2011 MT Research Conference Abstracts

Junior/Intermediate

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Keywords: music education, ethics, music education reform

Abstract: While there exists a large body of work concerning the ethical dimensions of teaching as a general practice, few works center on ethical dilemmas that result from context of a particular subject.  This inductive, qualitative study begins to explore how music teachers perceive and navigate the ethical dimensions that are inherent in and oftentimes unique to teaching music.  Further, this study investigates the relationship between music curriculum implementation and ethics, in response to current research that calls for a revision of the prevalent rehearsal-based model of music education.  Analysis of data suggests that the teachers interviewed are aware of the ethical dimensions that permeate the musical teaching and learning process, but do not consistently think of these dimensions in strictly ethical terms, but rather focus on curricular or structural solutions to dilemmas.  This is consistent with current scholarship in music education that calls for an ethical framework from which music educators can base their decisions when confronted with an ethical dilemma.

Acknowledgements: I would like to extend my gratitude to my two research supervisors: Dr. Elizabeth Campbell, for her ongoing support and inspiring dedication to the field of ethical teaching, and Dr. Susan Schwartz for her incredible guidance, many helpful suggestions, and commitment to the research process.  Also, a sincere thank-you to the participants of this study, who welcomed me into their worlds, and whose openness and honesty affords insight into the veritable maze of music-teacher ethics.  Finally, many thanks to my family, friends, and fellow future music teachers for sharing their own memories of learning music, a true motivation for pursuing this area of study.

Keywords: Graphic Novels, Curriculum Integration, Multiple Literacies

Abstract: A review of the literature suggests that graphic novels can be an effective way to ‘hook’ students' interest. This qualitative research study examines how teachers go about integrating graphic novels into their practice, and the extent to which integration follows a cross-curricular approach. This study also examined the various ways in which teachers can incorporate graphic novels in a variety of subject areas. The data analysis followed an open-ended format and grounded approach looking for emerging themes. Data in the current study consists primarily of semi-structured interviews with teachers and librarians. Findings suggest that graphic novels may be especially effective for introducing students to new concepts, mainly because of the appeal of the combination of images, text, panels, and sequential art.

Acknowledgements: I would like to provide many thanks to my Research Supervisor, Dr. Kim Mackinnon, who was a great source of support through this whole research process. In addition, I would like to thank my Research Group for their advice and ongoing support. I am grateful to my research participants who took the time out of their busy lives to support me in my cause. I would also like to thank Dr. Susan Schwartz for being there for me and always lending a helping hand.

Keywords: Reform in math education, Inclusion, Problem-based learning

Abstract: The limitations of traditional mathematics approaches have led to the adoption of a new mathematics ideology, collaborative inquiry-oriented approach.  This approach involves being able to reason, communicate, and solve problems mathematically.  Traditional mathematics approaches have focused on procedural, whereas a collaborative inquiry-oriented approach goes beyond to support a more holistic approach to mathematical understanding (Suurtamm & Graves, in press).  While much research has emphasized the significance of collaborative inquiry-oriented approaches to mathematical understanding and the essential role of teachers as facilitators, there is little evidence documenting how teachers implement collaborative inquiry into their teaching practice.  This study examines how three teachers use collaborative inquiry to support mathematical understanding in their classrooms.  It also demonstrates how teachers can become ‘agents of change’ in mathematical teaching and learning.  Teachers were each interviewed individually and field observations of teaching practices were recorded.  Thematic analyses of audiotaped interview data and field notes were conducted. The findings highlight practical strategies that teachers can use to integrate collaborative inquiry in mathematics.  The findings also discuss the significance of teachers’ knowledge, skills and dispositions in the successful implementation of collaborative inquiry in mathematics education.

Acknowledgements: I would like to extend special thanks to Dr. Doug McDougall who provided his expertise to support the conceptualization and execution of my research project. I am deeply thankful for the continuous support and love from my family, friends and fellow MT students. I would like to thank my mom who has been my mentor and editor-in-chief through the whole process. I am grateful for her insightful and conscientious guidance that has contributed immeasurably to my research. To the educators who opened up their classrooms and hearts – thank you for your willingness to share your stories. Finally, thank you to all of my students who persist through math class as I strive to make it a better place for you to learn.

Keywords: higher order thinking, science education, middle school

Abstract: Current science education reform seeks to develop higher order thinking in our students so they are able to effectively utilize knowledge and information. This research study explores the perspectives and strategies of two exemplary practitioners who incorporate higher order thinking into the teaching of their science program. Some of the areas explored in this paper relate to how middle school science teachers conceptualize higher order thinking and how it relates to the teaching and learning of science. Analysis of related literature and the collected data in this study suggest that higher order thinking can be developed as part of a comprehensive science program. Higher order thinking is interwoven into curricular content to help students make the connections between classroom teaching and everyday life. The Science & Technology Achievement Chart in the Revised 2007 Curriculum is also discussed as a tool for fostering and assessing higher order thinking in the science classroom.          

Acknowledgements: This research paper would not have been possible without the help of many kind people. Firstly, I would like to thank Dr. Jim Hewitt, my research supervisor. Thank you for our meetings that helped me piqued my interest and focused my inquiries. I would also like to thank Dr. Susan Schwartz for all her time and effort throughout this entire research process. She has been an amazing support reviewing all aspects of this long journey. I would also like to thank my associate teacher for leading me to my interview participants who had much insight and advice to share. And finally I would also like to give a special thank you to Professor Rina Cohen for being the first to direct me towards my passion in this area of education. Thank you all so much.

Keywords: literacy, engagement, reluctant readers.

Abstract: A great deal of time is spent teaching reading skills in today’s classrooms.  Students are able to decode unfamiliar words, discuss an author’s tone and read aloud.  There is, however, a disconnect between students’ ability to read and their desire to read.  For many students, reading is a means to an end – it is neither enjoyable nor rewarding.  These students who can read, but often choose not to are reluctant readers.  The purpose of this research is to explore practical strategies and solutions for supporting reluctant readers in the classroom.  Some topics explored in the literature review include: who reluctant readers are, how the social dynamics of adolescence affect reluctant readers, what role motivation and engagement play in shaping reading behaviours and lastly, the concept of expanding our definition of literacy.  Through one intensive case study and an exhaustive review of the literature on this topic, preliminary findings suggest that the most effective strategies for engaging reluctant readers are providing students with new entry points, choice and a variety of reading materials.  The emphasis for teachers ought to be on encouraging and celebrating reading of any kind – whether it is a magazine, graphic novel or novel.  Reading is reading and there are all kinds of materials to suit all kinds of purposes.

 Acknowledgements: There are many people who have supported me, mentored me and inspired me as I have pursued my passion for teaching and learning.  Thank you to Dr. Clare Kosnik and my research group for their patience, understanding and insight into all things literacy.  Thank you to my research participant, a teacher-librarian and eternal optimist, who showed me that the love of reading can flourish at any age and is, in fact, a life-long process.  Thank you to my family, my friends, and my spouse for seeing a spark in me long before it became a flame.  Thank you to my associate teachers and my teacher colleagues who have provided me with hope and inspiration for my own teaching practice.  Lastly, I want to acknowledge all of the reluctant readers in classrooms across Ontario who have yet to experience the curiosity or joy that comes from reading.  It is in their honour that I continue my journey in teaching and learning.

Keywords: Social Justice, Geography, Critical Pedagogy, Global Education

Abstract: Educational philosophies akin to those of theorists Henry Giroux and Paulo Freire acknowledge that students have the capacity to think critically about the world, and the power to change it.  Unfortunately, the facilitation of such critical thinking is often times lacking in classrooms.  This is especially true for geography classrooms, where the opportunities to integrate themes of social justice are endless.  This research study explores the insights and practices of exemplary practitioners who infuse the geography curriculum with themes of social justice.  In addition, it looks to the literature for theoretical and practical implications for the importance and use of social justice in classrooms.  The study attempts to answer the question: How are educators incorporating social justice education within intermediate-leveled geography curriculum?  Some of the questions explored relate to defining social justice, linking social justice and geography, and implications for the classroom.  Analysis of both the literature on this topic and the data collected through interviews suggest that social justice education can be linked to geography curriculum through a critical pedagogy.  Moreover, it considers various practical strategies that educators can use to infuse their geography classrooms with themes of both local and global social justice.

Acknowledgements: First and foremost, I must thank my parents, sister and brother for their continued support and encouragement throughout my career as a Master of Teaching student.  I would especially like to thank my research participants for their time and wonderful insights into teaching geography for social justice.  Also, to my research group members, for their ongoing support and advice, thank you.  Lastly, a big thank you to my research supervisor Dr. Clare Kosnik, and Dr. Susan Schwartz for all of their wonderful advice and encouragement throughout this process. 

Keywords: Literacy, engagement, boys, genre

Abstract: The discussion between researchers and teachers regarding boys and their literary practices has increasingly become a problem over the last two decades. This qualitative research study explores the area of boys’ underachievement in literacy and the strategies used to engage them in reading. Methods of data collection included a reading inventory, administered before I interviewed the participants, and an interview. Specifically, my research question was “How do teachers engage boys in reading?” My sub questions were as follows:  1) How do you define engagement?, 2) What are the strategies you use to engage boys?, 3) What is the evidence of engagement?, and 4) How can teachers use different genres to stimulate boys’ interest?  Although the literature offers insight on what engagement is, my study provides practical reading strategies to engage male students. The most important strategies are using self-selected texts related to their personal interests, using varied texts, and having students read-aloud to themselves and to peers. These strategies can give them a sense of autonomy over their reading choices, and can assist educators in improving boys’ success in reading in and outside of the classroom.

Acknowledgements: I would like to thank all of the individuals that have helped throughout this research project. Firstly, I must thank my research supervisor, Lesley Elliott whose suggestions have made the completion of this paper possible. I would also like to thank my research participants for their commitment towards this process. They have provided me with the opportunity to grow and learn as an educator and researcher. Secondly, I would like to thank my mother, whose grace and strength has helped me go on, even when I felt like giving up. She has taught me to pursue my dreams and because of her, I am turning this dream into a reality. I love you always. I would also like to thank my friends, colleagues and professors who gave me the motivation needed to complete this research. Finally, I would like to thank God, who has made all things possible.

Keywords: Social Networking Sites (SNS), Literacy, Reading, Writing, Teaching Methods

Abstract: In today’s day and age where students’ lives are surrounded with technology, it seems logical that the classroom environment would emulate the students’ outside lives.  It is no secret that students today have a fascination and desire to participate in social networking sites (SNS) such as Facebook and Twitter.   Although they are regarded as a forum for socializing, we cannot deny the vast possibilities these sites can offer if used mindfully for educational purposes.  Thus, this qualitative research study explores how teachers incorporate social networking sites to capitalize on this reality to suitably use SNS to increase student engagement and improve student learning in the area of literacy.  Participants for this study were two junior/intermediate elementary school teachers and one high school teacher.  The data collected from these interviews was then analyzed for common themes using the constant-comparative method.  This study highlights specific strategies and social networking sites in order to increase student success in reading, writing and engagement, as well as, advantages, cautions and drawbacks to consider when formulating a sound pedagogical rationale for incorporating social networking sites into literacy programs.

Acknowledgements: At this time in my life, embarking on this incredible journey of learning would not have been possible without the love and support of my incredible family.  To my husband, Frank, and my wonderful children, Altaya, Tristan and Adrienne, I say:  without your love, understanding and unselfishness my goal would have been neither possible nor attainable - you are the best team; thank you for always believing in me!                      I would also like to thank two remarkable faculty members whose commitment is beyond words.  First, to Dr. Kim MacKinnon, my research advisor, for her incredible knowledge and expertise, encouragement and unbelievable patience; and Dr. Susan Schwartz, my professor and practicum instructor, for her unwavering dedication to all her students, her vast and practical knowledge and advice, and, most of all, for being a true inspirational teacher who exemplifies the methodology that teaching from the heart is by far ... the best pedagogy!

Keywords: reflective practitioner, classroom technology, pedagogy, collaborative learning, interactive learning, gaming in education

Abstract: It is widely accepted that student engagement is a cornerstone, integral for student learning. Thus, many educators and educational researchers constantly strive to find tools that they feel best engage students and provide rich learning experiences. The contemporary influx gaming development has made this technology more accessible to educators. Its ability to entice a wide range of learning styles (particularly aural and visual), and its vast dissemination (thus familiarity) amongst youth, has made technology a viable prospect by which educators can better engage students in learning. The researcher in this paper, chose to explore the technological dimension of teaching; specifically, gaming technology, to the bridge a gap between this technology in the classroom and its place within Ontario elementary school literacy education.  A six-month case study was conducted of three Ontario schools with practitioners who catered to each of the major divisions: primary, junior, and intermediate. Participants convened regularly over the course of the study to engage in discourse about implementation of gaming technology in their classrooms. Educators were encouraged to engage to reflect on their practice via open-ended, discussion-based, interviews. This was audio-recorded for analysis. Research used methods of ethnography (Angrosino, 2004); arts based inquiry (Taylor, 2008) and grounded theory (Corbin & Strauss, 2007) to find common themes. The data consisted of a literary review of gaming technology within the educational setting (from a historical approach) and the analysis of practitioner based reflection to highlight key findings.Results from this study suggests that gaming technology has a significant role to play within classroom literacy programming as it acts as a useful tool in teacher designed literacy programming within Ontario elementary classrooms. It also suggests that gaming technology is best implemented in classrooms where some prior information technologies training (either through personal or professional development); and that trained individuals benefited vastly from the use of gaming technology within their classrooms. Finally, the study outlines some key ways technology has been implemented effectively. It also establishes the utility of gaming technology within the classroom as a tool in achieving curriculum goals as set forth by government regulation.

Acknowledgements: This project would not have been possible without the help of so many people. So, it is my great pleasure to thank those who made this thesis possible.  I would like to extend my sincerest gratitude and my utmost appreciation to my supervisor, Dr. Jim Hewitt, for his dedication, time and support. Likewise, I would like to heartily thank the Master of Teaching faculty for their guidance and teaching; without their help, this would not be possible. I would like to give a very special thanks to two very wonderful and supportive people in particular, Dr. Susan Schwartz and Dr. Kimberly MacKinnon for truly believing in me throughout the process and even before the project's inception. This thesis would not have been possible without my participants and mentors, and for that I owe my deepest and most heartfelt gratitude. Last but not least, I would like to thank my family and friends who have been continually supportive and inspirational. < Mom, Dad, Kathy, Tita B, and Andrew 3. This truly would not have been possible without all of you. Many thanks.

Keywords: restorative justice circles, inclusive discipline, classroom management

Abstract: Safe Schools initiatives support teachers in creating a safe and inclusive learning environment in which all students feel represented, comfortable taking risks, and successful by ensuring that early and ongoing interventions are in place to address inappropriate behaviour. However, several of these interventions focus on removing misbehaving students from the classroom, which can hinder the establishment of an inclusive environment for all students. During a workshop, I was introduced to restorative justice circles as an inclusive form of classroom management. This study attempts to answer the question, “How can restorative justice circles be implemented by educators to help create more inclusive ways to address student misconduct and support current Safe Schools policies?” This research includes literature on this topic, and the insights and experiences of two educators who have implemented restorative justice circles in a school setting. Detailed data analysis suggests that restorative justice circles benefit all participants by providing a safe space where everyone’s voice is heard, students are held accountable for their actions, and steps to repair the harm are discussed collaboratively. Further, the results suggest that restorative justice circles are most successful when the entire school community is invested in the process. 

Acknowledgements: I would like to express my sincere gratitude to my research supervisor, Dr. Nick Scarfo, for his guidance and support. Thank you to Dr. Kathy Bickmore for sharing my enthusiasm for inclusive discipline and providing me with many resources for my literature review. To my research participants, I appreciate your willingness to volunteer your valuable time and openly share your knowledge and experiences in the area of restorative justice circles. I would like to extend a very special thank you to Dr. Susan Schwartz for her ongoing support and advice and for her willingness to proofread and provide detailed feedback on my research paper. Finally, I would like to recognize all of the faculty, staff, and students of the Master of Teaching program who have made the past two years such a memorable and valuable experience.

Keywords: Physical Education, Teaching Games for Understanding, females

Abstract: Physical inactivity is a growing concern for Canadian youth, especially for females who are reported as being more sedentary than their male counterparts. Physical Education has been identified as a potential vehicle to help address these issues, however educators still struggle to provide physical education programs that are meaningful and valuable to female students. The new Ontario HPE curriculum (2010) emphasizes students’ development of movement competence and knowledge of movement strategies through the Teaching Games for Understanding (TGfU) model, which may also prove to positively influence the activity levels of females. Three teachers were interviewed on their insights and experiences using TGfU, with a distinct focus on its potential to positively influence females’ HPE participation/engagement. This study examines how these teachers feel the TGfU model affects females’ motivation and competence levels in physical education. Findings from the research suggest that females’ motivation and competence levels are positively influenced through the strengths of this model. These strengths include the ability to level the playing field and focus on teaching the actual games, as oppose to just the skills associate with the games. Implications for teaching are discussed in light of the findings.

 Acknowledgments: I would like to extend a special thanks to Tim Fletcher for his expertise and continuous support throughout this research project. Your guidance and advice have been greatly appreciated. I would also like to thank Carolyn Temertzoglou for introducing me to TGfU and inspiring me to embed this model into my philosophy of physical education. I would like to extend a big thank you to my research participants. Your insights and willingness to share your experiences using TGfU haven been instrumental to the success of this study. You are all exceptional role models in the Physical Education and Health field and you are the type of teachers I aspire to be. Last but not least, thank you to the MT community for your ongoing support in helping make this research project a success.  

Keywords: intermediate, inquiry-based learning, Science

Abstract:  Despite reported benefits of inquiry-based learning in Science education, many teachers continue to use traditional methods of instruction due to lack of time, resources and training. Thus, the purpose of my investigation was to develop a set of practical recommendations for implementing inquiry-based learning in intermediate Science programs. Using qualitative methods, I conducted in-depth semi-structured interviews with Science teachers and researchers who employ and study the use of inquiry-based methods. The data collected from these interviews was then analyzed for common themes using the constant-comparative method. Themes regarding the benefits of inquiry, different types of inquiry activities, challenges and barriers, useful resources, as well as advice for beginning Science teachers, were uncovered and are discussed in the paper in greater detail.

Acknowledgements: I wish to acknowledge a number of individuals who have supported me in my research and my journey in becoming an educator. First of all, I would like to thank my wonderful research supervisor Dr. Kimberly Mackinnon for her wisdom and guidance (and sense of humour) in the process of writing this research paper. I would also like to thank my Internship course instructor Dr. Susan Schwartz for being so approachable and for providing my colleagues and I with many helpful resources to aid us in our research. In addition, I wish to give a heartfelt acknowledgement to the participants of this study – this paper would not have been possible without their time and valuable insights. I would also like to thank my course instructors, associate teachers, and colleagues for their perspectives, personalities, and the time we shared over the past two years. Next, I would like to express my gratitude to my family for a lifetime of sacrifice and support as well as my close friends for their prayers and encouragement. Last but not least, I am grateful to my former facilitators from the Bachelor of Health Sciences program at McMaster for setting an example of exemplary teaching and for being the inspiration for my research.

Keywords: global education, Ontario curriculum, human rights education, teacher practice, student engagement

Abstract: In a world where prolific globalization is quickly eliminating barriers to cross cultural interactions, it is essential that children are educated to become contributing and compassionate members of society This qualitative research study examines the current state of global education in Ontario curriculum and schools. It addresses the question: What teaching strategies or school initiatives are being implemented by educators to incorporate global and human rights education into their teaching and to foster student engagement surrounding issues of social responsibility? It also investigates how global education is integrated in the Ontario curriculum, what global education resources are available to teachers and how the global education paradigm is received within the school community. Analysis of the literature on this topic and the data collected through questionnaires, suggests that the Ontario curriculum provides plenty of opportunity for global issues discussions and that current student engagement is high. The research findings also identify a number of significant constraints to the implementation of global education in Ontario schools.  It can be implied that the degree to which global education is infused into daily classroom pedagogy, relies on the level of teacher interest and teacher commitment to integrating this discourse within their program delivery.

Acknowledgements: Education is the most powerful weapon, which you can use to change the world - Nelson Mandela. I would like to thank my research supervisors Dr. Clare Kosnik and Lidia Menna for their support. I have been very lucky to have your encouragement, patience and guidance throughout the project. I would also like to thank the members of my research group, who through our shared experiences of compiling our research projects, kept me motivated and eager to learn. Thank you also to the teacher participants for kindly agreeing to be a part of this research and for their valuable insights. A number of special, personal appreciations also need to be extended. To Jacquelyn Cummings, my MT classmate, my friend and my teammate, for being my confident and support throughout the last two years – a million thank-you’s are not enough. To my parents, who have instilled their passion for discovering the world in me and encouraged me in everything I have done. Finally, to my best friend, travel partner and my ‘Garcia’ – my Mom, thank you for the many forms of support you have given me throughout this project.

Keywords: Holistic, meditation, yoga

Abstract: This paper is an examination of holistic practices in education.  Specifically it is examining how to implement a program of mind and body practices such as yoga or meditation into a school based community.   The goal of the paper is to examine the process and benefits of such programs.  One of the additional perspectives examined is that mind and body practices can be used by both the teacher and the student.  The goal of such programs is to reduce stress, increase self awareness, and increase concentration.  The final aspect examined by this paper is how mind and body practice can be integrated with the larger curriculum and how holism can be used in the larger school community.

Acknowledgements: Many people have been instrumental in helping me complete this work.  In my mind I see this research as part of a life long journey that started with my first experiences with meditation and yoga.  I have been engaged in these practices for the past 11 years and have been active as a teacher for six years.  I feel that these practices have helped me a great deal in life and have provided me with a great deal of strength, patience, and courage.  It is my strong desire that all may benefit and grow through these holistic mind and body practices. Specifically I would like to thank Dr. Nick Scarfo and Dr. Susan Schwartz for their guidance and encouragement throughout the process.  They have both provided a great deal of help focusing on editing and layout.  Their feedback has helped to improve the quality of this work and refine its focus.  Without their open minds, I would never have been able to submit a paper on holistic education.  Thank you so much for all of your guidance and kindness. I would also like to thank all of the teachers that I have encountered on my path.  I have so much respect for the various lineages with whom I have come in contact.  Each of my teachers has shared important insights and guidance with me.  This is an amazing world and at each turn in my path, I have been gifted with the presence of many wonderful teachers including; Jason, Paul, Garuda, Lara, Chantel, Swami Sivananda, Iyengar, Thich Nhat Hanh amongst many others. Finally I would like to thank my wife Makiko for putting up with me during this process and my many years of wandering.  May they continue to bring our family joy and happy experiences.

Keywords: Allophone, English Language Learner, French Immersion

Abstract: Within the context of Canada’s rapidly changing linguistic landscape due to immigration and multiculturalism, this study examines pedagogical strategies for increasing Allophone students’ (students who do not speak English at home) success in French Immersion in Kindergarten through to grade 8. While there still exist formal and non-formal barriers for non-Anglophone students enrolling in French programs (Mady, 2007; Mady & Turnbull, 2010), several studies have demonstrated that, with the proper support and pedagogy, Allophone students can be as successful, if not more so, than their mainstream peers in French language learning (Bild & Swain, 1989; Swain, Lapkin, Rowen & Hart, 1990; Taylor, 1992). A survey was conducted of a small sample (N=approx. 10) of French Immersion teachers from across the province of Ontario on their classroom practices. This study highlights strategies used by French Immersion teachers in order to increase the academic success of their Allophone students, focusing on both current practices, such as dual-language books and use of the first language in the classroom, as well as additional strategies worth further investigation.

Acknowledgements: I would like to extend my sincerest thanks to the following individuals: Dr. Sharon Lapkin, my research supervisor, for her inspiration, expertise, and continuous encouragement; Dr. Susan Schwartz, my research course instructor, for her valuable feedback and insight; And much appreciation goes to my family and my friends in the MT program, who have provided unwavering support and much needed motivation.

Keywords: Second-language learners, technology, motivation

Abstract: With the rapid development of digital technology in the last decades of the 20th century when students have become proficient in the digital language of computers, video games and the Internet, more and more teachers turn to technology to improve teaching and learning. This study examines ways in which teachers use technology in their classrooms to motivate second language learners to engage in their learning with a focus on the Core French and French Immersion programs in Ontario. Participants for this study were drawn from teachers who expressed an interest in using technology to engage second language learners. Results suggest that technology holds a great potential in engaging students in learning a second language while fulfilling the conditions for the optimal language learning environment model: it provides students with authentic tasks; affords exposure to diverse linguistic and cultural materials; and provides appropriate and individualized feedback.

Acknowledgements: I would like to extend my sincerest thanks to my research supervisor, Dr. Kim MacKinnon and my research course instructor, Dr. Susan Schwartz, for their feedback and expertise, and to my research participants for their valuable insights. Also, my deepest gratitude goes to my mother – my source of encouragement and motivation and finally, to my husband for his continuous support throughout this whole process.

 Keywords: Transition, Student Success, Post-secondary destinations, Guidance Counselling

 Abstract: Continual change, including technological advances and increasing job competition, pressures high school students to be academically successful. Students must begin to make decisions as early as middle school about what career pathway they wish to pursue and choose courses and schools accordingly. During this critical time, students are met with the challenging transition of moving from middle school to high school. While there is support and programs available to high school students, there is very little documentation on what teachers can do to prepare middle school students for the transition. This qualitative research study explores what teachers and schools are doing to prepare and support students for the move into high school. Data was collected through one-on-one semi-structured interviews with four teacher educators from Southern Ontario. Surprisingly, all participants challenged the traditional view of student success and agreed that it should be defined based more on personal growth and development rather than focusing on high academic achievement. Preliminary findings show that the four respondents believe in integrating consistent practices related to student work habits and social-emotional development to equip students with the skills necessary to be successful in high school. It is recommended that teachers find time to integrate these practices with other courses within the curriculum.

Acknowledgements: First and foremost, I wish to acknowledge and thank my research participants for volunteering their time to speak with me about the amazing work they have done and continue to do. All four participants were open and honest with me and made themselves available during the entire duration of the research process. As a teacher, I will reflect on their wise words and dedication to their students as I continue to develop my ever-changing philosophy of education. I would also like to thank my research supervisor Lesley Elliott. She provided me with valuable resources and support in order to develop and complete my research paper. I would also like to thank the members of my research group for their ongoing support and guidance. We spent many hours together, reading our material and sharing valued advice. I am very grateful for our time together.Last but not least, I would like to thank my family and friends. Your kind questions about my research and encouragement have been invaluable. I would especially like to thank the new friends I have made in the MT program. The past two years would not have been the same without you.

Key Words: Math Anxiety, Teaching Strategies, Prevention

Abstract: In a recent analysis of an international study on education (PISA-2003), Ontario students were found to have significantly more math anxiety than students in other provinces (Bussiere, Cartwright, & Knighton, 2004). This study investigates the strategies recommended in the literature aimed at the prevention and reduction of math anxiety, and also explores the strategies used by three Junior/Intermediate teachers in the Toronto District School Board. The latter data is collected by means of an online open ended survey questionnaire, which delves into the various facets of the classroom teachers’ experiences with student math anxiety. Preliminary analyses suggest that although there are many strategies suggested in the literature and used by the research participants, there is little evidence demonstrating which strategies are most effective. The implications of these findings are that further research that includes performance based results, and teacher observation over a longer duration are needed to determine what strategies are actually being used in classrooms and which are most effective in not only an Ontario setting, but any math educational context. 

Acknowledgements: First and foremost, I would like to sincerely thank my supervisor Dr. Doug McDougall for his continued support and insight, as well as for his inspirational teaching. I would also like to extend my thanks to Dr. Susan Schwartz for all of her encouragement; her kindness and care truly have no bounds. To all of the inspirational teachers I have had over the years who have shown me that students can get excited about math, specifically Dr. Sandra Folk and Dr. Cathy Marks-Krpan, I thank you greatly. I would also like to sincerely thank my incredible friends in the MT program for always forcing me to think critically, along with my parents, brother, and boyfriend for always being as passionate about my research as I am. Finally, I would like to thank all of the students I’ve worked with who have challenged me to raise the bar and give them the math education that they deserve.

Keywords:

Abstract: Scholars have argued that the history of science (HOS) should be included in school science educations as it provides the opportunity for students to meaningfully contextualize potentially abstract scientific concepts and modes of inquiry. In addition, the HOS has the potential to humanize the scientific enterprise, thereby depicting science as a socio-culturally sensitive human endeavor.  Consequently, the ability to connect political interest, scientific endeavors, environmental impact, and societal change becomes possible. This study examines the values, perspective, practices, and challenges relating to the inclusion of the HOS by a retired high school science teacher that is currently a teacher educator. Epistemologically, the participant ascribes to notion that science is a societal formation that is "not" independent from the mind of the observer and is thus affected by subjectivity. In general, the HOS is well received by students and peaks their interest in the subject. Furthermore, it helps to address the nature of science (NOS), a dimension of science that critically affects expansive perceptions of science. Specifically, the HOS helps to depicts scientific knowledge as tentative, or subject to change. Meanwhile, the process of scientific inquiry is portrayed as a messy, yet creative process, as opposed to a linear heuristic that culminates in knowledge and understanding. The HOS is implicated as a means of connecting science, society, technology and the environment, a major directive of the Ontario Science and Technology Curriculum. Finally, the ability of the HOS to connect various disciplines is proposed as a means of creating a space for discourse and empowering students and their learning.

Keywords: culturally-relevant pedagogy, culturally-responsive teaching, mathematics education, science education

Abstract: The rapidly changing face of the Ontario population has called for an urgent need to address the diversity of the student population, where those who are in possession of cultural capital continue legitimize and perpetuate existing knowledge claims, power differentials, and academic processes, which in turn, can limit student engagement, identity with a subject, and opportunities for success. Culturally-relevant pedagogy (CRP) based on the themes of academic success, cultural competence, and sociopolitical awareness, is an educational paradigm that has been suggested to empower students personally, intellectually, and politically. An intensive case study was conducted with a generalist elementary teacher who practices CRP within the classroom. This qualitative study explores the manifestation of CRP through teacher beliefs, classroom strategies, and perceived student experiences. In conjunction with Ladson-Billings’ theoretical paradigm, data was coded for predetermined and emergent themes. Preliminary findings were consistent with the literature, the interviews and classroom observation revealed sociopolitical awareness was not emphasized in the classroom.

Acknowledgements: First and foremost, I would like to thank my faculty supervisor, Mira Gambhir, whose eye for quality and unwavering support of me, helped me find an authentic voice in my Master’s research project with a focus on excellence and academia. Next, I would like to express my appreciation for the following professors, Jane Forbes, Dr. Douglas McDougall, Dr. Kim MacKinnon, Dr. Susan Schwartz, and Beverly Caswell. All educators took time out of their extremely busy schedule to meet with me, give me timely feedback, resources and advice that went beyond their call of duty. A special token of appreciation goes out to the teacher-participant who took time out of his personal schedule to talk with me, and allow me to observe his classroom. It is a huge and inconvenient feat, for which I am continually grateful.

Keywords: Keywords: service-learning, student engagement, teacher attitudes

 Abstract: Students enter the education system energized and charged to learn, ready to experience something new, make meanings and personalize their education. However, by late elementary school, something is often lost; there is less joy in learning. School can become a burden and students often leave the classroom without experiencing any wonder or discovery. While children of the 21st century are influenced by various factors in their personal and social environments, authenticating student experiences and giving them opportunities to apply their learning and engage in their communities in a significant way can help students achieve purposefulness and find meaning and connections in their academic and personal lives. The aims of this research study are: 1) to explore the potential value of service-learning as a pedagogy, 2) to explore opportunities for integrating service-learning within curricular expectations and 3) to uncover effective strategies used by teachers to implement service-learning models in their classrooms. Participants of this study were selected based on their practices relating to student engagement and their experiences with service-learning in the intermediate classroom. Preliminary analysis suggests that strong connections between schools and communities through service-learning projects significantly engage students in the classroom and help them achieve a greater sense of purpose in their education.

Acknowledgements: While researching my chosen topic of Service-Learning in the Classroom and with the culmination of the MT program, I have come to an appreciable understanding of my personal beliefs about education, teaching and learning. I wish to acknowledge and thank the wonderful individuals who have contributed to my experience. First, I would like to thank my research course instructor, Dr. Susan Schwartz for her sincere support, encouragement and constructive feedback throughout the project, and my research supervisor, Dr. Nick Scarfo for his input and understanding demeanor. Next, I would like to extend my warm appreciation and gratitude to my research participants, who have shown me what inspiring educators are. To my family and my husband, thank you for your endless encouragement and confidence in me. And finally, I would like to dedicate this project to my Uncle, without whom this journey would never have been possible. Thank you for always being there and for showing me what true education is.

Keywords: Physical education, literacy, and curriculum

Abstract: This presentation will discuss teacher perspectives and practices regarding physical literacy. Physical literacy is a focus of the revised Health and Physical Education Curriculum that was released last year (2010) for Ontario schools.  Physical literacy is the notion that a person is able to transfer their basic physical abilities to a wide range of situations, and act with confidence in these situations.  The research was qualitative, with data collected through three interviews.  Main themes derived from the interview data included: (a) the importance of appropriate planning and assessment in physical education, and (b) the need to value and support physical education. Implications for teaching and teacher education are discussed in light of the findings.

Acknowledgements: I would like to sincerely thank the following individuals: my research supervisor Tim Fletcher for his tireless feedback, continued guidance, support, and motivation; Carolyn Temertzlgou for her direction and assistance; and my research participants for their insight and willingness to participate.  I would also like to thank my friends and family for their constant encouragement and understanding.

Keywords: inclusive education, academic achievement, cultural diversity

Abstract: As the world continues to become more globalized, a new perspective on education is developing: one that attempts to integrate all cultures when delivering the curriculum to students.  Referred to as inclusive (Wylie, 2004) or culturally relevant education (Ladson-Billings, 1992). the topic is very applicable in Canada, especially in high urban centres, like Toronto, Montreal, and Vancouver (Egbo, 2007).  Educators have initiated many strategies that hone in on the issues, such as racism, drop-out rates, and language barriers existing in culturally diverse classrooms,.  This qualitative research study explored how teachers, who have been faced with the challenge of teaching to  culturally diverse student populations, have incorporated the processes and policies set out by ministry directives or the relevant school district to make it more accessible to immigrant students.  Data were collected through interviews with three teachers from public schools in the Greater Toronto Area.  Analysis of the findings suggests that there is not yet a consistency in the teaching approach to a diverse population that could be developed across school districts.  Educators have used an array of strategies including bilingual books and specific processes that work on breaking barriers and building community.

Acknowledgements:  I would like to thank Dr. Clare Kosnik, Dr. Yiola Cleovoulou, and the members of my research group for their ongoing support, advice, and guidance.  In addition, I would like to thank my research participants, two certified teachers for volunteering their time to speak with me about the incredible work they do in terms of including all students in their classrooms.  Finally, I would like to thank Dr. Susan Schwartz, Nicole West-Burns, and the OISE writing centre for the support they have provided me throughout this research process.

Keywords: Technology, professional development, physical education.

 Abstract: With emerging technologies in the field of physical education and health, there is a heightened demand for professional development and additional qualification courses. Further professional development has been shown to strengthen concepts of movement and help teachers present material to students on a more personal level. Research has shown that the implementation of emerging technologies assists student learning and offers efficiency in addressing multiple intelligences. This research study examines three physical education instructors’ insights and experiences of technology and professional development programs within their specialist positions. Analysis of both the literature and collected qualitative data has produced findings that indicate that schools encourage professional development; yet, teachers felt that there is a limited selection of PD opportunities available. Implications for teaching and professional development are discussed in light of these findings that have limited depth in regards to furthering teacher education.

 Acknowledgements: I would ultimately like to take this opportunity to express my most sincere appreciation and compliments to everyone who stood by my research in its entirety. Without your support this paper could not have come together in the manner in which it stands. Specifically I would like to thank my research supervisor Dr. Tim Fletcher whose ongoing commitment to the field of Physical Education and Health commands respect and acknowledgement from both peers and students alike.  I owe him my deepest thanks. Also to Dr. Cathy Marks Krpan, Dr. Kathy Broad, Dr. Larry Swartz and Dr. Susan Schwartz who have been more than mentors and friends but inspirations through their dedication and commitment to not only the ideals of better teaching, but also the implementation and execution of that practice which has been reflected so often in their students’ work and practicum experiences. To you all I say thank you and may I never doubt my own abilities again.