An Investigation of the Features and Effectiveness of the Full-Day Early Learning Kindergarten Program in Ontario

This dissertation includes two studies. Study 1 is a qualitative case study that describes enactment of the main components of a high fidelity Full-Day Early Learning Kindergarten (FDELK) classroom, specifically play-based learning and teacher-ECE collaboration. Study 2 is a quantitative analysis that investigates how effectively the FDELK program promotes school readiness skills, namely self-regulation, literacy, and numeracy, in Kindergarteners. To describe the main components of an FDELK classroom in Study 1, a sub-sample of four high fidelity case study schools were selected from a larger case study sample. Interview data from these schools’ administrators, educators, parents, and community stakeholders were used to describe how the main components of the FDELK program enabled educators to meet the individual needs of students and promote students’ SR development. In Study 2, hierarchical regression analyses of 32,207 students’ self-regulation, literacy, and numeracy outcomes using 2012 Ontario Early Development Instrument (EDI) data revealed essentially no benefit for students participating in the FDELK program when compared to peers in Half-Day or Alternate-Day Kindergarten programs. Being older and female predicted more positive SR and literacy outcomes. Age and gender accounted for limited variance in numeracy outcomes. Results from both studies suggest that the Ontario Ministry of Education should take steps to improve the quality of the FDELK program by incorporating evidence-based guidelines and goals for play, reducing Kindergarten class sizes to more effectively scaffold learning, and revising curriculum expectations to include a greater focus on SR, literacy, and numeracy skills.

Decolonizing Pedagogies: Interrupting the Settler Colonial Narrative of Landownership in Ontario Social Science and History Curriculum

Drawing upon Ontario Social Science and History curriculum documents and textbook imagery and language, this paper examines how narratives of settler landownership strategically present Indigenous and non-Indigenous peoples within the Canadian grand narrative. The curriculum and text material educators and learners are guided by ignore ongoing colonial violence towards Indigenous peoples and perpetuate the ideology of inevitable ‘peaceful’ interrelationships in national contexts. Learners develop identities in relation to land and how land is acquired. They come to understand themselves as part of a just nation in the particular sequence of Canadian Social Science and History teaching and learning. To go beyond simply adding content about Indigenous peoples in the classroom, educators and learners must adapt a decolonial approach to instead learn from Indigenous perspectives. Such a methodology would require the opening of a “third space” where the transmission of western curricular knowledge is interrupted. Educators and learners must create a space for problematizing the source itself and deconstruct the national grand narrative using inquiry, questioning and reflection, rather than repetition and regurgitation. This analysis reveals that particular placements of Indigenous peoples and settler Canadians in curriculum and classroom text material must be challenged by educators and learners to disrupt colonial narratives and to seek ongoing reconciliatory opportunities in and beyond the school walls.

Changes in the Ecology and Abundance of Smallmouth Bass in Lake Ontario: 1958-2014

Understanding the reasons for long-term population change in a species requires an evaluation of ecological variables that may account for the observed dynamics. In this study, long-term changes in indices of Smallmouth Bass condition and population levels were examined for eastern Lake Ontario and the Bay of Quinte. Smallmouth Bass are an extremely important recreational fish species native to Lake Ontario. They have experienced numerous changes in their environment through direct human impacts, climate change, predation, and habitat sharing with non-native species. Smallmouth Bass have experienced an increase in body length and weight likely due to a diet shift from crayfish to predominantly Round Gobies which has allowed them to increase their growth rate. According to existing assessment data however, this increase in body size has not been associated with an increase in abundance. Long-term data from gill net sampling shows that Smallmouth Bass populations have been declining since the late 1980s with no indication of recovery. This could be due to a variety of factors, but it is most likely due to a change in the selectivity of gill nets because of the change in body size as well as a habitat shift away from gill net sampling sites. Adjusting for gill net selectivity has revealed that sub-adult bass abundance is currently greater than it was historically, and that very large bass are likely not being retained within the gill nets that are currently used. The use of a long-term data set in this study has led to a much better understanding of Smallmouth Bass abundance and ecology.