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  Examining the Academic and Social-Emotional Functioning of Gifted Students as They Transition to Post-Secondary Education: A Rapid Review

  Zoelman-Cipriano, Madeline

  Gifted students are generally considered high achievers, but research demonstrates that they may experience difficulties functioning due to unique characteristics, especially during times of transition. The post-secondary transition specifically, may impact their academic and social-emotional functioning due to these unique characteristics, coupled with difficulties related to their emerging adulthood status. I conducted a rapid review study to systematically examine how gifted students function academically and social-emotionally during the post-secondary transition. The literature shows that gifted students function well academically during the transition but experience difficulties with the increased demand for studying. Their social-emotional functioning appears to be mixed, demonstrating positive social interactions with faculty members and likeminded peers, but negative emotional experiences such as loneliness and isolation. The current study discussed these results further and reviewed implications for practice, policy, and further research to support gifted students during this critical transition.
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  Marginalized Students Relationships are the Heart of Learning

  Kolohon, W. Mark. P.

  Bill 52, Education Amendment Act (Learning to Age 18) in the province ofOntario, Canada requires young people to remain in school until they graduate or turn eighteen. The Ontario Ministry ofEducation provides funding for innovating course options both inside and outside the classroom to support all students. Boards have limited discretion to provide programming for students who have experienced difficulties in traditional classrooms,are not on track to graduate and would benefit from a lower teacher-student ratio. Literature suggests that this population of students is viewed from two perspectives: the students have deficiencies in themselves and they need to changeorthe mannerin which education is provided to these students needs to change. This study examines an Alternative Education program in a secondary schoolthat is unique within its rural board and is populated with students who have had limited to minor success in the regular stream ofthe school. The report is presented as a narrative self-study with the research question: How do I improve mypractice to support student learning?. How the researcher’s values concerning the learning environment, learning, a democratic ethos, and relationships are lived within the classroom are examined. Data and feedback from personal observations, administrators, outside agency personnel, and anecdotal comments from students, were collected and analyzed. Results suggested that the complex relationships within the classroom impact mostother facets ofa learning environment. Unconditional positive regard and empathy are discussed and examinedascritical factors needed to create an environment where all students can succeed.
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  Supporting At-risk and Disengaged Secondary Students’ Successful High School Completion through Co-operative Education Enrolment Using Autophotography and Photo-Elicitation

  Corrizzato, Anthony G.

  This project focused on creating a curriculum resource that can be used by Ontario teachers to support at-risk and disengaged students to achieve their high school diploma through participation in co-operative education. An examination of alternative educational programming, differentiated instructional methods, and participation in work-based education was completed. The importance of reflective activities and positive teacher-student relationships was also discussed. Autophotography and photo-elicitation interviews were introduced as methods for assisting students to develop reflective skills and building positive teacher-student relationships. Bronfenbrenner’s (1979) Ecological Systems Theory was used to explore potential impacts of extended networks for student success. Information obtained from the literature was then used to develop a curriculum resource consisting of a nine-lesson unit plan. The project concluded with recommendations for educators and administrators with respect to supporting at-risk and disengaged student success. Suggestions for future research are provided.
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  Experiencing the Reggio Emilia Pedagogical Approach: A Narrative Self-Study

  Albqaeen, Hana

  This research aimed to critically reflect on my exposure to the principles of the REA and deepen my understanding and exploration of the role of the child, educator, and learning environment. In this qualitative study, I relied on the narrative self-study method to describe my interpretation of the REA from ECE to research assistant, which was organized into three broad themes: the child, educator, and learning environment. This study was guided by the following research questions: What is my interpretation of Reggio Emilia approach for the role of the child, educator, and learning environment based on my experience, from ECE to research assistant in early childhood education? How might this critical engagement with the REA impact my professional capacity in ECE? I found that the REA encompasses not only the principle of observation and documentation in its simplest form, but also crucial principles of the role of the child, educator, and learning environment. I learned that educators must integrate these principles to provide children with rich and independent learning experiences that honor their rights, interests, and individuality. Through this exploration, I gained insight into the value of these principles and their significance in creating joyful and enriching learning experiences for each child.
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  An Anxiety Toolkit for Educators: A Guide for Working with Students at Risk for Generalized Anxiety Disorder

  Colalillo, Bianca

  Generalized anxiety disorder (GAD) is one of the most common anxiety disorders and is characterized by excessive anxiety and worry, occurring more days than not, about several events or activities. For children and youth, anxiety disorders, including GAD, are the most frequent mental health problem experienced, which can seriously impair their ability to be successful at school and in their relationships with peers. Additionally, educators have reported having limited access to mental health supports and professional development opportunities tailored at effectively supporting students with mental health issues, such as increased anxiety. Therefore, the purpose of the current research project was to develop a handbook that provided useful and practical information, a set of educational sessions, activities, as well as strategies, and other resources aimed at assisting educators and practitioners with the means to support school-aged children at risk for GAD. With the voluntarily contributions of five educators who have experience supporting children with anxiety, along with the influence of Bandura’s (1986a) social cognitive theory, An Anxiety Toolkit for Educators: A Guide for Working with Students at Risk for Generalized Anxiety Disorder was developed. Once this handbook was complete, the same five educators used an evaluative questionnaire, which further assisted in determining the handbook’s level of effectiveness, practicality, and usefulness in educational settings. Lastly, implications of the present research for both theory and practice, as well as the current project’s limitations and suggestions for further research, were discussed.
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  Implementing Single Session Interventions in Educational Settings for Youth and Adolescents Experiencing Anxiety Symptoms

  Capes, Briar

  This study examined the effectiveness of single session interventions for youth and adolescents experiencing anxiety symptoms in educational settings. Conducting a systematic literature review aimed to answer the following question: How effective are SSIs for treating anxiety symptoms in individuals 10 to 18 years of age? There were 14 articles which met the inclusion criteria. The articles yielded some minimal significant outcomes and many trending outcomes that will be useful in conducting future research to better understand the specific role single session interventions play in effectiveness for youth and adolescents experiencing anxiety symptoms.
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  The Sketchbook as a Learning Tool to Support Student Well-Being: Examining the Perspectives and Practices of Visual Art Teachers

  Marshall, Rebecca

  This study explores the impact of the COVID-19 pandemic on art education in Ontario, focusing on the sketchbook pedagogies of six secondary Visual Art teachers in the District School Board of Niagara (DSBN). The study investigates whether teachers have modified their sketchbook practices due to the pandemic, and asks for their perspectives on how sketchbooks influence student learning and well-being. Findings indicated that teachers perceived sketchbooks as flexible, holistic, and instrumental to effective art instruction. A majority of teachers noticed an increase in sketchbook use to support student well-being during the pandemic, and many maintained efforts to use sketchbooks this way during the return to in-school instruction. Concerns presented by teachers included a lack of engagement from students when asked to complete practice and planning-based sketchbook tasks, as well as difficulties assessing sketchbooks. Data analysis identified implications for future research regarding sketchbook assessment practices, how to promote student buy-in in light of decreasing motivation, and how to develop purposeful adaptive strategies via sketchbook use for student well-being. The results of this study influenced a companion project in the form of a manual titled: Sketchbooks: A Reference for New Art Educators.
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  Supporting Mental Health Education in Ontario Secondary Schools: A Cross-Curricular Handbook for Ontario Secondary Teachers

  Robinson, Mackenzie

  It has been almost two full years since the emergence of the COVID-19 pandemic (2019), the effects of which are currently being seen in Ontario today within the education system, with a profound escalation in mental health challenges among children and youth. Educators are noticing an increase in mental health issues brought forward by students, and the increase in mental health issues continues to be at the forefront of conversations held by secondary school teachers because of the pressures they face as role models and caring adults. Teachers, however, have identified they are not comfortable helping students who come forward with mental health issues because they, too, lack mental health literacy; they do not feel equipped with the knowledge and understanding of mental health, and feel ill-prepared because they have not received adequate education, training, or professional development on the topic. Some teachers are also avoiding conversations in classes related to mental health because they are unaware of the available and accessible resources, services, strategies, and tools. To address this gap, the researcher developed a mental health handbook in alignment with the Aligned and Integrated Model (AIM) framework from School Mental Health Ontario (2023) that offers a solution to improve secondary teachers’ readiness in supporting students’ mental health and well-being. Focusing on Tier 1 of AIM, the handbook is designed to improve educators’ mental health literacy through understanding early identification, prevention, and early intervention, ensuring a holistic approach to address the varying mental health needs within the school setting. The handbook is also intended to help educators recognize, respond to, and support students who might be experiencing mental health challenges. Implementing the handbook within secondary schools throughout Ontario might hold the potential to enhance teachers’ confidence and comfortability in assisting students who come forward with mental health concerns and, ultimately, foster an environment where students feel supported and empowered to navigate their mental health challenges with both efficacy and dignity.
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  Coding as a Literacy Practice in Adult Learning Communities

  Smith, Eleanor

  This study considered how computing courses for adult learners might be customized to effectively address their reasons for learning to read and write computer code. The view of coding as a literacy practice is the key theme in this study. Street’s (2006) ideological model of literacy along with the perspective of computational participation, are theoretical models used to explore coding as a literacy practice (Kafai & Burke, 2017). Through the vehicle of action research, this study focused on analyzing the delivery of an introductory web languages coding course for female immigrants. This study drew from both the student and teacher perspectives. The study used student feedback collected from online class survey questionnaires and semi-structured interviews. The study also incorporated the teacher’s field notes, a course summary report, and the Teaching Perspectives Inventory survey results (Collins & Pratt, 2011). Findings from this study include these areas of insights: 1) students’ views on the benefits of learning coding, 2) the language and communication challenges students faced, and 3) an overview of some effective teaching tools and approaches. Based on these findings, there is a discussion that considered possible issues related to student engagement in learning web language coding. Included are sections on implications for practice and future research.
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  STEAM Pedagogy to Promote 21st Century Skills: A Poetry Unit Plan for Grade 9 Ontario English Classrooms

  Sarkar, Samita

  The purpose of this research project was to create a handbook for Ontario-based English teachers interested in incorporating STEAM-based pedagogy (science, technology, engineering, arts, and math) to promote students’ 21st century skills. The handbook is a Grade 9 poetry unit plan that meets the curriculum expectations of Ontario’s Grade 9 English course, ENL1W, as well as curriculum expectations in other Ontario Grade 9 courses across the STEAM disciplines. A review of curriculum documents, along with a comprehensive literature review on STEAM pedagogy revealed a gap regarding translating the theory of interdisciplinary integration into practice in secondary subject areas, where courses are typically taught as discrete subjects. Therefore, this handbook was created to address this literature gap by providing high school teachers with a hands-on resource they may use to implement an integrated, STEAM-based unit. The unit plan was reviewed by Ontario English teachers and found to be helpful in both teaching and assessing English, STEAM subjects, and 21st century skills. Future research projects may build on this work by creating similar resources for other grade levels or disciplines, and exploring their impact on teaching and learning experiences.
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  A Document Analysis on Bullying Policies and Procedures at the Hamilton Wentworth Catholic District School Board

  Spytkowsky, Adelia

  This study examined bullying within schools and school bullying policies with a focus on the Hamilton Wentworth Catholic District School Board (HWCDSB). Conducting a critical policy and document analysis of eight documents on the HWCDSB website, this study sought to answer the following research questions: How does HWCDSB board policy contribute to how bullying is understood and addressed in HWCDSB schools? How does HWCDSB’s bullying policy compare to the best practices identified in the literature? Working within the framework of Bronfenbrenner’s ecological systems theory, four themes emerged. The themes were analyzed to explore how bullying policy acts as an intervention within schools. This MRP adds to the body of work surrounding critical policy and document analysis, and school bullying policy. Recommendations for improving HWCDSB policies and recommendations for future research were presented. This research can inspire and promote an ecological approach to policy implementation and management of bullying behaviour.
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  Educational e-Leadership: A Review of Literature

  Zarei, Foroogh

  Studies have shown that e-learning seems to be a more established scholarly field in educational studies, both theoretically and practically, while the interface of educational leadership and technology remains relatively unexplored by comparison. This literature review aims to find out to what extent educational e-leadership has created a valid theoretical framework for the field and aims to synthesize previous research into a conceptual framework for educational e-leadership, based on the advances in both the field of education and e-leadership. Upon study, it became apparent that there remain various similar terminologies around e-leadership, which has caused a lack of unity among scholars—hindering development in the field of study. Five important topics were chosen to discuss including philosophy and pedagogy, competencies or growth of an educational e-leader, and models of quality management and trust.
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  Educational Programs and the Ontario Disability Support Program: A Critical Literature Review

  Anderson, Erica

  My major research paper (MRP) is a critical literature review of educational programming available to Ontario Disability Support Program (ODSP) recipients. Specifically, I review financial literacy education (FLE) programs and ODSP employment training programs. The purpose of my research was to gain a critical understanding of how these programs incorporate learners’ experiences with governmental institutions that impact financial wellbeing and employment. I analyze the literature through the lens of two critical theories: critical pedagogy and critical disability theory. Previous literature indicates that involvement with the social assistance system in Ontario influences recipients’ sense of identity related to disability (Crooks et al., 2008; Lightman et al., 2009). The impact on recipients’ identity is influenced by the binary categorization of able/disabled within social assistance institutions. Some ODSP recipients identify as neither able-bodied nor disabled, rather on a spectrum of illness and wellness. Research into these types of educational programming can support educators and policymakers in identifying the barriers ODSP recipients encounter while pursuing personal goals related to financial security and employment. In this MRP, I report on findings that indicate the presence and the usefulness of critical pedagogy and critical disability theory to improve FLE and employment training delivery. Through this research, I aim to understand the gaps in current FLE and employment training delivery and offer recommendations for future program development.
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  Impacts of an Inclusive Education Program for Adults with Intellectual/Developmental Disabilities Within a Postsecondary Environment

  Forbes, April

  Over the last two decades, postsecondary institutions in Canada and globally have created programs to include persons with intellectual/developmental disabilities (IDD) in higher education. These programs vary in their scope but generally aim to provide an inclusive opportunity for persons with IDD to attend postsecondary education alongside their same-aged peers. This research study focused on one program at a university in Southern Ontario that has been providing an inclusive campus experience for over 25 years. The study was guided by the research question, “What are the impacts realized by former program participants, their parents/caregivers, former student volunteers, and university partners from involvement with an inclusive education program within a postsecondary environment”? Interview data were derived from 17 semi-structured interviews across four stakeholder groups and were examined using thematic analyses. Findings indicated three major areas of impact: friendship, growth, and belonging. Implications describe steps for broader implementation and a call-to-action for postsecondary institutions to push for greater inclusivity of persons with IDD within higher education.
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  The Importance of Incorporating Holistic and Invitational Approaches in an Elementary School in Karnataka, India

  Tamkeen, Zainab

  This study explores holistic and invitational approaches to education in a private school (The Spiti Academy) in Karnataka, India, with a view of incorporating a strategic approach. The study examined holistic and invitational pedagogies of scholars such as Dewey, Maslow, Montessori, Noddings, and Purkey and Novak, who collectively emphasize the importance of a pedagogy of mind, body, and soul; a pedagogy through play; a pedagogy of student-teacher relationships that build on strengths; and a pedagogy that is invitational, holistic and builds a sense of belonging for everyone at school. An overview of the Indian education system reveals systemic gaps around holism. Focusing on the Spiti Academy, I offer strategies for creating a holistic and invitational school environment that may enable teachers and students to build on their potential, outlining recommendations for school leaders and teachers to facilitate this. My purpose is to help students in the Spiti Academy develop as a whole and enhance their learning experiences, and also to motivate other schools to collaborate for the betterment of society.
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  “Everything Works Better in Person”: Kindergarten Educators’ Experiences During the COVID-19 Pandemic

  Lamb, Iris

  The COVID-19 pandemic has had a significant impact on education worldwide, leading to school closures and radically different classroom practices when schools opened back up. This study looked at the effect on five Kindergarten educators of shifting to an online delivery model for Kindergarten students in Southern Ontario, Canada. Participants reported on struggles with engaging their students on a computer screen, the inequities between students that surfaced during this time, and the lack of support throughout the process of pivoting from online teaching to in-class teaching and vice versa. The study findings indicated that more research is needed to fully understand the impact of teaching virtual Kindergarten on both educators and students, but a lack of support from school boards and administrators is an issue that negatively impacted the kindergarten educators in this study.
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  The Challenges Faced and Strategies Used by University Administrators Before and During COVID-19

  Rajasekharan, Sreedevi

  This study undertook a systematic literature review corresponding to challenges faced and strategies used by university administrators in Ontario (Canada) and internationally before and during the COVID-19 pandemic. As leaders who act as the interface between academic institutions and faculty, staff, and students, the study sought to identify university deans’ and department chairs’ specific roles and responsibilities in response to such adversity. The study adopted Bronfenbrenner’s (1999) bioecological model of development and Mukaram et al.’s (2021) adaptive leadership framework to understand the complex demands placed upon and the responses of university administrators navigating the pandemic. Findings reveal that during emergency situations like the COVID-19 pandemic, university administrators act as change agents who redefine their complex roles through a holistic leadership framework that fosters flexibility, empathy, resilience, and adaptability in their practice while developing sustainable, inclusive, and interconnected learning communities.
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  The Relationship between Confucianism Culture on Chinese International Students’ Self-confidence

  Wang, Junjie Jr

  Considering the uptrend of educational globalization, the younger generation in China is choosing to study abroad. According to Lundeberg, Fox, Brown and Elbedour’s research (2000), Chinese participants have low self-confidence and do not trust their own skills. Furthermore, research shows that that Chinese graduate students tend to refrain from participating in classroom activities (Lu & Han, 2010). The purpose of this research project is to explore how Chinese international students perceive the influence of Confucius culture on their self-confidence, while completing the international graduate program in a single university in Ontario. All data was collected through loosely structured interviews with four Chinese graduate students in the international graduate program. Key findings of this research project highlight the students’ educative experience in both Canada and China, the influence of Confucianism on their self- confidence levels and the progression of this trait throughout the whole learning experience.
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  Comparing Successful Education Approaches From the Global South and Canada

  Lu, Olivia

  Educational reforms have been enacted to strategically address critical issues facing schools at the local (individual classroom, school, district) or systemic (provincial and national) level. At the systemic level, large educational change movements often present difficulties in the areas of sustainable success (Fullan, 2021). Across the globe, nations’ economic success is strongly correlated to students’ mathematics performance (Farrell et al., 2017). Therefore, the education of school-aged children in mathematics is an area of concern in both the Global North and Global South. Although many Canadian initiatives have addressed areas of improvement for mathematics education in schools over the last 10 years, limited research and few such initiatives have considered success stories beyond the Global North, thus overlooking new radical approaches for the core subjects, including mathematics (Farrell et al., 2017). This major research project conducted a comprehensive literature review exploring three Canadian mathematics education initiatives—Building Thinking Classrooms (Liljedahl, 2020), Math Minds (Davis et al., 2020), and Show Me Your Math (Lunney Borden, 2010)—as well as three alternatives from the Global South: Escuela Nueva (Colbert & Arboleda, 2016), Learning Community Project (Rincón-Gallardo, 2019), and Bangladesh Rural Advancement Committee Non-Formal Primary Education (Numan & Islam, 2021). Findings from this study can stimulate a flow of ideas between the Global South and Global North, with a detailed comparison between the Canadian and Global South approaches that can enhance mathematics education.
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  A Scoping Review of Teaching Practices for Linguistically Diverse Students in Ontario

  Kittani, Lana

  This study explores the challenges faced by linguistically diverse students and teachers in Ontario, Canada. Current research suggests that it takes 5 to 10 years for English Language Learners (ELLs) to reach the language proficiency of their native English-speaking peers (Goodman & Fine, 2018). During this time, ELLs face many challenges including language loss, difficulties in developing a sense of belonging and inclusion in the school community, and difficulties in negotiating their identity. Likewise, educators face challenges when attempting to tailor assessment and instruction for ELLs. Some of these challenges are present based on educators’ background on literacy development and their understanding of language loss, the need to better understand students’ funds of knowledge to support their sense of belonging, lack of teacher education in ELL instruction to assist students in their identity negotiations and formation, and lack of time and resources to prepare and deliver inclusive instruction. A scoping review was conducted to answer the following research questions: (a) What are the experiences and challenges faced by ELLs and classroom teachers? (b) What high-yield pedagogical approaches can teachers use to support ELLs’ inclusive learning needs? (c) What are the implications for the educational and research community of employing such high-yield pedagogical approaches for teaching ELLs? This review provides specific pedagogical approaches for educators to use within their practice to support ELLs, as well as findings and implications for both the research and educational community. Findings from this review indicate that improvements to teacher education programs are needed to develop teachers’ understanding of ELLs, as well as a close examination of existing policy documents and ways in which they can be updated to reflect Ontario’s growing ELL population.

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