The Ontario Municipal Freedom of Information and Protection of Individual Privacy Act: an analysis of its application to school boards

In Canada freedom of information must be viewed in the context of governing -- how do you deal with an abundance of information while balancing a diversity of competing interests? How can you ensure people are informed enough to participate in crucial decision-making, yet willing enough to let some administrative matters be dealt with in camera without their involvement in every detail. In an age when taxpayers' coalition groups are on the rise, and the government is encouraging the establishment of Parent Council groups for schools, the issues and challenges presented by access to information and protection of privacy legislation are real ones. The province of Ontario's decision to extend freedom of information legislation to local governments does not ensure, or equate to, full public disclosure of all facts or necessarily guarantee complete public comprehension of an issue. The mere fact that local governments, like school boards, decide to collect, assemble or record some information and not to collect other information implies that a prior decision was made by "someone" on what was important to record or keep. That in itself means that not all the facts are going to be disclosed, regardless of the presence of legislation. The resulting lack of information can lead to public mistrust and lack of confidence in those who govern. This is completely contrary to the spirit of the legislation which was to provide interested members of the community with facts so that values like political accountability and trust could be ensured and meaningful criticism and input obtained on matters affecting the whole community. This thesis first reviews the historical reasons for adopting freedom of information legislation, reasons which are rooted in our parliamentary system of government. However, the same reasoning for enacting such legislation cannot be applied carte blanche to the municipal level of government in Ontario, or - ii - more specifially to the programs, policies or operations of a school board. The purpose of this thesis is to examine whether the Municipal Freedom of Information and Protection of Privacy Act, 1989 (MFIPPA) was a neccessary step to ensure greater openness from school boards. Based on a review of the Orders made by the Office of the Information and Privacy Commissioner/Ontario, it also assesses how successfully freedom of information legislation has been implemented at the municipal level of government. The Orders provide an opportunity to review what problems school boards have encountered, and what guidance the Commissioner has offered. Reference is made to a value framework as an administrative tool in critically analyzing the suitability of MFIPPA to school boards. The conclusion is drawn that MFIPPA appears to have inhibited rather than facilitated openness in local government. This may be attributed to several factors inclusive of the general uncertainty, confusion and discretion in interpreting various provisions and exemptions in the Act. Some of the uncertainty is due to the fact that an insufficient number of school board staff are familiar with the Act. The complexity of the Act and its legalistic procedures have over-formalized the processes of exchanging information. In addition there appears to be a concern among municipal officials that granting any access to information may be violating personal privacy rights of others. These concerns translate into indecision and extreme caution in responding to inquiries. The result is delay in responding to information requests and lack of uniformity in the responses given. However, the mandatory review of the legislation does afford an opportunity to address some of these problems and to make this complex Act more suitable for application to school boards. In order for the Act to function more efficiently and effectively legislative changes must be made to MFIPPA. It is important that the recommendations for improving the Act be adopted before the government extends this legislation to any other public entities.

Understanding the portfolio in the secondary school classroom

Four secondary school teachers were involved in this case study. Individual interviews, group reflective sessions, and participant portfolios were transcribed verbatim and analyzed. The use of the portfolio in the secondary school classroom was then discussed in relation to emergent themes. These themes included teacher attitude, portfolio structure, portfolio purpose, challenges, effect, and professional development. Teachers were able to individualize the portfolio structure to meet both program and students' needs. The portfolio structure enabled both teachers and students to assume control over the learning process. The portfolio informed teachers about their teaching. This, in tum, challenged them to reflect on their teaching practices and enabled them to redesign curriculum implementation. A collaborative professional development structure fostered a learning environment that enabled teachers to experience success, despite the challenges that they inevitably encountered. These findings were related to contemporary literature. Finally, implications for theory and practice related to portfolio use in the secondary school classroom and professional development for secondary school teachers were considered.

Effects of a preschool parent enrichment programme on children and their parents /

This study evaluated a preschool parent enrichment programme to assess if child and parent involvement in the programme facilitated the children's subsequent school adjustment. Also examined were the programme's effects on parent-child relationships. Participants were 56 Junior-Senior Kindergarten and Grade One students from one elementary school. Parent participants were 12 parents from the preschool parent enrichment programme, 6 parents whose children had attended other preschool programmes, and 6 parents whose children had remained at home prior to school. Five elementary teachers and both nursery school teachers from the parent enrichment programme also participated. Measures used included the Florida Key to assess children's inferred self-concept as learner and four subscales (relating, asserting, coping and investing), and interviews to assess parent and teacher perceptions. Findings indicated that there was little difference between parent and teacher perceptions about children who had attended a preschool programme. Both groups showed improved social, emotional, and behavioural skill development, together with increased self-esteem, and the ability to cope with separation from their parents. This enabled children to make the transition from preschool to primary school more successful. Children from the parent enrichment programme were not readily identifiable in terms of the profile promulgated for disadvantaged children. The Florida Key showed a main effect for the coping subscale, indicating that children from the parent enrichment programme may show more confidence in their abilities, and seek assistance from teachers than children who had no preschool experience. The parent enrichment programme appeared to have the biggest impact on the parents. Parents reported improved relationships with their children, increased confidence and self-esteem, as well as improved parenting and general life skills. The implications for short-term gains for children from this type of programme are better readiness for school, more positive self-esteem, improved social behaviour, and a higher achievement motivation. The long-term gains for children are predicted to be fewer special education placements, less grade retention, and a lower dropout rate from school. The short-term gains for parents are better social support networks," greater self-confidence, better interactions with children, and improved parenting skills. The long-term benefits may be an increased motivation to continue education, gain employment, and less family breakdown and abuse.

A Temporal Analysis of Emotions in Girls' Secondary School Physical Education Games and Fitness Classes

Female enthusiasm towards engaging in physical education (PE) significantly decreases with age as it provides females with positive and negative emotional experiences. This study examined emotions within four grade nine female PE soccer and fitness classes (N = 67). Emotional patterns were studied over time and across two units of instruction and in relation to student grades. A mixed-method approach was utilized assessing the state emotions of shame, enjoyment, anxiety, and social physique anxiety (SPA). Results revealed unsatisfactory internal consistency for shame and thus it was removed. Statistical analysis revealed no significant changes in emotions over time, whereas qualitative analysis found that state emotions were inconsistent. Statistical analysis indicated that students in the fitness classes reported significantly higher levels of anxiety and SPA on the final class (p < .01). Qualitative analysis signaled different origins and themes of students‟ emotions. No predictive relationship between emotion and students‟ grade was found.

School Directors’ Perspectives of Physical Education in El Salvador: A Qualitative Case Study

Youth violence is El Salvador’s most imperative social, economic and health problem today. In an attempt to contribute to youth violence prevention in the country, humanistic physical education has been implemented within schools. Using case study methodology, this study examines twelve Salvadoran school directors’ perspectives of physical education and physical education as a mean of youth violence prevention. School directors’ perceive multiple benefits of physical education including those related to student’s social and emotional health. School directors recognize physical education as a means of reducing violence because it keeps youth busy and provides an outlet to release stress. Results are discussed in relation to long-term violence prevention literature. Results suggest that it would be beneficial for school directors to understand the theory and goals behind humanistic physical education in their schools. Research maintains the continuation of research in the field of humanistic physical education in relation to youth violence prevention.

The form and function of aggressive subtypes: Relations with the goodness of fit between adolescent temperament and parent personality

The current research investigated whether the interaction between adolescent temperament and parent personality, consistent with the goodness of fit perspective, differentially predicted overt (e.g., kicking, punching, insulting) and relational (e.g., gossiping, rumour spreading, ostracising) forms of reactive (e.g., provoked, a response to goal blocking, unplanned and emotional) and proactive (e.g., unprovoked, goal-directed, deliberate and relatively unemotional) aggression. Mothers, fathers and their adolescent child (N = 448, age 10-17) from southern Ontario, Canada filled out questionnaires on adolescent temperament (i.e., frustration, fear, and effortful control) and aggression. Parents reported on their own personality traits (i.e., agreeableness, conscientiousness, and emotional stability). The form and function of aggression not encompassed by the subtype under investigation were controlled in each regression analysis. Consistent with the hypothesis, results indicated that a poor fit between adolescent temperament vulnerabilities and lower parent personality traits, including agreeableness, conscientiousness and emotional stability, was predictive of greater levels of differentiated aggression. For instance, lower father conscientiousness strengthened the relation between higher frustration and reactive overt aggression. Unexpectedly in some cases, temperament risk factors were more strongly associated with aggression subtypes when personality scores were at higher levels, particularly agreeableness and conscientiousness, traits normally considered to be at the optimal end of the dimension. For example, higher father agreeableness strengthened the relation between higher frustration and reactive relational aggression. At the main effects level, low fearfulness was significantly associated with only the overt subtypes of aggression, and unexpectedly, higher frustration and lower effortful control were related to both proactive and reactive subtypes of aggression. A temperamentally vulnerable adolescent was also at greater risk of displaying aggressive behaviour when the father lacked emotional stability, but not the mother. These results are broadly consistent with the prediction that temperament risk factors are more strongly associated with aggression subtypes when an adolescent predisposition does not fit well with parent personality traits. Mechanisms pertaining to stress in the family environment and the fostering of self-regulation abilities are discussed with respect to why a poor fit between temperament and parent personality is predictive of adolescent differentiated aggression.

The Essence of Feeling a Sense of Community: A Hermeneutic Phenomenological Inquiry With Middle School Students and Teachers

In contemporary times, there is a compelling need to understand the nature of positive community relationships that value diverse others. This dissertation is a hermeneutic phenomenological inquiry into the essence of what it means to feel a sense of community. Specifically, I explored this phenomenon from the perspective of middle school teachers and students through the following questions: What meanings do students and teachers ascribe to feeling, experiencing, and developing a sense of community in their classes? To what extent do students’ and teachers’ ideas about feeling a sense of community include the acceptance of individual differences? Together these questions contributed to the overarching question, what is the essence of feeling a sense of community? As the data pool for the research, I used 192 essays and 218 posters from students who had been asked to write or draw about their visions of a positive classroom community where they felt a sense of community. I conducted 9 teacher interviews on the topic as well. My findings revealed one overarching ontology, Being-in-Relation, which outlined a full integration between individuality and community as a “way of being.” I also found five attributes that are present when individuals feel a sense of community: Supporting Others, Dialogue, An Ethic of Respect and Care, Safety, and Healthy Conflict. Contributions from this research include extensions to the literature about community; clarity for those who wish to establish a strong foundation of community relationships within formal and non-formal educational programs; insight that may assist educators, leaders, and policy makers within formal educational systems; and an opportunity to consider the extent to which the findings may point toward broader implications.

Exploring the Family Context Among Children Adopted From China: Perceptions of Pre-Adoption Factors, Post-Adoption Experiences, and the Quality of Parent-Child Relationships

Within the context of international adoption, previous research has focused on parentchild attachment relationships and various aspects of the adoption process. However, less is known about other aspects of parent-child relationships (e.g., cohesion, conflict) within internationally adoptive families. Additionally, there is a need for research that explores both parent and child perceptions of the process of adoption - including pre- and post-adoptive factors - and its connection to the quality of parent-child relationships. This research utilized a qualitatively-oriented methodology to conduct separate, in-depth interviews with 10 adoptive Canadian mothers and their adopted Chinese children (aged 9 to 11 years). Results highlight parent and child reports of mainly strong, positive relationships. Several pre-adoption experiences are examined, including institutionalization, age at the time of adoption, and parental stress/expectations. A key finding concerns the link that adoptive parents perceive between the quality of their child's pre-adoptive care (i.e., mainly early institutionalized care) and the quality of their relationship. Interestingly, this link is perceived in two different ways - either as a challenge for the parent-child relationship or as a means to strengthen it. Post-adoption experiences are also explored, including cultural socialization, creating a transracial family, discussing adoption, parental stress, and sibling involvement. A key finding involves parent and child reports that cultural socialization efforts (i.e., familiarizing children with Chinese culture) are linked to more positive parent-child relationships. The implications of these findings are discussed in relation to theory and practice within the context of international adoption.

Back to School, Back to Normal? Exploring the Lived Experiences of Childhood Cancer Survivors and their Families Throughout the School Re-Entry Process

This study investigated parent and child perspectives of childhood cancer survivors' return to school. Four specific areas were examined including cognitive and academic concerns, social issues, perceived support, and the impact on siblings. Participants consisted of parents and childhood cancer survivors who were recruited through a regional parent support group. Data was collected during a focus group and interviews. Using a descriptive content analysis, results indicated that participants generally received the necessary resources, however issues such as consistency and having to advocate in order to attain these resources served as barriers for the families.

Parent and Peer Factors Relating to Adolescent Antisocial Behaviour: Investigating the Moderating Role of Temperament

The purpose of this study was to examine whether certain temperament characteristics (fearfulness, surgency, frustration, and effortful control) moderate the association between authoritative parenting dimensions (psychological autonomy granting, acceptance-involvement, and monitoring knowledge) or friends' antisocial behaviour, and self-reported antisocial behaviour among adolescents. Questionnaires on adolescent temperament and authoritative parenting were completed by 484 mothers and their adolescent children (54.8% female). In addition, the adolescents responded to measures regarding friends' antisocial behavior and their own antisocial behaviour. Adolescent participants ranged between 13 and 17 years of age (M = 14.96 years, SD = 1.39) and lived in a region of southern Ontario. As predicted, the results indicated that effortful control moderated the association between parental monitoring knowledge and adolescent antisocial behaviour. Also, as predicted, effortful control moderated the relation between friends' antisocial behaviour and adolescents' self-reports of antisocial behaviour although the relation was sex-specific to girls. Unexpected results included a significant monitoring knowledge by frustration by sex interaction, and a significant friends' antisocial behaviour by age interaction. In general, the findings were consistent with the expectation that the relation of parenting and peer factors to antisocial behaviour would depend on adolescents' temperamental predispositions. However, effortful control, which contributes to individual differences in self-regulation abilities, served this moderating role to a greater extent than the measures of temperamental reactivity, including fearfulness, surgency and frustration-proneness. Implications of these results are discussed with reference to parenting or classroom-based interventions that may be especially helpful for adolescents with poor self-regulation abilities.

How Immigrant Mothers Contribute to Their Children’s Learning Inside and Outside of School

Abstract The main focus of this qualitative research was to explore how parents from different national backgrounds see their role in their children’s education inside and outside of school. Although greater recruitment was described and sought after, this qualitative research gathered data from two immigrant female parents from a community parents’ group located in Ontario, Canada. Data were collected through face-to-face interviews with each participant using open-ended questions asking about the different ways these mothers, along with their spouses, were involved in their children’s education. Moreover, questions were designed to find out what alternatives parents use to support their children’s learning. The main question driving this research was “How are immigrant families currently involved with their children’s education inside and outside of school?” NVivo, 10 was used to code the transcripts giving rise to themes which could then be utilized to explain and explore the research question. The findings of this research are congruent with past research and demonstrate that immigrant mothers are more involved than the fathers are in their children’s education (Grolnick & Slowiaczek 1994; Peters, Seeds, Goldstein, & Coleman, 2008). A specifically important finding in this research is that schools are perceived by the immigrant mothers in this study as not doing enough to actively engage immigrant parents in their children’s education. On the other hand, findings also show that parents are eager to find different avenues to get involved and help their children succeed.

La transformation du rôle de représentante d’aidantes familiales pendant l’hébergement de leur parent atteint de démence : une théorisation ancrée

RÉSUMÉ L‘hébergement en centre de soins de longue durée d'un parent âgé atteint de démence marque une transition pour les personnes qui occupent un rôle d’aidant familial principal. Ces personnes, principalement des femmes, poursuivent leur engagement après l’hébergement et souhaitent être impliquées dans les décisions concernant les soins offerts à leur parent. Souvent l'hébergement survient au moment où la personne âgée n'est plus en mesure, compte tenu de ses déficiences cognitives, d'exprimer clairement ses besoins; les aidantes accordent alors une place centrale au rôle de représentante de leur proche hébergé. Cette étude avait pour but d’expliquer la transformation du rôle de représentante chez des aidantes familiales dont le parent atteint de démence vit dans un centre d’hébergement et de soins de longue durée (CHSLD). La méthode qualitative de la théorisation ancrée a été retenue pour expliquer ce processus social. Les résultats obtenus reposent sur 14 entrevues en profondeur réalisées auprès de filles dont le parent atteint de démence était hébergé depuis plus de six mois dans un CHSLD. Ces aidantes ont été sélectionnées selon une procédure d’échantillonnage théorique et l’analyse des données a été réalisée à partir de la transcription intégrale des entrevues en suivant trois niveaux d'analyse, soit la codification ouverte, axiale et sélective. Une proposition théorique, générée par voie inductive, met en lumière trois processus intermédiaires interreliés expliquant la transformation du rôle de représentante pendant l’hébergement du proche : 1) l’intégration dans le milieu ; 2) l’évaluation de la qualité des soins et 3) le développement de la confiance envers le milieu d’hébergement. Plus précisément, les aidantes déploient différentes stratégies d’intégration dans le milieu d’hébergement, soit l’établissement de relations de réciprocité et d’une collaboration avec le personnel soignant, ainsi que l’utilisation d’un style de communication diplomatique. Parallèlement, elles évaluent la qualité des soins en trois étapes : jugement, pondération et action. Finalement, une relation de confiance avec les membres du personnel de l’établissement se développe en lien avec cinq facteurs spécifiques, soit les premières impressions, la comparaison avec d’autres CHSLD, l’intérêt démontré par le personnel envers le proche, le fait d’être entendue et prise au sérieux et la transparence du milieu d’hébergement. Ces trois processus contribuent au bien-être du parent hébergé et à celui de l’aidante. Le développement de la confiance étant associé aux deux autres processus intermédiaires ainsi qu’au bien-être de l’aidante, il est le processus central de la théorie contextuelle qui émerge de cette recherche. Cette étude contribue au développement des connaissances, notamment en fournissant plusieurs éléments inédits de compréhension du processus de transformation du rôle de représentante des aidantes familiales, de même que des pistes pour soutenir ces aidantes dont le parent, souffrant de démence, n’est plus en mesure de prendre des décisions. La théorie contextuelle proposée dans le cadre de cette étude constitue les prémices d’une théorie de niveau intermédiaire portant sur le rôle de représentant des aidants familiaux dans le contexte plus général du système de santé. Des études réalisées dans d’autres contextes de soins et auprès d’aidants de proches vulnérables ayant d’autres types d’affections sont ainsi recommandées.

Relation entre statut socio-économique et incidence du cancer du poumon dans le contexte d’une étude cas-témoins montréalaise

Des études ont observé que le statut socio-économique (SSE) est inversement associé avec le risque de cancer du poumon. Cette thèse approfondit différents aspects de la relation entre le SSE et le risque de cancer du poumon afin de contribuer à la compréhension des facteurs influençant le risque de cette maladie. Son objectif général consiste à étudier les associations entre le SSE et le risque de cancer du poumon en fonction à la fois : 1) de l’indicateur du SSE ; 2) des types d’ajustement pour le tabagisme, et ; 3) des facteurs de risque intermédiares potentiels de l’association entre le SSE et le cancer du poumon. Les données d’une vaste étude cas-témoins menée à Montréal entre 1996 et 2002 et portant sur l’identification de facteurs environnementaux impliqués dans l’étiologie du cancer du poumon ont été utilisées. L’échantillon analysé était constitué de 1203 cas (738 hommes et 465 femmes) diagnostiqués en 1996-1997 dans les 18 principaux hôpitaux du Grand Montréal et 1513 témoins (899 hommes et 614 femmes). Les témoins, recrutés au hasard à partir de la liste électorale, ont été appariés aux cas selon l’âge, le sexe et le district électoral. Les sujets ont été interviewés afin de colliger de l’information entre autres sur les caractéristiques sociodémographiques et économiques, les habitudes de tabagisme, l‘histoire professionnelle et l’alimentation. Une collecte de données additionnelle a été effectuée spécifiquement pour la présente thèse. En effet, l’évaluation foncière de la résidence correspondant à l’adresse de chacun des sujets à l’entrevue a été obtenue à partir des bases de données publiques de la ville de Montréal. Le premier article portait sur la comparaison de différents indices de disponibilité financière chacun en 5 catégories: un indice de valeur résidentielle, le revenu médian issu des données du recensement et le revenu familial auto-rapporté. En comparant au revenu familial auto-rapporté, une très bonne concordance a été obtenue pour 73% et 64% des individus respectivement pour l’indice de valeur résidentielle et le revenu du recensement. Le Kappa pondéré était plus élevé pour la comparaison du revenu familial auto-rapporté avec l’indice de valeur résidentielle (Kappap=0.36, IC 95%: 0.31-0.40) qu’avec le revenu médian issu du recensement (Kappap=0.22, IC 95%: 0.17-0.27). Le choix d’un indice dépend toutefois des objectifs et de la faisabilité de son utilisation dans la population étudiée. Le deuxième article présentait les associations entre les trois indices de disponibilité financière et le risque de cancer du poumon. Les fortes associations observées initialement sont disparues après un ajustement pour plusieurs dimensions du tabagisme. Ce dernier jouait un rôle de grande importance dans la relation entre le SSE et le risque de cancer du poumon. Finalement, les facteurs de risque intermédiares des associations entre trois différentes dimensions du SSE – éducation, revenu, classe professionnelle – ont été étudiés. Les résultats ont suggéré que les 3 facteurs de risque intermédiares potentiels étudiés: tabagisme, consommation de fruits et légumes riches en caroténoïdes, expositions professionnelles avaient un effet médiateur indépendant dans la relation entre le SSE et le cancer du poumon. Le plus important médiateur était le tabagisme, suivi de l’alimentation et à un degré moindre, les expositions professionnelles. Il nous paraît particulièrement pertinent d‘évaluer différents indicateurs du SSE lorsque possible, et d’effectuer un ajustement détaillé pour le tabagisme lorsque la relation entre le SSE et le risque de cancer du poumon est étudiée. Une bonne connaissance et la prise en compte des facteurs de risque intermédiares sont essentielles à la formulation des mesures de prévention du cancer du poumon.

Développement de l'identité professionnelle d'enseignantes débutantes en contexte de relation mentorale

Entre 15% et 20% des enseignants du Québec abandonnent la profession avant d’atteindre cinq années d’expérience (Martel et Ouellette, 2003). Les difficultés rencontrées peuvent perturber leur insertion et freiner le développement de leur identité professionnelle (Baillauquès et Breuse, 1993). Pour les soutenir, des commissions scolaires offrent des mesures parmi lesquelles le mentorat est privilégié. La recherche visait à mieux comprendre le mentorat en enseignement pour en identifier des caractéristiques favorables au développement de l’identité professionnelle des enseignants débutants. Les deux concepts sont mis en relation, s’appuyant sur les travaux de Houde (1995) et de Gohier, Anadón, Bouchard, Charbonneau et Chevrier (2001). Les aspects retenus pour l’analyse sont : les caractéristiques de la relation mentorale, les fonctions du mentor et le développement des sentiments de compétence, de reconnaissance et d’appartenance à la profession. Cinq entrevues semi-dirigées ont été menées auprès d’enseignantes débutantes du primaire de la région de Montréal ayant vécu une relation mentorale d’un an. Les données ont été traitées qualitativement. Les résultats montrent que, selon les participantes, le mentorat peut favoriser le développement du sentiment de compétence. Toutefois, les sentiments de reconnaissance et d’appartenance sont attribuables à l’expérience et la sociabilité. Un portrait du mentor et des conditions de réussite de la relation mentorale sont aussi présentés. Le fait que seules des mentorées du primaire aient été interrogées constitue une limite. La généralisation est impossible, mais les résultats peuvent servir à d’autres études sur l’identité professionnelle ainsi qu’au développement de programmes d’insertion professionnelle et à la formation de mentors.

Investigating active transportation to and from school : identification of predictors and health benefits

Funding support for this doctoral thesis has been provided by the Canadian Institutes of Health Research-Public Health Agency of Canada, QICSS matching grant, and la Faculté des études supérieures et postdoctorales-Université de Montréal.