Global ETD Search

251	From Greek School to Greek's Cool: Heritage Language Education in Ontario and the Aristoteles Credit Program - Using Weblogs for Teaching the Greek Language in Canada Aravossitas, Themistoklis 17 December 2010 (has links) Heritage Language Education is considered the cornerstone of Canada’s multiculturalism policy. In Ontario, the mission to preserve the cultural capital of the various ethnic communities is carried out primarily by non-profit organizations and groups with limited official support. My thesis is the autobiographical inquiry of an internationally educated teacher who is involved in a Greek language credit program in Toronto. My commitment to understanding the needs of the new generation of learners guided me through a series of professional development initiatives and the creation of an educational blog which is currently used by students, parents and teachers of the Aristoteles Credit School. By presenting my experiences as I navigated the multidimensionality of HLE in Ontario, I hope to offer a case of a bottom-up reform attempt which is based on transformative pedagogy and brings heritage language education to the epicentre of community activity and educational change in the 21st century. heritage language education transformative pedagogy bilingualism blogs in education multiculturalism Greek language learning communities in education multiliteracies heritage languages in Canada 0727
252	The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6 Zapitis, Marina 11 August 2011 (has links) The purpose of this action research is to discover how self-evaluation training affects students’ knowledge and understanding about their writing and needs for improvement. In this study of 46 fifth and sixth graders, students underwent a four-stage self-evaluation training process. This involved students in defining criteria for their stories, teaching them how to apply the criteria using a variety of samples, giving students feedback about their self-evaluations, and developing action plans The study showed that after the self-evaluation process was set into place, students had an increased awareness of what made a good fictional writing piece. The self-evaluation process helped students become more aware of writing practices and of themselves as a writer. The study also found that the self-evaluation process set clear guidelines for students, focused student attention on important writing criteria, and opened up the conversation between students and teachers about evaluation, goal setting and the writing process. Self-Evaluation Self-Assessment Authentic Assessment Formative Assessment Assessment for Learning Self-Regulated Writing Criterion-based Feedback Self-Evaluation Training 0727
253	Why Bring Students to the Theatre? An Exploration of the Value of Professional Theatre for Children Adamson, Lois 28 November 2011 (has links) Experienced by thousands of children every year, professional theatre for young audiences TYA) is still a relatively new and understudied phenomenon in Canada. The purpose of this research has been to learn why teachers bring their students to the theatre, specifically Young People’s Theatre (YPT), and to determine how these connect to the perceptions of those who work at and with the theatre. In order to understand the complexities of the impetus to bring students to YPT, the limitations and successes teachers encounter in doing so, this ethnographic study was situated at the intersection of spatial and curriculum theories and has included surveys, interviews and participatory observation. This research provides greater understanding of the challenges and benefits of including theatre-going in one’s educational repertoire. These new insights contribute to contemporary scholarship on aesthetic education and arts-based community building and provide opportunities for further research about teaching and learning through theatre. curriculum studies theatre education drama education spatial theory theatre drama theatre for young audiences (TYA) ethnography aesthetic education 0515 0727 0465
254	The Experiences of Muslim Girls with Curriculum/Schooling in Public Secondary Schools in Ontario, Canada Ali, Sana 28 November 2012 (has links) This study examines the experiences of nine hijabi and non-hijabi Muslim girls from diverse backgrounds with curriculum/schooling in public secondary schools in Ontario. The study uses individual interviews and a focus group discussion to delve into how Muslim girls understand their educational experiences. The participants were independent, thoughtful, and conscientious students who were evolving as individuals through their curriculum/schooling experiences. School was a forum where they questioned themselves, discovered their interests, and made sense of their multiple identities. The differences between a participant’s home and school life varied, and each girl had a unique manner in dealing with the various ideological and practical conflicts. As Muslim girls, they were confronted with certain challenges in school; however, this did not detract from the overall positive aspects of their public schooling experiences. My participants felt respected and validated as individuals in their schools and optimistic regarding their futures as Muslim Canadian females. Muslim Girls Public School Secondary Schools Ontario Toronto Canada Muslims Islam Female Curriculum Schooling Diverse Hijabi Non-hijabi Headscarf Veil Secondary School 0527 0727 0533 0733
255	Segregation versus Self-determination: A Black and White Debate on Canada's First Africentric School Chen, Shaun Sheng Yuan 02 June 2011 (has links) The racialized realities faced by Black students provide an impetus to examine the controversy over Canada's first Africentric Alternative School, approved on January 29, 2008 by the Toronto District School Board. Newspaper articles, editorials and letters to the editor, as well as speeches by delegations and trustees, provide a rich snapshot of the arguments put forth in the heated political debate. Through the lens of equity and critical race theory, the diverse and divergent stances taken by both proponents and opponents of the school are analysed and understood. A conceptual framework of hidden and public transcripts (Scott, 1990) is used to distinguish arguments that reflect on the lived experiences of Black students from those that reiterate the dominant discourses of liberal democratic societies. The findings emerge as three opposing sets of themes that reveal a transcript reflective of the ongoing salience of racism within ostensibly liberal claims to racial equality. Africentric Afrocentric Black-focused Black school Toronto District School Board critical race theory liberal democratic discourses hidden transcripts lived experiences race racism education 0340 0631 0727
256	From Greek School to Greek's Cool: Heritage Language Education in Ontario and the Aristoteles Credit Program - Using Weblogs for Teaching the Greek Language in Canada Aravossitas, Themistoklis 17 December 2010 (has links) Heritage Language Education is considered the cornerstone of Canada’s multiculturalism policy. In Ontario, the mission to preserve the cultural capital of the various ethnic communities is carried out primarily by non-profit organizations and groups with limited official support. My thesis is the autobiographical inquiry of an internationally educated teacher who is involved in a Greek language credit program in Toronto. My commitment to understanding the needs of the new generation of learners guided me through a series of professional development initiatives and the creation of an educational blog which is currently used by students, parents and teachers of the Aristoteles Credit School. By presenting my experiences as I navigated the multidimensionality of HLE in Ontario, I hope to offer a case of a bottom-up reform attempt which is based on transformative pedagogy and brings heritage language education to the epicentre of community activity and educational change in the 21st century. heritage language education transformative pedagogy bilingualism blogs in education multiculturalism Greek language learning communities in education multiliteracies heritage languages in Canada 0727
257	The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6 Zapitis, Marina 11 August 2011 (has links) The purpose of this action research is to discover how self-evaluation training affects students’ knowledge and understanding about their writing and needs for improvement. In this study of 46 fifth and sixth graders, students underwent a four-stage self-evaluation training process. This involved students in defining criteria for their stories, teaching them how to apply the criteria using a variety of samples, giving students feedback about their self-evaluations, and developing action plans The study showed that after the self-evaluation process was set into place, students had an increased awareness of what made a good fictional writing piece. The self-evaluation process helped students become more aware of writing practices and of themselves as a writer. The study also found that the self-evaluation process set clear guidelines for students, focused student attention on important writing criteria, and opened up the conversation between students and teachers about evaluation, goal setting and the writing process. Self-Evaluation Self-Assessment Authentic Assessment Formative Assessment Assessment for Learning Self-Regulated Writing Criterion-based Feedback Self-Evaluation Training 0727
258	Why Bring Students to the Theatre? An Exploration of the Value of Professional Theatre for Children Adamson, Lois 28 November 2011 (has links) Experienced by thousands of children every year, professional theatre for young audiences TYA) is still a relatively new and understudied phenomenon in Canada. The purpose of this research has been to learn why teachers bring their students to the theatre, specifically Young People’s Theatre (YPT), and to determine how these connect to the perceptions of those who work at and with the theatre. In order to understand the complexities of the impetus to bring students to YPT, the limitations and successes teachers encounter in doing so, this ethnographic study was situated at the intersection of spatial and curriculum theories and has included surveys, interviews and participatory observation. This research provides greater understanding of the challenges and benefits of including theatre-going in one’s educational repertoire. These new insights contribute to contemporary scholarship on aesthetic education and arts-based community building and provide opportunities for further research about teaching and learning through theatre. curriculum studies theatre education drama education spatial theory theatre drama theatre for young audiences (TYA) ethnography aesthetic education 0515 0727 0465
259	The Experiences of Muslim Girls with Curriculum/Schooling in Public Secondary Schools in Ontario, Canada Ali, Sana 28 November 2012 (has links) This study examines the experiences of nine hijabi and non-hijabi Muslim girls from diverse backgrounds with curriculum/schooling in public secondary schools in Ontario. The study uses individual interviews and a focus group discussion to delve into how Muslim girls understand their educational experiences. The participants were independent, thoughtful, and conscientious students who were evolving as individuals through their curriculum/schooling experiences. School was a forum where they questioned themselves, discovered their interests, and made sense of their multiple identities. The differences between a participant’s home and school life varied, and each girl had a unique manner in dealing with the various ideological and practical conflicts. As Muslim girls, they were confronted with certain challenges in school; however, this did not detract from the overall positive aspects of their public schooling experiences. My participants felt respected and validated as individuals in their schools and optimistic regarding their futures as Muslim Canadian females. Muslim Girls Public School Secondary Schools Ontario Toronto Canada Muslims Islam Female Curriculum Schooling Diverse Hijabi Non-hijabi Headscarf Veil Secondary School 0527 0727 0533 0733
260	Teachers Writing about Math: Exploring Inquiry in an Online Community McLoughlin, Brenda 29 November 2012 (has links) This study followed three elementary-school teachers as they engaged in online discussions about inquiry-based mathematics teaching, and wrote and tested inquiry lessons for their own classrooms. In an inquiry lesson, students bring their own knowledge to open-ended problem situations, and build on that knowledge as they try out solutions and share their ideas with others. Evidence from the study suggests that teachers may turn to inquiry as an antidote to the way they learned about mathematics as schoolchildren, and that participating in an online community is a way for teachers to gain new mathematical and pedagogical knowledge and to change their conceptual understanding of inquiry-based teaching. The study results indicate that online professional development can help teachers improve their practice, but that care must be taken to build social ties within the group, and to structure tasks in a way that encourages collaboration and constructive criticism. mathematics inquiry professional development problem solving online collaboration three-part lesson mathematics reform constructivism lesson study student engagement differentiation constructive criticism 0280 0524 0727

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