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Relevant bibliographies by topics / Education in Ontario public schools

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Journal articles

Academic literature on the topic 'Education in Ontario public schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Education in Ontario public schools"

1

Winton, Sue, and Michelle Milani. "Policy advocacy, inequity, and school fees and fundraising in Ontario, Canada." education policy analysis archives 25 (April 24, 2017): 40. http://dx.doi.org/10.14507/epaa.25.2679.

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Fundraising and collecting fees are ubiquitous in Ontario, Canada’s public schools. Critics assert that these practices perpetuate and exacerbate inequities between schools and communities. In this article we present findings from a critical policy analysis of an advocacy group’s efforts to change Ontario’s fees and fundraising policies over the past two decades. Rhetorical analyses of 110 texts finds that the group constructed the problem of each policy similarly, targeted the same audiences, and utilized many of the same strategies to appeal to logos, ethos, and pathos in their struggle over

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2

Riveros, Augusto, Carolyne Verret, and Wei Wei. "The translation of leadership standards into leadership practices." Journal of Educational Administration 54, no. 5 (2016): 593–608. http://dx.doi.org/10.1108/jea-09-2015-0084.

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Purpose – The guiding question of this study is: how is the Ontario Leadership Framework (OLF) translated into practices in elementary and secondary schools in the province of Ontario? The purpose of this paper is to provide a contextual account of the processes by which school leadership standards are incorporated into the practices of school administrators in the province of Ontario, Canada. Design/methodology/approach – This qualitative exploratory case study focusses on the incorporation of the OLF into the practices of school administrators in four secondary and five elementary schools in

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3

McEwan, R. C., S. Wier, and A. McBride. "Upgrading the Academic and Job Skills of Bund and Visually Impaired Adults in a Public Secondary School." Journal of Visual Impairment & Blindness 86, no. 7 (1992): 284–87. http://dx.doi.org/10.1177/0145482x9208600705.

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Since 1987, 15 blind and visually impaired adults have enrolled in a public secondary school in London, Ontario, to upgrade their academic credentials and to learn new job skills. This article describes these students, the program, and the extent to which the students have been successful and discusses the potential importance of secondary schools for the education of blind and visually impaired adults.

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4

Winton, Sue. "Coordinating Policy Layers of School Fundraising in Toronto, Ontario, Canada: An Institutional Ethnography." Educational Policy 33, no. 1 (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 neoliber

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5

Wang, Fei. "Social Justice Leadership—Theory and Practice: A Case of Ontario." Educational Administration Quarterly 54, no. 3 (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

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White, Linda A. "Liberalism, Group Rights and the Boundaries of Toleration: The Case of Minority Religious Schools in Ontario." Canadian Journal of Political Science 36, no. 5 (2003): 975–1003. http://dx.doi.org/10.1017/s0008423903778937.

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Drawing on the proliferating literature on multiculturalism, this article provides a theoretical and critical argument in support of public funding for minority cultural schools, as well as a critique of the Ontario Conservative government's proposal in 2001 to extend tax credits to parents who enroll their children in private schools in Ontario. It argues that governments in Canada committed to the idea of multiculturalism have an obligation to promote the maintenance and flourishing of minority cultures through education and financial support. The article first outlines and refutes neutralis

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7

Mitchell, Irene, Yvette Laforet-Fliesser, and Yolanda Camiletti. "Use of the Healthy School Profile in the Middlesex-London, Ontario, Schools." Journal of School Health 67, no. 4 (1997): 154–56. http://dx.doi.org/10.1111/j.1746-1561.1997.tb03438.x.

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8

Mytka, Sharon, and Charlene Beynon. "A Model for Public Health Nursing in the Middlesex-London, Ontario, Schools." Journal of School Health 64, no. 2 (1994): 85–88. http://dx.doi.org/10.1111/j.1746-1561.1994.tb06186.x.

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9

Davis, Alexander. "Digital Citizenship in Ontario Education: A Concept Analysis." in education 26, no. 1 (2020): 46–62. http://dx.doi.org/10.37119/ojs2020.v26i1.467.

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Digital citizenship indicates one’s place in digitized society; however academics have not established a cohesive understanding about how digital citizenship is characterized. The Ontario Ministry of Education also does not provide a central conceptualization of digital citizenship and instead encourages Ontario school boards to construct and communicate ideas of digital citizenship. Accordingly, Ontario policymakers, educators, and students use differing understandings of digital citizenship, which ultimately impedes educational initiatives and hinders the overall development of the concept.

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10

Smart, Reginald G., Edward M. Adlaf, and Gordon W. Walsh. "Declining Drug Use in Relation to Increased Drug Education: A Trend Study 1979–1991." Journal of Drug Education 23, no. 2 (1993): 125–32. http://dx.doi.org/10.2190/ym4n-yqp1-ndry-63db.

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During the 1980s alcohol and drug education increased in Ontario schools, especially at the Grade 7 level. This article reports aggregate relationships between increased levels of exposure to classroom alcohol, tobacco, and cannabis education, and the use of alcohol, tobacco, and cannabis by students in Ontario schools. The data were derived from repeated cross-sectional probability surveys of alcohol and drug use conducted every two years since 1979. There were strong inverse associations between increases in exposure to alcohol and drug education and reported levels of use of these substance

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