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

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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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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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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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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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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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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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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Zuckermann, Alexandra M. E., Mahmood R. Gohari, Margaret de Groh, Ying Jiang, and Scott T. Leatherdale. "The role of school characteristics in pre-legalization cannabis use change among Canadian youth: implications for policy and harm reduction." Health Education Research 35, no. 4 (2020): 297–305. http://dx.doi.org/10.1093/her/cyaa018.

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Abstract Reducing youth cannabis use in Canada is a public health priority with schools of interest as a potential modifier of behavior and as a venue for prevention programming. This work aimed to provide a basis for future policy and programming by evaluating pre-legalization cannabis use change patterns in schools and the impact of school characteristics on these patterns. Average rates of cannabis use behavior change (initiation, escalation, reduction, cessation) were collected from 88 high schools located in Ontario and Alberta, Canada participating in the COMPASS prospective cohort study

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Shapiro, Bernard J. "The Public Funding of Private Schools in Ontario: The Setting, Some Arguments, and Some Matters of Belief." Canadian Journal of Education / Revue canadienne de l'éducation 11, no. 3 (1986): 264. http://dx.doi.org/10.2307/1494432.

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13

Christou, Theodore Michael. "“We Find Ourselves Preoccupied with the World of the Present”: Humanist Resistance to Progressive Education in Ontario." History of Education Quarterly 55, no. 3 (2015): 294–318. http://dx.doi.org/10.1111/hoeq.12123.

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The work here explores the voices of Ontario's humanist educators, who advocated for the preservation of a curriculum theory rooted in faculty psychology, mental discipline, and the classics in the face of progressivist revisions to the province's public school organization. A great deal of scholastic sweat has been poured over the subject of progressive education, its meanings, and its purposes. Much less has been said about the critics of progressivist reform, who are referred to here as humanists; this term follows from the work of Herbert Kliebard, who characterized humanists as one of fou

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Castelino, Celeste. "Sustainable Education for the Twenty-First Century: Implementing Mandatory Experiential Learning into Ontario Public High Schools." Literacy Information and Computer Education Journal 10, no. 2 (2019): 3170–73. http://dx.doi.org/10.20533/licej.2040.2589.2019.0416.

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Abawi, Zuhra. "Race(ing) to the Top: Interrogating the Underrepresentation of BIPOC Education Leaders in Ontario Public Schools." Journal of Higher Education Policy And Leadership Studies 2, no. 1 (2021): 80–92. http://dx.doi.org/10.52547/johepal.2.1.80.

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Petherick, LeAnne. "Race and culture in the secondary school health and physical education curriculum in Ontario, Canada." Health Education 118, no. 2 (2018): 144–58. http://dx.doi.org/10.1108/he-11-2016-0059.

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Purpose The purpose of this paper is to explore issues of race and culture in health education in the secondary school health and physical education (HPE) curriculum in Ontario, Canada. Design/methodology/approach Using Ontario’s secondary school curriculum as a point of analysis, this paper draws from critical race theory and a whiteness lens to identify how cultural and race identities are positioned in contemporary health education documents. The curriculum document and its newest strategies for teaching are the focus of analysis in this conceptual paper. Findings Within the curriculum new

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Brown, Kristin M., Kenneth J. Diplock, and Shannon E. Majowicz. "The environment in which behaviours are learned: a pilot assessment of high school teaching kitchens as food safety learning environments in Ontario." Environmental Health Review 59, no. 3 (2016): 88–95. http://dx.doi.org/10.5864/d2016-018.

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Youth represent a unique audience for consumer food safety education and incorporating such education into existing curricula could facilitate delivery. However, successful delivery may depend, in part, on the facilities in which said training occurs. Since little is known about school teaching kitchen set-ups as related to food safety education, we conducted a pilot assessment of the physical learning environment of four Ontario high school teaching kitchen classrooms. We visited each classroom three times and assessed its characteristics using a modified version of the provincial food premis

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Martin, Susan Marie. "Education as a spectral technology: Corporate culture at work in Ontario‘s schools." Journal of Pedagogy / Pedagogický casopis 3, no. 2 (2012): 263–78. http://dx.doi.org/10.2478/v10159-012-0013-9.

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Abstract This paper addresses the sweeping neoliberal reforms implemented in Ontario’s schools in 2000, and conceptualises them within the terms of ‘millennial capitalism’ (Comaroff & Comaroff, 2000). A close reading of secondary school curriculum documents and the umbrella policies that shape education from ages 5 to 18 years reveals how students are groomed to identify themselves as workers under construction. This is accomplished by mandating career education that defines lived experience as a ‘career’, articulates an identity for students as workers/producers, and dictates a direct rel

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Butler, Jesse K., and Peter Milley. "Reframing citizenship education: The shifting portrayal of citizenship in curriculum policy in the province of Ontario, 1999-2018." education policy analysis archives 28 (May 18, 2020): 83. http://dx.doi.org/10.14507/epaa.28.5162.

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State-mandated curriculum policy documents have an important political function. Governments use them to make ideological statements about the role of schools and how the next generation of citizens are to be shaped. Beginning from this premise, we use a frame analysis methodology to examine how citizenship in the Province of Ontario, Canada is framed in four consecutive versions of the curriculum policy documents that prescribe citizenship education for secondary schools. Our analysis spans 20 years, during which two political parties – one conservative, the other liberal – held power. Our in

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20

Rintoul, Heather, and Pam Bishop. "Principals and vice-principals: exploring the history of leading and managing public schools in Ontario, Canada." Journal of Educational Administration and History 51, no. 1 (2018): 15–26. http://dx.doi.org/10.1080/00220620.2018.1513913.

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21

Reid, Steven. "Knowledge influencers: leaders influencing knowledge creation and mobilization." Journal of Educational Administration 52, no. 3 (2014): 332–57. http://dx.doi.org/10.1108/jea-01-2013-0013.

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Purpose – The purpose of this paper is to investigate the influence of leaders on knowledge creation and mobilization. Design/methodology/approach – This mixed methods study included three high-performing districts based on provincial assessment results and socio-economic factors. Interviews and questionnaires were used to gather data from 53 participants including: 11 principals, 11 teacher leaders, 26 teachers, and five system leaders. Findings – The findings of the study emphasized the importance of leaders supporting knowledge creation and mobilization processes through practices such as e

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Wang, Fei. "Conceptualizing social justice: interviews with principals." Journal of Educational Administration 53, no. 5 (2015): 667–81. http://dx.doi.org/10.1108/jea-07-2014-0080.

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Purpose – Today, as the understanding of diversity is further expanded, the meaning of social justice becomes even more complicated, if not confusing. The purpose of this paper is to explore how school principals with social justice commitment understand and perceive social justice in their leadership practices. Design/methodology/approach – A qualitative research design is used for this study. In total, 22 school principals in Ontario were interviewed. The interviews glean data on principals’ work context, their perceptions of social justice, and anecdotes, stories, and examples concerning so

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

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Foresters use continuing professional education to keep abreast of new developments and adapt to changing job responsibilities. The demand for continuing professional education has grown recently in response to a public demand for forest management plans based on sound scientific principles and, as the level of involvement by diverse stakeholder groups has grown, foresters feel the need to increase their interpersonal effectiveness in complex, multi-perspective situations. In 1988, the Ontario Ministry of Natural Resources invited the School of Forestry at Lakehead University and the Faculty o

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Jordan, M. "Anti-“Heterosexist” Education and the Stigmatization of Some Roman Catholic Beliefs." Philosophical Inquiry in Education 25, no. 1 (2020): 88–95. http://dx.doi.org/10.7202/1070717ar.

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I address some tension between Roman Catholicism and the anti-“heterosexist” education within some of Ontario’s regular, public schools. In particular, I argue that the anti-“heterosexist” education within the Peel District School Board (PDSB) and the Toronto District School Board (TDSB) stigmatizes some Roman Catholic beliefs, however incidentally. I then offer a proposal for how this stigmatization could be extinguished without abandoning an effort to prevent bullying against students with same-sex sexual inclination.

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25

Smart, Reginald G. "Increased Exposure to Alcohol and Cannabis Education and Changes in Use Patterns." Journal of Drug Education 19, no. 2 (1989): 183–94. http://dx.doi.org/10.2190/gna6-fc6g-uqjq-4p0k.

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The introduction of new alcohol and cannabis education programs in Ontario schools was associated with significant increases in reported exposure to alcohol and cannabis education. Significant increases were reported for both sexes, all grade levels, and geographic areas. These were associated with decreases in proportions of drinkers, especially among younger students. Little effect was seen on heavy drinking. The evidence also suggests that reported increased exposure to cannabis education was not associated with reduced cannabis use. The challenge remains to develop alcohol education progra

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McLauchlan, Debra. "Keeping the Kids in School: What the drama class tells us." Encounters in Theory and History of Education 11 (November 24, 2010): 135–54. http://dx.doi.org/10.24908/eoe-ese-rse.v11i0.2407.

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This study used questionnaires and interviews to discover senior secondary students’ perceptions of their drama class experiences in three different schools from an Ontario public board of education. Questionnaire results from entire classes supported interview results from four students in each class. No notable differences in student perceptions emerged, either between boys and girls, or among the three schools. Findings uncovered student attitudes about scholastic motivation, retention, and success that might be applicable across subject areas. For example, they enjoyed opportunities for ph

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Stock, Rhonda, and Sonja C. Grover. "Critical reflection in the secondary classroom: incorporating indigenous content in an anti-oppression framework." International Journal of Children’s Rights 21, no. 4 (2013): 629–45. http://dx.doi.org/10.1163/15718182-55680021.

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This paper presents the major findings of a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education at Lakehead University (Stock, 2011).1 An anti-oppressive pedagogical approach in a secondary classroom in Northwest Ontario was used to incorporate Indigenous rights education into the existing Civics curriculum. This research was modeled after a participatory action research framework allowing flexibility and input from participants. A curriculum unit based on the UNDRIPs was developed and implemented in the Civics classroom. The research findings supp

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Gliksman, Louis, Kenneth Allison, Edward Adlaf, and Brenda Newton-Taylor. "Toward Comprehensive School Drug Policy in Ontario." Journal of Drug Education 25, no. 2 (1995): 129–38. http://dx.doi.org/10.2190/4vr4-bcvx-13we-584e.

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The study reported here examines the development and implementation of School Drug Policy in Ontario Boards of Education, the components of these policies, and the composition of policy development committees. Data from 125 Boards of Education were obtained from responses to a questionnaire administered in the Fall of 1991. Findings from the study indicate that school drug policies are increasingly comprehensive—including not only disciplinary measures, but also a preventive curriculum and early intervention component. The composition of policy development working groups normally consisted of

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He, Meizi, Charlene Beynon, Michelle Sangster Bouck, et al. "Impact evaluation of the Northern Fruit and Vegetable Pilot Programme – a cluster-randomised controlled trial." Public Health Nutrition 12, no. 11 (2009): 2199–208. http://dx.doi.org/10.1017/s1368980009005801.

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AbstractObjectiveThe purpose of this impact evaluation was to measure the influence of a government of Ontario, Canada health promotion initiative, the Northern Fruit and Vegetable Pilot Programme (NFVPP), on elementary school-aged children’s psychosocial variables regarding fruit and vegetables, and fruit and vegetable consumption patterns.DesignA cluster-randomised controlled trial design was used. The NFVPP consisted of three intervention arms: (i) Intervention I: Free Fruit and Vegetable Snack (FFVS) + Enhanced Nutrition Education; (ii) Intervention II: FFVS-alone; and (iii) Control group.

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Stagg, Jillian. "Policy or Pathologization?: Questions into the Rhetoric of Inclusion and Acceptance in Schools." Canadian Journal of Disability Studies 8, no. 5 (2019): 18–41. http://dx.doi.org/10.15353/cjds.v8i5.565.

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   In the wake of a study released by the Public Health Agency of Canada in 2012 that focused on student belonging, safety, and inclusion in schools, the Ontario government introduced the Accepting Schools Act (Bill 13), which was successively passed into law that year. As an amendment to the longstanding Education Act, Bill 13 was a turning point for discourse surrounding safe and accepting schools, due to a specific focus on bullying, discrimination, and inclusion in fostering positive school climates. Following the recurrent rhetoric of inclusion, however, Bill 13 – as bot

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Pacini-Ketchabaw, Veronica, and Sandra Schecter. "Engaging the Discourse of Diversity: Educators' Frameworks for Working with Linguistic and Cultural Difference." Contemporary Issues in Early Childhood 3, no. 3 (2002): 400–414. http://dx.doi.org/10.2304/ciec.2002.3.3.7.

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Although plurality and diversity are often taken as givens in the ongoing conversation on the role of public schooling, practitioners do not necessarily share the same understandings of these sociological facts. This article explores ways in which teachers who are committed to working within ethnically and linguistically diverse settings make sense of their professional missions. We examine these ways through the lens, or interpretative framework, of scholarly discussions on discourse and subjectivity. We present four discourses for understanding diversity that we encountered in our profession

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Mascio, Anthony Di. "Progressive Education: Revisioning and Reframing Ontario’s Public Schools, 1919-1942 by Theodore Michael Christou." Histoire sociale/Social history 47, no. 93 (2014): 245–47. http://dx.doi.org/10.1353/his.2014.0019.

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Hobin, Erin P., Scott Leatherdale, Steve Manske, Joel A. Dubin, Susan Elliott, and Paul Veugelers. "Are Environmental Influences on Physical Activity Distinct for Urban, Suburban, and Rural Schools? A Multilevel Study Among Secondary School Students in Ontario, Canada." Journal of School Health 83, no. 5 (2013): 357–67. http://dx.doi.org/10.1111/josh.12039.

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Hoël, Mark. "Limits to Globalisation: Technology in Secondary School Geography, the International Baccalaureate Curriculum and Ontario Public Education Experiences." International Research in Geographical and Environmental Education 13, no. 4 (2004): 370–73. http://dx.doi.org/10.1080/14724040408668458.

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Faulkner, Guy E. J., Edward M. Adlaf, Hyacinth M. Irving, Kenneth R. Allison, and John Dwyer. "School Disconnectedness: Identifying Adolescents at Risk in Ontario, Canada." Journal of School Health 79, no. 7 (2009): 312–18. http://dx.doi.org/10.1111/j.1746-1561.2009.00415.x.

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Smart, Reginald G., and Gina Stoduto. "Interventions by Students in Friends' Alcohol, Tobacco, and Drug Use." Journal of Drug Education 27, no. 3 (1997): 213–22. http://dx.doi.org/10.2190/d8vx-mnd9-rua6-5hln.

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This article investigates self-reported interventions by students in the alcohol, tobacco, illicit drug use, and drinking-driving of their friends. The data came from a study of 1184 students in Ontario schools in grades 7, 9, 11, and 13. We found that about a third of students intervened in friends' illegal drug use and drinking-driving but about half intervened about smoking. Students who intervened were more likely to be older and spend fewer nights at home. They were less likely to use cannabis, but had more friends using cannabis and illegal drugs. Also, they had more exposure to drug edu

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Suchan, Laura. "Useful Ornaments." Ontario History 108, no. 2 (2018): 215–31. http://dx.doi.org/10.7202/1050595ar.

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The Reverend Demill opened his boarding school, Demill Ladies’ College in Oshawa, Ontario, in 1876 to offer higher education to young girls in a non-denominational setting. Demill’s vision, to offer a superior educational experience to ensure young women became useful members of society, draws into question the form and function of female education in the late 19th century. This article assesses the curriculum, faculty, moral environment and student success at Demill Ladies College to determine if an education at Demill was supporting the expected role of women in the private sphere or did it

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Saba Tariq, Dr. Sohaib Sultan, and Farkhunda Rasheed Choudhary. "Environmental Education and Practices in Canada, Turkey & Pakistan at Primary Level: A Content Analysis." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 4 (2020): 389–400. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(389-400).

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The current investigation was directed to analyze environmental education and practices in curriculum adopted in Pakistan, Turkey, and Canada at the primary level. For this purpose, General Science textbooks of the public schools in Ontario (Canada), Istanbul (Turkey), and Rawalpindi (Pakistan) were explored and their practical implementation was studied as primary data for the year 2008-2015. A close content analysis of the inscribed curriculum revealed that over time, Canada has taken significant steps to incorporate the elements of environmental awareness as their curricula and trained the

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Johnson, Lauri, and Yoon Pak. "Leadership for Democracy in Challenging Times: Historical Case Studies in the United States and Canada." Educational Administration Quarterly 54, no. 3 (2018): 439–69. http://dx.doi.org/10.1177/0013161x18761345.

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Purpose: This article focuses on the role of school and district leadership in the development and implementation of reform aimed at increasing racial and religious tolerance. It chronicles the rise of intercultural and democratic citizenship curriculum in three North American sites—Springfield, Massachusetts, Kirkland Lake, Ontario, and San Diego, California—during the 1940s. Research Method: Parallel historical case studies were conducted using traditional historical research methods through the analysis of archival documents, school district memos, school board minutes, and contextualizatio

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Panjwani, Antum A. "Perspectives on Inclusive Education: Need for Muslim Children’s Literature." Religions 11, no. 9 (2020): 450. http://dx.doi.org/10.3390/rel11090450.

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Muslim students and communities in Western sociopolitical and educational contexts confront substantive challenges of racisms, Islamophobia, and under- and misrepresentations in media as well as in literature. Creating a robust repertoire of curricular resources for teaching and learning, teacher development programs, and schooling in general offers a promise of developing classroom practices, which in turn promotes an inclusive discourse that recognizes the unique position and presence of a Muslim child. The present article examines the prospects of developing such a curriculum called Muslim

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Mahmud, Aruba. "Discipline, Devotion, and Dissent." American Journal of Islam and Society 31, no. 3 (2014): 139–42. http://dx.doi.org/10.35632/ajis.v31i3.1063.

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During the 2007 provincial election campaign, Conservative party candidateJohn Tory proposed extending government funding to all faith-based schoolsin Ontario. This was met with strong public and media opposition due to fearsof radicalization and indoctrinating students in religious beliefs considered outdatedand a threat to Canadian norms (particularly with Islamic schools). It iswith this anecdote that editors Graham P. McDonough, Nadeem Memon, andAvi L. Mintz introduce Discipline, Devotion, and Dissent: Jewish, Catholic,and Islamic Schooling in Canada. As they note, the impassioned debate s

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

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The Third International Conference on School and Popular Meteorological and Oceanographic Education was held 14–18 July 1993 in Toronto, Ontario, Canada. This conference was attended by approximately 150 educators, meteorologists, oceanographers, and government officials representing 12 countries. The themes of this conference were the role of meteorology and oceanography in the formal science education of students in grades K-12 and the enhancement of scientific literacy of the public in order to permit individuals to make better use of products and services provided by the national environme

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Irwin, Bridget R., Mark R. Speechley, and Jason A. Gilliland. "Assessing the relationship between water and nutrition knowledge and beverage consumption habits in children." Public Health Nutrition 22, no. 16 (2019): 3035–48. http://dx.doi.org/10.1017/s1368980019000715.

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AbstractObjective:To examine the relationship between knowledge and beverage consumption habits among children.Design:Cross-sectional analysis. Linear regression was used to identify sociodemographic, dietary and behavioural determinants of beverage consumption and knowledge, and to describe the relationships between children’s knowledge and water and sugar-sweetened beverage (SSB) consumption.Settings:Seventeen elementary schools in London, Ontario, Canada.Participants:A total of 1049 children aged 8–14 years.Results:Knowledge scores were low overall. Children with higher knowledge scores con

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Cho, Christine L., and Shannon Tersigni. "Teaching for Change: Teacher Candidates’ Anti-Oppression Elementary School Lesson Plans." LEARNing Landscapes 7, no. 2 (2014): 83–100. http://dx.doi.org/10.36510/learnland.v7i2.652.

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This paper explores pre-service elementary teacher candidates’ written reflections on an assignment for a mandatory Bachelor of Education course in Ontario, Canada. The assignment required the teacher candidates (TCs) to create and teach one 40-minute anti-oppression lesson (racism, sexism, homophobia, etc.) in a public elementary school with students in senior kindergarten to grade 6. Two key themes are discussed in the paper: first, the ways in which TCs found convenient excuses as to why they were unable to fully engage with a topic; and, second, the fears identified by the TCs in terms of

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Pollock, Katina, and Patricia Briscoe. "School principals’ understandings of student difference and diversity and how these understandings influence their work." International Journal of Educational Management 34, no. 3 (2019): 518–34. http://dx.doi.org/10.1108/ijem-07-2019-0243.

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Purpose The purpose of this paper is to explore how Ontario principals make sense of difference within student populations and how this sensemaking influences how they do their work. Design/methodology/approach The paper reports on a qualitative study in Ontario, Canada that included 59 semistructured interviews with school principals from English public, secular school districts in Southern Ontario. Findings Four themes emerged in principals’ descriptions of student populations: perceiving everyone as the same, or homogeneous; perceiving visible differences associated with particular religion

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Song, Cara, and Nancy Maynes. "Parental Perceptions of Grit: First Steps Towards Building Effective Character Education Programs." Journal of Studies in Education 9, no. 2 (2019): 47. http://dx.doi.org/10.5296/jse.v9i2.14577.

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In 2007, Angela Duckworth and her team of researchers coined the term “grit” to define a non-cognitive construct that entails perseverance and passion for long-term goals. In this exploratory study, descriptive survey methodology was used to determine what parents and their preadolescent students of a Northern Ontario public school (N = 8) knew and perceived about grit. Regardless of prior knowledge, participants shared perceptions of how they believed schooling should be and specific strategies perceived to support grit development. In addition, using variations of the 8-Item Grit Scale (the

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Taylor, Alison. "‘Re‐culturing’ students and selling futures: school‐to‐work policy in Ontario." Journal of Education and Work 18, no. 3 (2005): 321–40. http://dx.doi.org/10.1080/13639080500200567.

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Vingilis, Evelyn, and Edward Adlaf. "The structure of problem behaviour among Ontario high school students: a confirmatory-factor analysis." Health Education Research 5, no. 2 (1990): 151–60. http://dx.doi.org/10.1093/her/5.2.151.

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Naiman, Daniel I., Scott T. Leatherdale, Carolyn Gotay, and Louise C. Mâsse. "School factors associated with the provision of physical education and levels of physical activity among elementary school students in Ontario." Canadian Journal of Public Health 106, no. 5 (2015): e290-e296. http://dx.doi.org/10.17269/cjph.106.4899.

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Bruce, Lorne. "An Inspector Calls." Ontario History 106, no. 1 (2018): 77–99. http://dx.doi.org/10.7202/1050722ar.

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Angus McGill Mowat was an inspirational voice for public library work during the Great Depression. In 1937, after he became Inspector of Public Libraries in the Ontario Department of Education, he helped revive spirits and raise service ambitions in smaller rural libraries. Building on the “modern library” concept popularized after the First World War, he re-energized trustees, librarians, and library workers with hundreds of visits to promote local efforts before 1939. His inspections encompassed the advisement of trustees on management and financial processes; the promotion of librarianship

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