Journal articles: 'Education, Higher – Ontario – Toronto'

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Buzzelli, Michael D., and Derek J. Allison. "Proposed Strategic Mandates for Ontario Universities: An Organizational Theory Perspective." Articles 47, no. 3 (December 20, 2017): 170–91. http://dx.doi.org/10.7202/1043244ar.

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This paper presents an empirical analysis of the Ontario-led strategic mandate agreement (SMA) planning exercise. Focusing on the self-generated strategic mandates of five universities (McMaster, Ottawa, Queen’s, Toronto, and Western), we asked how universities responded to this exercise of strategic visioning? The answer to this question is important because the SMA process is unique in Ontario, and universities’ responses revealed aspects of their self-understanding. We adopted an organizational theory approach to understand the structure and nature of universities as organizations and explored how they might confront pressures for change. Analysis of the universities’ own proposed strategic mandates found elements of both conformity and striking differentiation, even within this sample of five research-intensive university SMAs. Directions for further work on this planning exercise and on higher education reform more generally are discussed.

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Souza, Claudia Schiedeck Soares de, Maria Julieta Abba, and Danilo Romeu Streck. "Internationalization as a process of change." ETD - Educação Temática Digital 22, no. 3 (August 13, 2020): 529–37. http://dx.doi.org/10.20396/etd.v22i3.8659365.

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This article features an interview with Jane Knight, professor at the Ontario Institute for Studies in Education (OISE-University of Toronto), held in June 2019, during the event “Shaping Sustainable Futures for Internationalization in Higher Education”, where Professor Knight was among the main speakers. Internationally recognized for being one of the first authors to define the internationalization of Higher Education theoretically, Jane Knight reflects on this definition after 25 years. In this interview, she also talks about the diversity of institutions in the educational scenario that develops internationalization programs, with particular attention to the international program and provider mobility (IPPM). She highlights as well some relevant and inspiring experiences, such as the one she promoted in the African continent. Finally, she reflects on some challenges of research in internationalization, highlighting the need for interdisciplinary investigations based on evidence on different dimensions of Higher Education.

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Grayson, J. Paul. "The Performance of "Gifted" High School Students in University." Canadian Journal of Higher Education 31, no. 1 (April 30, 2001): 121–39. http://dx.doi.org/10.47678/cjhe.v31i1.183380.

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In Ontario, school boards are required to provide opportunities so that "gifted" students (i.e., those with exceptional abilities) can obtain learning experiences that are beyond those offered in regular classes. This study follows graduates of regular and gifted programs over four years of studies at York University in Toronto. Overall, it is found that having participated in a gifted program in high school does not result in increased levels of achievement in university; however, graduates of gifted high school programs have slightly higher self-assessed thinking and reasoning and problem-solving skills and are marginally faster in credit completion than other students. These findings aside, it is difficult to argue that participation in a high school gifted program confers an advantage students once they get to university.

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Buzzelli, Michael D., and Derek J. Allison. "Proposed Strategic Mandates for Ontario Universities: An Organizational Theory Perspective." Canadian Journal of Higher Education 47, no. 3 (December 20, 2017): 170–91. http://dx.doi.org/10.47678/cjhe.v47i3.187944.

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This paper presents an empirical analysis of the Ontario-led strategic mandate agreement (SMA) planning exercise. Focusing on the self-generated strategic mandates of five universities (McMaster, Ottawa, Queen’s, Toronto, and Western), we asked how universities responded to this exercise of strategic visioning? The answer to this question is important because the SMA process is unique in Ontario, and universities’ responses revealed aspects of their self-understanding. We adopted an organizational theory approach to understand the structure and nature of universities as organizations and explored how they might confront pressures for change. Analysis of the universities’ own proposed strategic mandates found elements of both conformity and striking differentiation, even within this sample of five research-intensive university SMAs. Directions for further work on this planning exercise and on higher education reform more generally are discussed.

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Rolheiser, Carol, Mark Evans, Mira Gambhir, and Kathy Broad. "3. Connecting Inquiry and Practice: Lessons Learned From a Multi-Year Professional Learning Partnership Initiative." Collected Essays on Learning and Teaching 5 (June 19, 2012): 13. http://dx.doi.org/10.22329/celt.v5i0.3432.

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Since 2002 the Initial Teacher Education Program at the Ontario Institute for Studies in Education, University of Toronto, has run a series of professional learning partnership projects between university instructors and K-12 educators. The Inquiry Into Practice Series, based on a collaborative inquiry approach, has strengthened the commitment to program principles and benefited the participants by deepening understanding about a range of educational questions and issues and improving practice. In this article we review key features and principles of this multi-year initiative and discuss challenges, lessons learned, and outcomes. We also provide reflections regarding the importance of high quality professional learning models that support teaching and learning and that are responsive to changing and complex educational pressures and contexts both in higher education and K-12 education.

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Robson, Karen, Paul Anisef, Robert S. Brown, and Rhonda George. "Underrepresented Students and the Transition to Postsecondary Education: Comparing Two Toronto Cohorts." Articles 48, no. 1 (April 30, 2018): 39–59. http://dx.doi.org/10.7202/1050841ar.

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Using data from two cohorts of Grade 12 students in Toronto, we examined whether the transition to post-secondary education changed between 2006 and 2011, particularly for under-represented groups. We used multilevel, multinomial logistic regressions to examine how the intersections of race and sex affect post-secondary transitions in the two cohorts. Our findings revealed that Black, Latino, and Southeast Asian students were less prepared for post-secondary education than White students. Students in these groups had lower than average GPAs, higher identification of special education needs, or lower likelihoods of taking academic-stream courses. These differences remained fairly stable between 2006 and 2011. We did, however, find that Black students were more likely than White students to confirm a place in university in 2011—a significant difference. In contrast, Southeast Asian students experienced a decline in university transition but an increase in college confirmation. We also found that race and sex were important intersections for university confirmations in the case of Blacks and for college confirmations in the case of Southeast Asians. We contextualize our findings within the policy climate of Ontario in the years spanning our two cohorts.

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Robson, Karen, Paul Anisef, Robert S. Brown, and Rhonda George. "Underrepresented Students and the Transition to Postsecondary Education: Comparing Two Toronto Cohorts." Canadian Journal of Higher Education 48, no. 1 (April 30, 2018): 39–59. http://dx.doi.org/10.47678/cjhe.v48i1.187972.

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Using data from two cohorts of Grade 12 students in Toronto, we examined whether the transition to post-secondary education changed between 2006 and 2011, particularly for under-represented groups. We used multilevel, multinomial logistic regressions to examine how the intersections of race and sex affect post-secondary transitions in the two cohorts. Our findings revealed that Black, Latino, and Southeast Asian students were less prepared for post-secondary education than White students. Students in these groups had lower than average GPAs, higher identification of special education needs, or lower likelihoods of taking academic-stream courses. These differences remained fairly stable between 2006 and 2011. We did, however, find that Black students were more likely than White students to confirm a place in university in 2011—a significant difference. In contrast, Southeast Asian students experienced a decline in university transition but an increase in college confirmation. We also found that race and sex were important intersections for university confirmations in the case of Blacks and for college confirmations in the case of Southeast Asians. We contextualize our findings within the policy climate of Ontario in the years spanning our two cohorts.

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Knight, Jane. "Understanding International Program and Provider Mobility in the Changing Landscape of International Academic Mobility." SFU Educational Review 12, no. 3 (December 16, 2019): 41–47. http://dx.doi.org/10.21810/sfuer.v12i3.1037.

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This article focuses on International Program and Provider Mobility (IPPM) which is an increasingly important but understudied aspect of Internationalization. This interview was conducted by Dr. Laura K. Baumvol with Dr. Jane Knight on September 2, 2019. References for further reading on IPPM are provided at the end of the article. Professor Dr. Knight of the Ontario Institute for Studies in Education, University of Toronto and Distinguished Visiting Professor at the University of Johannesburg, focuses her research on the international dimension of higher education at the institutional, national, regional and international levels. Her work in over 70 countries brings a comparative, development and international perspective to her research, teaching and policy work. She is the author of numerous publications and sits on the advisory boards of international organizations, universities, and journals. She is the recipient of several international awards and two honorary doctorates for her contribution to higher education internationalization.

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Pamidimukkala, Anupya, Fei Dong, Jessica Ip, and Pamela Zeng. "Diving into Debt: A Study on Factors Related to Debt Risk Score in Toronto." STEM Fellowship Journal 2, no. 1 (July 1, 2016): 22–27. http://dx.doi.org/10.17975/sfj-2016-005.

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This study aimed to find the correlations between data found regarding debt risk and the 140 neighbourhoods in Toronto, Ontario. Debt risk was compared with select variables from available data, including education, health, environment, housing, economics, demographics, transportation, recreation, and safety. The purpose of this study was to help civilians and the government identify possible factors that lead to higher debt risk, as well as find solutions to reduce it. The data was retrieved from Open Data Toronto. A simple linear regression model was built to determine the factors that have a seemingly great correlation with debt risk. It was concluded that the percentage of people who receive social assistance, the percentage of people who applied for rent banks, and the number of reported sexual assaults in a neighbourhood had a positive correlation with increased debt risk. The result is that an age-adjusted rate of people who received breast cancer screening had a negative correlation with increased debt risk. Through the results, several solutions could be proposed to reduce debt risk. More education on safety and health can enable citizens to become more responsible and aware of their financial state. Giving other forms of aid that are not monetary may be beneficial in helping people get out of debt and become more financially independent.

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Harish, Vinyas, Emmalin Buajitti, Holly Burrows, Joshua Posen, Isaac Bogoch, Jonathan Gubbay, Andrea Boggild, Andrea Boggild, Laura Rosella, and Shaun Morris. "737. Geographic Clustering of Travel-acquired Infections in Ontario, Canada, 2008-2020." Open Forum Infectious Diseases 8, Supplement_1 (November 1, 2021): S466—S467. http://dx.doi.org/10.1093/ofid/ofab466.934.

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Abstract Background As rates of international travel increase, more individuals are at risk of travel-acquired infections (TAIs). We aimed to review all microbiologically confirmed cases of malaria, dengue, chikungunya, and enteric fever (Salmonella enterica serovar Typhi/Paratyphi) in Ontario, Canada between 2008-2020 to identify high-resolution geographical clusters that could be targeted for pre-travel prevention. Methods Retrospective cohort study of over 174,000 unique tests for the four above TAIs from Public Health Ontario Laboratories. Test-level data were processed to calculate annual case counts and crude population-standardized incidence ratios (SIRs) at the forward sortation area (FSA) level. Moran’s I statistic was used to test for global spatial autocorrelation. Smoothed SIRs and 95% posterior credible intervals (CIs) were estimated using a spatial Bayesian hierarchical model, which accounts for statistical instability and uncertainty in small-area incidence. Posterior CIs were used to identify high- and low-risk areas, which were described using sociodemographic data from the 2016 Census. Finally, a second model was used to estimate the association between drivetime to the nearest travel clinic and risk of TAI within high-risk areas. Results There were 5962 cases of the four TAIs across Ontario over the study period. Smoothed FSA-level SIRs are shown in Figure 1a, with an inset for the Greater Toronto Area (GTA) in 1b. There was spatial clustering of TAIs (Moran’s I=0.61, p< 2.2e-16). Identified high- and low-risk areas are shown in panels c and d. Compared to low-risk areas, high-risk areas were significantly more likely to have higher proportions of immigrants (p< 0.0001), lower household after-tax income (p=0.04), more university education (p< 0.0001), and were less knowledgeable of English/French (p< 0.0001). In the high-risk GTA, each minute increase in drivetime to the closest travel clinic was associated with a 4% reduction in TAI risk (95% CI 2 - 6%). Bayesian hierarchical model (BHM) smoothed standardized incidence ratios (SIRs) for travel-acquired infections (TAIs) and estimated risk levels (a and c) with insets for the Greater Toronto Area (b and d). High-risk areas are defined as those with smoothed SIR 95% CIs greater than 2, and low-risk areas with smoothed SIR 95% CIs less than 0.25. Conclusion Urban neighbourhoods in the GTA had elevated risks of becoming ill with TAIs. However, geographic proximity to a travel clinic was not associated with an area-level risk reduction in TAI, suggesting other barriers to seeking and adhering to pre-travel advice. Disclosures Isaac Bogoch, MD, MSc, BlueDot (Consultant)National Hockey League Players' Association (Consultant) Andrea Boggild, MSc MD DTMH FRCPC, Nothing to disclose Shaun Morris, MD, MPH, DTM&H, FRCPC, FAAP, GSK (Speaker's Bureau)Pfizer (Advisor or Review Panel member)Pfizer (Grant/Research Support)

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Bury, Sophie. "Learning from faculty voices on information literacy." Reference Services Review 44, no. 3 (August 8, 2016): 237–52. http://dx.doi.org/10.1108/rsr-11-2015-0047.

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Purpose This paper aims to investigate faculty conceptions of information literacy (IL) in a digital information landscape by examining faculty definitions of IL in the context of undergraduate education, as well as faculty perceptions of, and expectations for, undergraduate IL knowledge and abilities. Design/methodology/approach This is a qualitative research study with 24 semi-structured interviews of faculty in different disciplines at a large public research university in Toronto, Ontario. Findings Faculty view IL as fundamentally intertwined with other academic literacies and as central for the successful pursuit of much undergraduate academic research work including developing autonomous, engaged learners. Faculty place special emphasis on fostering higher-order cognitive skills, especially developing a questioning disposition and the ability to evaluate, contextualize and synthesize information sources. Faculty see considerable scope for improvement of undergraduate IL capabilities, and a large majority see a role for themselves and librarians here. Practical implications Findings of this and other studies align well with core elements in the new IL guidelines and frameworks for higher education both in North America and the United Kingdom. This includes highlighting a need for a strong faculty role in shaping IL in higher education in the future, a need for a holistic lens in developing multiple academic literacies, an emphasis on high-order cognitive abilities and a recognition of the importance of affective dimensions of learning IL. Originality/value This paper fills a gap in the literature where there is an absence of studies, especially of a qualitative nature, which explore faculty conceptions of IL. A majority of studies published focus instead on librarian conceptions and practice.

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Shigayeva, A., K. Green, J. M. Raboud, B. Henry, A. E. Simor, M. Vearncombe, D. Zoutman, M. Loeb, and A. McGeer. "Factors Associated With Critical-Care Healthcare Workers' Adherence to Recommended Barrier Precautions During the Toronto Severe Acute Respiratory Syndrome Outbreak." Infection Control & Hospital Epidemiology 28, no. 11 (November 2007): 1275–83. http://dx.doi.org/10.1086/521661.

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Objective.To assess factors associated with adherence to recommended barrier precautions among healthcare workers (HCWs) providing care to critically ill patients with severe acute respiratory syndrome (SARS).Setting.Fifteen acute care hospitals in Ontario, CanadaDesign.Retrospective cohort study.Patients.All patients with SARS who required intubation during the Toronto SARS outbreak in 2003.Participants.HCWS who provided care to or entered the room of a SARS patient during the period from 24 hours before intubation until 4 hours after intubation.Methods.Standardized interviews were conducted with eligible HCWs to assess their interactions with the SARS patient, their use of barrier precautions, their practices for removing personal protective equipment, and the infection control training they received.Results.Of 879 eligible HCWs, 795 (90%) participated. In multivariate analysis, the following predictors of consistent adherence to recommended barrier precautions were identified: recognition of the patient as a SARS case (odds ratio [OR], 2.5 [95% confidence interval {CI}, 1.5-4.5); recent infection control training (OR for interactive training, 2.7 [95% CI, 1.7-4.4]; OR for passive training, 1.7 [95% CI, 1.0-3.0]), and working in a SARS unit (OR, 4.0 [95% CI, 1.8-8.9]) or intensive care unit (OR, 4.3 [95% CI, 2.0-9.0]). Two factors were associated with significantly lower rates of consistent adherence: the provision of care for patients with higher Acute Physiology and Chronic Health Evaluation (APACHE) II scores (OR for score APACHE II of 20 or greater, 0.4 [95% CI, 0.28-0.68]) and work on shifts that required more frequent room entry (OR for 6 or more entries per shift, 0.5 [95% CI, 0.32-0.86]).Conclusions.There were significant deficits in knowledge about self-protection that were partially corrected by education programs during the SARS outbreak. HCWs' adherence to self-protection guidelines was most closely associated with whether they provided care to patients who had received a definite diagnosis of SARS.

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Toohey, Kelleen. "Cummins, Jim. Heritage Language Education. Toronto: The Minister of Education, Ontario, 1983Cummins, Jim. Heritage Language Education. Toronto: The Minister of Education, Ontario, 1983. Pp. V, 59." Canadian Modern Language Review 41, no. 6 (May 1985): 1090–91. http://dx.doi.org/10.3138/cmlr.41.6.1090.

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Neatby, Blair. "The Great Brain Robbery: Canada’s Universities on the road to ruin. David J. Bercuson, Robert Bothwell, J.L. Granatstein; Some questions of balance: Human resources, higher education and canadian studies. Thomas H.B. Symons and James E. Page; Ontario universities: Options and futures.THE GREAT BRAIN ROBBERY: CANADA’S UNIVERSITIES ON THE ROAD TO RUIN. David J. Bercuson, Robert Bothwell, J.L. Granatstein. Toronto: McClelland and Stewart, 1984.SOME QUESTIONS OF BALANCE: HUMAN RESOURCES, HIGHER EDUCATION AND CANADIAN STUDIES. Thomas H.B. Symons and James E. Page. Volume III of To Know Ourselves: The Report of the Commission on Canadian Studies. Ottawa: Association of Universities and Colleges of Canada, 1984.ONTARIO UNIVERSITIES: OPTIONS AND FUTURES. Report of the Commission on the Future Development of the Universities of Ontario (Bovey Report). Toronto, December 1984." Journal of Canadian Studies 20, no. 1 (February 1985): 153–54. http://dx.doi.org/10.3138/jcs.20.1.153.

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Lim, David W., Helene Retrouvey, Isabel Kerrebijn, Benita Hosseini, Anne C. O'Neill, Tulin D. Cil, Toni Zhong, Stefan O. P. Hofer, David R. McCready, and Kelly A. Metcalfe. "Abstract B020: Does surgical procedure influence psychosocial outcomes after treatment in women with ductal carcinoma in situ?" Cancer Prevention Research 15, no. 12_Supplement_1 (December 1, 2022): B020. http://dx.doi.org/10.1158/1940-6215.dcis22-b020.

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Abstract Objective: Rates of bilateral mastectomy are increasing in women with ductal carcinoma in situ (DCIS). We aim to characterize the trajectory of psychosocial outcomes after surgery in women with DCIS. Methods: We have been prospectively collecting psychosocial data on women receiving surgery for stage 0-III breast cancer at University Health Network in Toronto, Ontario, Canada since 2009. We queried our prospective database to identify all women receiving surgery for DCIS between May 2009 and January 2020. Women completed validated psychosocial questionnaires (e.g. BREAST-Q, Impact of Event Scale, Hospital Anxiety & Depression Scale) pre-operatively, and at 6 and 12 months following surgery. We analyzed the change in psychosocial scores between three surgical procedures (breast-conserving therapy, unilateral mastectomy and bilateral mastectomy) using linear mixed models, controlling for age and sociodemographic factors (e.g. ethnicity, education level, income and marital status). P values < .05 were significant. Results: 89 women with DCIS were identified, with a mean age of 52.4 ± 10.3 years. By surgical procedure, 7 women underwent breast-conserving therapy (8%), 46 underwent unilateral mastectomy (52%) and 36 underwent bilateral mastectomy (40%). Breast satisfaction (-8, P = .03) and sexual well-being (-10, P = .02) scores decreased over time but was not influenced by surgical procedure. Younger women had worse psychosocial well-being scores (-0.5/year, P = .02), with no impact of surgical procedure. There was a significant interaction between surgical procedure and time for chest physical well-being scores (P = .04); women having breast-conserving therapy had better chest physical well-being scores compared with both unilateral and bilateral mastectomy (with no difference between mastectomy groups). Unemployed women had worse chest physical well-being scores (-9, P = .04). There was a significant interaction between procedure and time for distress scores (P = .02); women having unilateral or bilateral mastectomy had higher distress scores before surgery but at 12 months, there was no difference between surgical procedures. Women with a higher annual income (≥80,000$) had higher breast satisfaction (+10, P = .03), psychosocial well-being (+14, P = .004), and sexual well-being (+12, P = .02), and lower distress (-12, P = .004 ) scores than women earning less than 80,000$ per year. There was a significant interaction (P = .01) between procedure and time for anxiety scores; while all surgical groups had mild anxiety scores at baseline, the anxiety scores for both unilateral and bilateral mastectomy groups improved to normal range over time while scores for women having breast-conserving therapy remained mild. Conclusions: Surgical procedure influences chest physical well-being, distress and anxiety scores in women with DCIS. Our data may help inform surgical decision-making for women with DCIS, and highlight a need for identifying women with high distress at diagnosis who may benefit from targeted psychosocial support. Citation Format: David W. Lim, Helene Retrouvey, Isabel Kerrebijn, Benita Hosseini, Anne C. O'Neill, Tulin D. Cil, Toni Zhong, Stefan O.P. Hofer, David R. McCready, Kelly A. Metcalfe. Does surgical procedure influence psychosocial outcomes after treatment in women with ductal carcinoma in situ? [abstract]. In: Proceedings of the AACR Special Conference on Rethinking DCIS: An Opportunity for Prevention?; 2022 Sep 8-11; Philadelphia, PA. Philadelphia (PA): AACR; Can Prev Res 2022;15(12 Suppl_1): Abstract nr B020.

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Novelino Barato, Jarbas. "MJELDE, Liv. Las Propiedades Mágicas de la Formación en el Taller. Toronto: The Centre for the Study of Education and Work - Ontario Institute for Studies in Education, University of Toronto, 2012." Boletim Técnico do Senac 38, no. 3 (December 19, 2012): 90–91. http://dx.doi.org/10.26849/bts.v38i3.159.

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Resenha da obra: MJELDE, Liv. Las Propiedades Mágicas de la Formación en el Taller. Toronto: The Centre for the Study of Education and Work – Ontario Institute for Studies in Education, University of Toronto, 2012, 241p. .

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Christie, Joan Howitt. "Bilson, Geoffrey. Adieu, Sarah. Toronto, Ontario: Kids Can Press, 1981Bilson, Geoffrey. Adieu, Sarah. Toronto, Ontario: Kids Can Press, 1981. Pp. 56. $5.25." Canadian Modern Language Review 45, no. 4 (May 1989): 729–30. http://dx.doi.org/10.3138/cmlr.45.4.729.

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MacLellan, Duncan. "FAITH-BASED SCHOOLING AND THE POLITICS OF EDUCATION: A CASE STUDY OF ONTARIO, CANADA." POLITICS AND RELIGION JOURNAL 6, no. 1 (June 1, 2012): 37–60. http://dx.doi.org/10.54561/prj0601037m.

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This paper examines the political intersection of religion and education in Ontario, Canada, from1840 to 2011. Currently, Ontario is Canada’s most ethno culturally diverse province, and Toronto, its capital city, is one of the most multicultural cities in the world. The issue of public funding of religious education in Ontario has emerged at varying times in the province’s history. In particular, selective Ontario provincial election campaigns are discussed in relation to exploring the degree to which public funding of religious education and religious accommodation emerged as political issues. Social mobilization theory provides a rich and varied conceptual lens through which to examine decisions that have led to the current place of state funding of religious education in Ontario.

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Winton, Sue. "Coordinating Policy Layers of School Fundraising in Toronto, Ontario, Canada: An Institutional Ethnography." Educational Policy 33, no. 1 (October 23, 2018): 44–66. http://dx.doi.org/10.1177/0895904818807331.

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In this article, I report findings from an investigation into the politics and coordination of school fundraising in the Toronto District School Board (TDSB) in Toronto, Ontario, Canada. Theoretically grounded in institutional ethnography and critical policy analysis, the study began from the standpoint of parents asked to give money to their children’s school(s). I show how provincial and TDSB funding, parent involvement, fundraising, and school council policies organize parents’ experience of school fundraising. I also explore how participating in fundraising enables parents to meet neoliberal expectations of a “good parent” and how through their efforts to secure advantages for their children, fundraising parents are accomplices in the privatization of public education. I conclude by discussing possibilities for intervention into the social organization of school fundraising in TDSB schools.

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Robson, Karen, Paul Anisef, Robert S. Brown, and Jenny Nagaoka. "A comparison of factors determining the transition to postsecondary education in Toronto and Chicago." Research in Comparative and International Education 14, no. 3 (July 24, 2019): 338–56. http://dx.doi.org/10.1177/1745499919865140.

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We examine how race, sex and poverty contribute to the likelihood of attending two- and four-year colleges in Chicago and Toronto. In each city, we use longitudinal data on high school students and their postsecondary trajectories in order to explore how race and sex may impact differentially upon their educational pathways. Our analyses are informed by an intersectionality perspective, wherein we understand that life chances are shaped by the various traits and identities that individuals possess. In Toronto, Black males are less likely than all other groups to attend four-year colleges. We also find that two-year colleges appear to fulfill a different role in Toronto than they do in Chicago; that is, serving populations who may have been tracked into non-academic course selections in high school. We contextualize our findings within the very different political, cultural, and historical contexts of Ontario and Illinois.

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Taskoh, Ali Khorsandi. "Internationalization in Canadian Higher Education Institutions: Ontario." Higher Education for the Future 7, no. 2 (July 2020): 97–117. http://dx.doi.org/10.1177/2347631120930538.

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Education is a tool for collaboration among nations. The emergence of concepts as internationalization of educational policies, students-staff exchange programs, internationalization of curriculum, internationalization at home (IAH) or even the emergence of multinational agencies to expedite global exchanges in the realm of Higher Education lead educational policy-makers to confess that segregation of the educational policies from nations’ foreign affairs policies have no promising results than failure of the nations’ educational goals and priorities. Based on the qualitative and case study research methodologies, we adopted critical policy analysis (CPA) to address the question of “why does a Canadian public university engage in internationalization?”. The study showed that the decision to acknowledge internationalization as a priority at a public university in Ontario is based upon different motives ranging from commercial-economic and socio-political to academic-educational and profile-building components. The study also identified the gradual extension of market-based rationales that have historically been absent from traditional university policies in the Canadian context to educational initiatives and academic rationales.

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Ranta, Leila. "FRENCH SECOND LANGUAGE EDUCATION IN CANADA: EMPIRICAL STUDIES. Sharon Lapkin (Ed.). Toronto: University of Toronto Press, 1998. Pp. xxx + 350. $75.00 cloth." Studies in Second Language Acquisition 23, no. 3 (September 2001): 418–19. http://dx.doi.org/10.1017/s0272263101223055.

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This volume offers the reader a potpourri of papers relating to many different aspects of the teaching of French as a Second Language (FSL) in English Canada. The collection emerged from a course taught by Sharon Lapkin at the Ontario Institute of Studies in Education and makes accessible empirical studies that had previously existed only as unpublished manuscripts or research reports.

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Wilkins, Catherine E. "Services of the Central Education Library of the Peel Board of Education serving graduates at Brock University and the Extension Campus of the Ontario Institute of Studies in Education : A Survey." Education Libraries 16, no. 1 (September 5, 2017): 5. http://dx.doi.org/10.26443/el.v16i1.20.

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The setting for this study was the J.A. Turner Professional Library which is the central corporate Professional Library for the Peel Board of Education which is the largest Public School Board in Canada located west of Toronto encompassing Mississauga, Brampton and Caledon. The library also provides library services for educators in graduate programs at Brock University, St. Catharines, and the extension campus Park Royal, the Ontario Institute for Studies in Education at the University of Toronto, York University, Toronto, and the Faculty of Education University of Toronto to support their professional development and continuing education needs. The focus for the study were the Peel and Brock consumer groups to allow for comparison. The purpose of this study was to evaluate the services and resources of the J.A. Turner Professional Library by aseertaining the views and opinions of these two consumer groups. The data collection consisted of a self-reporting questionnaire and selected interviews. The results indicate that there is a high level of support for the J.A. Turner Professional Library. The interviews provided future directions for the development of the J.A. Turner Professional Library. The study closes with a series of recommendations to enhance the operation of the J.A. Turner Professional Library within the organizational context of the Peel Board of Education.

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Damme, Laird Van, and Kenneth M. Brown. "The Ontario Advanced Forestry Program." Forestry Chronicle 68, no. 5 (October 1, 1992): 607–11. http://dx.doi.org/10.5558/tfc68607-5.

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Foresters use continuing professional education to keep abreast of new developments and adapt to changing job responsibilities. The demand for continuing professional education has grown recently in response to a public demand for forest management plans based on sound scientific principles and, as the level of involvement by diverse stakeholder groups has grown, foresters feel the need to increase their interpersonal effectiveness in complex, multi-perspective situations. In 1988, the Ontario Ministry of Natural Resources invited the School of Forestry at Lakehead University and the Faculty of Forestry at the University of Toronto to collaborate to design and implement a program of two-week intensive courses for mid-career foresters and other resource managers. The program has been successful during its first three years at reaching its target client base and there are positive indications that the program's educational objectives are being fulfilled. This article details the design and early track record of the Ontario Advanced Forestry Program (OAFP) that resulted from that collaboration.

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Hanselman, Beth A., Steven A. Kruth, Joyce Rousseau, and J. Scott Weese. "Methicillin-ResistantStaphylococcus aureusColonization in Schoolteachers in Ontario." Canadian Journal of Infectious Diseases and Medical Microbiology 19, no. 6 (2008): 405–8. http://dx.doi.org/10.1155/2008/284239.

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A prospective study of methicillin-resistantStaphylococcus aureus (MRSA) colonization was performed involving teachers at a science teachers’ conference in Toronto, Ontario. Nasal swabs and questionnaire data were collected from consenting individuals. MRSAcolonization was identified in seven of 220 (3.2%) participants. No colonized individuals reported recent contact with the health care system, antimicrobial therapy, residence with health care workers or previous MRSA infections. Methicillin-susceptibleS aureuscolonization was identified in 72 of 220 (33%) individuals. The prevalence of MRSA colonization was higher than expected for a purportedly low-risk population.

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McGregor, Adam. "The Diversity Challenge in Higher Education." Journal of Educational Informatics 2, no. 2 (July 8, 2021): 17–21. http://dx.doi.org/10.51357/jei.v2i2.156.

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Sándor, George Kb, Howard M. Clarke, Hugh G. Thomson, and Ronald M. Zuker. "Pediatric Burns: A Decade Later." Canadian Journal of Plastic Surgery 5, no. 4 (December 1997): 210–12. http://dx.doi.org/10.1177/229255039700500404.

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The Hospital for Sick Children, Toronto, Ontario serves as a regional pediatric burn centre for metropolitan Toronto and the province of Ontario. The demographics and outcomes of the admissions of burn patients are reviewed periodically to help in future planning of resources and preventive strategies. This study was designed to review recent admissions and detect trends of the past decade by comparing admission and outcome data from two cohorts: one from 1986 to 1988 and one from 1977 to 1979. The number of admissions increased during the past decade. There was a lower proportion of patients with flame burns and a higher proportion with scald burns. This may be due to a combination of preventive measures and changing demographics. The overall mortality rate decreased from 2.2% in the previous decade to 0.78% in the past decade.

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Hachem, Laureen D., George Kourtis, Swapna Mylabathula, and Charles H. Tator. "Experience with Canada’s First Policy on Concussion Education and Management in Schools." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 43, no. 4 (May 4, 2016): 554–60. http://dx.doi.org/10.1017/cjn.2016.41.

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AbstractBackground: In response to the rising incidence of concussions among children and adolescents, the province of Ontario recently introduced the Ontario Policy/Program Memorandum on Concussions (PPM No. 158) requiring school boards to develop a concussion protocol. As this is the first policy of its kind in Canada, the impact of the PPM is not yet known. Methods: An electronic survey was sent to all high school principals in the Toronto District School Board 1 year after announcement of the PPM. Questions covered extent of student, parent, and staff concussion education along with concussion management protocols. Results: Of 109 high school principals contacted, 39 responded (36%). Almost all schools provided concussion education to students (92%), with most education delivered through physical education classes. Nearly all schools had return to play (92%) and return to learn (77%) protocols. Although 85% of schools educated staff on concussions, training was aimed at individuals involved in sports/physical education. Only 43.6% of schools delivered concussion education to parents, and many principals requested additional resources in this area. Conclusions: One year after announcement of the PPM, high schools in the Toronto District School Board implemented significant student concussion education programs and management protocols. Staff training and parent education required further development. A series of recommendations are provided to aid in future concussion policy development.

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Le, Annie N. "Serious Games for Public Safety: How Gamified Education Can Teach Ontarians Emergency Preparedness." Frontiers in Education Technology 5, no. 4 (November 29, 2022): p1. http://dx.doi.org/10.22158/fet.v5n4p1.

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According to the Canadian Emergencies act, a national emergency is an urgent, critical situation that threatens the health and safety of Canadians (Department of Justice of Canada, 2022). Emergencies can also take on many forms: pandemics, natural disasters, civil unrest, or armed conflict. Currently, the Provincial Emergency Response Plan implemented by the Chief of Emergency Management Ontario is the framework that keeps Ontarians safe, allowing for organizations and municipalities to organize disaster relief, send out emergency alerts, and educate Ontario residents on emergency preparedness (PERP, 2019). This paper explores how serious games can prepare the public for emergencies based on response frameworks currently in use in metropolitan Ontario, Canada (cities such as Toronto, Ottawa, and Hamilton). This example was selected because it represents modern urban settings that require response plans and provides a framework that can be used to elaborate on. This paper will present the positive features of serious game applications concerning public safety and emergency management education. Case studies of serious game applications currently used for public health and safety purposes will be examined. Serious games may be a useful instrument for public safety education to enhance existing emergency preparedness and public safety education frameworks.

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Jones, Glen A. "Ontario Higher Education Reform, 1995-2003: From Modest Modifications to Policy Reform." Canadian Journal of Higher Education 34, no. 3 (December 31, 2004): 39–54. http://dx.doi.org/10.47678/cjhe.v34i3.183466.

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Ontario higher education system has moved far and fast in the past decade. The early 1990s saw "modest modifications and structural stability." Since 1995, under a neo-liberal government in Ontario, major policy initiatives, with objectives not unlike those already at large in western Europe and most of the United States, have quickly followed one another. The author proposes an explanation of the timing and dynamics of the Ontario reforms, describing the driving forces behind reform.

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McMillan, Charles, and Eric Baxter. "Higher education in Ontario: The need for research universities." Canadian Public Administration 54, no. 3 (September 2011): 437–53. http://dx.doi.org/10.1111/j.1754-7121.2011.00183.x.

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Jones, Glen A. "Modest modifications and structural stability: higher education in Ontario." Higher Education 21, no. 4 (June 1991): 573–87. http://dx.doi.org/10.1007/bf00134989.

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Wilkinson, Derek. "Education, Attitudes, and Language of Higher Education: Francophone Students in Northern Ontario." Canadian Journal of Higher Education 24, no. 1 (April 30, 1994): 30–47. http://dx.doi.org/10.47678/cjhe.v24i1.183181.

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Data from 1586 Francophone students in Northeastern Ontario concerning their attitudes towards French and English show seven independent factors affect linguistic beliefs. Three factors -believing French unimportant, believing English practically dominant, and believing their French inadequate - lead students to continue their post-secondary education solely in English. Believing French more pleasurable is positively, and believing English superior is negatively, related to continuing post-secondary education solely in French. Educational level is negatively related to believing English superior and to believing French unimportant but positively related to believing English dominant, French pleasurable, and their French inadequate. Policy should therefore focus on countering the belief in English dominance and the belief in the inadequacy of their ability in French.

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Wang, Fei. "Social Justice Leadership—Theory and Practice: A Case of Ontario." Educational Administration Quarterly 54, no. 3 (February 21, 2018): 470–98. http://dx.doi.org/10.1177/0013161x18761341.

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Purpose: This study is to investigate how principals promote social justice to redress marginalization, inequity, and divisive action that are prevalent in schools. Research Method: This study employs a qualitative research design with semistructured interviews. Twenty-two elementary and secondary school principals were interviewed in the Greater Toronto Area, Ontario, Canada. Research Findings: Principals who are social justice advocates exercise their influence by focusing on people in an effort to build a socially just community. Their people-centered leadership practice focuses on: putting students at the center, positioning as a social justice leader, developing people for social justice, building school climate through social justice, and fostering positive relationships with families and communities. Social justice leadership is grounded in a very proactive way in bringing about the changes that such a paradigm demands. Implications: This study generates discussions among participants on the dynamics associated with social justice practice and helps practitioners navigate tactically entrenched power structures for the well-being of their students. It also deepens our understanding of social justice leadership by providing empirical evidence how social justice advocates take risks and innovative approaches to social change that embraces the value of democracy, inclusion, representation, and difference.

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Carlson, Jules, William A. Gough, Jim D. Karagatzides, and Leonard J. S. Tsuji. "Canopy Interception of Acid Deposition in Southern Ontario." Canadian Field-Naturalist 117, no. 4 (October 1, 2003): 523. http://dx.doi.org/10.22621/cfn.v117i4.799.

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The impact of tree canopies on acid deposition was examined. Differences in the chemical composition of unintercepted precipitation (dustfall) and canopy was intercepted precipitation (throughfall) at 18 southern Ontario forests, collected during the summers of 1995-1996, were chemically analyzed. The methodology of collection and analysis validated using consistency checks for interception loss, maintenance of electrical neutrality and ion correlation. T-test analyses found throughfall fluxes of K+, Ca2+, Mg2+, and NO3- were significantly higher than dustfall flux (p < 0.05), consistent with other studies. Barrie and nearby sites at Orillia and Bracebridge had larger dustfall depositions of base cations and Cl- suggesting a nearby source of these ions. T-tests revealed large exceedances of pH and sulphate concentration in dustfall over throughfall at the two Scarborough sites; a local point source of sulphates in the Greater Toronto Area was suspected.

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CAIRNS, KATE. "Beyond Magic Carrots: Garden Pedagogies and the Rhetoric of Effects." Harvard Educational Review 88, no. 4 (December 1, 2018): 516–37. http://dx.doi.org/10.17763/1943-5045-88.4.516.

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In this essay, Kate Cairns considers the implications of assessing garden pedagogies, arguing that a rhetoric of effects assumes an essentialist conception of the child-as-educational-output and bolsters a neoliberal vision of social change rooted in personal transformation. Drawing from ethnographic research with youth gardens in Toronto, Ontario, and Camden, New Jersey, she highlights contextualized experiences of learning and labor that exceed the boundaries of an effects framework. Cairns argues that garden pedagogies must be understood in relation to specific dynamics of racial, economic, and ecological injustice. The essay closes with reflections on how feminist theories of social reproduction might reimagine pedagogies of the garden in a way that attends to young people's participation in life's work.

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Mailis-Gagnon, Angela, Balaji Yegneswaran, Keith Nicholson, SF Lakha, Marios Papagapiou, Amanda J. Steiman, Danny Ng, Tea Cohodarevic, Margarita Umana, and Mateusz Zurowski. "Ethnocultural and Sex Characteristics of Patients Attending a Tertiary Care Pain Clinic in Toronto, Ontario." Pain Research and Management 12, no. 2 (2007): 100–106. http://dx.doi.org/10.1155/2007/425318.

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BACKGROUND: Ethnocultural factors and sex may greatly affect pain perception and expression. Emerging literature is also documenting racial and ethnic differences in pain access and care.OBJECTIVE: To define the sex and ethnocultural characteristics of patients attending a tertiary care, university-affiliated pain clinic in Toronto, Ontario.METHODS: Data were collected on 1242 consecutive, new patients seen over a three-year period at the Comprehensive Pain Program (CPP) in downtown Toronto. Data were compared with the Canada 2001 Census.RESULTS: English-speaking, Canadian-born patients constituted 58.6% of the CPP population, similar to the 2001 Canadian Census data for the Greater Toronto Area. Certain visible minority groups (Indo-Pakistani and Chinese) were significantly under-represented, while European groups were over-represented. While women outnumbered men, they presented with lower levels of physical pathology in general, particularly in certain ethnic groups. Patients from Europe (representing primarily immigrants who arrived in Canada before 1960), were older, by 10 years to 15 years, than the average CPP population, and had a much higher incidence of physical or medical disorders.CONCLUSIONS: The implications of the study and the importance of sex and ethnicity in terms of presentation to Canadian pain clinics are discussed. Future well-designed studies are needed to shed light on the role of both patients’ and physicians’ ethnicity and sex in pain perception and expression, decision-making regarding pain treatments and acceptance of pain treatments.

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Moain, Sadeq. "Unpublished Mamluk Blazons and Mottos on Glazed pottery at the Royal Ontario Museum, Toronto, Canada." ICR Journal 3, no. 3 (April 15, 2012): 586–99. http://dx.doi.org/10.52282/icr.v3i3.553.

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The Mamluk Sultanate of Egypt lasted from the overthrow of the Ayyubids until the Ottoman conquest of Egypt in 1517. The sultanate’s ruling caste was composed of Mamluks, Arabised soldiers of predominantly Kipchak Turk and Circassian slave origin. Though it declined towards the end of its existence, at its height the sultanate represented the zenith of Egyptian and Levantine political, economic, and cultural glory in the Islamic era. Its quasi multicultural character is thus also of relevance when considering the renewal of contemporary Islamic culture and civilisation. This communication is focusing on sultans’ and emir’s blazons and mottos decorating some objects of the unpublished ROM collection and examining them as a line evidence for dating in their historic, art historic and hierarchal contexts.

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Pizarro Milian, Roger, Scott Davies, and David Zarifa. "Barriers to Differentiation: Applying Organizational Studies to Ontario Higher Education." Canadian Journal of Higher Education 46, no. 1 (April 13, 2016): 19–37. http://dx.doi.org/10.47678/cjhe.v46i1.186019.

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Ontario’s Ministry of Training, Colleges and Universities is currently attempting to increase institutional differentiation within that province’s post-secondary education system. We contend that such policies aimed to trigger organizational change are likely to generate unanticipated responses. Using insights from the field of organizational studies, we anticipate four plausible responses from universities to the ministry’s directives: remaining sensitive to their market demand, ceremonial compliance, continued status seeking, and isomorphism. We provide several policy recommendations that might help the ministry overcome these possible barriers to further differentiation.

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Stratton, J., D. L. Mowat, R. Wilkins, and M. Tjepkema. "Income disparities in life expectancy in the City of Toronto and Region of Peel, Ontario." Chronic Diseases and Injuries in Canada 32, no. 4 (September 2012): 208–15. http://dx.doi.org/10.24095/hpcdp.32.4.05.

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Introduction To understand the lack of a gradient in mortality by neighbourhood income in a previous study, we used individual-level data from the 1991–2001 Canadian census mortality follow-up study to examine income-related disparities in life expectancy and probability of survival to age 75 years in the City of Toronto and Region of Peel. Methods We calculated period life tables for each sex and income adequacy quintile, overall and separately for immigrants and non-immigrants. Results For all cohort members of both sexes, including both immigrants and non-immigrants, there was a clear gradient across the income quintiles, with higher life expectancy in each successively richer quintile. However, the disparities by income were much greater when the analysis was restricted to non-immigrants. The lesser gradient for immigrants appeared to reflect the higher proportion of recent immigrants in the lower income quintiles. Conclusion These findings highlight the importance of using individual-level ascertainment of income whenever possible, and of including immigrant status and period of immigration in assessments of health outcomes, especially for areas with a high proportion of immigrants.

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Villa, Nicoletta. "Danesi, Marcel. Teaching a Heritage Language to Dialect Speaking Student. Toronto: Ontario Institute for Studies in Education Press, 1986Danesi, Marcel. Teaching a Heritage Language to Dialect Speaking Student. Toronto: Ontario Institute for Studies in Education Press, 1986." Canadian Modern Language Review 45, no. 1 (October 1988): 183–84. http://dx.doi.org/10.3138/cmlr.45.1.183.

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Gagné, Antoinette, Jeff Bale, Julie Kerekes, Shakina Rajendram, Mama Adobea Nii Owoo, Katie Brubacher, Jennifer Burton, Elizabeth Jeanne Larson, Wales Wong, and Yiran Zhang. "Centring multilingual learners and countering Rrcism in Canadian teacher education." OLBI Journal 12 (December 22, 2022): 59–73. http://dx.doi.org/10.18192/olbij.v12i1.5982.

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This article includes aspects of a larger study in which we critically examine how and what mainstream teacher candidates learn in preservice programs about supporting multilingual learners (MLs). Since 2015, the province of Ontario has required that all teacher candidates — not just future ESL specialists — be prepared to support MLs. Within this context, we provide a description and discussion of who multilingual learners are imagined to be in policy documents and by various actors in education, along with examples of teacher candidate learning from a mixed-methods case study of teacher-candidate learning in the Master of Teaching at the University of Toronto. Our article reveals the complexity of preparing teachers to support MLs and suggests possibilities for centring multilingual learners and countering racism in Canadian teacher education.

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Heffernan, Peter J. "Gourévitch, D.-J., J.-F. Fourestieret Gourévitch. La Bonne Lecture. Toronto, Ontario: John Wiley and Sons Inc., 1984Gourévitch, D.-J., J.-F. Fourestieret Gourévitch. La Bonne Lecture. Toronto, Ontario: John Wiley and Sons Inc., 1984. Pp. 234." Canadian Modern Language Review 41, no. 6 (May 1985): 1091–92. http://dx.doi.org/10.3138/cmlr.41.6.1091.

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Stickney, Jeff. "Embedding Environmental Sustainability Education in a Master of Teaching Program: Reflections on Improvisation and Learning-by-Doing at OISE, University of Toronto." Brock Education Journal 31, no. 2 (July 13, 2022): 85–108. http://dx.doi.org/10.26522/brocked.v31i2.936.

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The aim of this paper is to share our story about introducing environmental sustainability education (ESE) in an initial teacher education (ITE) program at the Ontario Institute for Studies in Education (OISE) at University of Toronto, starting in 2018. In so far as narratives motivate reflection and action, the goal is to encourage readers to start a conversation with colleagues at their respective institutions (university or college) about how they might do something similar. Consideration is given to how this case fits what Neus (Snowy) Evans refers to as a “systems approach” to implementing ESE in ITE, even if more in retrospect and through improvisation than through foresight and technical prowess.

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Arvast, Anita. "The New CAAT: (Dis)illusions of Freedom and the New College Charter in Ontario." Canadian Journal of Higher Education 38, no. 1 (March 10, 2010): 105–20. http://dx.doi.org/10.47678/cjhe.v38i1.518.

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In 2002 a new Ontario college charter signaled a new era for higher education in Ontario. The charter was presumed to usher in a new way of doing higher education, one that provided greater freedom for Ontario colleges and presumably greater access for communities to higher education. Coupled with the Post-Secondary Choice and Excellence Act of 2000, which provided colleges the opportunity to offer degrees, the colleges appeared well set for the freedom they sought. With the decentralization of approval for curriculum comes an appearance of greater autonomy and authority at the local level; however, with steering mechanisms of funding, performance indicators, and discourses of the marketplace, globalization and performativity permeating curriculum processes, “freedom” remains strongly tempered. This paper uses Foucauldian and critical discourse analysis as a means of considering power and higher education in Ontario, and the limitations and opportunities for “freedom” within our existing discourses.

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Yang, Feng'e, Shashi Kant, and Emmanuel Asinas. "An economic perspective on the determination of dumping in the US–Canada softwood lumber trade — an analysis for Ontario." Canadian Journal of Forest Research 39, no. 5 (May 2009): 1011–23. http://dx.doi.org/10.1139/x09-026.

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Dumping has been one of the most controversial issues in the never-ending softwood lumber trade dispute between the United States (US) and Canada. In this paper, we investigate whether the softwood lumber producers in Ontario dumped product into their major market in the US during the period from April 1996 to September 2006. The Enhanced Parity Bounds Model was used to explore the possibility that Ontario’s softwood lumber producers had exercised price discrimination between the Toronto market and the Great Lakes market. Our analysis indicates that the industry had on average charged a higher price in the Great Lakes market than in the Toronto market during this period. Based on this evidence and the economic conditions in which a US antidumping investigation and two administrative reviews were conducted, we draw the conclusion that the Ontario’s softwood lumber producers did not dump product into the US market during the study period.

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Newman, Steven B., and David R. Smith. "Report on the Third International Conference on School and Popular Meteorological and Oceanographic Education." Bulletin of the American Meteorological Society 75, no. 3 (March 1, 1994): 435–44. http://dx.doi.org/10.1175/1520-0477-75.3.435.

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The Third International Conference on School and Popular Meteorological and Oceanographic Education was held 14–18 July 1993 in Toronto, Ontario, Canada. This conference was attended by approximately 150 educators, meteorologists, oceanographers, and government officials representing 12 countries. The themes of this conference were the role of meteorology and oceanography in the formal science education of students in grades K-12 and the enhancement of scientific literacy of the public in order to permit individuals to make better use of products and services provided by the national environmental services and the media. Sixty formal presentations plus two poster sessions and six workshops provided information on educational programs as well as a variety of classroom activities on meteorological and oceanographic topics.

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De Pencier, North, Ian Puppe, Carrie Davis, Drishti Dhawan, Mithila Somasundaram, and Gerald McKinley. "“You feel you don’t actually belong:” Attending High School in the Sioux Lookout Zone, 1969-1996." University of Western Ontario Medical Journal 87, no. 2 (March 12, 2019): 6–8. http://dx.doi.org/10.5206/uwomj.v87i2.1116.

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From 1969-1996, in the Sioux Lookout Zone of Northwestern Ontario, there were no local high schools, and teenagers travelled to boarding schools in larger communities further south. During these years, the University of Toronto coordinated medical services in the Sioux Lookout Zone, and many documents in the University of Toronto Archives capture the challenges faced by adolescents from the Zone while pursuing a high school education. In this paper, I use Indigenous voices in the records of the Sioux Lookout Zone Hospital to study the experience of going to high school from the perspective of the Social Determinants of Health. I argue that the poor quality of on-reserve elementary schools and the isolation of leaving home for high school combined with less time to learn traditional skills to set students up for failure in their academic studies.

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Howard, Philip S. S., and Carl E. James. "When dreams take flight: How teachers imagine and implement an environment that nurtures Blackness at an Africentric school in Toronto, Ontario." Curriculum Inquiry 49, no. 3 (May 27, 2019): 313–37. http://dx.doi.org/10.1080/03626784.2019.1614879.

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McIsaac, Warren J., Arrani Senthinathan, Rahim Moineddin, Yoshiko Nakamachi, Linda Dresser, Mark McIntyre, Suzanne Singh, et al. "Development and evaluation of a primary care antimicrobial stewardship program (PC-ASP) in Toronto, Ontario, Canada." Official Journal of the Association of Medical Microbiology and Infectious Disease Canada 6, no. 1 (April 2021): 32–48. http://dx.doi.org/10.3138/jammi-2020-0021.

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Background: Effective community-based antimicrobial stewardship programs (ASPs) are needed because 90% of antimicrobials are prescribed in the community. A primary care ASP (PC-ASP) was evaluated for its effectiveness in lowering antibiotic prescriptions for six common infections. Methods: A multi-faceted educational program was assessed using a before-and-after design in four primary care clinics from 2015 through 2017. The primary outcome was the difference between control and intervention clinics in total antibiotic prescriptions for six common infections before and after the intervention. Secondary outcomes included changes in condition-specific antibiotic use, delayed antibiotic prescriptions, prescriptions exceeding 7 days duration, use of recommended antibiotics, and emergency department visits or hospitalizations within 30 days. Multi-method models adjusting for demographics, case mix, and clustering by physician were used to estimate treatment effects. Results: Total antibiotic prescriptions in control and intervention clinics did not differ (difference in differences = 1.7%; 95% CI –12.5% to 15.9%), nor did use of delayed prescriptions (–5.2%; 95% CI –24.2% to 13.8%). Prescriptions for longer than 7 days were significantly reduced (–21.3%; 95% CI –42.5% to –0.1%). However, only 781 of 1,777 encounters (44.0%) involved providers who completed the ASP education. Where providers completed the education, delayed prescriptions increased 17.7% ( p = 0.06), and prescriptions exceeding 7 days duration declined (–27%; 95% CI –48.3% to –5.6%). Subsequent emergency department visits and hospitalizations did not increase. Conclusions: PC-ASP effectiveness on antibiotic use was variable. Shorter prescription durations and increased use of delayed prescriptions were adopted by engaged primary care providers.

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Journal articles on the topic 'Education, Higher – Ontario – Toronto'

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