Journal articles on the topic 'Special education – Ontario'
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Li, Xiaobin. "Ontario Special Education Funding: How Is It Determined?" Brock Education Journal 32, no. 1 (January 19, 2023): 83–98. http://dx.doi.org/10.26522/brocked.v32i1.963.
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Approximately 12.5 % of the overall education funding, the special education grant increased from $1.6 billion in 2002-03 to $3.2 billion in 2020-21. For equity and inclusion, demands to increase the special education funding continue. Students with exceptionalities are at risk of lower achievement. All schools must provide special education programs. However, there has been no study investigating the special education grant per se. The purpose of this study is to examine how the special education grant for elementary and secondary students with exceptionalities in Ontario, Canada, is determined. The research questions are: How is the special education grant determined? How is funding for different exceptionalities determined? Document analysis is the main method for this study, but the author has also contacted the Ministry of Education for information not available through open documents. This article reviews funding information since 1998 and indicates that the special education grant increases almost annually. It is decided with a variety of mechanisms with six components. Three are determined mainly by total enrollment and three are determined mainly by claimed cases for different exceptionalities. The article helps us understand how the special education grant is determined, informing the discussion on policies of funding for students with exceptionalities.
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Robert-Tobin, Stacey. "English Language Learners and Special Education in Ontario Schools." International Journal of English Language Teaching 4, no. 1 (January 31, 2017): 31. http://dx.doi.org/10.5430/ijelt.v4n1p31.
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Crealock, Carol. "Implementation of Special Education Legislation by Teachers and Principals in Ontario." Canadian Journal of Education / Revue canadienne de l'éducation 14, no. 1 (1989): 31. http://dx.doi.org/10.2307/1495199.
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DeBeer, Yvette. "Policy archaeology: digging into special education policy in Ontario, 1965-1978." Qualitative Research Journal 15, no. 3 (August 10, 2015): 319–38. http://dx.doi.org/10.1108/qrj-11-2013-0069.
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Purpose – The purpose of this paper is to provide a clear and replicable methodology for conducting a policy archaeology. This paper articulates the steps in policy archaeology and the process is applied to a study of Discourses of disability in special education policy in Ontario, 1965-1978. Design/methodology/approach – The metaphor of field archaeology guided the process of locating relevant texts through backward and lateral mapping and locating and interpreting artefacts. The artefacts were discursive representations of complex policy problem of disability in stakeholder texts. The Discourses were compared chronologically, within and across stakeholder texts. An explanatory narrative relates the Discourses to the socio-historical context. Findings – There were significant contradictions in the discursive construction of disability. The texts of the Council for Exceptional Children presumed agreement that disability was an intrinsic, permanent deficit within the student with disabilities. In contrast, the other stakeholders stated that disability was the result of socially and educationally constructed barriers. Research limitations/implications – This paper makes no claim of universal truth. The interpretations and conclusions reached are influenced by the researcher’s knowledge and experience. Other scholars may reach other conclusions. Practical implications – Scholars have a clear and replicable methodology for conducting a policy archaeology. This methodology is currently the most “true” to the metaphor of archaeology and uses Discourse analysis, interpretation and the creation of a narrative situated in a socio-historical context. Originality/value – The study shows that the Discourses of disability in special education policy in special education policy in Ontario place children with disabilities at a serious educational disadvantage.
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Maich, Kimberly, and Carmen Hall. "Are We Ready? Early Childhood Educator Students and Perceived Preparedness for School-Based Special Education." Journal of Childhood Studies 39, no. 3 (December 9, 2015): 42. http://dx.doi.org/10.18357/jcs.v39i3.15236.
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his paper describes a small-scale, single-region research project to investigate early childhood educator (ECE) students’ understanding of special education in the kindergarten context that has been in place in Ontario schools since 2010. The perceived preparedness of five ECE students on placement in kindergarten classrooms was evaluated through pre- and poststudy questionnaires and through interviews with five Ontario-certified teachers teaching early learners and experienced with mentoring ECE students. Results demonstrated that ECE students’ self-ratings of combined knowledge, exposure, and experience with school-based special education did not significantly change, and these student rankings fell in the very low to moderate ratings overall (i.e., scores of 1 to 2 on a 5-point scale). Comments from the Ontario-certified teachers emerged in three main themes, including (1) strong foundations (i.e., skills and knowledge); (2) education for all (e.g., students who may not yet be formally identified); and, (3) universal frameworks (i.e., for all students with diverse needs). Suggestions for ECE preparedness and ECE curriculum changes are included.
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Daniel, Yvette. "The Textual Construction of High Needs for Funding Special Education in Ontario." Canadian Journal of Education / Revue canadienne de l'éducation 28, no. 4 (2005): 763. http://dx.doi.org/10.2307/4126454.
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Jordan, Anne. "Special Education in Ontario, Canada: A case study of market-based reforms." Cambridge Journal of Education 31, no. 3 (November 2001): 349–71. http://dx.doi.org/10.1080/03057640120086602.
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Jean-Pierre, Johanne, Sandrina De Finney, and Natasha Blanchet-Cohen. "INTRODUCTION TO SPECIAL ISSUE." International Journal of Child, Youth and Family Studies 11, no. 3 (July 8, 2020): 1–11. http://dx.doi.org/10.18357/ijcyfs113202019695.
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This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.
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Jaber, Lindsey, and Brittany Guenot. "The Rise in Demand for Special Education in Ontario, Canada: A Focus on French-Language Schools." Journal of Teaching and Learning 16, no. 1 (April 27, 2022): 44–63. http://dx.doi.org/10.22329/jtl.v16i1.6578.
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Over the past several decades, teachers have been increasingly challenged with a greater diversity of learning profiles within their classrooms. Historically, within Ontario, Canada, students who did not learn effectively through traditional methods were labelled and separated into alternate learning environments. Legislation and policy transformation have resulted in greater inclusion and stigma reduction. Changes to formal and informal identification processes have also increased the number of students accessing special education services. This conceptual paper examines the challenges arising from students’ changing learning needs, with a specific focus on the French classroom. Issues related to the Individual Education Plan, the formal identification processes, and the inconsistency inherent to special education terminology and teachers’ preparation concerning differentiated learning and resources in special education are explored. Further, employing Katz and colleagues’ (Hymel & Katz, 2019; Katz, 2013; Katz & Sokal, 2016) three-block model of universal design for an inclusive classroom as a framework, a case study from a French-language secondary school in Ontario, Canada, is examined to determine systemic gaps that need to be addressed to achieve the goal of fully inclusive classrooms that promote successful learning experiences for all students.
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Cavanagh, Sheila L. "Female-Teacher Gender and Sexuality in Twentieth-Century Ontario, Canada." History of Education Quarterly 45, no. 2 (2005): 247–73. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00036.x.
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[The Romans] created the cult of the Vestal Virgins, high-minded priestesses of the goddess Vesta, Guardian Angel of Mankind and Keeper of the Hearth. These priestesses were educated in special normal training schools, were forbidden to marry, were subjected to drastic moral codes, and were accorded social position of preeminence.Spinster teachers were hired so frequently in the late nineteenth and early twentieth centuries that they eventually became an important part of the cultural landscape.Single women seem forever to unnerve, anger and unwittingly scare large swaths of the population, both female and male.”
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Ryan, Thomas G., and Erhan Sinay. "A Canadian Perspective: French Language Learning." International Journal of Educational Reform 29, no. 4 (August 7, 2020): 311–33. http://dx.doi.org/10.1177/1056787920913245.
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In Canada, language learning is viewed as an international, national and local need. Herein an international perspective is provided that guides the reader into a National language perspective which is uniquely Canadian. For instance, within Ontario there are concerns about French language education and the multiple entry points for students and inequities in most school boards in Ontario. The fact that School Boards across the province have identified the supply and demand for Ontario elementary and secondary teachers as variable especially in certain subjects such as French Language is unsettling. Future recruitment needs to cast a wide net and move deep into Faculties of Education in a proactive manner. Having the necessary French teachers and support staff is very important yet the need to retain students and educators in French programs is equally essential since retention and attrition rates impact program viability. Recent history in Ontario Core French (CF) programs demonstrate reduced enrollments over time therefore the government of Ontario has acknowledged a need to increase FSL student retention via improved access, training, relationships and special programs, to ensure students are enrolled and retained as long as possible.
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Jean-Pierre, Johanne, and Lance McCready. "Special Issue: African Canadians, Gender, and Sexuality/ Édition spéciale: Les afro-canadiens, le genre et la sexualité." Canadian Journal of Sociology 44, no. 4 (December 29, 2019): 311–18. http://dx.doi.org/10.29173/cjs29627.
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This is the introduction to a special issue, focusing on African Canadians, gender and sexuality. This special issue adds to the body of empirical knowledge about gender and sexuality and how they relate to identities, structures, and systems within African Canadian communities. All of the articles feature qualitative inquiries. These were conducted in Nova Scotia, Quebec, Ontario, and British Columbia and focused on education, policing, sexual agency and romantic relationships.
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Mcclure, Gordon, H. Bruce Ferguson, Lal Boodoosingh, Atilla Turgay, and Chrissoula Stavrakaki. "The Frequency and Severity of Psychiatric Disorders in Special Education and Psychiatric Programs." Behavioral Disorders 14, no. 2 (February 1989): 117–26. http://dx.doi.org/10.1177/019874298901400203.
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This study used checklists to compare conduct, hyperactivity, and emotional disorders and classroom environments in 13 social adjustment classes, 3 day treatment programs, and a psychiatric out-patient program. As expected, all disorders were more frequent in all settings than in the general population. Emotional disorders were more frequent and more severe in day treatment than in other settings. Interrater correlations were good for Ontario Child Health Study teacher checklist disorder scores and there was good agreement between them and DSM III psychiatric diagnoses. This study has demonstrated that reliable and valid instruments are available to characterize the children and classroom environments across these programs. These instruments could be used to study reasons for referrals to special education and psychiatric treatment, agreement among professions in classroom perceptions, and interactions between classroom characteristics and behavior. Also, they may be useful in future studies of the effectiveness of day treatment and special education programs.
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Samokhvalov, Andriy V., Peter Selby, Susan J. Bondy, Michael Chaiton, Anca Ialomiteanu, Robert Mann, and Jürgen Rehm. "Smokers who seek help in specialized cessation clinics: How special are they compared to smokers in general population?" Journal of Smoking Cessation 9, no. 2 (August 22, 2013): 76–84. http://dx.doi.org/10.1017/jsc.2013.23.
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Introduction: Patients of specialized nicotine dependence clinics are hypothesized to form a distinct subpopulation of smokers due to the features associated with treatment seeking. The aim of the study was to describe this subpopulation of smokers and compare it to smokers in general population.Material and methods: A chart review of 796 outpatients attending a specialized nicotine dependence clinic, located in Toronto, Ontario, Canada was performed. Client smoking patterns and sociodemographic characteristics were compared to smokers in the general population using two Ontario surveys – the Ontario Tobacco Survey (n = 898) and the Centre for Addiction and Mental Health Monitor (n = 457).Results: Smokers who seek treatment tend to smoke more and be more heavily addicted. They were older, had longer history of smoking and greater number of unsuccessful quit attempts, both assisted and unassisted. They reported lower education and income, had less social support and were likely to live with other smokers.Conclusions: Smokers who seek treatment in specialized centers differ from the smokers in general population on several important characteristics. These same characteristics are associated with lower chances for successful smoking cessation and sustained abstinence and should be taken into consideration during clinical assessment and treatment planning.
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Tarlo, Susan M. "Prevention of occupational asthma in OntarioThis paper is one of a selection of papers published in this Special Issue, entitled Young Investigators' Forum." Canadian Journal of Physiology and Pharmacology 85, no. 1 (January 2007): 167–72. http://dx.doi.org/10.1139/y06-079.
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Occupational asthma continues to be one of the most common occupational lung diseases in industrialized areas. Primary and secondary preventive measures have been well described, but there are relatively few studies to support the effectiveness of such measures, although the benefits of tertiary measures such as early recognition and removal from further exposure to a causative sensitizing agent are well recognized. In Ontario, a combined approach of preventive measures has shown effectiveness in allergy and asthma from occupational exposure to natural rubber latex. In addition, a program to reduce exposure to diisocyanates and introduce medical surveillance was associated with earlier diagnosis and fewer cases in a compensation population. However there remain barriers to the early diagnosis of occupational asthma in Ontario, especially in workers of lower education and lower income. In addition, there is recognized need for further physician education to allow early suspicion and diagnosis of occupational asthma.
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Bélanger, Nathalie, and Nathalie A. Gougeon. "Inclusion on the Agenda in Four Different School Contexts in Canada (Ontario, Manitoba, New Brunswick and Québec)." Research in Comparative and International Education 4, no. 3 (January 1, 2009): 289–304. http://dx.doi.org/10.2304/rcie.2009.4.3.289.
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Four case studies from four different Canadian provinces (Ontario, Manitoba, New Brunswick, and Québec) are examined in order to better understand meanings given to an inclusive approach in education, as it is defined and experienced by the actors, practitioners, parents, and students. The data examined in this article come from a larger research project which aimed at documenting what are deemed ‘inclusive educational initiatives’, both in Canada and internationally. The article begins with a brief overview of the theoretical literature in which inclusive education has been discussed followed by a brief description of the case studies examined. It goes on to explain the conditions that were put in place following each province's policies regarding special educational needs and their evolution. The results discussed are school priorities and/or teaching strategies, life in the schools and the involvement of various actors, as well as the resources available and used in each context.
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Polatajko, Helene, and Michelle Quintyn. "Factors Affecting Occupational Therapy Job Site Selection in Underserviced Areas." Canadian Journal of Occupational Therapy 53, no. 3 (June 1986): 151–58. http://dx.doi.org/10.1177/000841748605300307.
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Rural and isolated areas such as those found in northern Ontario are often underserviced with respect to occupational therapy. These areas present special problems for those involved in recruitment and planning recruitment programs. While it is generally recognized that practice in these areas can be both stimulating and rewarding, little is known about what factors might influence occupational therapists to choose these areas for job sites. It was the purpose of this study to investigate factors affecting job site selection and retention among occupational therapists in northern Ontario. Seven potential factors were explored: family proximity, place of origin, lifestyle, fieldwork placements, job opportunities and recruitment tours. These became the basis for the development of a questionnaire which was sent to all facilities employing occupational therapists in northern Ontario. The responses of twenty eight therapists (70%) indicated that the factors affecting job site selection were, in descending order: lifestyle, job opportunity, partner's employment and family proximity. The results also indicated that the factors influencing recruitment and retention differ. Based on the findings, recruitment efforts should focus on emphasizing the attractive features of the north and perhaps on people with family in the north. Retention incentives should include money for equipment, space, continuing education, travel, better salaries, links to educational resources and fieldwork placements.
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Stafford, Joe. "An analysis of the fundamental shift in Catholic secondary religious education during the long sixties, 1955-1973." Encounters in Theory and History of Education 18 (December 2, 2017): 28–52. http://dx.doi.org/10.24908/eoe-ese-rse.v18i0.6841.
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This paper examines the fundamental shift in Catholic secondary religious education in North America during the long sixties, 1955-1973. Special focus is given to the Canadian province of Ontario. This paper argues that this fundamental shift involved a major change in orientation as the strict Neo-Thomism was abandoned after Vatican II along with the traditional teacher-led pedagogy of rote-memorization. It was replaced with a more subjective approach, emphasizing the developmental nature of Church tradition and the inner transformation of the individual. Teaching methods also changed with more student-centred strategies adopted. This paper also examines the causes and consequences of this fundamental shift, concentrating on the impact of the cultural changes of the long sixties and Vatican II. This paper argues that this shift was a needed one, but that it was too extreme leading to a period of considerable confusion in Catholic secondary religious education.
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Colgan, Andrew D. "The Examination of the Decline of Philosophy of Education with Institutional Theory: A Focus on the Last Three Decades." Philosophical Inquiry in Education 25, no. 1 (July 28, 2020): 66–87. http://dx.doi.org/10.7202/1070716ar.
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Many symposia and special journal issues over the last several decades have been devoted to concerns over the decline of philosophy in teacher education programs. I pursued an answer for my doctoral project and found institutional explanations are rarely invoked in the “decline literature.” I have sketched here the theory, and have shown it to be equally applicable to the last several decades of this literature. I argue that institutional organizational theory (IOT) shows how teacher education institutions have changed over time in a way that ultimately rendered the environment less and less hospitable to philosophy of education curriculum and faculty. Particular attention is paid to the educational context of Ontario, Canada, but I also include the wider American and British decline literature. In the final pages I offer de-institutionalizing solutions that, if realized, could provide a new soil in which philosophy and other humanities fields could take root again in teacher preparation programs.
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Maier, Reana, and Karen Robson. "Exploring university-to-college transfer in Ontario: A qualitative study of non-linear post-secondary mobility." Canadian Journal of Higher Education 50, no. 1 (May 26, 2020): 82–94. http://dx.doi.org/10.7202/1069653ar.
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In this study, we explored the experiences of Ontario students who have engaged in a ‘reverse transfer’, i.e. moving from university-to-college (UTC). Data was collected through qualitative interviews with 20 participants who began their post-secondary journey in a university program, but left that program before completing it, and subsequently pursued a college program. We focused on the factors that led to the decision to reverse transfer, participants’ experiences and perceptions of the reverse transfer process, and what, if any, barriers they experienced. We found that motivations for leaving university were distinct from, though sometimes related to, motivations for pursuing college. Reasons for leaving university were clustered around three themes: academic struggles, mental/physical health/special education need struggles, and future prospects. These were highly interconnected and characterized by difficulties, ranging from mild to severe, coping with university. Motivations for pursuing college were more practical and straightforward, relating to subject interest, college learning environment, location, and future prospects. While most participants reflected very positively on their decision to transfer, there were some negative or ambivalent reflections about having left university before completing their degrees. These were largely related to a sense of personal failure and/or the negative reactions of others, particularly parents. Personal and external (usually parental) negative reflections were tied to cultural and societal expectations about high achievement and perceptions of university education as superior to college education. We conclude with policy recommendations.
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Maier, Reana, and Karen Robson. "Exploring university-to-college transfer in Ontario: A qualitative study of non-linear post-secondary mobility." Canadian Journal of Higher Education 50, no. 1 (May 4, 2020): 82–94. http://dx.doi.org/10.47678/cjhe.v50i1.188609.
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In this study, we explored the experiences of Ontario students who have engaged in a ‘reverse transfer’, i.e. moving from university-to-college (UTC). Data was collected through qualitative interviews with 20 participants who began their post-secondary journey in a university program, but left that program before completing it, and subsequently pursued a college program. We focused on the factors that led to the decision to reverse transfer, participants’ experiences and perceptions of the reverse transfer process, and what, if any, barriers they experienced.
We found that motivations for leaving university were distinct from, though sometimes related to, motivations for pursuing college. Reasons for leaving university were clustered around three themes: academic struggles, mental/physical health/special education need struggles, and future prospects. These were highly interconnected and characterized by difficulties, ranging from mild to severe, coping with university. Motivations for pursuing college were more practical and straightforward, relating to subject interest, college learning environment, location, and future prospects. While most participants reflected very positively on their decision to transfer, there were some negative or ambivalent reflections about having left university before completing their degrees. These were largely related to a sense of personal failure and/or the negative reactions of others, particularly parents. Personal and external (usually parental) negative reflections were tied to cultural and societal expectations about high achievement and perceptions of university education as superior to college education. We conclude with policy recommendations.
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Brown, Robert S., Kelly Gallagher-Mackay, and Gillian Parekh. "Redefining risk: Human rights and elementary school factors predicting post-secondary access." education policy analysis archives 28 (February 3, 2020): 21. http://dx.doi.org/10.14507/epaa.28.4200.
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While there is a widespread consensus that students’ pathways towards postsecondary education are influenced early in life, there is little research on the elementary school factors that shape them. Identifying educational ‘risk factors’ directs attention to barriers that may warrant scrutiny or action under human rights legislation. New findings from a unique, longitudinal data set collected and developed by the Toronto District School Board highlights key factors, established in elementary school, as to how many students do not enter into post-secondary studies in Ontario. The majority of students suspended at any time, students in self-contained special education programs, and/or students who missed more than 10% of classes in grade 4 do not go on to PSE. These organizational factors are more predictive of students’ acceptance to PSE than individualized measures of preschool readiness, academic achievement in grade 3, race or parental education. These structural ‘risks’ are strongly correlated with of race and disability. In light of research that identifies promising, evidence-based practices available to reduce these risks, breaking down these barriers should be a priority from the perspective of improving PSE access and overcoming what may well amount to systemic discrimination.
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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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Dagnone, Damon, Denise Stockley, Leslie Flynn, Rylan Egan, Richard Van Wylick, Laura McEwen, Ross Walker, and Richard Reznick. "Delivering on the promise of competency based medical education – an institutional approach." Canadian Medical Education Journal 10, no. 1 (March 14, 2019): e28-38. http://dx.doi.org/10.36834/cmej.43303.
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The Royal College of Physicians and Surgeons of Canada (RCPSC) adopted a plan to transform, over a seven-year horizon (2014-2021), residency education across all specialties to competency-based medical education (CBME) curriculum models. The RCPSC plan recommended implementing a more responsive and accountable training model with four discrete stages of training, explicit, specialty specific entrustable professional activities, with associated milestones, and a programmatic approach to assessment across residency education. Embracing this vision, the leadership at Queen’s University (in Kingston, Ontario, Canada) applied for and was granted special permission by the RCPSC to embark on an accelerated institutional path. Over a three-year period, Queen’s took CBME from concept to reality through the development and implementation of acomprehensive strategic plan. This perspective paper describes Queen’s University’s approach of creating a shared institutional vision, outlines the process of developing a centralized CBME executive team and twenty-nine CBME program teams, and summarizes proactive measures to ensure program readiness for launch. In so doing, Queen’s created a community of support and CBME expertise that reinforces shared values including fostering co-production, cultivating responsive leadership, emphasizing diffusion of innovation, and adopting a systems-based approach to transformative change.
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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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Underwood, Kathryn, Aurelia Di Santo, Angela Valeo, and Rachel Langford. "Partnerships in Full-Day Kindergarten Classrooms: Early Childhood Educators and Kindergarten Teachers Working Together." Journal of Childhood Studies 41, no. 1 (May 5, 2016): 36. http://dx.doi.org/10.18357/jcs.v41i1.15696.
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<p>This study examines the relationship between teachers and early childhood educators in full-day kindergarten classrooms in one school board in Ontario. The study uses the theoretical framework of co-teaching models developed in special education to analyze the range of approaches used by the educator teams. Findings indicate that the teams primarily engage in a one teach/one assist approach, but they also describe some examples of other co-teaching approaches that are possible in these classrooms. The study concludes that support for the expansion of the co-teaching repertoire could provide a mechanism for integrating the expertise of both educators in full-day kindergarten classes and maximizing the efficacy of this social policy direction. Implications for educators and administrators are addressed.</p>
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Abodeely, John, Ken Cole, Janna Graham, Ayanna Hudson, and Carmen Mörsch. "Responding to “Why the Arts Don't Do Anything: Toward a New Vision for Cultural Production in Education”." Harvard Educational Review 83, no. 3 (September 1, 2013): 513–28. http://dx.doi.org/10.17763/haer.83.3.24407v6563122080.
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In the spring of 2013, the Harvard Educational Review (HER) published a special issue entitled Expanding Our Vision for the Arts in Education (Vol. 83, No. 1). Following a variety of forward-looking essays and arts learner reflections concerning the potential of the arts in education, the issue concluded with a provocative scholarly article, “Why the Arts Don't Do Anything: Toward a New Vision for Cultural Production in Education,” written by Rubén A. Gaztambide-Fernández, an associate professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at the University of Toronto. In this piece, Gaztambide-Fernández makes the case that advocacy for arts education is trapped within a “rhetoric of effects” because the arts, as we conceive of them in educational environments today, rely too heavily on instrumental and intrinsic outcomes while only shallowly embodying a commitment to, or a consideration of, cultural practice. Gaztambide-Fernández further argues that what counts as “the arts” is based on traditional, Eurocentric, hierarchical notions of aesthetic experience. According to him, this discursive positioning of the arts within traditional Eurocentric power structures complicates arts teaching and learning for arts educators, especially those committed to issues of social justice. As an alternative, he suggests discursively repositioning the arts within a “rhetoric of cultural production,” positing that such a discursive shift would reconceptualize arts education as experiences that produce culture.
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Roberts, B. A. "Lois Birkenshaw-Fleming, Music For All: Teaching Music To People With Special Needs, Toronto: Gordon V. Thompson Music, 85 Scarsdale Rd., Don Mills, Ontario, Canada M3B 2R2,1993; 121 pp., no ISBN given." International Journal of Music Education 23, no. 1 (May 1, 1994): 86. http://dx.doi.org/10.1177/025576149402300116.
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Ram, Bali, and Y. E. Shin. "Educational Selectivity of Out-migration in Canada: 1976-1981 to 1996-2001." Canadian Studies in Population 34, no. 2 (December 31, 2007): 129. http://dx.doi.org/10.25336/p6031d.
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The major objective of this paper is to show that migrants are positively selected whether they are driven by economic factors or by non-economic factors, and whether they are motivated by pull factors or push factors. Using “five-year migration data” from the 1981 to 2001 censuses of Canada, we find that the education gradient of out-migration is apparent in every region, with the highly educated being more mobile than the less educated. However, the pattern is most pronounced in the Atlantic region, Quebec, and Manitoba/Saskatchewan, the regions experiencing poorer economic conditions and persistent net losses through migration. The three high-income provinces, Ontario, Alberta, and British Columbia not only experience lower overall net losses, but are also less likely to lose their better educated persons—even during bad economic times. Quebec emerges as a special case where economic as well as linguistic-political factors play an important role in governing the out-migration patterns of the better educated, particularly those belonging to the non-Francophone group.
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Montgomery, Diane. "Integrating Technology With Instructional Frameworks to Support all Learners in Inclusive Classrooms." Open/Technology in Education, Society, and Scholarship Association Journal 2, no. 2 (December 30, 2022): 1–16. http://dx.doi.org/10.18357/otessaj.2022.2.2.31.
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In Ontario, as the number of students requiring special education support continues to rise, the transition to inclusive classrooms has become more challenging for teachers due to limited time and lack of resources and support in the classrooms. However, this study explored how eight elementary school teachers addressed these obstacles in their successful transitions to inclusion through the integration of technology, Universal Design for Learning (UDL) and the Response to Intervention (RTI) frameworks in both online and physical classrooms. Through online interviews and classroom observations, the teachers orally shared and demonstrated how technology could increase student engagement, differentiate instruction, provide students with alternative instruction and assessment methods, and build teacher capacity within the classrooms. Despite this successful integration of technology and instructional frameworks, inefficiencies were revealed in screening approaches and teachers’ access to streamlined assessment resources to identify the needs of students. A discussion examined the teachers’ barriers in supporting the needs of all learners with proposed technology-based considerations that may assist other teachers in their transitions to inclusive classrooms.
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Underwood, Kathryn, Elaine Frankel, Karen Spalding, and Kathleen Brophy. "Is the right to early intervention being honoured? A study of family experiences with early childhood services." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 5, no. 1 (November 9, 2018): 56–70. http://dx.doi.org/10.22215/cjcr.v5i1.1226.
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This article presents an empirical study of family interactions with childhood disability and early years services in Ontario, Canada, with a focus on whether the right to early intervention is being honoured. International mandates, national legislation, and local policies have increased global awareness of the rights of children to be provided with environments for optimal healthy development and education, including the right to early intervention. The right to early intervention is articulated by the United Nations in several international declarations and conventions. Article 20 of the Convention on the Rights of the Child (CRC, 1989) was the first convention to use the term disability. It specifically addresses the particular rights of disabled children, with articulation of the right to “enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance, and facilitate the child’s active participation in the community” (A.20, s.1, 1990). Further, the CRC clearly states that children have the right to special care and assistance for both the child and the service providers working with the child. Services are to be delivered free of charge in order to ensure that the child has access to education, training, health care, rehabilitation, preparation for employment, and recreation services. In all cases these services must consider the fullest social integration and individual development that is consistent with cultural and spiritual beliefs (A.20, s.2-4).
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Fischer, Benedikt. "Prescription Opioid Use, Harms and Interventions in Canada: A Review Update of New Developments and Findings since 2010." July 2015 18;4, no. 4;18 (July 14, 2015): E605—E614. http://dx.doi.org/10.36076/ppj.2015/18/e605.
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Background: Canada has featured the second-highest levels of prescription opioid (PO) use globally behind the United States, and reported extensive PO-related harms (e.g., non-medical PO use [NMPOU], PO-related morbidity and mortality). A recent comprehensive review synthesized key data on PO use, PO-related harms, and interventions in Canada, yet a substantive extent of new studies and data have emerged. Objective: To conduct and present a comprehensive review update on PO use, PO-related harms, and interventions in Canada since 2010. Study Design: Narrative review Methods: We conducted literature searches, employing pertinent keywords, in key databases, focusing on PO-related studies/data in/for Canada since 2010, or pertinent studies/data from earlier periods not included in our previous review. In addition, we identified relevant data from “grey” literature (e.g., government, survey, other data or system reports). Relevant data were screened and extracted, and categorized into 4 main sections of indicators: 1) PO dispensing and use, 2) non-medical PO use, 3) PO-related morbidity/mortality, 4) PO-related interventions and impacts. Results: PO-dispensing in Canada overall continued to increase and/or remain at high levels in Canada from 2010 to 2013, with the exception of the province of Ontario where marked declines occurred starting in2012; quantitative and qualitative PO dispensing patterns continued to vary considerably between provinces. Several studies identified common “high PO dosing” prescribing practices in different settings. Various data suggested declining NMPOU levels throughout most general (e.g., adult, students), yet not in special risk (e.g., street drug users, First Nations) populations. While treatment demand in Ontario plateaued, rising PO-related driving risks as well as neo-natal morbidity were identified by different studies. PO-related mortality was measured to increase – in total numbers and proportionally – in various Canadian jurisdictions. Select reductions in general PO and/or high-dose PO dispensing were observed following key interventions (e.g., Oxycodone delisting, prescription monitoring program [PMP] introduction in Ontario/British Columbia). While physician education intervention studied indicated mixed outcomes, media reporting was found to be associated with PO prescribing patterns. Limitations: The present review did not utilize systematic review standards or meta-analytic techniques given the large heterogeneity of data and outcomes reviewed. Conclusions: Recently emerging data help to better characterize PO-related use, harm and intervention indicators in Canada’s general context of comparatively high-level PO dispensing and harms, yet major gaps in monitoring and information persist; this continues to be a problematic challenge, especially given the implementation of key PO-related interventions post-2010, the impact of which needs to be properly measured and understood. Key words: Prescription opioids, use, dispensing, dosing, education, non-medical use, Canada, morbidity, mortality, monitoring, interventions, policy, review
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Makukh-Fedorkova, Ivanna. "The Role of Cinema in the History of Media Education in Canada." Mediaforum : Analytics, Forecasts, Information Management, no. 7 (December 23, 2019): 221–34. http://dx.doi.org/10.31861/mediaforum.2019.7.221-234.
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The era of audiovisual culture began more than a hundred years ago with the advent of cinema, and is associated with a special language that underlies non-verbal communication processes. Today, screen influence on humans is dominant, as the generation for which computer is an integral part of everyday life has grown. In recent years, non-verbal language around the world has been a major tool in the fight for influence over human consciousness and intelligence. Formation of basic concepts of media education, which later developed into an international pedagogical movement, in a number of western countries (Great Britain, France, Germany) began in the 60’s and 70’s of the XX century. In Canada, as in most highly developed countries (USA, UK, France, Australia), the history of media education began to emerge from cinematographic material. The concept of screen education was formed by the British Society for Education in Film (SEFT), initiated by a group of enthusiastic educators in 1950. In the second half of the twentieth century, due to the intensive development of television, the initial term “film teaching” was transformed into “screen education”. The high intensity of students’ contact with new audiovisual media has become a subject of pedagogical excitement. There was a problem adjusting your children’s audience and media. The most progressive Canadian educators, who have recognized the futility of trying to differentiate students from the growing impact of TV and cinema, have begun introducing a special course in Screen Arts. The use of teachers of the rich potential of new audiovisual media has greatly optimized the learning process itself, the use of films in the classroom has become increasingly motivated. At the end of 1968, an assistant position was created at the Ontario Department of Education, which coordinated work in the “onscreen education” field. It is worth noting that media education in Canada developed under the influence of English media pedagogy. The first developments in the study of “screen education” were proposed in 1968 by British Professor A. Hodgkinson. Canadian institutions are actively implementing media education programs, as the development of e-learning is linked to the hope of solving a number of socio-economic problems. In particular, raising the general education level of the population, expanding access to higher levels of education, meeting the needs for higher education, organizing regular training of specialists in various fields. After all, on the way of building an e-learning system, countries need to solve a set of complex technological problems to ensure the functioning of an extensive network of training centers, quality control of the educational process, training of teaching staff and other problems. Today, it is safe to say that Canada’s media education is on the rise and occupies a leading position in the world. Thus, at the beginning of the 21st century, Canada’s media education reached a level of mass development, based on serious theoretical and methodological developments. Moreover, Canada remains the world leader in higher education and spends at least $ 25 billion on its universities annually. Only the United States, the United Kingdom and Australia are the biggest competitors in this area.
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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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Mitchell, Claudia. "A Girl Activist Inventory." Girlhood Studies 13, no. 2 (June 1, 2020): v—vi. http://dx.doi.org/10.3167/ghs.2020.130201.
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In March 2019, I had the pleasure of giving a talk at Peter Green College at the University of British Columbia that I called “The Politics and Possibilities of Girl-led and Youth-led Arts-based Activism to Address Gender Violence.” I wanted to highlight in particular the activist work of numerous groups of Indigenous girls and young women in a current project and the youth AIDS activist work of the Fire and Hope project in South Africa but I also wanted to place this work in the context of girls’ activism and youth activism more broadly. To do this I started out with a short activity called “Know your Girl Activist” during which I showed PowerPoint photos of some key girl and young women activists of the last few years, and asked the audience if they could identify them. The activists included two Nobel Prize Peace Prize winners, Malala Yousafzai (2014) and Nadia Murad (2018) along with Autumn Pelletier, the young Indigenous woman from Northern Ontario, Canada, well known for her work on water activism, and, of course, Greta Thunberg, now a household name but then, in 2019, already well known for her work on climate change activism. To my surprise only some of these activists were recognized, so, during the Q and A session, when I was asked if there is a history of girls as activists I could see that this question indicated clearly the urgent need for this special issue of Girlhood Studies which was only just in process then. Now, thanks to the dedication of the two guest editors of this special issue, Catherine Vanner and Anuradha Dugal and the wide range of superb contributors, I can point confidently to girls’ activism as a burgeoning area of study in contemporary feminism rooted in feminist history.
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CHARTIER, M. J., J. R. WALKER, and M. B. STEIN. "Social phobia and potential childhood risk factors in a community sample." Psychological Medicine 31, no. 2 (February 2001): 307–15. http://dx.doi.org/10.1017/s0033291701003348.
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Background. This study examined the relationship between potential childhood risk factors and social phobia in an epidemiological sample. Identifying risk factors such as childhood adversities can often uncover important clues as to the aetiology of a disorder. This information also enables health care providers to predict which individuals are most likely to develop the disorder.Methods. Data came from the Mental Health Supplement to the Ontario Health Survey of a survey of 8116 Canadian respondents, aged 15–64. Social phobia was diagnosed using the Composite International Diagnostic Interview (CIDI). Childhood risk factors were assessed by a series of standardized questions.Results. A positive relationship was observed between social phobia and lack of close relationship with an adult, not being first born (in males only), marital conflict in the family of origin, parental history of mental disorder, moving more than three times as a child, juvenile justice and child welfare involvement, running away from home, childhood physical and sexual abuse, failing a grade, requirement of special education before age 9 and dropping out of high school. Many of these variables remained significant after controlling for phobias, major depressive disorder and alcohol abuse. The data also suggest that some childhood risk factors may interact with gender to influence the development of social phobia.Conclusions. Although an association was detected between social phobia and childhood risk factors, naturalistic prospective studies are needed to clarify the aetiological importance of these and other potential risk factors for the disorder.
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Shamji, Mohammed F., Elana C. Fric-Shamji, Praneal Merchant, and Michael Vassilyadi. "Cosmetic and Cognitive Outcomes of Positional Plagiocephaly Treatment." Clinical & Investigative Medicine 35, no. 5 (October 6, 2012): 266. http://dx.doi.org/10.25011/cim.v35i5.18699.
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Purpose: Positional plagiocephaly is an acquired deformation of an intrinsically normal infant skull by sustained or excessive extrinsic forces. Non-surgical techniques include counter-positioning, supervised prone time and orthotic molding for more refractory cases. Long-term effects of positional plagiocephaly on development remain undefined, and this study evaluated cosmetic and cognitive outcomes of plagiocephaly management. Method: Surveys were administered to parents of patients treated for positional plagiocephaly through the Children’s Hospital of Eastern Ontario. Categorical responses interrogated cosmetic outcome, school performance, language skills, cognitive development and societal function. Pearson coefficient analysis tested outcomes dependency on gender, age, and plagiocephaly side at the 0.05 level of significance. Results: Eighty respondents (51 male, 29 female) were divided as 58 right- and 22 left-sided pathology. Positional therapy was uniformly applied, and a helmet orthosis was utilized in 36% of cases. Median follow-up age was nine years with normal head appearance in 75% of cases. Only 4% of parents and 9% of patients observed significant residual asymmetry. These results did not vary by gender, age or deformity side. Left-sided disease predicted poorer language development and academic performance. Expressive speech abnormality occurred in twice as many patients with left-sided disease (36% versus 16%, p=0.04) along with three-fold greater special education requirements (27% versus 10%, p=0.04). Conclusions: Non-surgical plagiocephaly management achieved good cosmetic outcome among patients in this study. Children with left-sided disease frequently encountered difficulties with cognitive and scholastic endeavors, although the roles of the underlying disease and the treatment measures in this delay cannot be differentiated.
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Ciampa, Katia. "An investigation of teacher candidates’ questions and concerns about occasional teaching." Journal of Applied Research in Higher Education 7, no. 2 (September 14, 2015): 146–63. http://dx.doi.org/10.1108/jarhe-06-2013-0026.
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Purpose – The purpose of this paper is to analyze teacher candidates’ implied assumptions, attitudes, and concerns about occasional teaching. Data were gathered from 100 teacher candidates over the course of three academic years. Each of the participants posed two questions at the beginning of an online occasional teaching course that they would like to be answered by the end of the course. An awareness of teacher candidates’ questions will be useful in the process of improving pre-service teacher preparation and professional development in occasional teaching. Design/methodology/approach – On the first day of the course, the teacher candidates were asked to reflect upon their first practicum experience and post these reflections to the Sakai discussion forums board. As a follow-up to this introductory activity, the author then invited the teacher candidates to compose and share two (open-ended) questions they would like addressed in this occasional teaching course. These questions were submitted and retained by the author for the duration of the course. The author referred to these teacher candidates’ questions over the term of the course to ensure that the teacher candidates’ queries were being addressed and their misconceptions were being challenged. Over the course of this study, the 100 teacher candidate participants (n=100) each offered two questions for a total of 200 questions. However, not all questions were unique. The study design employed the use of qualitative and quantitative methods. The participants’ questions were transcribed, organized, coded and categorized. Data were initially bracketed into meaning units, coded for relevant categories, refined and related to enable the development of encompassing themes. Each question was coded only once based on the central issue or premise of the question. Frequency distributions and percentages of common responses were also derived from participant responses. Findings – Findings suggest that teacher candidates are most concerned with classroom management, curriculum and instruction, getting hired as an occasional or long-term occasional teacher, administrators’ and classroom teachers’ expectations of occasional teachers, legal aspects of occasional teaching, and working with special populations. Research limitations/implications – Due to attrition, the final number of respondents was 100. It can be argued that the group of students who withdrew from the occasional teaching course may have had different perceptions, concerns, and questions from those who completed the study. More research should be conducted on occasional teaching. Such research may help the author to improve the situation for students, teachers, administrators, teacher candidates, and occasional teachers. Conducting a longitudinal study with the same students would also be useful to identify whether or not they were satisfied with the amount of preparation they had during their pre-service teacher training. Practical implications – A critical beginning for teacher educators is to capture the initial questions and conceptions that their teacher candidates possess on entry into pre-service education programmes. Teacher education programmes should begin considering courses that will help pre-service teachers reconstruct and modify their preconceived perceptions about occasional teaching, in hopes that it will promote professional growth and development. Faculties and boards of education should consider creating a “How-To” resource manual that is aligned with the Standards of Practice for the Teaching Profession, and designed for newly hired occasional teachers, regular classroom teachers, administrators, and teacher candidates. This manual could include case studies accompanied by a series of thought-provoking questions and real-world guidance from the “experts in the field” which will prove helpful when teacher candidates are preparing for their interviews. Originality/value – Occasional teaching is the route into the profession for the majority of Ontario’s new graduates. This gradual and increasingly extended process toward full entry to the profession results in more competition each year for the next group of first-year teachers and greater reliance on occasional teaching. Despite these findings, few teacher education programmes in Ontario, Canada offer courses, workshops, or training to help prepare their teacher candidates for occasional teaching as their possible point of entry into the teaching profession. This lack of preparation is a major concern for the teaching profession as a whole. To fully address these concerns, occasional teacher training must be provided for all teacher candidates. Faculties and boards of education need to develop a well-qualified, highly skilled occasional teacher who through training becomes a well-developed specialist at teaching at one school today, in another tomorrow, and in still another the day after tomorrow. Occasional teaching training courses and programmes must provide prospective occasional teachers with the skills they need to enter any classroom and provide a positive learning atmosphere. This applied research will inform efforts to improving pre-service teacher preparation and professional development in occasional teaching.
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Bierstone, Daniel, Brian Hummel, Dennis Newhook, and Radha Jetty. "70 Sharing Child Health Knowledge in an Urban Inuit Community: A Needs Assessment." Paediatrics & Child Health 26, Supplement_1 (October 1, 2021): e50-e51. http://dx.doi.org/10.1093/pch/pxab061.055.
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Abstract Primary Subject area Public Health and Preventive Medicine Background It is well established that significant health disparities continue to affect Canadian Indigenous children living both in remote and urban areas. A critical component of health promotion is health knowledge dissemination. A 2011 Health Council of Canada study identified the need for better community knowledge of parenting and child health as intervention targets among Indigenous communities across Canada. Objectives In the present study, we aimed to explore the perspectives of Inuit parents and caregivers in one urban setting (Ottawa, Ontario) on the dissemination of child health knowledge specifically, with the intention of guiding future community-based child health promotion initiatives. Design/Methods Ottawa, being home to the largest Inuit population living outside Inuit Nunangat, provided an ideal study location. Many Inuit report relocating to Ottawa for employment, education, or for greater access to heath services. We therefore partnered with the Ottawa-based Inuuqatigiit Centre for Children, Youth, and Families, to design and conduct a needs assessment through a series of focus groups. Focus groups explored participants’ current sources of child health knowledge, child health topics of interest, and preferred formats for child health knowledge dissemination. Focus groups were held at Inuuqatigiit and included a meal of country food shared by study participants and research team members to support relationship-building and engagement. Focus groups were analyzed using an inductive approach to qualitative thematic analysis. Results 24 Inuit parents and caregivers participated in 4 focus groups. Factors affecting preferred sources of health knowledge included trustworthiness, fear of discrimination, cultural differences, and having a holistic approach. Participants identified several child health issues that should be the focus of future child health knowledge sharing initiatives, in particular those in which a sense of cultural dissonance was felt between traditional and Western approaches. In-person and online/interactive sessions were preferred over written materials. Many participants agreed that child health knowledge-sharing initiatives should be designed and delivered with involvement of the community. Participants also emphasized the importance of synthesizing traditional knowledge of Elders with that of health professionals. Conclusion There is a need for better child health knowledge dissemination strategies among the Ottawa Inuit community as a crucial aspect of health promotion. Special considerations when designing such initiatives must be given to historical dynamics of trust and mistrust of the health professions, to addressing cultural differences, and to the role of community members in the design and implementation of initiatives.
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Kumaran, Maha, and Heather Cai. "Identifying the Visible Minority Librarians in Canada: A National Survey." Evidence Based Library and Information Practice 10, no. 2 (June 14, 2015): 108. http://dx.doi.org/10.18438/b8zc88.
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Abstract
Objective – This paper is based on a national survey conducted in late 2013 by the authors, then co-moderators of the Visible Minority Librarians of Canada (ViMLoC) Network of the Canadian Library Association (CLA). It is a first survey of its kind, aiming to capture a snapshot of the demographics of the visible minority librarians working in Canadian institutions. The authors hoped that the data collected from the survey and the analysis presented in this paper would help identify the needs, challenges and barriers of this group of librarians and set future directions for ViMLoC. The authors also hoped that the findings would be useful to library administrators, librarians, and researchers working on multicultural issues, diversity, recruitment and retention, leadership, library management, and other related areas.
Methods – An online survey questionnaire was created and the survey invitation was sent to visible minority librarians through relevant library association electronic mail lists and posted on ViMLoC’s electronic mail list and website. The survey consisted of 12 questions: multiple-choice, yes/no questions, and open-ended. The survey asked if the participants were visible minority librarians. If they responded “No,” the survey closed for them. Respondents who did not identify themselves as minority librarians were excluded from completing the survey.
Results – Of the 192 individuals that attempted, 120 who identified themselves as visible minority librarians completed the survey. Of these, 36% identified themselves as Chinese, followed by South Asian (20%) and Black (12%). There were 63% who identified themselves as first generation visible minorities and 28% who identified themselves as second generation. A total of 84% completed their library degree in Canada. Equal numbers (38% each) identified themselves as working in public and academic libraries, followed by 15% in special libraries. Although they are spread out all over Canada and beyond, a vast majority of them are in British Columbia (40%) and Ontario (26%). There were 38% who identified themselves as reference/information services librarians, followed by “other” (18%) and “liaison librarian” (17%). A total of 82% responded that they worked full time. The open-ended question at the end of the survey was answered by 42.5% of the respondents, with responses falling within the following broad themes: jobs, mentorship, professional development courses, workplace issues, general barriers, and success stories.
Conclusions – There are at least 120 first, second, and other generation minority librarians working in (or for) Canadian institutions across the country and beyond. They work in different kinds of libraries, are spread out all over Canada, and have had their library education in various countries or in Canada. They need a forum to discuss their issues and to have networking opportunities, and a mentorship program to seek advice from other librarians with similar backgrounds who have been in similar situations to themselves when finding jobs or re-pursuing their professional library degrees. Getting support from and working collaboratively with CLA, ViMLoC can be proactive in helping this group of visible minority librarians.
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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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Pyle, Angela. "Considering Coherence: Teacher Perceptions of the Competing Agendas of RTI and an Existing Special Education Model." Exceptionality Education International 21, no. 3 (September 1, 2011). http://dx.doi.org/10.5206/eei.v21i3.7683.
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In 2005, the Ontario Ministry of Education introduced Responsiveness to Inter-vention (RTI) to the Ontario school system. RTI is a tiered approach involving increasing levels of support for students who are at risk for later learning difficul-ties. However, the introduction of this different support structure was not accompanied by a substantial shift in Ontario’s process of identifying and sup-porting struggling students. This paper uses focus group data to describe the perspectives of teachers who participated in the implementation of RTI and the tensions they experienced due to the lack of coherence between RTI and a special education framework where psycho-educational testing is the gateway to addi-tional support.
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Freer, John RR. "Pre-service Educational Assistants’ Attitudes Toward Inclusion." Exceptionality Education International 28, no. 1 (June 3, 2018). http://dx.doi.org/10.5206/eei.v28i1.7759.
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In recent years, educational assistants (EAs) have taken on an integral role in special education. They often work with the most challenging and vulnerable student population (i.e., students with exceptionalities). To prepare EAs, some of Ontario’s publicly funded colleges have developed pre-service training programs. In Ontario, the number of students receiving special education services from kindergarten to Grade 12 is increasing, and policy trends are advocating for inclusion. Literature has suggested that educators’ attitudes toward educational inclusion may impact the extent to which inclusive strategies are implemented. Despite the importance that EAs bring to the special education team, very few studies have investigated their attitudes toward inclusion. This qualitative study investigated four pre-service EAs’ attitudes toward educational inclusion through the use of semi-structured interviews. Participants held mostly positive attitudes toward inclusion, but expressed concerns about implementation. Recommendations are made for policy, practice, and research based on three themes that emerged from the data.
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Winton, Sue, and Lauren Jervis. "Beyond Rhetoric: How Context Influences Education Policy Advocates’ Success." International Journal of Education Policy and Leadership 14, no. 7 (February 7, 2019). http://dx.doi.org/10.22230/ijepl.2019v14n7a852.
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This article discusses findings from a study of a 22-year campaign to change special education assessment policy in Ontario by the advocacy organization People for Education (P4E) and explains how dominant discourses enabled the government to leave the issue unresolved. Based on a rhetorical analysis of 58 documents, the article identifies strategies used by P4E to persuade Ontario’s government and citizens to view students’ uneven access to educational assessments as a problem. Further, since this problem differently impacts children by class and geographical location, it perpetuates inequities. Despite using strategies deemed effective in other change efforts, arguments mobilized by P4E have not been persuasive in a neoliberal context that champions responsibilized individualism, meritocracy, human capital development, and reduced funding of public services.
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Robson, Karen, Nicole Solanges Malette, Paul Anisef, Reana Maier, and Robert Brown. "A Comparison of High School Graduation Predictors Between Two Ontario Student Cohorts." Canadian Journal of Education/Revue canadienne de l'éducation, October 18, 2022. http://dx.doi.org/10.53967/cje-rce.5181.
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While a number of factors have already been shown to impact variations in graduation rates among students in Canada, there is little research examining the changing impact of these factors on Ontario students’ secondary education completion over time. This research draws on data from two Grade 9 cohorts (2006 and 2011) from the Toronto District School Board in order to unpack how predictors of high school graduation change over time. In particular, we use multivariate analysis to examine whether predictors (including gender, race, parental education, household income, suspension, academic achievement, special education needs, and Grade 9 absenteeism) are significant by cohort of students and if there are gaps in secondary school success between subgroups. Findings demonstrate that high school completion is increasing over time and that there is a diminishing importance of parental education and neighbourhood household income as a predictor of high school graduation. However, we do find evidence of persistent under-achievement among students of certain racial backgrounds, lower academic streams, and those with high rates of absenteeism. We argue that additional data infrastructure in Ontario and beyond are necessary to identify how our findings generalize to the province as a whole.
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Ratkovic, Snezana, Dolana Mogadime, and Terry Spencer. "Knowledge Mobilization in Canadian Educational Research: Identifying Current Developments and Future Directions." Brock Education Journal 25, no. 1 (June 22, 2016). http://dx.doi.org/10.26522/brocked.v25i1.484.
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In this special issue of Brock Education: Journal for Educational Research and Practice, we build on the knowledge mobilization (KMb) discourses initiated by the Ontario Ministry of Education (MOE), Social Sciences and Humanities Research Council of Canada (SSHRC), Knowledge Network for Applied Education Research (KNAER), Canadian Society for the Study of Education (CSSE), and School District-University Research Exchange (SURE) network. We feature five journal articles and a book review addressing the three main KMb questions: How to assess KMb efforts across educational systems? To what extent do educators use research to inform their praxis? How to make KMb work?
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Sider, Steve, Kimberly Maich, Jacqueline Specht, Carolyn Treadgold, and Hillary Winger. "“Choose Your Own Adventure”: Web-Based Case Studies of Inclusive Education as a Form of Professional Learning for School Principals." Journal of Research on Leadership Education, October 1, 2021, 194277512110469. http://dx.doi.org/10.1177/19427751211046978.
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We examine the process of developing web-based case studies, a novel form of professional learning for principals, specifically related to inclusive school leadership. Based on the input from 39 principals, 5 case studies were developed with branching scenarios that provided multiple options for decision-making. These “choose your own adventure” case studies were used in a special education for school administrators course with 109 participants in Ontario, Canada. We consider the authenticity of the cases, the importance of incorporating multiple perspectives, and issues related to function, form, and choice. We incorporate five lessons for developing web-based case studies.
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Wilson, Rachel, Payal Samuel, Molly Teather, Leslie Usher, and Jake Windsor. "25. Snapping Turtle Conservation in Ontario." Inquiry@Queen's Undergraduate Research Conference Proceedings, February 20, 2018. http://dx.doi.org/10.24908/iqurcp.9459.
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Populations of snapping turtles are declining in Ontario. These reptiles play essential roles in wetland habitats through removal of dead animals and weeds, and their eggs provide food sources for mammals and birds. Despite being listed as a species of special concern under Ontario’s Endangered Species Act, hunting of snapping turtles is permitted in some regions of Ontario. Snapping turtles are further threatened by pollution, road mortality, and habitat loss. The developmental process of this species also acts as an obstacle to their recovery, as sexual maturity is not reached until the age of 16-19 and only 7 out of 10,000 eggs is expected to survive to adulthood. With the assistance of contacts at the Suzuki Foundation, Guelph University, and other institutions, we intend to develop a conservation strategy for snapping turtles that consists of four components. First, we recommend a government-mandated, province-wide survey of snapping turtle statistics to determine turtle populations and threats. Then we will address whether sustainable hunting is possible. The current catch allowance of two turtles per person daily, as deemed sustainable by the MNR, should be suspended until further review. Next, barriers to recovery will be addressed. Prevention of threats could be achieved through conservation area designations, signs indicating turtle presence, information on how to avoid causing turtle injury and distribution of information to persons whose property contains snapping turtle habitat. Finally, increasing public awareness of snapping turtle demographics is crucial to our strategy. Education through multiple channels will generate public interest and funding.
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Laitsch, Daniel, Gregory Rodney MacKinnon, David Young, Sophie Paish, Sue LeBel, Keith Walker, Benjamin Kutsyuruba, et al. "Education Research in the Canadian Context." International Journal of Education Policy and Leadership 14, no. 10 (February 8, 2019). http://dx.doi.org/10.22230/ijepl.2019v14n10a887.
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This special issue of the International Journal of Education Policy & Leadership (IJEPL), Research in the Canadian Context, marks a significant milestone for the journal. Throughout our twelve-year history, we have sought to publish the best research in leadership, policy, and research use, allowing authors to decide the topics by dint of their research. While this model still serves as the foundation for IJEPL content, we decided to give researchers a chance to engage in deeper conversations by introducing special issues. In our first special issue, researchers discuss their work within the scope of education policy, leadership, and research use within the Canadian context. While many aspects of leadership, teaching, and learning can be seen as similar across contexts, there are also issues of particular concern within national, regional, provincial, or local spheres, particularly when looking at policy and system changes. The researchers featured in this issue provide an important look into education in Canada.PolicyIn the policy realm, Sue Winton and Lauren Jervis examine a 22-year campaign to change special education assessment policy in Ontario, examining how discourses dominant in the province enabled the government to leave the issue unresolved for decades. Issues of access and equity play out within a neoliberal context focused on individualism, meritocracy, and the reduced funding of public services. While Winton and Jervis highlight the tension between policy goals and ideological contexts, Jean-Vianney Auclair considers the place of policy dialogues within governmental frames, and the challenge of engaging in broadly applicable work within vertically structured governmental agencies. One often-touted way to move beyondResearch useWithin the scope of research use, Sarah L. Patten examines how socioeconomic status (SES) is defined and measured in Canada, the challenges in defining SES, and potential solutions specific to the Canadian context. In looking at knowledge mobilization, Joelle Rodway considers how formal coaches and informal social networks nserve to connect research, policy, and practice in Ontario’s Child and Youth Mental Health program.LeadershipTurning to leadership, contributing researchers explored the challenges involved in staff development, administrator preparation, and student outcomes. Keith Walker and Benjamin Kutsyuruba explore how educational administrators can support early career teachers to increase retention, and the somewhat haphazard policies and supports in place across Canada to bring administrators and new teachers together. Gregory Rodney MacKinnon, David Young, Sophie Paish, and Sue LeBel look at how one program in Nova Scotia conceptualizes professional growth, instructional leadership, and administrative effectiveness and the emerging needs of administrators to respond to issues of poverty, socioemotional health, and mental health, while also building community. This complex environment may mean expanding leadership preparation to include a broader consideration of well-being and community. Finally, Victoria Handford and Kenneth Leithwood look at the role school leaders play in improving student achievement in British Columbia, and the school district characteristics associated with improving student achievement.Taken together, the research in this special issue touches on many of the challenges in policy development, application, and leadership practice, and the myriad ways that research can be used to address these challenges. We hope you enjoy this first special issue of IJEPL!
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Vietgen, Peter. "Exploring Emily Carr: A Narrative Timeline of an Elementary Visual Arts/Literacy Initiative." Teaching and Learning 4, no. 3 (January 1, 2008). http://dx.doi.org/10.26522/tl.v4i3.264.
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The purpose of integrating art into the school curricula is to help students to make connections in their learning experiences and to engage them within their special learning styles. Teachers can assist students in making these connections within subjects and across subject lines, and to connect new learning to what they already know. This article, taking the form of an informal running narrative, will explore the role of the arts in education and how one elementary school in St.Catharines, Ontario, Glenridge Public School, used the writings and artwork of the Canadian art icon Emily Carr, as stimulus for cross-curricular links and for building community among various members in the education sector.