The Effects of Formal Mentoring on the Retention Rates for First‐Year, Low Achieving Students

In this two‐year study, we evaluated a formal mentoring program by examining the retention rate and program satisfaction of first‐year university students who volunteered to participate. Mentors were Intermediate/Senior preservice teacher candidates, invited to take an additional credit class relating to Teacher Advisor Programs in Ontario Secondary Schools. The retention rates and grade point averages (GPA) of participating students (experimental group) were higher than those for the control group, consisting of first‐time students with similar programs of study and exiting secondary school averages (i.e., < 75%). In written comments, students suggested program satisfaction and noted its effectiveness. Key words: social learning theory, theory of involvement, social capital theory Dans cette étude d’une durée de deux ans, l’auteure a évalué un programme de mentorat en examinant les taux de rétention et le degré de satisfaction des étudiants de 1er cycle qui ont accepté d’y participer. Les mentors étaient des stagiaires en enseignement de niveau intermédiaire ou supérieur invités à prendre un cours à option associé au programme d’enseignants‐guides (maîtres associés) dans les écoles secondaires ontariennes. Les taux de rétention et la moyenne cumulative des étudiants (groupe expérimental) étaient supérieurs à ceux du groupe‐témoin, composé d’étudiants de 1er cycle inscrits dans des programmes d’études semblables et ayant eu des moyennes comparables à la fin de leurs études secondaires (c.‐à‐d. < 75 %). Dans leurs commentaires écrits, les étudiants semblaient satisfaits et soulignaient l’efficacité du programme. Mots clés : théorie de l’apprentissage social, théorie de l’implication, théorie du capital social.

Designing a Successful New Teacher Induction Program: An Assessment of the Ontario Experience, 2003-2006

Pedagogues and practitioners alike accept the vital importance of an effective professional induction for new teachers. This paper examines the evolution of such a policy in Ontario, from a mandatory pencil-and-paper qualifying test for graduating teacher candidates, to a modest province-wide induction program for newly-hired teachers. It assesses programmatic strengths and weaknesses using both theoretical and practical templates of comparison, and notes the attention devoted to ensuring political validity with interested stakeholders. The authors conclude that the new program combines professional orientation with school-based assessment, while falling short in the crucial area of mentoring.

Supporting English Language Development of English Language Learners in Virtual Kindergarten: A Parents’ Perspective

The researchers of this case study explored English language learner (ELL) parents’ experience as they supported their children’s English language development in an online (virtual) kindergarten programme. One-on-one semi-structured interviews were used to collect data. Then the researchers used thematic analysis to describe the participants’ lived experience with the phenomenon. Findings indicated that online learning increased the emotional stressors for parents of ELL children, and altered the communication between parents and teachers. Meanwhile, the use of breakout rooms reinforced the children’s language development, and translation services supported parents. Based on the findings, the researchers recommend that schools and boards provide the parents and families of multilingual learners with ongoing workshops to give them the tools and confidence to continue supporting their children in person and online. They also recommend a greater investment in translation services

Cross-Cultural Experiences of Canadian Science Educators Visiting the Sister Schools in Chongqing, China: A Cross-Cultural Experience

The benefit of cross-cultural learning is two-fold: first is recognizing the practices and foundations that build education in another country. The second is reflecting on the educational practices within one’s home country. Cross-cultural learning also allows one to put the practice of education into perspective by having another side to which they can compare their experiences. This research is a narrative inquiry case study of the Canadian perspective and experience of two in-service science teachers who visited sister schools in China. This case study explores Canadian teachers’ perceptions of teaching science, what inquiry-based teaching looks like, what equipment aids in the process, and what experiences and teaching methodologies can be shared between Canadian schools and the Sister Schools in Chongqing, China. This research was funded by the Social Sciences and Humanities Research Council (SSHRC) Partnership Grant

Development and use of a Restorative Justice Ideology Instrument: Assessing beliefs

Researchers have noted that restorative justice (RJ) practices in schools seem to improve targeted outcomes (e.g. decreased office visits, increased grades, etc.). It has been acknowledged that a ‘grassroots’ (beliefs level) buy-in from teachers is necessary for the creation of a school environment that is in line with the ideals of RJ. In the current study, an operational definition for restorative justice ideology (RJI) was developed and used as the basis for the creation of a RJI measurement instrument. This is intended to facilitate understandings of the influence that RJ training has on individuals at the beliefs level, and whether the degree to which an individual holds an RJI is associated with the degree to which RJ practices are carried out at the classroom and school level. An exploratory factor analysis was conducted, a three-factor model was selected, and the instrument was tested for reliability and validity. The RJI was then used to investigate whether other individual differences were related to the RJI of teachers. The outcome of this study was the development of a psychometrically sound RJI instrument. Perspective taking, empathic concern, pupil control ideology, personal distress, and self-efficacy were identified as important characteristics of RJI

Parental Characteristics and the Achievement Gap in Mathematics: Hierarchical Linear Modeling Analysis of Longitudinal Study of American Youth (LSAY)

One of the most salient problems in education is the achievement gap. The researchers investigated the effects of parental education and parental occupations in science, technology, engineering, mathematics, or medical professions (STEMM) on the achievement gap in mathematics. Because students were nested within schools, two-level Hierarchical Linear Modeling (HLM) was the main analysis. Findings were consistent with another Multilevel Modeling analysis, that is, parental characteristics such as parental education had a positive effect on student achievement (Teodorovic, 2012). Moreover, parental occupations in STEMM had a positive effect on student mathematics achievement.L’écart de rendement constitue un des problèmes les plus importants en éducation. Les chercheurs ont étudié les effets de l’éducation et de la profession des parents en sciences, technologie, ingénierie, mathématiques et médecine (STIMM) sur l’écart de rendement en mathématiques. Puisque les élèves étaient emboités dans les écoles, l’analyse repose sur un modèle de régression linéaire hiérarchique à deux niveaux. Les résultats correspondent à ceux d’une autre analyse basée sur la modélisation à niveaux multiples qui indique que les caractéristiques des parents telles leur éducation a eu un effet positif sur le rendement des élèves (Teodorovic, 2012). De plus, quand la profession des parents est reliée à STIMM, le rendement en mathématiques de leurs enfants a eu meilleur

Parental Characteristics and the Achievement Gap in Mathematics: Hierarchical Linear Modeling Analysis of Longitudinal Study of American Youth (LSAY)

One of the most salient problems in education is the achievement gap. The researchers investigated the effects of parental education and parental occupations in science, technology, engineering, mathematics, or medical professions (STEMM) on the achievement gap in mathematics. Because students were nested within schools, two-level Hierarchical Linear Modeling (HLM) was the main analysis. Findings were consistent with another Multilevel Modeling analysis, that is, parental characteristics such as parental education had a positive effect on student achievement (Teodorovic, 2012). Moreover, parental occupations in STEMM had a positive effect on student mathematics achievement.L’écart de rendement constitue un des problèmes les plus importants en éducation. Les chercheurs ont étudié les effets de l’éducation et de la profession des parents en sciences, technologie, ingénierie, mathématiques et médecine (STIMM) sur l’écart de rendement en mathématiques. Puisque les élèves étaient emboités dans les écoles, l’analyse repose sur un modèle de régression linéaire hiérarchique à deux niveaux. Les résultats correspondent à ceux d’une autre analyse basée sur la modélisation à niveaux multiples qui indique que les caractéristiques des parents telles leur éducation a eu un effet positif sur le rendement des élèves (Teodorovic, 2012). De plus, quand la profession des parents est reliée à STIMM, le rendement en mathématiques de leurs enfants a eu meilleur

Measuring the Impact of Restorative Justice Practices: Outcomes and Contexts

Under the supervision of the board\u27s superintendent responsible for implementation of the Safe Schools legislation and with the support of its senior administration, a committee was selected that included nine principals and four vice-principals. The goal of this committee was to research restorative justice practices and to become familiar with what has been developed and implemented across Ontario. Input was sought from the Elementary Teachers\u27 Federation of Ontario (ETFO) and the Ontario Secondary School Teachers\u27 Federation (OSSTF). One of Ontario\u27s leading consultants facilitated the RJ training and provided expertise and guidance in the implementation of restorative justice in the pilot schools. RJ training began in August 2009 with three days of introduction and orientation workshops. A scaffolding approach was used to integrate and disseminate RJ training in the pilot schools: Training was to be provided for the administration, teachers, support staff, and key staff members in the pilot schools. In addition to the guidance provided by the RJ consultant, additional supports were made available to the pilot project participants through board staff, the Director of Mediation Services at the local university, and trained restorative-practice coaches. These coaches, administrators from three of the seven schools, were able to demonstrate restorative practices to participating teachers both in relation to students\u27 office visits and classroom behaviors that required teachers\u27 interventions. Office visits. The quantitative analysis indicated that with regard to students\u27 trips to the office for disciplinary purposes at both elementary and secondary levels, RJ responses remained the same and non-RJ responses decreased. Overall, the number of office visits tended to decrease. RJ practitioners reported during focus groups that they believed issues tended to be handled in the classroom community, which resulted in fewer office visits, and that there were more impromptu RJ circles in the classroom. One teacher indicated that RJ practices facilitated, students policing themselves. They also indicated confidence in the decisions they made that may have reduced the number of office visits and confidence in the decisions made at the office level that resulted in the reduction of non-RJ responses at the office level. They also reported fewer repeat visits and that frequent flyers were able to go back to the classroom faster. In terms of student empowerment, practitioners reported a focus on resolution rather than punishment, with one teacher stating, Students reach answers and are not given answers. It was hypothesized that in RJ schools, regardless of level, at T2 there would be a significant increase in the number of RJ office visit response types and a reduction in the number of non-RJ office visit response types. Although the number of RJ office visit responses were not reduced over T2, as was noted, the number of safety and suspendable infractions were. As suggested in the discussion, teachers involved in RJ practices were more likely to deal with issues requiring RJ responses in the classroom community. This aligns with the research on RJ, confirming that students are accountable to others in the classroom and are provided with a clean slate to start over (Lockhart & Zammit, 2005). This conclusion also demonstrates the benefit of a restorative as opposed to a zero-tolerance response. Focus group interview participants at all levels shared perceptions of strengthened relationships among students and empowered students\u27 voices regarding the resolution of behavioral issues involving themselves and others, including making amends to the victim and restoring the offenders to the community. It was also hypothesized that for the high school level, at T2 there would be significantly fewer absences. For all other levels, there would be no significant differences. Interestingly, absences were reduced at the senior level. Students at this level choose to attend or not. If the climate is inclusive and safe, it makes sense that they would feel more welcome in the classroom, which would reduce their selective absence

Full Day Early Learning Kindergarten Program Team:Perspectives from the Principal

The Full Day Early Learning Kindergarten(FDK) Program has expanded the role of the principal andhas altered the teaching dynamics of the classroom with theintroduction of an early years team. The early years teamconsists of a certified teacher with the Ontario College ofTeachers and a registered early childhood educator fromthe College of Early Childhood Educators. The schoolprincipal is the third member of the early years team and isresponsible for guiding and overseeing team collaborationand program delivery. The study explores how principalsperceive their role and the role of the early years team inFDK. The lived experiences of the principals were inves?tigated using semi-structured interviews and data wereanalyzed through Interpretive Phenomenological Analysis.Five themes emerged from the data: program awareness,role as a leader and learning partner, informal assessmentand evaluation, navigating the roles of educators andbuilding a team culture. The themes present a generalconception of how principals identify their leadership rolewhile providing evidence of their supportive nature of theprogram. Issues in building team relationships and indelineating the roles of the educators in the FDK programcontinue to be an area of concern