• Establishing a Youth Council in a Local Art Gallery or Art Museum

      Manfreda, Metka
      This Major Research Paper focused on the need for youth arts councils in the Niagara Region. Participation in youth councils offers adolescents a wealth of enriching experiences that can alter both their worldview as well as their understanding of themselves. On a youth arts council, adolescents can discover a new world of art and its cultural value. They can express themselves through their own art while sharing the experience with other teenagers who are doing the same. They can connect with these like-minded teens as they achieve personal goals and contribute to the welfare of the community. Therefore, in an era in which people are concerned about teens’ over-reliance on mobile devices and other so-called screen addictions, getting adolescents off of the couch or cell phone and onto a more participatory, productive path is important. This study illustrates how Niagara’s art galleries and art museums are cultural and historical ambassadors that can and must play a major role in helping students connect possibilities with engaging purpose while having fun.
    • A Handbook for Ontario J/I Pre-Service Teachers Developing Inclusive Pedagogy: Understanding Pre-Service Teachers' Thoughts and Feelings About Diversity

      Pierce, Andrew (2014-04-08)
      This project presents a handbook for Ontario Junior/Intermediate (J/I) pre-service teachers, Ontario J/I teacher education instructors, and J/I associate teachers that facilitates the identification, analysis, and reorganization of J/I pre-service teachers’ thoughts and feelings about diversity characteristics to develop inclusive teaching pedagogy. The handbook outlines collaborative and independent learning activities designed for integration into compulsory J/I Bachelor of Education (B.Ed.) program courses, practicum placements, and independent reflective situations. The handbook is composed of 5 sections: (a) Rationale for Importance; (b) Cross-Curricular Activities for J/I B.Ed. Courses; (c) Course-Specific Activities; (d) Practicum Placement Activities; and (e) Resources for Inclusive Educators. A critical content analysis of a 2011-2012 J/I B.Ed. program in Ontario enabled the creation of the handbook to address specific teacher education programming focused on helping pre-service teachers understand their thoughts and feelings about diversity for the development of inclusive teaching pedagogy. This research contributes to the advancement of theory and practice regarding development of teacher education programming that promotes J/I pre-service teachers’ inclusive pedagogy.
    • “Keep It 100”: A Handbook Promoting Equitable Outcomes for Black University Students Through Mentorship

      Adebo, Michael
      Black and racialized students attend Canadian universities with the intent of achieving academic success. However, instances of overt and covert racism negatively impact Black and racialized students’ academic success and retention rates in university programs. Lee (1999) and Sinanan (2016) suggest mentorship as a key strategy towards increasing academic success and retention rates among Black students. This handbook proposes mentorship strategies for use by university educators and administrators to help build beneficial relationships with Black and racialized students that lead to improved learning outcomes. Specifically, this handbook proposes what Quach et al. (2020) have identified as mentee-focused mentorship. Mentee-focused mentorship centres on the needs of Black students and recognizes the layers of systemic racism that exist in universities. This project provides educators and administrators with an understanding of concepts related to systemic racism, anti-racism, intersectionality, critical race theory (CRT) and CRT-informed practices. Personal stories from Black students collected from the academic literature are presented alongside points of reflection for educators and administrators. Points of reflection are provided with the intent that readers will meaningfully consider their positions of power and the strengths in students’ non-academic identities.
    • Understanding Social and Emotional Learning in Elementary Schools: A Guide for Teachers, Administrators, and Parents

      Pantin Dear, Cherise
      Caring for the mental health and well-being of students in order to increase student academic success is gaining more attention from schools in recent years. Social and emotional learning (SEL) is a way educators are supporting the social and emotional well-being of students. SEL seeks to give students the tools and strategies they need to become self-aware, recognize and manage their emotions, make responsible decisions, and establish relationships with others. This research examined SEL and students’ well- being, the relation between brain-based learning and social-emotional skills, and existing SEL programs. Although the research has found that SEL is directly related to students’ academic achievement, many educators and school communities are unaware of this positive impact of SEL on student success. A handbook presented here titled A Beginner's Guide to Teaching Social and Emotional Learning: A Handbook for Teachers, Administrators, and Parents, was created with the intention of introducing the relevant classroom activities that promote a positive school environment in which students may benefit socially, emotionally, and academically.
    • Using Effective Teaching Strategies and Personality Type to Enhance the Mathematics Classroom: A Handbook for Intermediate Math Teachers

      Herbert, Connie
      This project addressed the need for more insightful, current, and applicable resources for intermediate math teachers in Canadian classrooms. A need for a handbook in this division seemed warranted by a lack of government resource support. Throughout an extensive review of the literature, themes and topics for the handbook emerged. The handbook was designed to not only provide educators with examples of effective teaching strategies within the mathematics classroom but to also inform them about the ways in which their personal characteristics and personality type could affect their students and their own pedagogical practices. Three teaching professionals who had each taught in an intermediate math class within the past year evaluated the handbook. The feedback received from these educators was directly applied to the first draft of the handbook in order to make it more accessible and applicable to other math teachers. Although the handbook was written with teachers in mind, the language and format used throughout the manual also make it accessible to parents, tutors, preservice education students, and educational administrators. Essentially, any individual who is hoping to inspire and educate intermediate math students could make use of the content within the handbook.