Exploring the Design Process and Components of an Elementary Literacy Guide in an Ontario School Board Initiative

The skill to identify and use best practices in literacy to promote achievement for students of all abilities cannot be underestimated by elementary educators. This qualitative case study investigates 1 year of a literacy initiative for primary and junior educators organized by a southern Ontario school board. The goals of the initiative were to design a literacy guide for teachers while building teacher capacity with literacy practices. Data were culled and analyzed from an examination of the guide, the meetings’ field notes and artifacts, as well as interviews with the educators at the end of the year. Several themes from the results emerged. The educators perceived the design process as unclear but the collaborative components were deemed valuable. The guide’s incompletion led to mixed reactions from the educators about the guide and its structure. Overall, the first year of the 3-year initiative acted as a catalyst for professional learning on literacy. The findings of this study accentuated the value of training educators to use empirical research to support their practices and professional knowledge. Also, the significance of promoting strong leadership with a comprehensive layout consisting of coherent tangible goals for professional development is highlighted.

1964-65 Board of Governors

The 1964-65 Board of Governors. Pictured here are those who attended the first meeting on December 8, 1964. From left to right - Front Row: E. E. Mitchelson, Niagara Falls. Mrs. J. J. Bench, St. Catharines. W. B. Gunning, Chippawa. Dr. J. A. Gibson, St. Catharines. D. G. Willmot, St. Catharines. J. M. Trott, Welland. C. B. Hill, St. Catharines. A. C. Rae, Fonthill. Back Row: E. S. Howard, Fort Erie. W. J. Freeman, Port Colborne. M. L. Swart, Thorold. C. F. Anderson, Port Colborne. W. S. Martin, Queenston. E. R. Davey, Niagara Falls. R. L. Hearn, Queenston. C. W. Morehead, Welland. S. J. Leishman, Thorold. F. H. Leslie, Chippawa. F. C. Cullimore, Chippawa. W. B. C. Burgoyne, St. Catharines. H. C. Blenkhorn, St. Catharines. M. A. Chown, St. Catharines. B. P. R. Newman, St. Catharines. R. S. Misener, St. Catharines. Missing: R. M. Schmon, Niagara on the Lake. E. J. Barbeau, St. Catharines. P. E. Roberts, Toronto. L. R. Williams, Welland.

1977 Board of Trustees

Pictured here from left to right are: T. Breithaupt, Marianne Stevens, J. Miller, T. Briant, M. Van Neirpt, C. McMillan, D. Townson, R. Bannister, E. Marsh, T. Varcoe, A. Earp, A. Chown, R. Nairn, W. Jolly, M. Miller, and C. Shaver.

2004-05 Board of Trustees

The 2004-2005 Board of Trustees. Pictured here from left to right are: Front Row - Val Fleming; Dr. Patricia Teal; Wendy Staff; Dr. Norris Walker, Chair; Dr. David Atkinson, President and Vice Chancellor; Dr. Val Jaeger; Donna Scott; and Steven Lalinovich. Middle Row - Mike Farrell, Secretary to the University; Rudi Kroeker; Brandon Larry, President, Brock University Students' Union; Dr. Terry Boak, Vice-President, Academic and Provost; Mitzi Banders; Geeta Powell; Dr. Sid Segalowitz; Tom Gauld; Karin Jahnke-Haslam; and Dr. Mohammed Dore. Back Row - David Edwards, Immediate Past Chair; Bruce Wormald; Willy Heldbuechel, Vice-Chair; Brad Clarke; David Howes, Vice-Chair; Mark Steinman; Peter Partridge; Michael Sidenberg; Angelo Nitsopoulos; Steven Pillar, Vice President, Finance and Administration; Ron Dubien, Chief Information Officer. Absent from photo - Dr. Raymond Moriyama, Chancellor; Eleanor Ross; Jagoda Pike; Dr. Mary Frances Richardson; and Nick Brown.

Board of Trustees

Left to Right in clockwise fashion (Seated) B.P.R. Newman, C. Bruce Hill, Alan J. Earp (Provost), I.D. Buchanan, W.J. Marshall, Patrick Beard, H.C. Blenkhorn, H.W.M. Smith, Dr. James A. Gibson (President), D.W. Lathrop (69/70 chairman), E.R. Davey (68/69 chairman), Dr. C.A. Sankey (Chancellor), E.E. Mitchelson (Secretary), Dan Biggar, Mrs. J.J. Bench, M.L. Stwart, W.D. Chisholm, W.A. Thomas Left to Right (Standing) R.M. Schmon (Vice Chairman 69/70), E.S. Howard (Vice Chairman 69/70), S.S. MacInnes, QC (Vice Chairman 69/70)

1977 Board of Trustees Session

Pictured here from left to right are: Dr. M Millar, Dr. C Shaver, Mr. O Loberg.

1977 Board of Trustees Session

Pictured here from left to right are: R. Nairn, W. Jolly, M. Miller, C. Shaver, C. Slemon, O. Loberg, W. Thompson.

1977 Board of Trustees Session

Pictured here from left to right are: W. Thompson, M. Williams, M. Stevens, C. McMillan.

1977 Board of Trustees Session

Pictured here from left to right are: Chairman, Mac Chown, Mr. R. Nairn, Dr. W. Jolly.

Examining current facilitative practices and projections of activity-based physical education degree programs regarding the participation of individuals with disabilties /

Individuals with disabiliiies are increasingly accessing post secondary education opportunities to further develop their educational and career goals. This study examines the current facilitative practices of Canadian university activity-based physical education degree programs on the participation of individuals with disabilities. A critical orientation and descriptive/interpretative approach allows insight into unique stories and experiences of physical education practitioners and special needs professionals as they attempt to provide equitable educational experiences within a least restrictive environment. Leading practitioners are used to triangulate and strengthen the validity of the data while providing direction and advocacy for future development and inclusion of individuals with disabilities. The study concludes with seven recommendations, each providing university activity-based physical education degree programs with viable opportunities for helping create equitable opportunities for individuals with disabilities.

Parental goals among Italian-Canadian and Anglo-Canadian families : their connection to socialization practices and the quality of parent-young adult relationship /

Parenting goals are the behavioral, cognitive, and affective outcomes that parents implicitly or explicitly strive to achieve during specific interactions with their children. In the present study, intergenerational parenting practices and goals in Italian-Canadian and Anglo-Canadian families were examined. The association between parenting goals, parents' socialization practices, and the quality of relationship between parent and child were investigated. Participants included individuals ranging in age from 1 8-26 years and their mothers from Anglo-Canadian (n= 31) and Italian-Canadian families (n= 50). The young adults and their mothers were asked to imagine how their respective parents would have reacted to five hypothetical vignettes depicting difficult parent-child interactions. Young adults and their mothers were also asked to rate the importance of parenting goals within these parent-child situations. In addition, young adults assessed the perceived quality of their present relationships with each parent. Cultural differences were revealed such that Italian-Canadian parents endorsed more authoritarian parenting strategies and relationship-centered goals than Anglo-Canadian parents. However, Italian-Canadian and Anglo-Canadian parents were not found to differ on their endorsement of parent-centered goals. Italian-Canadian parents' who did use authoritarian strategies were found to have young-adult children who perceived their relationship with their parents as less satisfying, intimate, affectionate and having relatively high levels of conflict than parents who did not use authoritarian strategies. Anglo-Canadian parents' authoritative strategies were correlated with a better perceived relationship quality by young-adult children.

Teacher professional growth in an authentic learning environment

The last several decades have been marked by tremendous changes in education - technological, pedagogical, administrative, and social. These changes have led to considerable increments in the budgets devoted to professional development for teachers ~ with the express purpose of helping them accommodate their practices to the new realities oftheir classrooms. However, research has suggested that, in spite of the emphasis placed on encouraging sustained change in teaching practices, little has been accomplished. This begs the question of what ought to be done to not only reverse this outcome, but contribute to transformational change. The literature suggests some possibilities including: a) considering teachers as learners and applying what, is known about cognition and learning; b) modifying the location and nature ofprofessional development so that it is authentic, based in the classroom and focusing on tasks meaningful to the teacher; c) attending to the infrastructure underlying professional development; and d) ensuring opportunities for reflective practice. This dissertation looks at the impact of each ofthese variables through an analysis ofthe learning journeys of a group ofteachers engaged in a program called GrassRoots in one midsized school board in Ontario. Action research was conducted by the researcher in his role as consultant facilitating teacher professional growth around the use of Web sites as culminating performance tasks by students. Research focused on the pedagogical approach to the learning of the teachers involved and the infrastructure underlying their learning. Using grounded theory, a model for professional development was developed that can be used in the future to inform practices and, hopefully, lead to sustained transformational school change.

Opening a can of worms : perceptions and practices of teachers in Newfoundland and Labrador incorporating the role of a therapist

Educational trends of inclusion and collaboration have led to changing roles of teachers, including an emphasis on personal support. To provide for social, emotional, and behavioural needs, teachers may adopt a therapeutic role. Many models for such support are proposed, with most models including the importance of student-teacher relationships, a focus on social, emotional, and behavioural development, and direct instruction of related skills. This study includes 20 interview participants. In addition, 4 of the 20 interview participants also took part in a case study. It examines whether participants adopt a therapeutic role, their beliefs about student-teacher relationships, whether they provide interventions in personal issues, and instructed social, emotional, and behaviour skills. Findings show that teachers adopt an academic role as well as a therapeutic role, believe student-teacher relationships are important, are approached about personal issues, and instruct social, emotional, and behavioural skills. Talking and listening are commonly used to provide support, typically exclusive of formal curricular goals. The challenges in providing front-line support issues that may be shared within an established student-teacher relationship are considered. Support in turn for teachers who choose to provide support for personal issues in the classroom within a therapeutic role are suggested, including recommendations for support and referral related to specific social, emotional, or behavioural scenarios that may arise in the school community.