Exploring domination and subordination in high school physical education /

This is a critical qualitative inquiry into secondary school students' experiences of power relations within physical activity and physical education settings. More specifically the study examines the reproduction ofpower relations through the use of domination and subordination in physical activity and physical education. This study will attempt to understand power relations that take place between and among students and between teachers and students and how certain sports or activities reinforce power relationships within the gymnasium. Thirty eight first and second year university students completed a questionnaire which asked them to reflect upon their high school physical education experiences. Feedback fi*om the questionnaires described that highly skilled male students benefit the most fi-om high school physical education and receive more power and privilege when compared to lesser skilled students.

Making the transition from secondary to post-secondary education : a retrospective study of students with learning disabilities

The purpose of this study was to investigate what students with Learning Disabilities perceive are the personal characteristics they possess and services they require to assist them to complete secondary school and to continue their education in a postsecondary setting. Twenty-one students (12 female and 9 male) participated in the study which consisted of an interview and completion of a questionnaire. The central findings were as follows: 1) the participants perceived that personal characteristics were important in secondary school and still remain of importance at th~ postsecondary level; 2) Many of the typical accommodations and services supposed to be provided in secondary schools were not provided to the participants in this study; 3) the participants believed that they had more academic than social problems. Recommendations for future research in this field are based on findings related to the transition of LD students from secondary school to postsecondary education.

Miss-understand-ing: design education in Ontario secondary schools : an exploration of the issues with stakeholders and recommendations for change /

For most people design is a mystery. The products of design are integrated into our daily lives to the point that design has become invisible to us. However. what is subsumed in design practice is a creative problem-solving process that is applicable as a teaching strategy as well as a method for teaching the subject of design. The purpose of this study was to inquire into the current classroom practice of Ontario Visual Arts and Technological Education teachers, understand the goals of Ontario government curriculum developers, and explore the position held by the professional design community on secondary school design education. Data for this study were collected from: (a) a textual analysis of 4 Ministry curriculum documents; (b) interviews with JO stakeholders; (c) unobtrusive observations and informal conversations conducted at 7 secondary school open house events; and (d) observation of 2 sessions of an AQ course for Design and Technology. The research design modeled the design process and was divided into 2 parts: a discovery or problem-finding phase and a discussion or problem-solving phase. The results showed that design is misunderstood and misused; it has become lost between visual arts and technology where neither program holds responsibility for its delivery; students mistake working on computers for design practice; and while there is a desire within the professional community to have a voice in secondary school design education. there is no forum for participation. The technology-driven paradigm shift taking place in society today calls for a new framework for tellching and practicing dcsign. Further research is required; howcvcr. in the meantime. secondary school educators might benefit from professional development and classroom support from the professional dcsign community.

Exploring School Principals’ Perspectives on Emotional Intelligence

Ontario school principals’ professional development currently includes leadership training that encompasses emotional intelligence. This study sought to augment the limited research in the Canadian educational context on school leaders’ understanding of emotional intelligence and its relevancy to their work. The study utilized semi-structured interviews with 6 Ontario school principals representing disparate school contexts based on socioeconomic levels, urban and rural settings, and degree of ethnic diversity. Additionally, the 4 male and 2 female participants are elementary and secondary school principals in different public school boards and represent a diverse range of age and experience. The study utilized a grounded theory approach to data analysis and identified by 5 main themes: Self-Awareness, Relationship, Support, Pressure, and Emotional Filtering and Compartmentalization. Recommendations are made to further explore the emotional support systems available to school leaders in Ontario schools.

A Home at School: Building Stronger Indigenous People through Cultural Resurgence in an Urban Ontario Public School Context.

In this thesis, I work through the educational narratives of young Aboriginal women and men as I explore the relationship between cultural programming and student engagement. My analysis is structured through a collaborative Indigenous research project. My overarching task is to explore how a cultural support program, the Native Youth Advancement with Education Hamilton (NYA WEH) Program, offered at Sir John A. Macdonald Secondary School, located in Hamilton, Ontario, Canada, attempts to re-imagine Aboriginal education in ways that directly challenge the residential school legacy. In particular, I work to illuminate how particular forms of Aboriginal education are connected to the graduation rates of Aboriginal youth. I argue that the ways in which the NYA WEH Program navigates Native Studies curriculum, relationships, and notions of culture and tradition are significant to the engagement of Aboriginal youth. This research develops theoretical connections between the contemporary experience of Aboriginal social inequality and educational initiatives which attempt to reverse that legacy. By placing the NYA WEH Program narratives side-by-side with literature supporting Aboriginal education for Self-determination, I work to learn how to best support and encourage Aboriginal student engagement in secondary schools across Ontario.

A Shift in Role: The Perspectives of Ontario Secondary Principals Working in Data-Driven Environments

This study occurred in 2009 and questioned how Ontario secondary school principals perceived their role had changed, over a 7 year period, in response to the increased demands of data-driven school environments. Specifically, it sought to identify principals' perceptions on how high-stakes testing and data-driven environments had affected their role, tasks, and accountability responsibilities. This study contextualized the emergence of the Education Quality and Accountability Offices (EQAO) as a central influence in the creation of data-driven school environments, and conceptualized the role of the principal as using data to inform and persuade a shift in thinking about the use of data to improve instruction and student achievement. The findings of the study suggest that data-driven environments had helped principals reclaim their positional power as instructional leaders, using data as an avenue back into the classroom. The use of data shifted the responsibilities of the principal to persuade teachers to work collaboratively to improve classroom instruction in order to demonstrate accountability.

Colin Duquemin fonds, 1935, 1968-2001, n.d.

Colin Duquemin was born in 1932 in Guernsey, British Channel Islands, and came to Canada as a young adult. He attended McMaster University (B.A.), the University of Toronto (B.Ed.), the State University of New York at Buffalo (M.A.) and the University of London, London, England (M.Sc.). He began his career as a tea taster and tea buyer in Colombo, Ceylon (Sri Lanka), but later became a teacher. He spent most of his teaching career as a manager of the St. Johns Outdoor Studies Centre, north of Fonthill, Ontario, developing environmentally related programmes for elementary and secondary school students. He was also active in many local organizations, serving as Associate Director of the St. Catharines Grape and Wine Festival Board, Chairman of the St. Catharines Historical Museum Board, President of the Niagara Military Institute and President of the Canadian Canal Society. In addition to the numerous curriculum materials he authored, Colin wrote the Driver’s Guide Series, highlighting the many points of interest in the Niagara region, including the Welland Canal, battlefields of the War of 1812, and the Niagara Parkway. He also wrote A Guide to the Grand River Canal (1980) with Daniel Glenney, The Fur Trade in Rupert’s Land: Opening up the Canadian Northwest (1992), Stick to the Guns! A short history of the 10th field battery, Royal Regiment of Canadian Artillery (1996), Niagara Rebels: the Niagara Frontier Incidents in the Upper Canada Rebellion, 1837-1838 ( 2001), and edited and contributed to A Lodge of Friendship: the History of Niagara Lodge, No. 2, A.F. & A.M, Niagara-on-the-Lake, Ontario, Canada, 1792-1992 (1991). He died in December 2012.

Short Term Health Shocks and School Attendance: The Case of a Dengue Fever Outbreak in Colombia.

This paper makes use of a short, sharp, unexpected health shock in the form of the 2010 Colombian Dengue outbreak to examine the direct and indirect impact of negative health shocks on behaviour of households in affected areas. Our analysis combines data from several sources in order to obtain a comprehensive picture of the influence of the outbreak, and furthermore to understand the underlying mechanisms driving the effects. Our initial analysis indicates that the outbreak had a substantial negative effect on the health status of adults and adversely affected their ability to function as usual in their daily lives. In our aggregated school data, in areas with high levels of haemorrhagic Dengue we observe a reduction innational exam attendance (last year of secondary school) and on enrolment rates in primary education. Further analysis aims to exploit detailed individual level data to gain a more in depth understanding of the precise channels through which this disease influenced the behaviour and outcomes of the poor in Colombia.

Redes de escuelas : una herramienta poderosa.

Este artículo presenta la experiencia de una red de centros de los Países Bajos (la School Network for Upper Secondary) fundada con el objetivo de analizar y cambiar la enseñanza secundaria superior en ese país y crear un dominio compartido con la universidad de Ámsterdam. Para ello, se propone interpretar las normas gubernamentales, incidir sobre ellas, aprender mediante las experiencias de otros y desarrollar nuevas iniciativas educativas.

Características estructurales de las Secondary Grammar Schools inglesas.II.

Se trata la organización de los planes de enseñanza y programas de estudios en las Secondary Grammar Schools inglesas, cuyo factor más destacado es la división del alumnado en grupos de aptitud según sus dotes personales. Se comparan los planes de estudio de las Secondary School pública con las Public Schools privadas. Se concluye que la enseñanza en las escuelas secundarias inglesas carecen de uniformidad, cada centro se forma su propio programa de estudios individual y libérrimo, utilizándose todos los cauces educativos viables y todas las posibilidades docentes en todas las Grammar Schools, que exige fuertes necesidades presupuestarias, y gran número de profesorado especializado. s continuación del artículo con el mismo título del n. 17, p. 194-169 y continúa en el n. 19, p. 92-99.

The Structure and implications of children's attitudes to school

The paper reports a study of children's attitudes to school based on a questionnaire survey of 845 pupils in their first year of secondary school in England, together with interviews with a sample of the children. A clearly structured set of attitudes emerged from a factor analysis which showed a distinction between instrumental and affective aspects of attitudes but also dimensions within these, including a sense of teacher commitment and school as a difficult environment. Virtually all children had a strong sense of the importance of doing well at school. However, a substantial minority were not sure that they would stay on after 16. There were few differences between boys and girls or between children from different socio-economic backgrounds but children planning to leave at 16 enjoyed school less and were less sure that it had anything to offer them. There was an almost universal commitment to the value of education but, for a minority, an ambivalence about the experience and relevance of schooling for them.

Truancy in secondary pupils: prevalance, trajectories and pupil perspectives

School absenteeism and particularly unauthorized absenteeism or truancy has been the focus of a number of, so far largely unsuccessful, recent policy initiatives. The paper draws upon two sources of data, the British Household Panel Survey and detailed interviews with a group of persistent truants, to consider the extent, consequences and explanations for truancy from secondary schools. Truancy increases steadily across the years of secondary school and, especially in the later years of compulsory schooling there is evidence that patterns of truancy established in one year carry on into the next. Truancy is strongly associated with negative outcomes in terms of not staying in education post-16, GCSE results and becoming unemployed. Coming from families of low socio-economic status, parents not monitoring homework, negative attitudes towards teachers and the value of education are all associated with higher levels of truancy. However, the majority of young people in these situations do not truant and there are many truants who do not have these characteristics. A major explanation given by young people themselves for their non-attendance is poor relationships with teachers, including teachers failing to match their expectations. Other factors mentioned by young people include bullying but also a more general dislike of the atmosphere of the school, sometimes associated with a change of school. There was little evidence of negative responses to the curriculum leading to truancy. It is suggested that we can distinguish between socio-economic and attitudinal factors which make young people vulnerable to truancy and precipitating events or processes which result in truanting behaviour.

What determines religious school choice? Theory and evidence from rural Bangladesh

This paper looks at the determinants of school selection in rural Bangladesh, focusing on the choice between registered Islamic and non-religious schools. Using a unique dataset on secondary school-age children from rural Bangladesh, we find that madrasah enrolment falls as household income increases. At the same time, more religious households, and those that live further away from a non-religious school are more likely to send their children to madrasahs. However, in contrast to the theory, we find that Islamic school demand does not respond to the average quality of schools in the locality.

Indoor microclimate in a South Africa School: impact of indoor environmental factors

Demand for good indoor air quality is increasing as people recorgnise the risks to their health and productivity from indoor pollutants. There is a tendency to reduce ventilation rates to ensure energy conservation in buildings; in this instance schools. However, evidence reviewed shows that this can be detrimental to health and wellbeing in schools because of the learner density within a small area (1.8 - 2.4m2/person); eventually indicating that carbon dioxide (CO2) levels can rise to very high levels in classroom occupancy periods. A preliminary study to investigate the impact of indoor environmental parameters has been performed in a secondary school classroom in Pretoria, South Africa. Factors monitored include temperature, relative humidity, lighting, air velocities and CO2 concentrations. From the results low air velocities are recorded (i.e. 0.1-0.3m/s) impacting on the retention of CO2 build-up in the classroom. Results presented in this paper are the initial findings of ongoing research.

Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores

Consistently with a priori predictions, school retention (repeating a year in school) had largely positive effects for a diverse range of 10 outcomes (e.g., math self-concept, self-efficacy, anxiety, relations with teachers, parents and peers, school grades, and standardized achievement test scores). The design, based on a large, representative sample of German students (N = 1,325, M age = 11.75 years) measured each year during the first five years of secondary school, was particularly strong. It featured four independent retention groups (different groups of students, each repeating one of the four first years of secondary school, total N = 103), with multiple post-test waves to evaluate short- and long-term effects, controlling for covariates (gender, age, SES, primary school grades, IQ) and one or more sets of 10 outcomes realised prior to retention. Tests of developmental invariance demonstrated that the effects of retention (controlling for covariates and pre-retention outcomes) were highly consistent across this potentially volatile early-to-middle adolescent period; largely positive effects in the first year following retention were maintained in subsequent school years following retention. Particularly considering that these results are contrary to at least some of the accepted wisdom about school retention, the findings have important implications for educational researchers, policymakers and parents.