How Ontario elementary school principals negotiate their varied work roles

This qualitative study>addresses the question of how Ontario elementary school principals negotiate their varied work roles, through interviews with and observations of 6 principals. Using inductive data analysis, principals' negotiations were divided into 5 categories: negotiating priorities, negotiating the process, negotiating constraints, negotiating the roles of others, and negotiating the self. These principals worked within these categories simultaneously, emphasizing some more than others, dependent on the circumstances. For these principals, the time they spent with people in the school and the resulting relationships that enabled them to build were a first priority, and a large part of how each principal chose to negotiate the demands of their role arose from their personality and their personal values.

A study of the role learning and socialization during the transition from teacher to elementary school administrator

This thesis examined the role transition from an elementary teacher to an elementary principal. In particular, the training and socialization process of becoming an elementary principal was explored through the study of the hierarchical and political structure of a southern Ontario school board, and how this influenced the learning experiences of new elementary principals. A qualitative methodology, with a grounded theory design, was employed to investigate this process through interviews with 10 participants to examine their experiences and role learning occurs during their development. Specifically, participants perspective shifts, developmental experiences, understanding of group culture, and expansion of a board profile were highlighted in the data. One of the compelling results of the study was the degree to which principals of aspiring administrators influence the socialization of their subordinates. The beliefs and practices of the school principal determine the socialization orientation that teachers and vice-principals will experience during role learning. The results of this study also imply that role orientation needs to be understood as a continuum between custodial and innovative role assumption. Varying degrees of custodianship or innovation depended on the context of the administrative placement and the personal attributes of administrative candidates. Principals who are willing to share responsibilities, who are good communicators, and who wish to develop a collaborative relationship with their viceprincipals are the individuals the participants in this study described as making the best mentors.

Comprehensive school health : an ethnographic case study

The purpose of this ethnographic case study was to describe the characteristics of one school's Comprehensive School Health (CSH) initiative and to explore the experiences of school community members in order to gain an understanding of how one school embraced a Comprehensive School Health approach. An elementary school (grades Junior Kindergarten to six) in Burlington, Ontario was the research site for this study. Multiple methods of data collection (observations, document analysis, interviews) were used in keeping with the ethnographic and case study approach. The data were coded using both a deductive and then inductive process (Merriam, 1998). From a deductive perspective, the coding system and the subsequent identification of categories were based on a priori categories identified by using the elements of CSH based on the Comprehensive School Health Consensus Statement prepared by the Canadian Association of School Health and the research questions. Findings included the role that various school community members as well as the implementation of different programs and policies played in applying a CSH approach. The impact ofthe physical environment was described as well as successes and challenges related to the school's experience in implementing CSH. Three main themes emerged that characterized this school's experience. The first theme relates to the fundamental question about CSH which is the school community's understanding o/the concept. The second theme focused on positive school culture and the third and most diverse theme was that of capacity. Engaging in CSH is a complex and long-term undertaking involving both the school and greater community. Based on the experiences of this school's community members, recommendations address the different levels of influence on the health of children.

The expression and development of teachers' capacities within two learning communities : a participant-observer case study

The learning community model has been an integral component of teacher development in Ontarian schools and beyond. This research was conducted to understand how teachers' personal capacity and professional, interpersonal, and organizational competencies are developed and expressed within this context. Nineteen elementary teachers and administrators participated in the study from November through January 2007. A qualitative case study methodology was used to investigate the role ofteachers' capacities and competencies in learning communities. Combined data sources from semistructured interviews, research journals, and document review were used to gather data about teachers' capacities and competencies. The study included 3 phases of analysis. In the final phase the analysis provided 3 qualities of the teachers at Jude and Mountain Schools (pseudonyms): identification as professionals, investment in others, and institutional affiliation that may explain how they differed from other educators. The data revealed these three themes, which provided an understanding of educators at Jude and Mountain Schools as dedicated professionals pushing practices to contribute to school life and address student learning needs, and as teachers who reflected on practices to continue expanding their skills. Teachers were heavily invested in creating a caring culture and in students' and team members' learning. Educators actively participated in solving problems and coplanning throughout the school levels and beyond, assumed collective responsibility for all pupils, and focused on generating school-wide consistent practices. These qualities and action patterns revealed teachers who invested time and effort in their colleagues, who committed to develop as professionals, and who affiliated closely with every aspect of school living.

A Case Study of the Implementation of Experiential Education in Yukon K-12 Schools

This qualitative case study explored the process of implementing Experiential Education (EXED) in Yukon Territory Kindergarten to Grade 12 (K-12) schools with a particular focus on investigating: (a) understandings of EXED and the drivers behind its implementation, (b) factors contributing to EXED’s suitability for Yukon schools, and (c) factors supporting and challenging the implementation of EXED in Yukon schools. Data collection involved interviews with Yukon Department of Education (YDE) staff members, principals and teachers, document collection, and reflective note collection. Findings indicated that EXED was understood as more of a methodology than a philosophy for teaching and learning. EXED implementation was primarily driven by bottom-up (school/ teacher) initiatives and was secondarily supported by top-down (YDE) efforts. The process of implementation was supported by three main factors and was challenged primarily by six factors. The results also pointed to three factors that made EXED suitable for implementation in Yukon schools.

Investigation of motivation strategies used by school teachers for workplace engagement

The purpose of this study was to explore the strategies that elementary school teachers use to be engaged in their work. Participation was solicited from a random sample of schools stratified by location (i.e., urban, inner city, and rural) of a large school board. The study used an anonymous quantitative/qualitative questionnaire. The survey tool was based upon Kahn's (1990) psychological engagement framework, which presents the foundation of availability of self, meaningfulness of work, and safety while at work. Forty-one surveys were analyzed descriptively including a subgroup of self-rated highly engaged teachers. Teachers tended to favour physical and emotional strategies compared to cognitive type strategies, with the exception of the highly engaged subgroup. The theme of preferred strategies reflected a setting outside the school/workplace, that is, a preference for horne based strategies. The study's main contribution highlights the teachers' sense of importance for physical and emotional health in a profession that is heavily focused in the cognitive domain. This may influence administrative and teacher discourse regarding workplace engagement with strategies to help reduce stress and to maintain and increase teacher engagement.

St. Catharines Public Schools Honor Pupils certificate to Bessie Bell, December 1910.

A St. Catharines Public Schools Honor Pupils certificate presented to Bessie Bell, dated December 8, 1910 and signed by G. E. Lounsbury, Teacher. This certificate was in the possession of the Richard Bell Family of St. Catharines, Ontario.The certificate reads: "Bessie Bell is this day entitled to receive this public expression of approbation for Industry, Good Conduct and Regular Attendance, for the week ending December 8th 1910. Parents are particularly requested to enquire for a card of this kind at the close of each week."

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.

Lived Experiences: An Exploration of Teachers' Thoughts and Feelings While Implementing an Antibullying Initiative

This qualitative case study explored elementary school teachers' lived experiences and perceptions surrounding the implementation of an antibullying program within the public school system. The purpose of this study was to share the individual stories of teachers who have implemented an antibullying initiative and how their journey into the bullying phenomenon changed their personal beliefs, their students, and their school climate. Five elementary school teachers (3 female, 2 male) from 5 different public schools in a southwestern region of Ontario completed 8 closed-ended questions and participated in l-on-l semistructured interviews. All 5 teachers had implemented the "Imagine ... A School Without Bullying" initiative or were involved with its predecessor the "Good Kid Sid" pilot project. The interviews were audiotaped and transcribed. The data were coded, and broad themes were reduced to a smaller number of topics where a more in-depth analysis occurred. Findings showed that reports of bullying existed at each of the schools. All 5 teachers felt their initiative was making a positive difference in their school; however this did not come without some resistance from staff. A common finding heard from all of their stories was the need for more time. Implications for antibullying initiatives are discussed, and advice to anyone beginning an antibullying initiative is offered by each of the 5 teachers involved in this study.

Narratives of Experience in Education: Living and Working Through Poverty in a Rural Community

In this study, I use my own experiences in education as a former elementary student, research assistant, and as a current secondary school teacher, to examine how living in a marginalised rural community challenged by poverty affected my formal education. The purpose of this study was to use stories to: (a) explore my formative elementary education growing up in a community that was experiencing poverty, and; (b) to examine the impact and implications of these experiences for me as a teacher and researcher considering the topic of poverty and education. This study used narrative inquiry to explore stories of education, focusing on experiences living and working in a rural community. My role in the study was both as participant and researcher as I investigate, through story, how I was raised in a marginalised, rural community faced with challenges of poverty and how I relate to my current role as a teacher working in a similar, rural high school. My own experiences and reflections form the basis of the study, but I used the contributions of secondary participants to offer alternative perspective of my interpretation of events. Participants in this study were asked to write about and/or retell their lived stories of working in areas affected by challenging circumstances. From my stories and those of secondary participants, three themes were explored: student authorship, teaching practice, and community involvement. An examination of these themes through commonplaces of place, sociality and time (Connelly and Clandinin, 2006) provide a context for other educators and researchers to consider or reconsider teaching practices in school communities affected by poverty.

Salience of Charter Schools in Educational Policy Debates in Three Canadian Provinces: 1993-2010

School choice-the movement towards increased parental and student control over public education-has been endorsed extensively as a means of revitalizing and improving public schools. Part of this movement is the concept of charter schools, which have expanded rapidly in the United States and around the globe. In stark contrast, Canadians have remained relatively content with current educational arrangements; only 13 charter schools currently exist in Canada, all in the province of Alberta. This study sought to identify why charter schools have failed to situate themselves in Canadian education. The study used an agenda setting framework to determine the salience of charter schools as a public issue in three provinces: Alberta, British Columbia, and Ontario. Results largely indicate that over the past 18 years, charter schools have gradually declined as a salient issue. Additional discussion concerning the unique characteristics of Canadian education highlights factors that appear to discourage the expansion of such schools. However, although charter schools do not appear to be a current issue for Canadians, they may still emerge in the future, as parents and teachers continue to seek new ways of improving educational outcomes. Thus, although the impact of charter schools on public education has been minimal to date, they provide an illuminating lens towards better understanding educational reform and policy, as well as the fundamental values that shape education in Canada.

Daily Physical Activity as an Intervention Strategy for Anxious Elementary Students

The focus of this project was twofold: a comprehensive examination of provincially mandated, school-based physical activity programming beyond physical education, as well as an exploration of the potential relationship between school-based physical activity and student anxiety. The data were collected using a descriptive research methodology consisting of a qualitative document analysis of provincial government publications pertaining to school-based physical activity programming and the literature on the relationship between physical activity and student anxiety. The findings revealed inconsistencies between the Canadian provinces and territories in providing mandated school-based physical activity beyond physical education. It was also revealed that regular school-based physical activity has the potential to make a positive impact on students’ lives in many ways. Students are living more sedentary lives, and evidence shows that regular physical activity could prevent and treat student anxiety.

Inviting Leadership From a Belfast Bedroom: Invitational Leadership in Contemporary Schools

Educational leadership is challenging, complex, and vitally important to student success. Despite the publication of theories, books, and research on school leadership, a perception of a chasm between theory and practice exists. However, the intentional consideration and implementation of theory can make an enormous impact on practice. This is revealed in this dissertation through the exploration of invitational leadership theory through an autoethnographic study of my leadership journey, as well as the intentionally inviting leadership of Billy Tate, a veteran school principal in Belfast, Northern Ireland. This dissertation uses an amalgamated methodology of interview and observational research embedded within an autoethnography to intimately explore invitational theory in practice through the lens of a new school principal in Southern Ontario and a veteran principal in Belfast. This study provides an intimate understanding of the impact and applicability of invitational educational leadership theory in two unique educational, political, and social contexts and draws conclusions from the consideration of and reflection upon my leadership and Billy Tate’s. This dissertation reveals invitational leadership as a theory of practice that has significantly influenced two very different school leaders and posits that invitational theory is a theory of practice worthy of consideration by educational leaders from around the world.

Elementary School Principals as Leaders of Inclusion for Students With Exceptionalities

Inclusion promotes equality, provides opportunities, breaks down barriers, and ensures accessibility for all members of a community. Consequently, elementary-school administrators should become inclusion leaders who introduce and maintain inclusive learning environments. This qualitative study profiled and discussed practices and beliefs of 4 elementary school principals in southern Ontario who are recognized leaders of inclusion for students with exceptionalities. The researcher used multiple instruments for triangulation, thematic qualitative data analysis (constant comparative method) of interview responses and reflective field notes, and data from the Principal and Inclusion Survey to interpret qualitative findings. Findings revealed distinct leadership profiles reflective of empathy and compassion among participants who all regard accommodation of students with exceptionalities as a moral obligation and view inclusion as a socially just pedagogical framework. The researcher recommends that senior school board administrators screen and secure principals who value inclusion to create and maintain school cultures that ensure students’ access to inclusive education.