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Inspiring Education: OISE Annual Report 2006-07
OISE is known for research and international leadership in all areas of education. From understanding how children learn to view the social world around them, to developing literacy in adult and immigrant students, to engaging the power of new technology to enable learning, our work has an impact on the important issues in education, here and around the world.

IN CANADA: Schools, Poverty, & the Achievement Gap by Ben Levin
Last June, representatives from more than 20 countries and several international agencies came together under the midnight sun in Trondheim, Norway, to discuss the challenge of creating greater equity in the outcomes of education. This meeting, sponsored by the Organization for Economic Co-operation and Development (OECD) and the Norwegian Ministry of Education, was the culmination of several Years of work on the theme of "equity in education." The OECD will shortly issue a report titled No More Failures, replete with analysis and recommendations on how to improve equity in educational outcomes. Ben Levin writes a column appearing fives times a year in Phi Delta Kappan, a publication of Phi Delta Kappa. This article is from the September 2007 issue, Vol. 89, No. 01, pp. 75-76.

Red Thread: the politics of hope in Guyana
Race & Class 2007 49: 71-79
Alissa Trotz

Public Attitudes Towards Education in Ontario 2007: The 16th OISE Survey, by David Livingstone and Doug Hart. Toronto: OISE, 2007
The overwhelming majority of the public support improving the resource base of K to grade 12 public schools in Ontario, according to the latest findings of a survey conducted by the Ontario Institute for Studies in Education of the University of Toronto (OISE). Equally important, most of those who now want increased spending on schools are also prepared to pay higher taxes in support of education.

Toward an Equitable Education: Poverty, Diversity, and Students at Risk – National Report by John P. Portelli (OISE), Carolyn M. Shields (University of Illinois), and Ann B. Vibert (Acadia University). Toronto: OISE, 2007
This national report documents the major findings regarding educators' constructions of 'students at risk' and practices meant to address the needs of such students. Adopting a critical-democrative perspective, the report offers an analysis of the findings and makes recommendations for schools and policy makers. Based on classroom and school observations, over 1000 survey responses and over 200 interviews with students and educators in six schools in Canada, this national report documents the major findings regarding educators’ constructions of ‘students at risk’ and practices meant to address the needs of such students. Adopting a critical-democratic perspective, the report offers an analysis of the findings and makes recommendations for schools and policy makers.
Executive Summary
Full Report

Orbit Magazine for Schools: Promising Practices in Special Education, vol 37, no. 1, Toronto: OISE, 2007
The focus of this issue is Promising Practices in Special Education, with emphasis on supporting inclusive education of students with high incidence exceptionalities in the elementary years. It offers glimpses into programs or practices that reflect current trends and important themes in special education. Orbit publishes themed issues on topics relevant to educators working in schools and school systems, from junior kindergarten to the end of high school.

Inclusive Leadership by James Ryan, Jossey-Bass, 2006.

This book, which draws on Ryan’s groundbreaking research, explores and promotes a view of leadership that is socially justice, equitable and inclusive. Based on research and case studies from schools, it illustrates the value of viewing leadership as both an inclusive process and end.

Multicultural Education Policies in Canada and the United States by Reva Joshee (OISE) and Lauri Johnson (University of Buffalo),UBC Press 2007.

This collection uses a dialogical approach to examine responses to increasing cultural and racial diversity in both countries. It compares and contrasts foundational myths and highlights the sociopolitical contexts that affect the conditions of citizenship, access to education, and inclusion of diverse cultural knowledge and languages in educational systems.

Urban Teacher Education and Teaching: Innovative Practices for Diversity and Social Justice by R. Patrick Solomon (York University) and Dia N. R. Sekayi (Walden University), Erlbaum 2007.

This volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching. Covering issues spanning the broadly theoretical to the urgently practical, it goes beyond the traditional discourses in teacher education to focus on diversity, social justice, democratic schooling, and community building. What emerges is an emphatic message of hope for those committed to the ongoing project of improving urban teacher education and working in urban settings.

Key Questions for Educators by William Hare (Mount St. Vincent University) and John P. Portelli (OISE). U.S. edition by Caddo Gap Press, 2007.

In this original collection of essays, well-known educational thinkers offer stimulating accounts of central concepts in contemporary educational discourse.