 is the same, but grades 10 to 12 receive more funds.

Viewed 972 times.
Emotional Geographies of TeachingAuthor(s): Hargreaves, A. (2008)
Emotional geographies define the relationships of closeness and distance we have with ourselves, with others and the world around us. It is a new concept in education and social research.

Building on 50 interviews with elementary and secondary school teachers, foundations for five forms of emotional geography and their consequences are formed:
Socio-cultural Moral Professional Physical and, Political

Viewed 1,261 times.
Bullying, Student-Teacher Relationships, and Academic PerformanceAuthor(s): Konishi, C., Hymel, S., Zumbo, B., Li, Z. (2010)
Research conducted in Ontario schools has shown that large numbers of students experience violence and bullying in schools. Bullying has been found to have a negative impact on school performance and student development in general. This study looked at whether student’s academic performance is related to rates of bullying at school level, whether student-teacher connectedness has an impact on the bullying-achievement relationship and whether students who feel they have a positive relationship with their teachers perform well academically even if bullying happens at their school.

Viewed 1,816 times.