OISE Research Highlights 2018

Research HighlightsSelect Publications & Research ProjectsOISE Research, International & InnovationWITH OISE I CAN oise.utoronto.ca/research

2 OISE Research, International & Innovation

WELCOMEThe Ontario Institute for Studies in Education This document outlines just some of the exciting(OISE) is Canada’s largest and most research- research projects, collaborations and partnershipsintensive faculty of education, ranking among taking place at OISE. We’re always interested inthe top 10 faculties of education in the world. hearing from colleagues around the world who are interested in our research and professionalOISE faculty members partner with schools, learning solutions. Please get in touch with us atcommunity agencies and groups, governments [email protected] non-government organizations to advanceeducation, learning and development and We look forward to connecting with you.wellbeing across the lifespan. Our researcherswork to answer critical questions on a broad EReesJohnstonerange of issues from early childhood developmentto lifelong learning, with many different partners Elisabeth Rees-Johnstone,and sponsors, locally and worldwide. We share Executive Director,and expand our expertise by collaborating with Continuing & Professional Learningpractitioners, community organizations and policy OISE Research, International & Innovationmakers to improve the lives of children, youth and University of Torontofamilies around the world.Ontario Institute for Studies in Education 3

OISE RESEARCH & INNOVATIONThe OISE Research and Innovation division is responsible for promoting and supporting excellence andinnovation in research and knowledge mobilization; opening new opportunities for, and expanding thereach of OISE’s research and its uptake in policy and practice globally. Our research themes cover: Equity, Justice Human Teaching Education Policy,and Learning across Development and and Organizations and the lifespan Well-being Learning Leadership• Early years • Child • Languages, literacies • Systems and students• Youth / urban education • Family • and learning • PreK-12, Higher Ed• Adult education • Community • Math, science and• Professional education • technology learning • Creative arts, culture • and humanitiesCross Cutting Themes: Aboriginal and Indigenous Education & International EducationThis document contains selected research in the following topic areas:Indigenous Education Well-BeingGlobal Competencies Mathematics Learningand Experiential Learning Preserving and GrowingEarly Learning French Culture and Language4 OISE Research, International & Innovation

“Everybody has a world, and that world is completely hiddenuntil we begin to inquire. As soon as we do, that world opens up and yields itself.And you begin to see how full and complex it is.” – David Guterson, Author and Guggenheim Fellow Ontario Institute for Studies in Education 5

INDIGENOUS EDUCATIONDeepening knowledge to inspire action: that teacher candidates most appreciated theIncluding Aboriginal perspectives in teacher inclusion of First Voice perspectives, in-deptheducation. instruction on current and historical events, and a continuous examination of privilege as aNardozi, A., Restoule, J.P., Steele, N., & James, U. (2014) preparation for incorporating Aboriginal contentIn D. Montemurro, M. Gambhir, M. Evans, & K. Broad. into their future practice. Near the end of their(Eds.), Inquiry into practice: Learning and teaching global Initial Teacher Education program, most teacherissues in local classrooms (pp. 77-84), OISE. candidates reported feeling more confident and willing to include Aboriginal perspectives.Abstract However, three main reasons why AboriginalThis research project focused on strategies to perspectives may not be included in theirincrease teacher candidates’ willingness and classrooms were found. When these concerns arereadiness to incorporate Aboriginal knowledge addressed more teachers may feel encouraged toand pedagogies into their classroom practice. We take up Aboriginal perspectives in their practice.found that teacher candidates most appreciatedthe inclusion of First Voice perspectives, in-depth Supporting successful transitions toinstruction on current and historical events, post-secondary education for indigenousand a continuous examination of privilege as a students: Lessons from an institutionalpreparation for incorporating Aboriginal content ethnography in Ontario Canada.into their future practice. Near the end of theirInitial Teacher Education program, most teacher The International Indigenous Policy Journal. 4, 4.candidates reported feeling more confidentand willing to include Aboriginal perspectives. Restoule, J.P., Mashford-Pringle, A., Chacaby, M., Smillie,However, we found three main reasons why C., Brunette, C., & Russel, G. (2013).Aboriginal perspectives may not be includedin their classrooms. When these concerns are Abstractaddressed more teachers may feel encouraged to This study examines some of the ways thattake up Aboriginal perspectives in their practice. institutional policies and practices can support or hinder the successful transition to post-Assessing and Supporting Children’s Oral secondary education for Indigenous people.Language and Writing Development through Tracing the path from Indigenous high schoolPlay in Classrooms, Daycares, and Homes in student to post-secondary education applicantNorthern Communities and utilizing knowledge gained from interviews, focus groups, and online surveys as part of an- SSHRC funded Partnership project institutional ethnography approach, we offer recommendations for institutions and applicantsProfessor Shelley Stagg-Peterson to help increase enrollment and enhance the(Principal Investigator) success of Indigenous post-secondary students. We share implications for institutions andAbstract post-secondary education applicants utilizingFocused on strategies to increase teacher self-identification or cultural identity tracking.candidates’ willingness and readiness toincorporate Aboriginal knowledge and pedagogiesinto their classroom practice, this research found6 OISE Research, International & Innovation

GLOBAL COMPETENCIES &EXPERIENTIAL LEARNINGYouth, Theatre, Radical Hope and the Ethical Global Education in Canadian ElementaryImaginary: An intercultural investigation Schools: Opportunities and Challengesof drama pedagogy, performance and civicengagement - SSHRC funded project Mundy, K. & Manion, C. (2014). In D. Montemurro, M. Gambhir, M. Evans, & K. Broad. (Eds.), Inquiry into practice:Professor Kathleen Gallagher Learning and teaching global issues in local classrooms (pp.(Principal Investigator) 77-84), OISE.Project Summary IntroductionIn both the global north and south, growing In recent decades, technological, economic,inequality, economic polarization, and social political, and sociocultural changes associateddislocation are threatening strong pedagogical with globalization have been widely perceived asmodels of learning and youth citizenship. In demanding a different kind of education – one thatthis collaborative study from England, Canada, will prepare children with the knowledge, skills,Greece, India, and Taiwan, the stories to be told and dispositions required for participation in anfrom our ethnographic research – using theatrical, increasingly globalized world. Research from thepopular, and scholarly languages – are positioned fields of child psychology and political scienceto uniquely challenge the ubiquitous discourses confirms that the habits (e.g., critical thinking,of problematic, civically disengaged, apathetic conflict resolution) and dispositions (e.g., supportyouth, and irrelevant arts practices. The lives, for social justice, sense of personal responsibility)and life prospects, of young people have been needed for active citizenship are formed at a muchdestabilized by global economic and political younger age than previously understood (Torney-uncertainty. Social and educational policies, Purta & Vermeer, 2006; van Deth, Abendschon, &as well as popular cultural representations of Vollmar, 2010).youth, are often sorely lacking youth perspectivesand understandings. This project provides In this brief piece we draw on the findings fromsuch a forum for knowledge building and our 2005 study of global education in Canadiansharing with youth and a broader set of actors elementary schools (Mundy, Manion, Masemann,invested in improving opportunities for young & Haggerty, 2007; Mundy & Manion, 2008) topeople. Building on previous SSHRC-funded elaborate on what we see as the most importantstudy examining artistic, social and academic opportunities and challenges for infusing globalengagement in young people’s school lives, the education in Canadian school systems. The first ofproposed research interrogates the connection its kind, our study investigated not only the situationbetween engaged youth and a thriving democracy of global education in Canadian elementary schoolsby examining the aspirational ideals of democratic but also the nature of support for global educationtheories, the pragmatic conditions of classrooms, by schools, districts, provincial ministries, non-and a theatre pedagogy focused on collectively government partners, and relevant federal bodies.produced and digitally shared work. Based on an analysis of provincial curricula and interviews in ministries of education and a sample of diverse school districts and schools across Canada, we also suggest how global education activities might be better coordinated and supported.Ontario Institute for Studies in Education 7

EARLY LEARNINGAn examination of the educational potential How can children develop literacy skills throughof interactive touch screen media for young play? A study of the play-literacy interface in full-children - SSHRC funded project day kindergarten classroomsProfessor Patricia Ganea (Principal Investigator) - SSHRC funded project Professor Angela Pyle (Principal Investigator)Project SummaryProfessor Ganea’s research focuses on children’s Project Summarylanguage and cognitive development, and her The current Full-Day Kindergarten Early Learningrecently funded project investigates children’s Program in Ontario has put focus on using child-learning and transfer from touch screen media. centered play to learn and develop academic skills.The participants in this study are infants under Full-day kindergartens in Ontario are expected tothe age of three and the research is conducted deliver previous educational expectations whilethrough a randomized trial study. There is debate using new play-based, developmentally appropriateon the effectiveness for learning of screen- programs. Prof Pyle’s study aims to teachbased media, such as touch-screens or videos, kindergarten educators how to effectively manage thewhen compared to face-to-face, parent-child fine balance between teaching academic skills andinteraction. There has been very little research on delivering the play-based mandate required of themhow efficiently this new technology can educate to support student literacy development. To learninfants, or young learners, and how interaction the optimal balance between play-based learningwith this kind of medium affects parent-child and academic skills, the study will analyze currentcommunication. This research project will focus on integration of literacy instruction and play-basedanswering four important questions: literacy learning. Pyle’s research will also articulate a theory that connects academic and developmental1) In what ways does parent-child talk differ when logics with the practical classroom.using electronic versus traditional texts? Qualitative research was conducted in twelve2) Do electronic hotspots enhance or distract Ontario full-day kindergarten classrooms. Ten hourschildren from learning? Are some types of hotspots of observation were gathered, with emphasis onmore effective than others? instructional strategies, the play environment, peer interactions, teacher and student interactions, and3) Does feedback provide support for children’s student engagement in literacy behaviours. To gainword learning from touch screens? multiple perspectives, both educators and students were interviewed. This study aims to improve the4) Does giving children the opportunity to actively practice of kindergarten teachers in the changingperform an on-screen action influence their ability school environment. While the study is Ontario-to later perform and transfer that action to a real focused, there is a broader debate concerningsetting? whether play-based learning is an appropriate pedagogical approach for the learning of academicThe results of Ganea’s research will be used to skills. Professor Pyle’s field work will contribute toenhance children’s learning from electronic media. this research and inform kindergarten educators onThe long term goal of this project is to combine beneficial practices and the educational merits ofwhat is learned to create the optimal educational play-based learning of literary skills.e-book for all varieties (e.g., ESL, special needs) ofyoung learners.8 OISE Research, International & Innovation

WELL-BEINGFull-day Kindergarten: Longitudinal effects on literature review, and a scan of the school board’schildren’s educational success and well-being current prevention initiatives, from which educational materials were created. These were tested in two- SSHRC funded project waves with 3 middle school and 3 high schoolProfessor Janette Pelletier (Principal Investigator) male-only groups in the Thames Valley District School Board. After the 5-week program, highProject Summary school students showed significant positive changeThis research project will explore the long-term in both bystander and victim blaming attitudes.processes and the impact of supporting early child Middle school and high school participants showeddevelopment in Ontario’s early year’s policy on significant positive change in bystander behaviour.full-day kindergarten. Following several hundred Changes in attitudes about sexualized violence werechildren from full- and half- day kindergarten less promising, though some results suggesteduntil the end of Grade 6, the project will gather greater shifts in younger (grade 7-8) than older (i.e.,yearly academic and social-emotional data. The grade 9 -10) students.project aims to provide evidence of children’s self-regulation and social development in relation to the Northern Ontario Telepsychology Projecttype of early education program. Socio-emotionaldata will be collected through observations, Dr. Todd Cunninghamchildren’s drawings, interviews, and report carddata. The research will develop a “theory of Project Summarychange” to understand the ways in which multiple The Northern Ontario Telepsychology Projectfactors influence program innovation and child will provide children’s mental health services bydevelopment and learning. Going beyond program consulting with Aboriginal run schools in Northernevaluation, the project examines developmental Ontario communities beginning with Pikangikum, apathways that lead to long-term outcomes. remote fly-in community with one of the highest rates of youth suicide in the world and very low academicPass It On Project Professor Katreena Scott achievement. At their invitation, consultations with Pikangikum’s Eenchokay Birchstick School (EBS)Project Summary began in 2009 through professional developmentWith ever increasing online connection, it is vital sessions in language and literacy, psychologicalto better understand the nature of cyberbullying assessments, and behavioural consultations. Usingand sexualized violence in order to create safety in OISE’s Psychology Clinic, this project enablesadolescent peer and romantic relationships. The 2-4 supervised doctoral students a year to deliver‘Pass It On’ project was created to engage boys and psychological services at EBS to students and theiryoung men to reduce the rates of gender bullying. families by combining annual on-site visits withFunded by the Ontario Women’s Directorate, this weekly consultation sessions using telepsychology.partnership between the University of Toronto, The weekly consultation sessions on mental healthsocial service agencies, and school boards aimed challenges of children serve to help school staffto develop and evaluate educational materials that and community members interpret observationalcould provide youth with the tools to challenge and assessment data, suggest evidence-basedinstances of sexualized violence and cyber bullying and culturally sensitive academic and psychosocialamongst youth. Priorities and activities were shaped interventions, and mentor on-site staff in the deliverywith input from community partner consultations, of these interventions. We are in the processes offocus groups with youth, parents and teachers, a expanded to other communities.Ontario Institute for Studies in Education 9

MATHEMATICS LEARNINGTeaching mathematics for social justice Infusing world views in mathematicalin multicultural, multilingual elementary understanding/thinking in micro-globalclassrooms. Canadian Journal of Science, Mathematics communities in Ontario.and Technology Education, 10: 3, 244-254. Marks Krpan, C. (2014). In D. Montemurro, M. Gambhir, M. Evans, & K. Broad. (Eds.), Inquiry into practice:Esmonde, I. & Caswell, B. (2010). Learning and teaching global issues in local classroomsAbstract (pp. 50-57), OISE.This article describes a set of collaborative inquiryprojects that emerged from a research study Abstractgroup involving teachers, university researchers Sharing ideas and discussing mathematical(the authors), and school district staff as they ideas with other students can assist learners inworked to teach mathematics equitably in an deepening their understanding of mathematicalurban elementary school. The project is analyzed concepts. However, educators often implementusing Marilyn Cochran-Smith’s six principles such strategies without taking into account howof pedagogy for teaching for social justice. In students perceive these teaching approachesthe study group, teachers were involved in and whether they believe they improve thedesigning research questions to honour their learning process in mathematics. The goal ofstudents’ cultural and community knowledge this project was to investigate teachers’ andand to develop mathematics teaching with a students’ perceptions of teaching strategies thatsocial justice focus. We offer three examples of promote mathematical discourse. This projectteaching mathematics for social justice in diverse involved three middle-school teachers, 17 Englishclassrooms, and consider the broader implications language learners (ELLs), and 42 students whoseof inquiry projects such as these. first language is English. Over the course of 10 months, data were gathered through meetings, teacher and student interviews, classroom observations, surveys and questionnaires. The research findings from this study strongly suggest that ELLs can provide key insights related to how mathematical discourse helps their learning and can shed light on the challenges they face in Ontario classrooms. They also reveal how educators can better support diverse communities in mathematics classrooms. Educator insights about student discourse and classroom practice can assist professional development leaders as they implement mathematics programs in Ontario school districts.10 O I S E R e s e a r c h , I n t e r n a t i o n a l & I n n o v a t i o n

PRESERVING AND GROWINGFRENCH CULTURE & LANGUAGELes jeunes anglophones de l’extérieur L’équité et l’inclusion en milieu scolairede Montréal et leur rapport à l’identité / francophone, Ministère de l’éducation deAnglophone youth living outside of Montreal l’Ontario, 2015-2016and their rapport to identity Professeur Diane Farmer et Dr. C. Connelly- SSHRC funded project (Principal Investigators)Professor Diane Gerin-Lajoie (Principal Investigator) AbstractAbstract Ce projet visera à approfondir les connaissancesAdolescents who belong to one of the two official du personnel enseignant face à la création d’unminority languages in Canada - Francophones milieu scolaire inclusif et équitable. Il s’agiraliving outside of Québec and Anglophones in d’accompagner le personnel enseignant dansQuébec - develop a rapport to language and deux écoles françaises de la région du Grandculture that inevitably brings them to live at Toronto, où ces derniers développeront un projetthe border of two languages, and sometimes d’école identifié collectivement et mèneront unethree languages in the case of other ethnic enquête (dans le style d’une recherche action)minorities. In this context, what is the rapport to les conduisant à mieux se connaître et à prendreidentity developed by these adolescents? How en compte leurs pratiques en milieu scolaire afindo they perceive themselves? As Anglophones, d’approfondir des stratégies possibles pour bonifierFrancophones, Bilinguals? The objective of the l’équité dans leur milieu scolaire francophone.study is to examine closely the process of identity L’initiative consistera en une série de rencontresconstruction in teenagers enrolled in English professionnelles offrant un encadrement visantlanguage high schools in Québec, outside of à soutenir le personnel enseignant dans leMontreal. The investigation will use a qualitative développement d’un projet mené par l’école.research approach, in the life stories of a small L’équipe du CREFO fournira un appui au personnelgroup of students, gathered by in-depth individual enseignant pour développer une enquête cibléeinterviews. Members of their family, their friends, qui visera à répondre aux défis identifiés au seinas well as their teachers will also be interviewed, de l’école, comme des formes d’oppression ouallowing for a better understanding of the d’enjeux en matière d’équité. L’encadrementstudents’ lived experiences with language, professionnel prendra une approche située etculture and identity. nuancée pour identifier et répondre aux besoins particuliers des populations minoritaires dans leur complexité. Le projet proposera alors une approche sensible aux désirs différents et aux besoins pratiques et contextuels des membres du personnel enseignant et des élèves par rapport aux enjeux de l’équité. Le processus misera sur une approche réflexive liant ainsi les expériences au quotidien des élèves et du personnel enseignant dans une optique transformative.O n t a r i o I n s t i t u t e f o r S t u d i e s i n E d u c a t i o n 11

WITH OISE I CANCONTACT USOISE Research, International & InnovationUniversity of Toronto5-103 252 Bloor Street WToronto, ON, M5S 1V6 [email protected] @OISE_UofT12 o+Oi1sI-e4S.u1Et6o-r9oR7n8teo-.s1c1ae1/ar7ersecahrc,h I n t e r n a t i o n@aOlIS&EUIofnTn o v a t i o nAll information stated in the brochure is correct at time of printing and subject to change without notice.