2013-2014 Directory of Non-Board

Directory of Non-Board-Initiated Research Projects 2013-2014

D i i i r r e e c c t t t o r r y o f f f N o n B o a r d I I I n i i i t t t i i i a t t t e e d

R e s s s e e a r r c c h P r r o j j j e c c t t t s s s

in the

Ottawa-Carleton District School Board

133 Greenbank Road • Nepean • Ontario • K2H 6L3 and the

Ottawa Catholic School Board

570 Hunt Club Road West • Nepean • Ontario • K2G 3R4 for

2013-2014

October 2014 Quality Assurance Division, OCDSB


TABLE OF CONTENTS

INTRODUCTION

Purpose of the Directory .............................................................................................. 1

Role of the Ottawa-Carleton Research Advisory Committee ....................................... 1

Proposal Review Process ............................................................................................ 2

Committee Members for 2013-2014 ............................................................................ 3

Number of Projects Reviewed in 2013-2014 ................................................................ 4

APPROVED PROPOSALS

Proposals Approved by the Committee in 2013-2014................................................... 5

Summary List of the Proposals Approved by the Committee in 2013-2014

& the School Board(s) Involved in the Research .......................................................... 18

Research Reports Received ................................................................................................ 21

October 2014 Quality Assurance Division, OCDSB


I

NTRODUCTION

Purpose of the Directory

The Directory provides information about non-board-initiated research projects that were approved by the Ottawa-Carleton Research Advisory Committee during the 2013-

2014 school year. The summaries of research are taken from the proposals submitted by researchers. Additional information about these projects may be obtained by contacting Dr. Tsala Mosimakoko at the Ottawa-Carleton District School Board or Dr.

Lauren Figueredo at the Ottawa Catholic School Board.

Role of the Ottawa-Carleton Research Advisory Committee

The Ottawa-Carleton Research Advisory Committee is a joint committee of the Ottawa-

Carleton District School Board and the Ottawa Catholic School Board which includes representatives from both boards. It was established in September 1994 to: eliminate the need for researchers to apply to each of the two school boards separately, standardize the approval process for research applicants, improve access to schools for researchers, and equalize the involvement of each board in research projects.

The primary functions of the Ottawa-Carleton Research Advisory Committee are to:

• support and encourage research that contributes to educational knowledge,

• review all requests for non-board-initiated research to be conducted in the two school boards,

•

determine the impact of each request on the school systems,

•

measure the degree of involvement required by staff, students, and parents, and

•

judge the relevance of each request to the educational objective and policies of the school board concerned.

Approval of a research project by the Ottawa-Carleton Research Advisory Committee does not obligate any board, department, or school to participate in a study. The decision to participate in a research project is always the prerogative of the school board and the participating school principal and/or teacher(s).

Research Guidelines, application and summary forms, are available on the web sites of the two boards to help researchers in the preparation of proposals. The Committee meets five times a year, approximately two weeks after each of the following deadlines:

August 31 • October 31 • January 2 • February 28 • April 30

October 2014 1 Quality Assurance Division, OCDSB


Questions about the application process may be directed to the Chair of the Committee for 2013-2014, Dr. Lauren Figueredo at (613) 224-4455, extension 2341 or Dr. Tsala

Mosimakoko at (613) 596-8211, extension 8571.

Proposal Review Process

Prior to each meeting of the Research Advisory Committee, research proposals are reviewed by Committee members. At the meeting, the Committee reaches one of the five decisions on each proposal: approve, approve with minor revisions, revise and resubmit, not approved or redirect. Researchers are notified of the decision by letter and any revisions required are specified.

Approval by the Committee is the first of a series of approvals that researchers must have in order to conduct research in the schools. Researchers must also seek approval from the school principal as well as from parents and students as required. Principals are contacted by board staff to facilitate the placement of projects approved by the

Committee.



Committee Members for 2013-2014

Ottawa-Carleton District School Board Ottawa Catholic School Board

Botsalano Tsala Mosimakoko, Ph.D. (Chair) Lauren Figueredo, Ph.D./Andrea Astle,

Research Officer, Quality Assurance M.A. telephone: 613-596-8211 ext. 8571 email: Tsala.Mosimakoko@ocdsb.ca

Research Officer, Student Success

Department telephone: 613-224-4455 ext. 2341

Stephanie Pagan, Ph.D.

Research Officer, Quality Assurance telephone: 613-596-8211 ext. 8669 email: Stephanie.Pagan@ocdsb.ca

Joan Oracheski, M.A.

Manager, Quality Assurance telephone: 613-596-8211 ext. 8426 email: Joan.Oracheski@ocdsb.ca

email: lauren.figueredo@ocsb.ca

Marilyn Kasian, Ph.D.


Department telephone: 613-224-4455 ext. 2274 email: marilyn.kasian@ocsb.ca

Donna Mailloux, M.A.


Department telephone: 613-224-4455 ext. 2347 email: donna.mailloux@ocsb.ca

Elizabeth Paquette, Ph.D.

Chief Psychologist/Mental Health Lead telephone: 613-224-4455 ext. 2274 email: elizabeth.paquette@ocsb.ca

Stephen Gay

Principal

McMaster Catholic School telephone: 613-731-4733 e-mail: stephen.gay@ocsb.ca

Mary Donaghy

Superintendent, Student Services and

Special Education. telephone: 613-224-4455 ext. 2351 email: mary.donaghy@ocsb.ca



Number of Projects Reviewed in 2013-2014

Table 1

Number of (and Decisions Reached on) Non-Board-Initiated Research Proposals during the 2013-2014 School Year

Approved Not

Approved

Redirected Totals

October, 2013 4 5 2 11

November, 2013

February, 2014

March, 2014

6

7

4

3

5

6

0

1

0

9

13

10

May, 2014 4 4 0 8

Total for 2013-

2014

25 23 3 51

Note: Some projects that were not approved by the committee were reviewed at a subsequent meeting as a result of revisions being made by the researcher .

During the 2013-2014 school year, the Ottawa-Carleton Research Advisory Committee reviewed 51 proposals. In the end, a total of 25 research projects were approved for implementation:



15 (60%) were approved for conduct in schools from both boards,



nine (36%) were approved for conduct in the OCDSB only , and,



one (4%) was approved for the OCSB only .

Of the 25 research proposals approved for implementation:



nine (36%) of the approved studies were submitted by professors affiliated with universities,



six (24%) were submitted by university students, and,



10 (40%) were from other institutions including: Atkinson Centre, Centre for

Pediatric Excellence, Curriculum Services Canada, Green Communities Canada,

Ministry of Education, Pediatric Clinic - Monfort Hospital, Pickering Centre for

Research in Human Development, Propel Centre for Population Health Impact,

Public Health Ontario, Western Ottawa Community Resource Centre.

In addition to the proposals reviewed by the Committee, individual Committee members addressed inquiries about research guidelines, review process, and other specific questions regarding the researchers’ respective proposal. For many of these queries the researcher was informed about the Research Advisory Committee review process and that an application to the Committee would need to be prepared. Other inquiries included requests for statistics or information about accessing research sites, as well as contacting school principals.



Proposals Approved by the Committee in 2013 - 2014

The following projects were approved for the 2013 – 2014 school year and some were resubmissions from previous years:

Proposal #: 1 (2013-2014)

Research Title: Child Social Activities Study

Researchers: Dr. Robert J. Coplan, Carleton University

Successful adaptation to school represents a critical task in early childhood. The transition to junior kindergarten, kindergarten, and grade 1 occurs during a period of drastic psychological and physical development for children. For many children, one of the major challenges in the transition to elementary school is "learning to get along well with others". The current study aims at exploring the impact of children's social experiences on their adjustment in early elementary school. In order to accomplish this, the researcher will explore the impact of peer relationships and social activities (both in and outside of school) on young children's school adjustment. For example, the study will explore some of the reasons why young children may spend different amounts of time in social and solitary activities, both at school (e.g., peer interactions inside and in the school yard) as well as outside of school (e.g., participation in extracurricular activities).

Consenting parents will be asked to complete a series of questionnaires

– either on-line (using a secure website) or via “paper-and-pencil”. Children who have parental consent and who give verbal assent will participate in individual interviews. Interviews will be administered by trained research assistants (graduate and senior undergraduate psychology students). Interviews will take place at the child’s childcare centre or school, at times most convenient for the teachers.

Teachers (or ECEs where appropriate) will be given the option to complete a short quest ionnaire assessing children’s social and academic behaviours at school (for a small subsample of children in their classroom).

A better understanding of the links between social and academic functioning in early childhood represents a critical contribution to the design and implementation of intervention programs designed to facilitate early school adjustment.

Proposal #: 3 (2013-2014)

Research Title: “Listen Up” Teacher Candidates paying attention to the voices of

Researchers: urban secondary school students

Dr. Ruth Kane, University of Ottawa

The project is a partnership between Ottawa area school boards and the University of Ottawa.

It is aimed at enhancing the educational experience of both secondary students and teacher candidates by integratin g secondary school students’ perspectives into the teacher education programs, specifically targeted at Urban Priority High Schools. Student teachers from the

Urban Education Community have an established relationship with identified high schools in the Ottawa area. These student teachers have made a commitment to explore literature on diversity, urban schools and how they, as teacher candidates, can be better prepared to serve


Directory of Non-Board-Initiated Research Projects 2013-2014 students within urban schools. The notion is underpinned by the views that the voices of high school students are seldom heard in conversations about becoming a teacher, and are often excluded from teacher education programs.

Data will be generated through conversations with a sample of high school students from each school. These conversations (either individually or small groups) will be conducted at a time and location convenient to the students or group of students.

Proposal #: 4 (2013-2014)

Research Title: An Experimental Based Approach to the Delivery of the Grade 10

Researchers:

Civics Curriculum: The Case of DILA

Jason Collard, University of Ottawa

This study will examine the Day of Information for a Lifetime of Action (DILA) intervention, which is a youth program aimed at creating experiential learning opportunities. The study also attempts to gain an understanding of the effects of the program on teachers’ and students’ development as active democratic citizens.

Data will be collected through surveys (pre and post), written reflections by students and teachers. Questions in the survey are based on self-assessment of future behaviours. The post survey will assess the student’s learning environment. The surveys will be followed by written reflections that are guided by a series of open-ended questions. Data from students, teachers and any identifying information will be coded.

The research study will provide greater insight into the challenges and opportunities that teachers face when using an experiential approach to curriculum delivery. The successful engagement of students and the delivery of the program will provide students with the opportunity to develop their civic identity, civic engagement levels and civic competence.

Proposal #: 5 (2013-2014)

Research Title: Efficacy evaluation of “Let’s Talk: Finding Reliable Mental Health

Information and Resources” for grades 7 and 8

Researchers: Dr. Cameron C. Montgomery, University of Ottawa.

The evaluation of the pilot program “Let’s Talk: Finding Reliable Mental Health Information and

Resources” is designed to identify any areas of the “Let’s Talk” program that need improvement and development prior to expansion of the program across Canada. It consists of a teacher training component (release time to be provided through the researcher) and implementation of the assigned lesson plan for students in grades 7 and 8. This program has been designed to provide classroom resources to teachers and reliable help-seeking information for students using a pedagogical approach, which includes complete lesson plans, pre- and post-test of the lesson, and a follow-up two months after conducting the lesson. The evaluation will focus on process and delivery (e.g., program implementation and structure), program content (e.g., training/teaching materials) and short and intermediate term outcomes

(e.g., satisfaction with training program).



In order to answer the evaluation questions, teachers will complete surveys after they have completed the lessons, follow-up telephone interviews will be conducted, pre-and and posttests for students will be administered.

Proposal #: 6 (2013-2014)

Research Title: Brain-Focused Mindfulness in Primary School Children: Does it Alter

Researchers:

Executive Functioning and Levels of Anxiety

Dr. Andra Smith, University of Ottawa

The study is designed to investigate the impact of brain-focused mindfulness program on executive functioning, anxiety, self-regulation and overall well-being in students from grade 3-

6. The aim of the study is to identify the benefits of the program, MindUp, and to measure the impact on cognitive and emotional well-being in children and teachers. The Mind-Up program is being implemented as part of the regular curriculum in multiple classes at one elementary school

– classes will be assigned to be part of the intervention group or the control group.

Students in both groups will be asked to complete three questionnaires (about 45 minutes), in class, with the help of the researchers. Teachers will also complete questionnaires related to the dynamics of the classroom. Additionally, teachers will be assessing student’s social competence using measures from the MindUp program toolkit. Testing will take place before and after completion of the 15-week program.

Data gathered through questionnaires will be analyzed quantitatively with comparisons including those between matched MindUp classes and control classes of the same grade, as well as within each class, over time. The focus of MindUp is to provide knowledge on how the brain works and how it reacts to emotions proving ways of calming the brain and the body. The educational benefits of the program is that it teaches the students and teachers to focus attention through mindful breathing techniques so that better decisions can be made, and more thoughtful emphatic and optimistic behaviours can occur.

Proposal #: 7 (2013-2014)

Research Title:

Children’s Social Behaviours Study

Researchers: Dr. Sébatien Normand, Pediatric Clinic, Montfort Hospital

There has been great concern in recent years about peer gro ups and their effects on children’s academic achievement and behavior. The purpose of this project is to understand the process through which children make friends, as well as testing parent-based interventions used to help children make and keep friends.

Recruitment of children between grades 1-5, with 5 students each year for 5 years will be done through external agencies (e.g., local hospitals). No student and parent will be recruited through the schools. Teachers are asked to complete two measures: i) the questionnaire about the participating children’s behaviour and friendship in the classroom; and, ii) to poll their class about friendships. The questionnaires are approximately 60 minutes and are to be completed on three separate occasions

– at the start of the study, approximately four months later, and at one year.



Results from this study will help researchers understand the processes through which children make friends and to determine the impact of parent-interventions on the development of friendships. At the same time, the study has the potential to provide new evidence-based treatments for peer relationship and friendship problems in children.

Proposal #: 9 (2013-2014)

Research Title: Awareness of Symbol Systems

Researchers: Andrea Astle, Carleton University

The proposed study aims to investigate children’s developing awareness of symbol systems

(i.e., the use of different types of symbols such as; numbers, written language, boxes, shapes, and maps). The investigation is intended to improve our understanding of how symbol system awareness develops. The researcher predicts that the ability to detect ambiguity will contribute to children’s symbols system awareness. The ability to be sensitive to ambiguity will be independently measured to investigate how this skill contributes to effective symbol system production.

Data will be collected through interviews, pre- and post-tests, and playing games using symbols such as boxes and shapes. Each child will be seen on two occasions about a week apart. Each session will take approximately 20-25 minutes and will consist of a series of short games. Children with parental consent to participate in this study will also be asked for verbal assent. Data will be analyzed statistically to create necessary categories, examine age differences, and to examine the impact of the students’ performance on the pre-test and posttest A, as well as the pre-test and post-test B. The proposed study has the potential to enhance teachers’ ability to identify skills that contribute to students’ awareness of symbols.

Proposal #: 13 (2013-2014)

Research Title: Health Behaviour in School-aged Children (HBSC) Study: 2013-2014

Researchers: Drs. John Freeman & William Pickett, Queen’s University

Health Behaviour in School-aged Children (HBSC) Study is a cross-sectional study conducted in collaboration with World Health Organization (WHO, Europe) and the Public Health Agency of Canada (PHAC). The most recent survey was conducted in 2009-2010.

The aims of the s tudy include: gaining insights on youths’ health attitudes, behaviours, and lifestyles; and, examining the relationships between contextual factors and health behaviours in order to draw international comparisons.

Data will be collected through questionnaires that will be anonymously completed. The questionnaires are both paper-and-pencil and online. The study will be conducted in classrooms during one 60-minute class period. Teachers are requested to distribute and collect parent consent forms ahead of the survey implementation date. The collected data will be on school-level climate, school health education curricula, school health polices, and the physical environment of the school and neighborhood. The information gained from this study will be used to influence the development of health promotion and health education programs and policies at micro and macro levels.



Proposal #: 14 (2013-2014)

Research Title: Vanity: Novel Digital Media Tools To Promote Tanning Bed

Avoidance and Prevent Melanoma

Researchers: Sophia Colantonio, University of Ottawa

The online game “Vanity” has been developed to help youth take a serious look at the dangers of using tanning beds. Melanoma is one of the common cancers in Canada and the use of tanning beds have been linked to its rise. The majority of tanning bed users are females ages

16 to 49. The study intends to examine the efficacy of online games in teaching youth about the risks of indoor tanning.

Data will be collected during a pilot clinical trial. The pilot clinical trial will be conducted to assess how the game “Vanity” impacts youth awareness of the risks of indoor tanning and their intention to indoor tan in the future. Data will be gathered from two groups – intervention and control group. The intervention group will consist of teens that will first play the online game

“Vanity” and then complete the questionnaire, while the control group will have teens that will first complete the same questionnaire excluding the questions about likability of the game. The control group will be allowed to play the game after completing the questionnaire. The study delivers health promotion messages about the dangers of indoor tanning in a way that empowers students to think about choices that they make when young.

Proposal #: 16 (2013-2014)

Research Title: Status of Daily Physical Activity (DPA) in Ontario Elementary

Schools

Researcher: Dr. Kenneth Allison, Public Health Ontario

The Ontario Ministry of Education implemented the Daily Physical Activity (DPA) policy in

October 2005. The policy requires school boards to ensure that all elementary school students

(i.e. students in grades 1-8) engage in a minimum of 20 minutes sustained moderate-tovigorous physical activity each day during the instructional time. The proposed study is the third of a series of studies, initiated by researchers at Public Health Ontario (PHO). It is aimed to assess DPA at provincial level. The first study focused on initial policy development and implementation, while the second focused on the role and experiences of public health units.

The current study is cross-sectional, consisting of two online questionnaires at the school and classroom levels. A random sampling strategy has been used to identify schools for participation in this study. Elementary school principals and classroom teachers will be asked to respond to questionnaires on behalf of their schools and classrooms, respectively.

Data analysis and reporting will include examining the relationship between implementation and school characteristics such as English/French, Catholic/public and urban/rural. The findings will potentially assist the Ministry of Education with the development of the strategies to strengthen factors associated with the implementation of this initiative.



Proposal #: 18 (2013-2014)

Research Title: School Transportation Planning (STP) Project

Researchers: Wallace Beaton, Green Communities Canada

Schools, school boards, municipal staff and the police struggle with traffic congestion on the school grounds/parking as they try to compete for parking space. This creates safety concerns for pedestrians and cyclists, as well as unnecessary idling of vehicles, the blocking of fire routes and the interference of the loading and unloading of school buses. When parents choose the “convenience” of driving, their children miss out on an important opportunity for daily physical activity.

The current study aims to gain a better understanding of the barriers that impede active travel to school, and address the identified barriers through the creation and implementation of a comprehensive travel plan for each school. The program has been implemented in schools in the Ottawa area since 2009-2010.

Data will be collected through paper-and-pencil and online surveys – baseline and follow-up for classroom and family, the week-long traffic count (observation). The travel plan is to be developed by a team of relevant stakeholders from within the school and the community. This project intends to build the capacity for a safer physical environment both on the school site and in the immediate vicinity of the school.

Proposal #: 19 (2013-2014)

Research Title: Bilingualism and Multiculturalism: Exploring links between official

Researchers: and heritage languages

Dr. Nikolay Slavkov, University of Ottawa

Schooling provides daily exposure to oral and literacy acquisition and practice in at least one language. In Canada, offering a choice of English or French as the main language of instruction in schools provides parents and students with the opportunity to place varying degrees of emphasis on Canada's two official languages. The proposed research study aims to understand how the home language and language of instruction at school interact to impact on a child/adolescent's development as a bilingual or multilingual speaker.

Data will be collected through parent questionnaires available in hard copy and online. Followup interviews for a subgroup of parents who have completed the questionnaires will also be conducted.

Proposal #: 20 (2013-2014)

Research Title: Striving towards an understanding of experienced science teacher’s beliefs and perceptions of the usefulness and ease of use of technology in the classroom

Kieran Faw, University of Ottawa Researchers:

This study focuses on perceptions of experienced science teachers on the usefulness and ease of use of technology in their classrooms. It also focuses on strategies and techniques


Directory of Non-Board-Initiated Research Projects 2013-2014 used by teachers who use technology for at least five hours per week in their instructional practice.

Data will be collected through questionnaires and interviews. Questionnaires consist of 30 questions and take about 20 minutes to complete. Interviews will be used to explore the perceived usefulness and ease of use of technology in the classroom.

The study may be used to identify areas of professional need that will assist teachers to better understand the integration of technology in the classroom for purposes of enhancing learning.

Proposal #: 21 (2013-2014)

Research Title: Fostering social capital among At-Risk Minority students in an

Alternative Education Program: An Exploratory Qualitative Study

Researchers: Abdulhakim Moalimishak, University of Ottawa

This research project is focused on understanding how social capital of at-risk visible minority students is fostered and expanded in a Canadian alternative high school program. The study intends to recruit six minority students and explore their individual relationship/perspective of mainstream and alternative programs. Students will be recruited through flyers.

Data will be collected through questionnaire, structured interviews, and observations. The six students will have the opportunity to share their experiences in relation to social capital at both the alternative and mainstream school. Observations of student-teacher and student-to-student relationship will also be conducted.

Proposal #: 23 (2013-2014)

Research Title: Kids in Places Initiatives: Twinship Cultural Exchange between

Researchers:

Canada and Italy

Dr. Stefania Maggi, Carleton University

The purpose of this cross-cultural exchange between Canada and Italy is to obtain insights from children about their communities. Their accounts of their communities will help the researchers understand the extent to which communities support healthy child development and the role they play in the child’s mind.

The study consists of having children from kindergarten classrooms from an elementary school making drawings or taking pictures of places in their community that they consider important to them. These places could include their homes, street, shopping centre, the local church or community centre.

Data will be collected through a participatory approach, where participants (students) will use photography to identify issues important to them. In this approach, a variety of media such as visual, auditory, and textual will be used. The use of these different media will allow children’s experiences to be communicated between Canada and Italy. The teachers will use video and

Power Point presentations to introduce their classroom to the ‘twin’ classroom. They will also be asked to produce a video, a Power Point presentation or a picture collage in which they


Directory of Non-Board-Initiated Research Projects 2013-2014 introduce their school to the paired school. Students will be making drawings or taking pictures of their community. Discussions or ‘conversations’ regarding children’s drawings and pictures will be held in their classrooms. The conversations will be audio recorded by the teachers with the support of a member of the research team.

Proposal #: 24 (2013-2014)

Research Title: Schools at the Centre of the Community: A Case Study of Seamless

Early Learning

Researchers: Dr. Zeenat Janmohamed, Atkinson Centre, OISE

The study is aimed at understanding the experiences of educators in school-board-operated full day kindergarten and extended day programs through the development of a case study.

The case study will explore the partnership between the school board, the City of Ottawa, and the community partners.

Data will be collected using a mixed method approach. The instruments to be used for collecting data include surveys, interviews with principals who have full day kindergarten and extended day programs in their schools, focus groups with parents whose children attend full day kindergarten and extended day programs, and document analysis of school board policy on extended day programs and publicly available collective agreements for teachers and early childhood educators. Interviews will also be held with staff from the board.

The findings will be utilized to inform the development of public policy and to support effective teaching and learning strategies.

Proposal #: 25 (2013-2014)

Research Title: The effect of photovoice on physical activity and healthy eating in grade 5 classrooms

Researchers: Shilpa Soni, University of Waterloo

The Champlain Cardiovascular Diseases Prevention Network, in partnership with the Heart and Stroke Foundation (HSF) and the Propel Centre for Population Health Impact at the

University of Waterloo is piloting a new initiative aimed at supporting healthy eating and physical activity among students. The Propel Centre for Population Health Impact will conduct an evaluation of the program over the 18 month period. The purpose of the evaluation is to assess the impact of the program on students and schools and to guide improvements of the program.

Data will be collected through pictures shot by students, which will be a Photovoice intervention. The intervention will intervention will replace student focus groups. Photovoice involves engaging students by allowing them to take pictures of their environment. Cameras will be distributed to students and they will be allowed to use them for two days. The photos will be used in class discussions about what is important in their environment. The class will also participate in a discussion regarding personal influences on physical activity and/or healthy eating guided by the school health program.



A thematic data analysis will be conducted on pictures. The study will create the opportunity for staff and students to share their experiences and use the student data to measure the changes in youth physical activity and healthy eating behaviour.

Proposal #: 28 (2013-2014)

Research Title: A single-center, Randomized, Double Bind, Placebo-Controlled,

Crossover Evaluation of the Effect of Intuniv XR as Adjunctive

Treatment with Stimulant on Executive Function and Quality of Life at Home and School in Children with ADHD

Researcher: Dr. Judy van Stralen, Centre for Pediatric Excellence

Attention Deficit Hyperactivity Disorder (ADHD) is the most common mental health condition to affect children. This condition affects 5% of children worldwide. Stimulant medications have been used to treat behavior problems in children for decades. Despite their effectiveness, most stimulant medications have the potential side effects that include insomnia, the potential for abuse, and lack of efficacy in some children. Many children with ADHD experience difficulties in executive function (EF). Executive function is a group of processes that affect goal-directed behavior and play a role in self-regulation. Executive function is demonstrated by the expression of inhibitions, regulation of behavior, organizing, planning, working memory, and emotional regulation. Since EF deficit negatively impact academic achievement and children’s behavior at school, and because children spend a large number of daytime hours at school, any reported improvement in the behavior of the child at school and at home will be examined.

Approximately 50 children between the ages of 6 and 12 will be recruited to participate in this study through the Centre for Pediatric Excellence. Through the informed consent process, parents will identify the school their child attends in order for the research team to seek the assistance of his/her teacher to complete BRIEF-T questionnaires (teacher version to be completed up to four times during the school year). Each questionnaire will take about 10-15 minutes. The results of this study may provide information that could improve available treatment for ADHD in the future.

Proposal #: 32 (2013-2014)

Research Title: Motivation and demotivation to study French as a second language

Researchers:

(FSL): Profiling the Ontario Grade 9 core French student perspective

Dr. Stephanie Arnott, University of Ottawa

At present, the majority of Canadian students are enrolled in Core French (CF). Federal and

Provincial policy initiatives continue to characterize CF as a program that should be able to retain students, and produce graduates with a functional knowledge of French. The proposed study will investigate Ontario Grade 9 CF student perspectives. The objective of the proposed study is three-fold: (i) to advance policy makers and researchers knowledge of the Grade 9 CF student experience by including their voice; (ii) to make a contribution to existing national and international literature on motivation and second language learning, and (iii) to explore practical applications and implications of the findings for pre-and in-service French as a second language (FSL) teachers, as well as for other stakeholders.



Participating grade 9 students will complete a 30-minute online survey during one of their Core

French classes. Focus group interviews will be conducted with small groups of students from each school, outside of class time. The study will contribute to a better understanding of the motivating and demotivating factors for Core French students during their transition in learning

French as a second language.

Proposal #: 34 (2013-2014)

Research Title: Children and Youth Needs Survey

Researchers: Colleen Taylor, Western Ottawa Community Resource Centre

The study examines the co mmunity’s perception of issues that children and youth ages 6 to 18 years of age face. It will also identify issues that families have dealt with in the past 18 months, and places where families receive supports and services within the Ottawa area.

Data will be collected through an online survey. It will be analyzed by establishing a frequency count and ranking of the issues. The findings will be used to guide the Western Ottawa

Community Resource Centre (WOCRC) in their decision-making with respect to the provision of services and programs.

Proposal #: 35 (2013-2014)

Research Title: Developing and implementing Learning Centres for the Immersion and Core French students based on the new Ontario Ministry of

Education Curriculum and the Diplôme d’études en langue français

Researchers:

(DELF)

Martine Rhéaume, Ottawa-Carleton District School Board

The intent of the proposed project is to design Learning Centres based on Critical thinking theory. The Learning Centres will be implemented within French as a second language (FSL) programs as a teaching strategy. The project will use real-life situation and integrate technology such as videos, various language sites, cellular phones, portable language lab and games. It will also offer teachers time to discuss ways of developing critical thinking skills by enhancing students’ confidence and knowledge in listening, reading, writing and speaking

French.

Data will be collected through observations of students’ interaction while centres are open, interviews, and filming of students. Qualitative analysis of the observations, videos of the learning centres will be carried out. The initiative will be shared with the Language Department and other Immersion teachers in various departments in the school.



Proposal #: 37 (2013-2014)

Research Title: French as a Second Language (FSL). Student Proficiency Pilot

Project 2013-2014

Researchers: Pauline Beggs & Dr. Katherine Rehner, Curriculum Services Canada

The purpose of this pilot project is to provide insight into the relationship between French as a second language (FSL) students’ confidence and proficiency level in the French language. The

Ontario Ministry of Education released a Framework for French as a Second Language, K-12.

Since 2008, provincial initiatives have taken place using the Common European Framework of

Reference for Languages: Learning, Teaching, and Assessment (CEFR) to inform practices in

FSL. The CEFR provides a comprehensive overview of competencies that French language learners need to develop in order to communicate and interact effectively.

Data will be collected through the administration of the student survey and the Diplôme d’études en langue françaisé (DELF) exam. The DELF exam will be taken in two stages

(written and oral) on specific dates set by the Centre International d’études pédagogiques. The analysis of the DELF exam targets learner’s proficiency in terms of oral and written comprehension and production. The analysis of the survey targets the learners’ confidence levels in their French-language productive and receptive abilities, their self-ratings of FSL proficiency, as well as their reflections on the DELF test-taking experience.

Proposal #: 38 (2013-2014)

Research Title: Collaborative Educator Professional Learning in Mathematics:

Researchers:

Exploring Structures that Support Success

Dr. Don Klinger

, Queen’s University

The purpose of this research study is to develop a deeper understanding of the structures that support the success of collaborative educator learning initiatives in mathematics. Collaborative inquiry has been identified as a powerful approach to professional learning and studies in educational leadership indicates that the impact of collaborative models on both school improvement and student achievement has been increasingly demonstrated in schools.

Effective professional learning builds educator’s knowledge and experience that supports instructional practice, hence improve learning and achievement.

This study will take place in nine district school boards and this region was selected based on its size, commitment to collaborative professional learning and improvement in student achievement in mathematics. Data will be collected through surveys and the items are aimed at addressing the following:1) math teaching and learning skills; 2) identifying structures that support educator’s collaborative professional learning; 3) identifying challenges that hinder educators’ collaborative professional learning; and 4) exploring the teaching and professional learning experience of the participating staff. Interviews will also be conducted with the aim of contributing a deeper understanding of the survey results.

Survey items will be analyzed using statistical approach and data from the interviews will be coded using standard thematic coding processes. The first phase of this research will be used


Directory of Non-Board-Initiated Research Projects 2013-2014 to inform the work of the Eastern Ontario Staff Development Network (EOSDN) Closing the

Gaps in Mathematics project.

Proposal #: 39 (2013-2014)

Research Title: Professional Learning Cultures: An Evaluation of Collaborative

Researchers:

Inquiry in Ontario Elementary Schools

Dr. Jamie Pyper, Queen’s University

The Literacy and Numeracy Secretariat (LNS) study intends to explore the nature of the depth and spread of collaborative inquiry in Elementary schools. The Collaborative Inquiry in

Elementary Schools (CI-Elem) represents an important series of ongoing efforts of the LNS and Ontario educators to provide learning cultures. Collaborative Inquiry engages teachers, principals, and school district leaders in a professional co-learning process. CI-Elem seeks to build capacity within schools and school boards for the purpose of improving student academic achievement.

Data is going to be collected through a telephone interview with a Supervisory Officer the school board and online teacher survey. The interview is expected to take approximately 45 to

60 minutes. As for the online teacher survey, it will take about 15 to 20 minutes to complete.

Data from the two forms of instruments will be collected into two separate data sets. Interview responses will be analyzed to identify common themes, while descriptive and inferential statistics will be used to analyze the teachers’ survey. The findings from the study will be used as a foundation for collaborative and collegial conversations about high yield teaching practice, and high level student achievement.

Proposal #: 41 (2013-2014)

Research Title: Canadian Student Tobacco Alcohol and Drugs Survey

Researchers: Dr. Steve Manske, Propel Centre for Population Health Impact

The Canadian Student Tobacco Alcohol and Drugs Survey (CSTADS) formerly known as the

Youth Smoking Survey is a Health Canada sponsored survey. The aim of the project is in three folds: 1) to establish provincial and national tobacco, alcohol and drug use rates of children and youth in participating grades; 2) to establish estimates for factors (including bullying, school connectedness and exposure to second-hand smoke) that are related to tobacco, alcohol and drug use; and 3) to provide school-specific feedback to help schools establish their priorities to support student success and health.

Data will be collected through student surveys that will be administered between October 2014 and May 2015. The study will cover a representative sample of grades 6 to 12 in over 300 schools in all Canadian provinces. Questionnaires are in two modules (Module A and B) – grade 6 will complete Module A (excludes drug and alcohol questions), while grade 7 to 12 students will complete Module B (includes drug and alcohol questions). The survey data will be used to measure change in youth tobacco, alcohol and drug use in Ontario and across

Canada. CSTADS data will be analyzed at the school, provincial and national levels. The study will provide benchmark data on national and provincial prevalence rates of tobacco, alcohol and drug use, smoking cessation, perception of peer substance use, exposure to tobacco


Directory of Non-Board-Initiated Research Projects 2013-2014 smoke, and other environmental influence. The findings will be used to inform national and provincial policies and programs on tobacco, alcohol, and drug use.



Table 2

Summary List of Proposals Approved by the Ottawa-Carleton Research Advisory Committee in 2013-2014 and the School Board(s) involved in the Research

School Boards

Involved

Proposal

Number

Principal

Researcher(s) Affiliation(s) Title of Research Proposal OCDSB OCSB

1  

3

4

5

6

7

9

13

14

16

18

Dr. Robert Coplan Pickering Centre for

Dr. Ruth Kane

Research in Human

Development

University of Ottawa

Child Social Activities Study.

“Listen Up!” Teacher

Candidates paying attention to the voices of urban secondary school students.

Jason Collard

Dr. Cameron

Montgomery



An Experimental Based

Approach to the Delivery of the

Grade 10 Civics Curriculum:

The Case of DILA.

Efficacy evaluation of the

“Let’s Talk: Finding Reliable

Mental Health Information &

Resources” for grades 7 and 8

Dr. Andra Smith

Dr. Sébatien

Normand


Pediatric Clinic, Monfort

Hospital

Brain-Focused Mindfulness in

Primary School Children: Does it Alter Executive Functioning and Levels of Anxiety.

Children’s Social Behaviours

Study.

Andre Astle

Drs. John

Freeman &

Willian Pickett

Carleton University

Queen’s University

Awareness of Symbols

Systems.

Health Behaviour in Schoolaged Children (HBSC) Study:

2013-2014.

Vanity: Novel Digital Media Sophia

Colantonio


Tools to Promote Tanning Bed

Avoidance and Prevent

Melanoma.

Dr. Kenneth

Allison

Wallace Beaton

Public Health Ontario Status of Daily Activity (DPA) in Ontario Elementary

Schools.

Green Communities School Transportation

Canada Planning (STP) Project.







































Proposal

Number

19

20

21

23

24

25

28

32

34

October 2014

Principal

Researcher(s)

Dr. Nikolay

Slavkov

Kieran Faw

Abdulhakim

Moalimishak

Dr. Stefania

Maggi

Dr. Zeenat

Janmohamed

Shilpa Soni

Dr. Judy van

Stralen

Dr. Stephanie

Arnott

Colleen Taylor

Affiliation(s) Title of Research Proposal



Bilingualism and

Multiculturalism: Exploring links between official and heritage languages.

Striving towards an understanding of experienced science teacher’s beliefs and perceptions of the usefulness and ease of use of technology in the classroom.

University of Ottawa Fostering social capital among

At-Risk Minority students in an

Alternative Education

Program: An Exploratory

Qualitative Study.

Carleton University Kids in Places Initiatives:

Twinship Cultural Exchange between Canada and Italy.

Atkinson Centre, OISE Schools at the Centre of the

Community: A Case Study of

Seamless Early Learning.

School Boards

Involved

OCDSB OCSB











University of Waterloo The effect of photovoice on physical activity and healthy eating in grade 5 classrooms.

Centre for Pediatric

Excellence

A single-centre, Randomized,

Double Bind, Placebo-

Controlled, Crossover

Evaluation of the Effect of

Intuniv XR as Adjunctive

Treatment with Stimulant on

Executive Function and

Quality of Life at home and

School in children with ADHD.

University of Ottawa Motivation and demotivation to study French as a second language (FSL): Profiling the

Ontario Grade 9 core French student perspective.

Western Ottawa

Community Resource

Centre

Children and Youth Needs

Survey.

19















Quality Assurance Division, OCDSB


Proposal

Number

35

37

38

39

41

Principal

Researcher(s)

Martine

Rhéaume

Pauline Beggs &

Dr. Katherine

Rehner

Curriculum Services

Canada

Dr. Don Klinger Queen’s University

Dr. Jamie Pyper

Dr. Steve

Manske

Affiliation(s)

Ottawa-Carleton District

School Board

Queen’s University

Title of Research Proposal

Developing and Implementing

Learning Centres for the

Immersion and Core French students based on the new

Ontario Ministry of Education

Curriculum and the Diplôme d’

études en langue françaisé

(DELF).

French as a Second Language

(FSL). Student Proficiency

Pilot Project 2013-2014.

Collaborative Educator

Professional Learning in

Mathematics: Exploring

Structures that Support

Success.

Professional Learning

Cultures: An Evaluation of

Collaborative Inquiry in Ontario

Elementary Schools.

Canadian Tobacco Alcohol and Drugs Survey.

School Boards

Involved

OCDSB OCSB



 











Propel Centre for

Population Health

Impact



RESEARCH REPORTS RECEIVED

Researchers are required to submit a final report when their projects are completed, or annual progress reports for multi-year projects. These reports are often difficult to obtain from researchers, due in part to the length of time required to complete projects.

Five final research reports were received during the 2013-2014 school year; summaries are provided below. The full reports are available from the Quality Assurance Division of the

Ottawa-Carleton District School Board and the Student Success Department of the Ottawa

Catholic School Board.

*****

Proposal #: 16 (12-13)

Report Title: Ontario Student Drug Use and Health Survey (OSDUHS)

Researcher: Robert E. Mann, Centre for Addiction and Mental Health

The centre for Addiction and Mental Health’s Ontario Student Drug Use and Health Survey

(OSDUHS) is the longest ongoing school survey of adolescents in Canada, and one of the longest in the World. To date, the study is based on 19 survey cycles conducted every two years since 1977. A total of 10,272 students (63% of selected students in participating classes) in grades 7-12 from 42 school boards, 198 schools, and 671 classes participated in the 2013

OSDUHS study. For the first time, results are reported separately for both components. In both reports, trend results are provided for two groups of students: those in grades 7 through 12, and those in grades 7, 9, and 11 only. For drug use report, the first group is used to assess drug use in 2013 and relatively recent trends (1999-2013), and the second is used to assess long-term trends (1977-2013); whereas for mental health and well-being report, the first group is used to assess current behaviour and relatively recent trends (1999-2013), and the second used to assess long-term trends (1991-2013). All data were based on self-reports derived from anonymous questionnaires administered in classrooms between November 2013 and June

2013.

Methodology:

For each of the 19 survey cycles, the target population was comprised of all students enrolled in grades 7 through

12 in Ontario’s four publicly funded school systems (English language public, English language Catholic, French language public, and French language Catholic).

Students excluded from the survey (out-of-scope group) were those enrolled in private schools, those who were home schooled, those institutionalized for correctional or health reasons, those schooled on First Nations reserves, military bases, or in the remote Northern

Ontario. The out-of-scope group represent 8% of the Ontario student population.



Sampling Design

In 1999, the OSDUHS transitioned to a stratified, two stage cluster sampling design. The revised design samples students in grades 7 through 12, inclusive, rather than sampling students only in grades 7, 9, and 11. This change provided greater age variation and more developmentally relevant detail on the relationship between health and compromising risk behaviours and age. The revised sampling design also allows for grade comparisons to

American and other International studies.

Study Limitations

Although sample surveys are the most feasible means to monitor health behaviours and any negative consequences in the student population, those interpreting the OSDUHS results should consider the following limitations:



data were based on self-reports, which could not be verified, nor are they based on clinical assessment;



self-reports of height and weight (used to calculate body mass index), illegal behaviours

(e.g., theft, drug use), and sensitive experiences (e.g., suicide attempt), likely underestimate the true rate by some unknown magnitude;



the bias caused by non-respondents;



the findings could not be generalized to adolescents who are not attending school (e.g., dropouts, street youth, those in the military, institutionalized health or correctional setting);



data reflected a snapshot in time; as a result, because the same students could not be re-surveyed across time, causes of individual changes were not identified; and,



the findings in such a large study are numerous and complex and some findings are more reliable than others.

Despite these limitations, such monitoring studies excel in identifying the extent of various health behaviours and have important current and future implications for adolescent wellbeing.

The deliberate oversampling of students in certain regions and equal allocation of students within grades results in oversampling and undersampling of students relative to their population share, respectively. Given that the objective of the analysis is to provide descriptive population estimates, the design-based analysis requires selection or weights attached to each student to ensure the proper representation of students in the Ontario student population.

Summary of the Results: Drug Use

The report describes past year use of alcohol, tobacco, illicit drugs, and non-medical (NM) use of specific prescription drugs and changes since 1977. There are many findings that should be viewed as encouraging, including:



Cigarettes: The vast majority of students in Ontario do not smoke cigarettes. The prevalence of cigarette smoking began to decline dramatically during the 2000s. It


Directory of Non-Board-Initiated Research Projects 2013-2014 reached the lowest point in 2011 and remained stable in 2013. The perceived risk of harm associated with smoking one or two cigarettes daily is higher than it was a decade ago.



Cannabis: Almost one-quarter (23%) of students in grades 7-12 reported using cannabis. Reports of using cannabis increased with each grade level, from 2% among

7 th

graders to about 39% among 12 th

graders. About 3% of all students in grades 9-12 reported symptoms of cannabis dependence.



Inhalants (glue or solvents): Use of inhalants declined significantly between 2011 and

2013, continuing the downward trend that began over a decade ago.



Alcohol: Reports of drinking alcohol declined between 2011 and 2013, reaching a historical low. Drinking has been on the decline during the past decade. The magnitude of the decline has been even greater over the long term. Despite the recent decline, half

(50%) of all students in Ontario drink alcohol, increasing to 74% in grade 12. Binge drinking remains at an elevated level, with 20% of all students in Ontario reporting drinking five or more drinks on the same occasion. Binge drinking is most prevalent amongst 12 th

graders, at 39%.



Caffeinated energy drinks: Use of highly caffeinated energy drinks (such as Red Bull,

Monster, Rock Star) showed a significant decline between 2011 and 2013.About 40% of all students reported drinking an energy drink at least once in 2013.



Non-medical use of prescription drugs: Use of opioid pain relievers remained stable between 2011 and 2013, following a substantial decline beginning in 2007, the first year of monitoring. There were significant grade differences indicating that use of nonmedical prescription drugs increased steadily with grade level, peaking at 16% among 12 th graders



Vehicles: The percentage of licensed students who reported driving after drinking alcohol declined significantly between 2011 and 2013. Despite long-term declines, there are still 4% of licensed students in grades 10 through 12 who reported drinking and driving at least once in 2013. A higher percentage (10%) of licensed students in Ontario reported driving after using cannabis (an estimated 31,500). The percentage of all students who reported riding in a vehicle with a driver who has been drinking alcohol, or a driver who was using drugs, significantly decreased during the past decade. Despite long-term declines in reports of being a passenger with an intoxicated driver, the percentage of 12 th

graders who reported this behaviour increased significantly in the past year.



Over-the-counter (OTC) cough/cold medication with dextromethorphan: Use of this medication showed an increase in recent years. In 2013, 10% of students in grades 7 through 12 reported using a cough/cold medication to “get high”. This estimate is significantly higher than the 7% found in 2009 survey, which was the first year of monitoring.





Use of almost all the illicit drugs that were monitored through this survey was lower in

2013 compared with estimates from a decade or so ago. Any use of at least one of nine drugs (including cannabis) significantly decreased (from 39.2% to 30.7%) between 1999 and 2013.



The perceptions of risk of harm and the disapproval of trying cocaine were higher in

2013 than they were a decade ago.



Reported intoxication at school significantly declined between 2011 and 2013.

Summary of Results: The Mental Health and Well-Being of Ontario Students (1991-2013)

The purpose of the Mental Health and Well-Being of Ontario Students (1991-2013) report is to provide a snapshot of Ontario students’ mental and physical well-being. The report describes mental and physical health, and risk behaviours among Ontario students in 2013 and changes since 1991. Results in this report are provided for two analytical groups of students: those in grades 7-12, and those in grades 7, 9, and 11 only. Mental health indicators in the OSDUHS generally assess moderate functional impairment, rather than psychiatric disorders based on clinical criteria and diagnostic interviews. A major strength of these findings is that they are not based on a selective sample of adolescents already experiencing emotional or other difficulties; rather they are based on a large representative sample of the population. The overarching goal of the study was to stimulate programs and policies that enable youth to experience optimal well-being.

Although the OSDUHS was launched in 1977, it is important to note that most physical and mental health indicators were introduced in the early 1990s.There are many findings in this report that should be viewed as encouraging, that a majority of Ontario students reported:



getting along very well with parents;



liking school and reporting a positive school climate;



rating their physical health and mental health as excellent or very good;



being neither overweight nor obese;



satisfaction with their weight;



that they were not bullied,



that they reported few internalized indicators (e.g., psychological distress) or externalized behaviours (e.g., bullying, violence); and,



experienced none of the coexisting problems (psychological distress, antisocial behaviour, hazardous drinking, and drug use problems).

Improvements over time

The findings showed improvements over time with declining trends in antisocial behaviour, gambling, bullying victimization, bullying perpetration and fighting at school, and also that more students today report that they like school “very much” or “quite a lot” compared to students surveyed over a decade ago. Ongoing monitoring will determine whether these trends reflect more enduring changes or temporary fluctuations.



In conclusion, the OSDUHS findings are consistent with many expectations of the adolescent stage of development.

Proposal #:

Report Title:

19 (12-13)

******

Young Canadians in a Wired World, Phase III (YCWW)

Researcher: Lynn Huxtable, MediaSmarts

The report presents the findings of an exploratory qualitative research study that explored the impact of technology on the student-teacher relationship, and sought to identify best practices for technology-enhanced learning.

When YCWW first went into the field in 2000, less than half (44%) of Canadian students indicated that the internet was their preferred source of information for their school assignments. By 2005, the number had risen to 80% of students in Grades 4-8 and 92% of students in Grades 9-11. From these results, it is clear that online learning has increasingly become an integral part of education in Canada. However, research elsewhere indicated that mere access to internet does not translate into better learning. Following this realization, the

YCWW initiated Phase III of the project and more research was conducted in an attempt to better understand how online technologies are being used in Canadian classrooms and what e ffect they are having on student’s learning.

Methodology

Data were collected using exploratory qualitative research with a purposive sample of teachers as key informants. The participants were recognized by their peers for being successful in engaging their students positively and creating an excellent learning environment in the classroom. A semi-structured interview guide was used in order to allow new questions to be generated using the participants’ responses. Interview times were set at the convenience of the participants and ten interviews were conducted over the phone.

Findings

Key findings emerged under the following themes:

Not so Savvy Surfers



Students liked working and playing with smart phones, iPods, iPads, computers and other types of networked devices. The respondents also agreed that simple access to networked technologies has not made their students better learners.



Many students lack the skills they need to use the technological tools effectively for learning purposes.

Identifying Problems and Solutions



Many Canadian school boards continue to focus on training students on how to use technology instead of providing students with learning opportunities that are enhanced through the use of technology.



 A teacher who is willing to share responsibility with the student, learn from students’ technical proficiency, and facilitate the learning process, is likely to be comfortable with networked learning tools.



Strong classroom management skills are paramount to the effective use of technology in the classroom.

Turning Technology Access into Enhanced Learning



Networked technologies give teachers easy access to a world of learning resources.

Online interactivity also provides an opportunity for students to interact with information in order to test skills and apply new knowledge.

 Communicating with others globally deepens student’s engagement with their learning and develops their critical thinking skills.



The ability to communicate with others brings new opportunities to collaborative learning.



Networked devices help teachers provide learning materials matched to the various learning styles of their students.

Managing Technologized Spaces and Digital Literacy

 Technology can enhance learning when the focus is on pedagogy and students’ needs.



Technology enhances learning if students are taught to think critically about online content and to evaluate their own behaviour against a set of shared social values.

******

Proposal #:

Report Title:

7 (11-12)

“Enjoy the Skin You’re In” Social Media Campaign

Researcher: Diane Desjardins, Ottawa Public Health

“Enjoy the Skin You’re In” is a youth-focussed project aimed at changing health behaviours, knowledge, and intentions related to indoor tanning. Social media was integrated into the design of this project in order to evaluate its effectiveness in the context of changing attitudes and behaviour related to indoor tanning.

Indoor tanning is a major contributor to malignant melanoma. Melanoma occurs at relatively young ages. It is the fourth most common cancer in young adults (ages 15 to 29).

Method

In order to reach this demographic, a social media framework was used. Reports on Web 2.0 social media trends show increased use among the general population, but particularly among youth. Social media, integrated in a sound social marketing/branding strategy, has previously had a positive impact of health behaviours including diabetes, obesity, and substance use such as tobacco, alcohol, and illicit drugs.



The strategy for this project was based on the diffusion of innovations theory. The innovation is to bring normalization of tan-free skin to a critical mass. The initi ative employed ‘Roger Hart’s

Ladder of Young People’s Participation’ to engage youth in the planning, development, and implementation of the social branding initiative.

Findings

Results of the tanning profile indicated that 1 in 14 Grade 11/12 students in the Champlain

LHIN tan. Girls (9%) tan more than boys (4%), and Francophones (11%) tan more than

Anglophones or other language groups (5%). The main reasons to tan were to get a base tan

(60%), to prepare for vacation (51%), and to prepare for an event such as prom (48%).

Students were 7.6 times more likely to use indoor tanning if they knew a family member

(mother, father, or sibling) who did. They were 4.6 times more likely to tan if they knew a friend who did. Lastly, the most common age a student started tanning was at 16 years, but 29% started younger than this.

Among the most striking observations of the “Enjoy the Skin you’re In” project were:



the proportion of students who were against indoor tanning and discouraged others from using indoor tanning increased 39% during the 1-year period;



traditional print media techniques (posters), Facebook, and YouTube, all met the researchers’ study targets;

 “cash incentives”, “teachers”, and “inherent desire” were the strongest motivators for participation in the study; and,



at 12 months, none of the 124 students surveyed said that they had used tanning in the past 6 months.

******

Proposal #:

Report Title:

19 (12-13)

“ Listen up!” Teacher candidates paying attention to the voices of urban secondary school students

Researcher: Dr. Ruth Kane, University of Ottawa

Teacher candidates carry their academically-rooted perspectives and experiences into high school classrooms, but there is no reciprocal transfer of the perspectives of urban high school studen ts into the teacher candidates’ university classrooms. Students within urban high schools often come from diverse ethnic, cultural and linguistic backgrounds and contexts in comparison with teacher candidates, who are predominantly white, middle-class, and highly educated. The purpose of this research was to educate teacher candidates about these diverse perspectives by asking students from two urban high schools: “What can teacher candidates learn from the voices and insights of secondary students from urban high schools?

”

Through intentionally listening to, and learning from, students’ voices, participating teacher candidates gained a better understanding of high school students’ experiences of schooling, their conceptions of learning, and how their learning can be best supported by teachers.



Purpose

The purpose of this research study was to address the growing concern around the absence of the voices of high school students in the preparation of beginning teachers. There is a growing body of research ind icating the necessity of integrating secondary school students’ perspectives in teacher education programs in order to facilitate more culturally-responsive pedagogy. This research has identified the importance of intentionally listening to, and learning f rom, students’ voices regarding their experience of learning.

Method

Data was generated through 21 conversations between teacher candidates and individual or small groups of high school students from two local inner-city high schools within which the

1 teacher candidates were completing an extended practicum . Recruitment of students was undertaken through the teacher candidates’ classes, by invitations to students who teacher candidates came to know within the school through their engagement in student support, ESL classes, homework support etc. and through suggestions made by teachers and administrators. The conversations lasted between 20-40 minutes and were conducted in a relaxed environment within the school of the students’ choosing. Conversations commenced with general questions about the high school students’ experiences of schooling (what is liked/disliked) and then moved to more specific questions about learning, how they learn best, and what helps their learning. Finally, students were asked what advice they have for the teacher candidates to be the best high school teacher they can be. Conversations were audiorecorded and transcribed using pseudonyms chosen by the participating students.

Findings

The report highlighted positive strategies to be included in the management of the classroom as a way of enhancing strong, viable relationships between teacher candidates and the students. The teacher candidates involved in the Listen up! research project learned many things from the students, including:



the importance of creating a safe classroom space. More than maintaining order and control in the classroom however, the students taught by teacher candidates to see classroom management from their perspective

– maintaining a safe and open space where they feel comfortable sharing their opinions and questions.



balance between fun and structure. The students were able to empathize with the foreign position teacher candidates find themselves in when they begin teaching, but suggested that teacher candidates create a comfortable and friendly environment where students know the boundaries and classroom rules. Creating a safe and open classroom will not only lead to fewer classroom management issues, but it will also foster a positive learning environment where ideas and opinions can be shared freely; and





the importance of building relationships with teacher candidates. Students wanted teacher candidates to get to know the class as individuals. They wanted to know that the teacher candidate recognized their interests and valued their ideas. Most of the students felt that the best way to establish relationships was to connect with teacher candidates outside of the classroom in school clubs and sports teams.

In conclusion, by building relationships with students, teacher candidates can improve their teaching because the students will naturally be more engaged. For teacher candidates, who often have such different backgrounds and experiences than students in urban schools, relationships were key to developing effective and engaging lessons in which students can identify. Students were clear in the interviews that if teacher candidates cared and listened to them, in turn they would care and listen to the teacher candidate.

To improve their teaching, teacher candidates also need to listen to students about how they like to learn best. In conversations, students clearly articulated how they learned and how their learning style differed from their friends and classmates. The students reaffirmed the importance of differentiated instruction and recognizing multiple learning styles, which are part of the foundation of teacher education. The students were also clear they wanted to be active participants in their education. They wanted teacher candidates to give students the opportunity to share their views and opinions. The students also wanted teacher candidates to begin lessons at the level of the class and bring all students up to the level they need to be.

******

Proposal #:

Report Title:

30 (12-13)

“

A Review of Teacher Collaborative Inquiry in Eastern Ontario from

2005 to 2012 ”

Researcher: Dr. Martha J. Koch, University of Toronto

This research project investigated the teacher collaborative inquiry initiative in the nine school boards in the Ottawa Region MISAPNC. The objectives of the study were to:



provide a historical overview of the MISA initiative and the kinds of inquiry projects that existed in participating school boards from 2005 to 2012;



describe the evolution and variety of approaches that have been used in various boards (2005-2012); and,



explore and summarize the perceptions of participants involved in inquiry projects.

Data Collection and Analysis

In order to address the three objectives, data were collected through documents, online surveys, and interviews. The reviewed documents included MISA collaborative inquiry project proposals, final project reports, symposium presentation materials and financial reports. The online survey was a 12-item survey administered to inquiry project team members. Interviews were conducted with project participants from three school boards, which comprised the case study components of this project.



Findings

Findings from this study yielded the following:



the capacity to conduct collaborative inquiry is growing across boards that participated in the project;



there is more involvement of teachers in collaborative inquiry;



team members are better able to support one another, and they have a better understanding of data collection and analysis processes;



choice of topic is gradually becoming more collaborative in several school boards; and,



projects are more effective and meaningful if teachers need or want to participate than if they are “volunteered” by their principals or department heads.

******


2013-2014 Directory of Non-Board

in the

Ottawa-Carleton District School Board

133 Greenbank Road • Nepean • Ontario • K2H 6L3 and the

Ottawa Catholic School Board

570 Hunt Club Road West • Nepean • Ontario • K2G 3R4 for

2013-2014

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2013-2014 Directory of Non-Board

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133 Greenbank Road • Nepean • Ontario • K2H 6L3 and the

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