2011 MT Research Conference Abstracts

Primary/Junior

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Keywords: Technology, Literacy, Educationally Relevant Software

Abstract: New technologies and in particular, computer technologies have become increasingly prevalent in the lives of today’s children, both in formal and informal learning contexts. Technology provides a means through which teachers can engage students and differentiate their instruction. Students are motivated by technology as it presents a different and exciting way for them to expand on and express their learning. This qualitative research study explores ways in which technology can be effectively integrated within a literacy program at the primary/junior level. The experiences of two exemplary teachers are reported on in order to gain insight into their personal experiences and practices regarding the incorporation of technology within their literacy programs. Some of the key questions that were presented in the interviews concerned how technology can contribute to student motivation and engagement, how the teachers incorporate technology into their instruction, and how students can use technology to promote their own learning and literacy development. Preliminary findings suggest that teachers have witnessed a noticeable rise in the motivation and engagement of students when technology is a part of the literacy program. Teachers also identify technology as a way to differentiate instruction and to reach learners who have been otherwise reluctant or disengaged with traditional approaches to literacy.

Acknowledgements: I would like to first thank my research supervisor, Dr. Clare Kosnik, for her continual guidance and support throughout the research process. I also have to thank the members of my research group who were always open to providing their feedback and opinions. An additional thank you goes out to Dr. Susan Schwartz who guided us through the research process and was always available to provide suggestions and feedback along the way. Finally, this research would not have been possible without the information shared by my research participants. I thank them for volunteering their time to speak with me about their practices and experiences that they have encountered while integrating technology in their classrooms.

Keywords: Inclusive education, Special needs/Education, Equity vs. Equality

Abstract: A prevalent issue facing education today is the increasing number of children with special needs entering the public school system and the tools needed to meet the needs of this increase.  This research paper presents a case study of an inclusive classroom located in the Greater Toronto Area.  This classroom is in a school which has Junior Kindergarten to grade five and caters to students with various learning capabilities and exceptionalities.  In this study, a thorough literature review was completed where the process of inclusion and special needs was described. Data collected for this study included interviews with two educators as well as a one day observation in an inclusive classroom of a student with special needs using an assessment tool condusive to inclusive practices.  Findings included recommendations to improve the program and environment for special needs students, including the importance of further collaboration and the sharing of knowledge among educators, directors and parents, the rearrangement of furniture as essential in accommodating students with physical disabilities, and specific strategies that can help to build on the self-esteem of students with special needs.

Acknowledgements: I wish to acknowledge and thank Dr. Clare Kosnik and our research group for all of their sincere assistance, efforts, and patience.  I would also like to thank Dr. Susan Schwartz for taking time out of her schedule to personally assist me.  I would further like to thank the motivational educators that participated in my research for their repeated guidance, knowledge and wisdom.  The field of education is so fortunate to have gained both of you.I would like to thank all of my peers and professors in the Master of Teaching program who have helped me to grow and aspire to fulfilling my dreams and desires related to my career.  I would like to thank Patrick, as well as my family for all of their support, love, respect and encouragement with regards to my educational choices, endeavours, and burgeoning career. Finally, I would like to thank my wonderful nephew David Calautti – the main inspiration for this research paper.  Autism Spectrum Disorder does not define who you are, nor shall it ever – however, some individuals may not understand you, and this is why bringing light to the topic of and true meaning of “inclusion” is so important. Ignorance is not always bliss. I wish to acknowledge to my career.  I would like to thank Patrick, as well as my family for all of their support, love, respect and encouragement  Finally, I would like to thank my wonderful nephew David Calautti – the main inspiration for this research paper. Having a challenge does not define who you are, nor shall it ever – however, some individuals may not understand you, and this is why bringing light to the topic of and true meaning of “inclusion” is so important.

Keywords: English Language Learners (ELLs), Inclusion, Teaching Methods

Abstract: The purpose of this qualitative research study was to explore the strategies by which educators build inclusion for English Language Learners (ELLs) in the mainstream classroom. Inspiration for this project came from the researcher’s personal teaching experiences in China and Toronto.  The study attempts to answer the ways in which teachers create an environment where ELLs are able to feel socially and emotionally included in the classroom alongside their native English speaker counterparts.  Participants for this study were drawn from teachers working in schools with a high number of newcomers and/or ELLs.  All educators worked within the primary/junior division.  Preliminary analysis suggests that when schools and classrooms have a large number of ELLs, a democratic setting focusing on mentoring and citizenship, transnationalism and literacy, and Tribes prove beneficial. 

Acknowledgements: Much gratitude and thanks goes to my family and friends for their continued support and interest within my area of study.  As well, the support and expertise received from faculty members and participants is invaluable to the research project.  Finally, this project would not have been possible without the ELL students that have helped shape the growth of my career.  This project is dedicated to all of them for they have made me the teacher that I am.

Keywords: Asperger’s Syndrome, drama, social skills, communication

 Abstract: Throughout one’s formal educational journey, the student is immersed in both academic and social worlds.  As one enters into adulthood, some may choose to pursue academics; yet all will need to navigate through a rapidly evolving social world.  Every day, in every classroom, students experience a range stimuli requiring diverse social competencies.  Students with Asperger’s Syndrome often struggle to understand the social communication of their peers and teachers.  Educators are in a prime position to provide students with explicit instruction in social interactions. This qualitative research study examines whether drama can be effectively harnessed to assist students with Asperger’s Syndrome to learn and generalize social thinking.  It explores the insights of four teachers and one Child and Youth Worker as they incorporate drama into a social thinking program for students with Asperger’s Syndrome.   Analysis of participant questionnaires and the existing literature suggests that drama benefits students with Asperger’s Syndrome by establishing productive, supportive relationships with peers and teachers; by teaching them to identify, think about, and use elements of social communication through practice; by motivating even hard-to-reach students to take risks; and by complementing the goals of a social thinking program to increase its efficacy. 

Acknowledgements: Firstly, I wish to acknowledge and thank my younger brother for leading me down this path.  No less thanks and acknowledgement go to my parents and the other members of my family for their lifelong support and invaluable insights.  I also want to thank those who provided me with additional support, resources, and inspiration, including my partner and his family; my research group comprised of Nicola Carozza, Kamila Groszkowska, Rachel Shepherd, and Dianne Park; my research supervisor, Dr. Clive Beck; my course instructor, Dr. Susan Schwartz; and finally, my participants – a group of dedicated, exemplary teaching professionals.

Keywords: homework, elementary school

Abstract: Homework practices in elementary schools have been around in Canadian schools for quite some time and in certain classrooms, it is part of a regular routine.  This research study examines various aspects of homework in order to better understand its effectiveness and to investigate teacher practices.  Two elementary school teachers who participated in the study shared how they incorporate effective homework practices in their classrooms and expressed their views on its values and challenges.  Data was collected through interviews and questions and ranged from what they thought their students gained from homework to whether they have had any problems or issues in regards to homework. Findings from the interviews found that the participants’ beliefs in how their students benefit from homework influences their homework practice.  In addition it was found that open communication with parents, teachers, and students about homework allows for clarity and understanding.  Lastly, differentiating homework, monitoring, and taking a proactive approach allows for better homework practice and can eliminate potential problems.

Acknowledgements: Through the process of this two year Major Research Project, there have been many individuals who have supported me.  I would like to start off with thanking my research supervisor Dr. Clive Beck who has guided me along this research with some valuable and sound advice.  Next I also wanted to thank Dr. Susan Schwartz who also provided ongoing support throughout this journey.  Thank you also to my research focus group for taking the time to listen and giving me feedback on my research.  In addition, I would like to thank the participants who took their time to discuss with me about their practices and were willing to share their experiences.  Lastly, I would also like to sincerely thank my sister, my mom, and my dad who have been there for me every step of the way.

Keywords: Critical literacy, read-alouds, primary classroom, social action

Abstract: Literacy in the 21st Century invites new ways of extending traditional literacy to provide opportunities for young students to interact with and question issues that are important to them.  Within the context of a primary classroom read-aloud, students are able to read, listen, question and respond to a variety of texts.  The goal of critical literacy is to allow students to recognize that no text is neutral, and that they are capable of taking action to affect change.  This research study explores the insights and experiences of two educators who have incorporated critical literacy into their language arts programs.  Some of the topics explored include how critical literacy can be incorporated into the primary classroom, the social and cultural implications of critical literacy, and the effects of critical literacy on student learning.  In addition, many useful classroom strategies and resources are highlighted to assist primary educators in incorporating critical literacy into their classrooms.  Preliminary analysis of the related literature and the collected data suggests that primary classroom read-alouds focused on critical literacy provide students with many opportunities to connect to their learning in meaningful ways and to develop enduring understandings.  Students are able to take ownership of issues that are important to them and participate in social action with the goal of impacting change.

Acknowledgements: There are many individuals whose help and support I am sincerely thankful for.  I would first like to thank my research supervisor Dr. Susan Schwartz, as well as my research group and friends in the MT program for accompanying me on this journey and for all of their support and guidance.  Next, I wish to thank my research participants for sharing their valuable insights and experiences with me.  Finally, thank you to my family and to Adam, for always being there for me and for your constant patience and encouragement throughout this research process.

Keywords: Pedagogical Strategies, Math Anxiety, Females

Abstract: Despite an increasing awareness of the condition, the threat of math anxiety continues to infiltrate our schools and especially threaten the success of female students.  This study investigates practical pedagogical strategies that address and diminish math anxiety in elementary female students in order to promote a healthy, positive attitude towards mathematics.  Participants from this study were drawn from teachers who had experience working with female students and possessed expertise in mathematics teaching.  Preliminary analysis suggests that dynamic, differentiated instruction, constructivism, and positive math talk all contribute to the reduction of math anxiety.

Acknowledgements I wish to extend my most sincere thanks to the following individuals: Dr. Susan Schwartz, my research course instructor, for her guidance, revisions, and limitless support and encouragement, Dr. Doug McDougall, my research supervisor, for his patience and direction; and of course, to my partner, my family, and my friends in the MT program, for their encouragement and much needed motivation.  Finally, I wish to thank Mr. Damji, who in Grade 12, made me love math and believe that I could do it.

Keywords: Inclusive Education, Community Building, Classroom Management

Abstract: The topic of this research study focuses on inclusive education practices and its effect on community building and classroom management. The study attempts to answer how inclusive education and community building practices affect classroom management in the classroom environment. Participants for this study were drawn from two local school boards and chosen for their expertise on inclusive education practices. Results suggest that promoting inclusive education practices benefit in establishing a strong classroom community and aid in classroom management.

Acknowledgements: I would like to thank all the individuals who have helped me throughout the course of my MRP journey. Your support has been invaluable in shaping my beliefs, and in my personal growth as an educator. A special thank you to my research supervisor  Dr. Yiola Cleovoulou, and to my research participants for sharing their expertise and providing support and guidance throughout this journey. Finally, I am grateful to my family and to the MT family for all the support and encouragement and who have made my experiences a truly memorable one.

Keywords: physical activity, integration, kinesthetic learners, development of the 'whole child'

 Abstract: Opportunities for students to engage in physical activity while at school have been diminishing due to limited funding and academic accountability.  In Ontario, elementary classroom teachers are required to provide at least 20 minutes of Daily Physical Activity for their students.  However, this is rarely being done according to the recommended guidelines, if at all.  Drawing from the literature on practitioner inquiry, this study explores ways that elementary school teachers attempt to overcome barriers of incorporating physical activity into their daily programming, and highlights strategies teachers use to integrate movement into various subject areas.  Data was collected using semi-structured interviews with elementary teachers who regularly integrate physical activity into their teaching practices.  Themes that emerged from analysis of interview data included: teachers’ reasons for integrating physical activity; effective strategies for integrating physical activity; obstacles associated with integrating physical activity; and subject areas that teachers find easiest to integrate.  Implications and suggestions for practicing classroom teachers are discussed with regards to the findings.

 Acknowledgements: I would like to thank the following people for helping me throughout my entire research process.  First of all, I would like to thank Dr. Roma Chumak-Horbatsch for originally sparking my interest in, and igniting my passion for, physically active learning experiences and for providing me with an abundance of resources that assisted me with my literature review.  Next, I would like to thank Tim Fletcher for supervising and guiding me throughout the research process and for providing me with ample support and quality feedback.  I would also like to thank Dr. Susan Schwartz for providing support and advice throughout the research process and for assisting me in recruiting participants for my research study.  I would like to extend gratitude to my research participants for being exemplary educators who regularly integrate physical activity into their primary classrooms and for taking the time to share their valuable insights with me. Finally, I would like to thank my family and friends for their unconditional support and encouragement throughout the pursuit of my teaching career.

Keywords: Ethics, Decision making, Values, Moral Agency, Conflicts

Abstract: The aim of the study is to uncover challenges that lead to ethical conflicts in teaching and to provide solutions for new teachers when resolving or handling their dilemmas. Ethical conflicts in teaching can create an uncomfortable working environment for teachers. These conflicts are commonly encountered by four parties; the Teacher, the Child, the Families and the Staff. This study will provide insight into common ethical conflicts that are encountered through three case studies of teachers that work in the city of Toronto. This research will assist novice teachers in preparing for a new world, that brings many challenges when differing opinions on the best interests of the child are encountered daily.  By equipping new teachers with the tools that are necessary to not only manage the conflict, but also to understand the nature of the conflict, educators will be prepared to successfully control ethical conflicts.                

Acknowledgements: I wish to acknowledge and thank everyone who has helped me along this journey. I would like to thank Dr. Nick Scarfo for all of his help and contributions towards this paper. He has provided me with knowledge, support and guidance, and I thank him for everything. I would also like to acknowledge of the participants in this research projects. Without their support and contributions, this paper would not reflect the value of ethical conflicts and resolution strategies for new teachers. I would also like to recognize the Master of Teaching program at OISE for all of their support over the past two years. I would also like to thank my family for all of their support and pressure they put on me to complete this important research. I am indebted to you and I love you all very much.

Keywords: Reggio Emilia, Teachers’ experiences, primary

Abstract: If provided with the proper authentic experiences children can work as active agents in their own education. Reggio Emilia is an educational philosophy which stems from Italy and has been developed since after the Second World War. In more recent years the philosophy has started to appear in North American primary classrooms. Teachers who have been inspired by this philosophy pay close attention to: 1) the interactions that they facilitate between themselves and the students; 2) how they can encourage and support the children to interact with one and other and the classroom environment; 3) using the environment as a third teacher; and 4) the relationships that are created between the classroom and the rest of the community. This research study explores the experiences and insights of two Toronto based teachers who have incorporated a Reggio inspired philosophy into their own teaching. Analysis of current research and collected data informs the reader on practicing teachers’ motivations, frustrations and successes with Reggio Emilia. Readers will be able to better understand the intricacies of adopting an educational philosophy that regards teachers and children as co-constructors of knowledge.

Acknowledgements: I would like to thank Shelley Murphy for all of her advice and guidance, which has been an invaluable support throughout the research process. I would also like to thank Shira Wolch and Lorena Mok whom I have been able to collaborate with in order to better formulate my ideas. As members of a research group. they also were always willing to share concerns and accomplishments along the way. Additionally I would like to acknowledge my research participants for participating in my study. Their time and expertise have greatly contributed to the success of my paper.

Keywords: English Language Learners (ELLs), Picture Books, and Literacy.

Abstract: The purpose of this qualitative research study is to explore the place picture books have in the general classroom for English Language Learners (ELLs). This study attempts to answer how teachers can use picture books in their teaching to better accommodate the literacy needs of their ELL students. Participants for this study were chosen for their expertise in working with picture books and students at the primary junior level. Preliminary analysis suggests that ELLs make connections to the pictures they see in books to their own background experiences. Thus, ELLs feel more comfortable and included in the classroom setting as they have a better sense of the content they are learning alongside their peers.

Acknowledgements: First and foremost I would like to thank my research supervisors Dr. Clare Kosnik and Lydia Menna for their expertise and guidance throughout this research journey. Secondly, to Dr. Susan Schwartz and my group members for their ongoing positive energy, feedback, and support. Last but definitely not least, to my family and friends for their sincere interest and encouragement in my research.

Keywords: community, Tribes, student achievement

Abstract: As more and more educators are realizing the importance of co-operative learning and creating a safe and caring learning environment, the Tribes process has become increasingly popular in the field of education. Many classrooms in Canada, the United States and Australia have adopted Tribes practices and principles and have begun to implement them into their classrooms. Upon review of the literature surrounding Tribes and co-operative learning, it has become clear that Tribes has many benefits including enhancing student achievement. This qualitative study looks at the experiences of exemplary teachers and their understandings of the Tribes process and its connection to student achievement. The main research question explores how the implementation of the Tribes learning process affects student achievement. Preliminary analysis of the data collected suggests the following findings: implementing the Tribes learning process increases positive student social interactions and contributes to the overall improvement of student achievement because of the increasing in amount and quality of instructional time. The data suggests that student achievement can be enhanced or improved as a result of all the components of Tribes, co-operative learning, multiple intelligences, and metacognition working together as one process, as long as the teacher is fully committed, believes in the process, and is consistent with the implementation of the Tribes process.

Acknowledgements: First and foremost I wish to acknowledge and thank my research supervisor Clare Kosnik for all her hard work and words of encouragement. I do not think I could have conducted and written this research paper without her. Thanks so much Clare. I would also like to acknowledge and thank Lidia and Donna for their participation in all our research meetings and their wonderful advice. To everyone involved in the research group, I would like to thank you all as well. Your feedback and advice on interview questions has been greatly appreciated. I would also like to extend a warm and heartfelt thank you to my research participants for taking the time out of their busy lives to engage in and answer my research questions. Last and certainly not least I would like to acknowledge my boyfriend Shaun for all his work editing this paper and his understanding of all the time and effort I have put into my research.

Keywords: failure, self-disabling strategies, goal-orientation

Abstract: The purpose of this study is to investigate coping strategies that teachers can implement in their classrooms to counteract the fear of failure found among primary-aged school children. Students driven by the fear of failure will evoke self-disabling strategies when faced with an unmanageable task. Self-disabling strategies are a defensive, self-preservation strategy that involves intentionally interfering with one’s own performance so as to provide a face-saving excuse for failure in case one indeed fails” (Wiley, 2008, p. 356).  The goal-orientation a teacher adopts within the classroom will greatly influence how students react to failure. A performance-goal approach causes students to focus on the final outcome of the task, which can drive them to only care about the final mark and the judgments received by others, while task goals encourages students to master a skill and develop a strong understanding of the material. This study highlights strategies used by three teachers in an elementary setting to decrease the use of self-disabling strategies displayed by their students. The use of Tribes, paired with task goals, were seen as effective strategies in two out of the three classrooms and resulted in the reduction of self-disabling strategies and more risk taking by students.

Acknowledgements: Much gratitude and thanks goes to my family and friends for their continued support and interest within my area of study.  In particular, I would like to sincerely thank Dr. Susan Schwartz, my research supervisor, for her valuable feedback, inspiration, insight and unwavering support.  I want to dedicate this project to all those teachers who encouraged me to take risks and fail. It is because of them, I have learned the true meaning of success and possibility.  In the words of Robert Kennedy: “only those who dare to fail greatly can ever achieve greatly.”

Keywords: Oral Language, Language Development, Vocabulary, Literacy

Abstract:  Oral language, commonly known as talking, is an integral part of the literacy development of children.  Often times, talk is not formally taught to children; rather children pick up talk through social situations and imitations.  However, research shows there is an important link between oral language in the literacy process of reading and writing.  This research study explored teachers’ perceptions of, and experiences with using strategies to foster students’ oral language development in the primary classroom.  Some questions explored how teachers integrate oral language into the classroom and student responses to oral language in the classroom.  Analysis of interview data and related literature showed that oral language development is fundamental to any language program, oral language requires modeling and cannot be isolated from reading and writing, and lastly, oral language helps students develop confidence.

Acknowledgements: I would like to thank Dr. Shelley Murphy and the members of my Research group for their ongoing support, advice, and guidance.  Additionally, I would like to thank my research participants for volunteering their time to discuss with me their experiences of incorporating oral language into their teaching practices.  Finally, I would like to thank Dr. Susan Schwartz, and my friends and family for the support they have provided me throughout this research project.

Title: Keywords: English Language Learners (ELLs), support system, immigrant students

Abstract: This research focuses on ways to examine current issues in programs and support systems implemented in classrooms and schools that successfully cater towards immigrant students and English Language Learners (ELLs). This study was inspired through personal experiences as an immigrant student in the Canadian education system and experiences as a student teacher in schools. There is much research available for teachers regarding the development of these students and ways to engage them in higher education. However, there is still much room for improvement and a demand for teachers to be better prepared in meeting the needs of these students. Data collection and analysis included an extensive literature review about this topic and an interview with two exemplary teachers in the Greater Toronto Area. Findings suggest that there are effective ways of meeting the diverse needs of these students, and successful and informed teachers, as well as teacher education programs and ongoing professional development can produce effective results in closing the achievement gap for immigrant students.

Acknowledgements: I would like to thank many individuals who have helped me through my journey of this research project. I would like to first thank Dr. Clive Beck and Dr. Susan Schwartz for their continuous support and encouragement throughout this research process. Next, I would like to thank all the instructors and my fellow classmates for their help and guidance. Finally, sincerest thanks to my family, my friends and Hyundo for providing me with their genuine care and unconditional love.

Keywords: Technology, Differentiated Instruction, Elementary Education

Abstract: Technology is the way to our future and the way to new knowledge. No matter where we turn or what we do, we as a society are using some form of technology in our lives. In this qualitative research study, data collected and analyzed consisted of a review of the literature, as well as responses to an online questionnaire about the importance of technology in differentiated instruction and professional development by a technology consultant and a primary grade teacher in two different school districts in the Greater Toronto Area. Findings indicate that educational technology offers elementary educators an effective means of differentiating instruction so that all learners regardless of their gender, race/ethnicity, socioeconomic status, linguistic background, and ability/disability are able to participate and achieve success.  In addition to providing customized learning to help more students succeed academically, it also offers the potential for preparing students for the 21st century digital world in which we live.  In order to stay competitive academically, economically and technologically, educators need to rethink their understanding of intelligence, re-evaluate their teaching methods, and reinvigorate their commitment to learning.

Acknowledgements: I wish to acknowledge and thank a number of people for their continued support and guidance during the development of this research project. First and foremost, I would like to thank my tremendously supportive research supervisor, Professor Susan Schwartz.  Her patience, encouragement, and guidance have proved to be invaluable throughout the process of this study.  I would also like to thank my participants for their willingness to share their views, insights, and expertise on the matter. I am truly grateful for the time each of you took out of your busy schedules to participate in my research study. Finally, I would like to give a special thank you to all my friends and family who had it not been for their endless amount of support and encouragement, I would not have been able to realize my lifelong dream of becoming a teacher.

Keywords:Gifted Education, Diverse Learners, Differentiated Instruction, Challenges for Teachers.

Abstract: Every classroom is a diverse classroom, with each student bringing an endless list of variables to the table.  Giftedness is one of those variables that teachers must consider in order to cultivate a successful practice. This study explores the ways in which two teachers in a Southern Ontario school with a gifted program incorporate gifted education strategies into their diverse classrooms.  Specifically, these participants offered their insights on their perception of gifted students in their classrooms, on how they compare gifted education versus regular education programs, what challenges they find teaching gifted students, and what strategies they use to overcome those challenges.  The analysis of both the literature on giftedness and the data collected through the interviews suggest that every gifted student is unique, that in most cases they are not gifted in all domains or subjects, that giftedness might co-exist with other special needs, that they require gifted education strategies in order to succeed, and that even in gifted programs teachers must implement effective differentiated instruction to reach every student.

Acknowledgements: My sincere thanks go to Dr. Kim MacKinnon, my professor of “Child and Adolescent Development”, who ignited the spark that initiated my passion to study giftedness.  I also want to give special thanks to Dr. Yiola Cleovoulou, my research supervisor, for her valuable support, wisdom and constant interest and dedication to guide me through this research project.  I am also grateful for having had Shelley Murphy as my professor of “Special Education and Adaptive Instruction”; you are such an evolved human being that has become a powerful source of inspiration to me as a teacher.  And finally, to the participants of this study for sharing their valuable time and expertise, as well as all the students I have taught and will teach in the future, who gifted or not, deserve unique and differentiated instruction that targets their specific needs and interests to be successful and responsible members of our world community.

Keywords: environment, art, emotional being

Abstract: We live in an age of environmental duress.  Concern for the natural environment has become part of our culture in a way that eclipses all other forms of social activism.  The cause for this is perhaps that environmentalism, as compared to something like human rights and social justice, is soft.  Naturally, environmentalism is where we start our children.  There is a growing body of educators that believe that children need to experience a connection to the environment if they are to one day save and protect it.  This qualitative research study seeks to establish an argument for why children need nature, outside and apart from their future duty to care for nature. The study explores how art and nature support the emotional beings of students.  It examines the beliefs of philosophers, physicians, psychologists and educators, in an attempt to build a unified case suggesting a connection between nature and student happiness.  Art is proposed as an ideal pedagogical approach for incorporating nature into the holistic classroom environment.  Analysis of both the literature and the study participants’ responses identifies a number of factors, or aspects of learning, such as freedom, safety and success, that are important to student happiness, and suggests that experiences in and with the natural world can support these feelings and that art can help express or compound them.

 Acknowledgements: I would like to thank my supervisor Clive, who always seemed to care more about how I was doing than how many pages I’d written; he is an inspiration for this paper.  I would like to thank my parents, who always seemed to care more about how I was doing, than what I was doing; they are an inspiration for this paper.  I would like to thank the children I have met, who broke my heart and swelled my heart, and led me to care more about how they were doing than anything else; they were the inspiration for this paper.

Keywords: Autism Spectrum Disorder, integrated classroom, inclusion

Abstract: As Autism Spectrum Disorder continues to be diagnosed at an alarming rate, teachers, support staff, and administration can expect to be working with students with this neurological disorder more frequently. Since many school boards implement integrated classrooms for all students to learn together, it is imperative for all educators to be aware of how to most effectively integrate students with Autism Spectrum Disorder into their classrooms in order to create a safe, and inclusive environment. This qualitative research study explores the insights and experiences of both an exemplary elementary teacher and educational assistant who have worked with students with Autism Spectrum Disorder. Analysis of both the related literature and the collected data suggests that there are various means of effectively integrating students with Autism into the general classroom through a plethora of teaching strategies and that these practices will aid in creating a smooth integration process with benefits for the entire class.

Acknowledgements: I would like to thank my research supervisor, Dr. Nick Scarfo, for his ongoing support and guidance throughout this journey of learning. As well, I would like to thank my two research participants for volunteering their time to speak with me about their extensive knowledge and experience in working with students with Autism Spectrum Disorder. Lastly, I would like to thank Dr. Susan Schwartz as well as my friends and family for the constant support they have provided for me throughout this entire research process.

Keywords: Physical Environment, Classroom Design, Reflective Practitioner

Abstract: The classroom environment has the ability to motivate and inspire young learners, but it also has the potential to bore or distract them. Though there are plenty of opportunities for creating and designing innovative learning environments, many Ontario classrooms are traditional and generic in their design. This research study explores the motivations and thought processes of two Toronto based teachers in creating their physical classroom environment. The research explores basic elements of classroom design such as lighting, sound, furniture placement, and bulletin board displays. Additionally, concepts such as reflective practices as they pertain to the physical classroom environment are investigated thoroughly. An analysis of the literature and interviews suggest that a teacher’s classroom is a direct representation of their values and background. Additionally, the findings suggest that ongoing reflection and modification are crucial to creating an optimal classroom set up and learning environment.

Acknowledgements: I would like to thank Dr. Shelley Murphy for her optimistic encouragement, constant support, and helpful feedback. I would also like to thank members of my research group, Megan Lewis-Strauch and Lorena Mok for their feedback, assistance, and moral support. Additionally, I would like to thank my research participants for volunteering their time to speak with me about their classroom design and setup. Your dedication to education has truly inspired this research.

Teaching and Learning Mathematics Beyond the Classroom

Keywords: Mathematics and Context, Informal Education, Experiential Learning

Abstract: The “Connections Standard” of the National Council of the Teachers of Mathematics (NCTM, 2000) emphasizes the importance for students to “recognize and apply mathematics in contexts outside of mathematics” (p. 354). In order for students to adapt their mathematical skills and knowledge learned at school to real world situations, students must learn mathematics with understanding. The purpose of this qualitative research study is to explore how teachers incorporate the real world environment outside of the classroom into the curriculum to contextualize abstract mathematical concepts in order to enhance students’ understanding. This research project attempts to shed light on how teachers go about implementing such practices into their curriculum through specific teaching strategies, as well as their beliefs and attitudes about student learning in the out-of-classroom environment. Data was collected through one-on-one interviews with classroom teachers within the primary/junior division. Preliminary analysis suggests that teachers who integrate the real world environment in their teaching hold a broad definition of what these practices encompass. In addition, because the participants value informal education highly, their beliefs help them overcome the inevitable logistical issues and other challenges they face. Further, participants’ efforts to contextualize abstract mathematical concepts have resulted in positive student responses.

Acknowledgements: This research project would not have been possible without the efforts of several people. First, I would like to extend my sincerest thanks to Dr. Douglas McDougall, my research supervisor, for his ongoing support, advice, and guidance. I would also like to thank my research participants for sharing their valuable time and insights with me. Finally, I am deeply grateful for my friends and family for always being a source of reassurance, support, and comfort.