ethanporcaro/eric-fulltext-meta huggingface dataset:
Literature Review: Supporting Struggling Readers
Author: Dudych, Katherine
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Instruction,Reading Difficulties,Reading Achievement,Teaching Methods,Learner Engagement,Oral Reading,Electronic Publishing,Reading Material Selection,Student Participation,Phonological Awareness,Reading Habits,Reading Skills,Intervention,Direct Instruction

In 2013, the Pan-Canadian Assessment Program identified Manitoba as the province having the lowest reading achievement scores of grade 8 students across Canada. These poor results serve as an indicator that changes to the way teachers support struggling readers in the classroom and beyond its walls are essential. Struggling readers require specific skills to be taught to them in order to make gains in reading. Research in the area of identifying teaching strategies that support struggling readers in the classroom has highlighted several emergent themes. Increased student engagement results when teachers use strategies such as teacher led read-alouds and e-books, and when students have choice in what they read. In addition, explicit instruction in phonological awareness and abundant opportunities to practise reading, both at home and at school, improve reading skills. When classroom instruction is not enough, research identifies that both Levelled Literacy Intervention and Reading Recovery are effective out-of-class intervention programs. Teachers are the ones who make a difference in supporting struggling readers through the use of concise and direct teaching methods. This paper addresses aspects that will assist the struggling reader to achieve success.
First Nations Parental Involvement in Education
Author: Frieze, Stephanie
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Parent Participation,Indigenous Populations,Canada Natives,Low Achievement,School Attitudes,Negative Attitudes,Educational History,Residential Schools,Racial Discrimination,Trauma

There is a correlation between the Levels of student achievement in formal Western schools and the levels of involvement that their parents have in this education. Many First Nations students have low levels of achievement, which can be attributed to a lack of parental involvement. The negative perception of school left behind from residential schools is often cited as a reason for this lack of involvement. Teachers and school leaders need to develop strategies to lessen these negative perceptions and encourage First Nations parents to become actively involved in their children's formal education. If the efforts of educators are successful, the low achievement rates of First Nations students will rise.
Hapnot Collegiate&apos;s Qualities of a Good School
Author: Russell, Chelsea
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Educational Attitudes,School Effectiveness,Public Schools,Institutional Characteristics,School Safety,Parent Participation,Academic Standards,Sense of Community,Faculty Development,Educational Environment

Politics and hegemony create barriers that public schools must endeavour to overcome in order to provide a quality education for all students. The diversity of students, mixed with society's demands upon schools, makes educators search for solutions to create quality schools. Public schools must take it upon themselves to create safe schools, have parental involvement, offer various educational programming options, have high academic standards, &quot;nurture&quot; a sense of belonging, and provide professional development specifically designed for teachers. &quot;Hapnot Collegiate fits this definition of a good school.&quot;
Mature Students in Community College: Two Supports to Improve Student Success
Author: Cliplef, Lynn
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nontraditional Students,Adult Students,Student Characteristics,Barriers,Student Needs,Success,Academic Persistence,Reentry Students,School Orientation,Faculty Development,Community Colleges,Two Year College Students

Mature students are making up an increasing proportion of the student population at Canadian colleges and universities. At Assiniboine Community College (ACC), in southwestern Manitoba, an average of 360 mature students enrolled in various programs each year from 2008 to 2013. These mature students bring with them unique strengths and challenges. The purpose of this paper, after defining the term &quot;mature student,&quot; is to describe the barriers that mature students face in returning to college or university, to elaborate the importance of mature student success for themselves and their families, and to propose orientation and professional development programs at ACC in order to help the mature students of Assiniboine Community College to be successful.
Transformative Leadership Framework: Designing a Peer Mentoring Program for Middle School Students
Author: Osiname, Ayodeji
Date: 2014-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Mentors,Peer Teaching,Middle School Students,Program Development,Grade 9,Program Design

This review of the literature considers the development of the peer mentoring program by using a transformative leadership framework. Positive relationships are essential to an inclusive, safe learning environment for all students, especially middle school students. Peer mentoring plays a major role in creating this kind of relationship and helps to create a positive school tone and culture. Using transformative leadership as the theoretical framework to develop a peer mentoring program has the potential to exposing students to various meaningful cross-cultural experiences. It provides equitable and socially responsible learning for adolescents by creating schools that value diversity and prepare students to challenge forms of social dominance in the school and in their environment as they grow.
The Effectiveness of Technology Integration into the Classroom in Rural Manitoba High Schools
Author: Nutbean, David
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,Educational Technology,Technology Uses in Education,High Schools,Rural Schools,Teaching Methods,Correlation,Access to Computers,Computer Use,High School Teachers,High School Students,Teaching Experience

Using a survey-based approach, this quantitative study collected data from high schools in rural Manitoba to examine the relationship between teacher use of technology and pedagogy, based on developed criteria. The results helped to establish correlations between technology availability and frequency of use for teachers, and to provide insight into aspects that affect teacher pedagogy afforded by the availability of technology in rural Manitoba high schools. The study's primary research focus was to determine where there were correlations between teacher personal information and communications technology (ICT) use, teacher professional ICT use, and student ICT for instruction in rural Manitoba high schools and examined a number of factors that may influence teacher ICT use. The target population for this study was high school teachers in rural Manitoba high schools or Manitoba rural schools that contained high school grades. An online survey instrument with mostly Likert-scale type questions, numeric responses, and some open-ended questions was used to obtain information from teachers in the study. The results of this study show that technology availability was adequate, able to accommodate a classroom of students when needed. Generally there was not a change in teacher practice with regard to technology use. Also of note was that of the participants in this study, 31% reported five years of teaching experience or less, and 12% reported a year or less of experience (in other words, new graduates). Intuitively, it might be expected that there would be a correlation between general technology use in the classroom and years of experience of the teacher, but the results of this study showed no correlation.
A Values-Based School
Author: Pawlachuk, Jodi
Date: 2014-00-00
Type: Journal Articles
Subjects: Barriers,Role of Education,Values Education,Social Development,Altruism,Caring,Interpersonal Competence,Student Empowerment

Students today encounter numerous life challenges. The ability to overcome these obstacles depends on the educational system's ability to prepare youth to make healthy decisions. Values-based schooling requires substantial standards of value to be placed on students in order to meet the growing needs of society. An emphasis on love, relationships, care, and empowerment by educators serves as a foundation to prepare youth for their future.
How a Northern Manitoba High School Encourages Student Engagement
Author: Lawrence, Lori
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Learner Engagement,Student Participation,Critical Thinking,Planning,Leadership Responsibility,Teacher Leadership,Teacher Collaboration,Teacher Student Relationship,Culturally Relevant Education

Exemplary practice within a northern Manitoba high school encourages student learning. Through the utilization of collaborative practice in consistent school-wide plans, teachers have provided beneficial education to learners (Sagor, 2011). The direction of educational programs can be provided through the expertise of teachers within the school. By contributing consistency and increasing cooperative learning among staff, school plans have contributed to student engagement in learning, and to positive student-teacher relationships (Greene, Lee, Constance, &amp; Hynes, 2013). Relevant and inclusive learning with purpose draws student interest, and increases successful learning. Critical thinking makes the acquisition of knowledge an enticing endeavor for learners.
Qualities of a Good First Nation School
Author: Constant, Ron
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Indigenous Populations,Culturally Relevant Education,Educational Quality,Teacher Competencies,School Personnel,Positive Attitudes,Leadership Responsibility,Educational Improvement

In the continual reformation of the nature of schools, one central theme appears: the concept of a good school. A good school has a clear sense of purpose, dedicated staff, strong leadership, parental involvement, and continual improvement. To transform current educational pedagogy, one must take risks, read the literature, and seek the desire continually to improve. These qualities are desirable in every good school, but they are essential in a good First Nation school.
Math Recovery: Making Our School Good and Our Students Successful
Author: Moore, Samantha
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Program Development,Educational Improvement,Student Needs,Grants,Program Effectiveness,Standardized Tests,Scores,Mathematics Skills,Skill Development,Specialists,Consultants,Mathematics Curriculum

This article is an overview of how Flin Flon School Division in Flin Flon, Manitoba, used money received through grant funding to revamp its math programming in order to meet the needs of the students within the division. A combination of standardized test scores and individual teacher assessments revealed where student mathematical understanding was lacking. Specific teachers were then trained in particular math programs purchased through this funding. As well, additional math specialist positions were created to help the division's students learn better, and therefore become more successful with the math curriculum.
Teacher Mentoring as a Means to Improve Schools
Author: Bowman, Miranda
Date: 2014-00-00
Type: Journal Articles
Subjects: Mentors,Teacher Role,Teacher Persistence,Teacher Collaboration,Job Satisfaction,Teamwork,Academic Achievement,Team Teaching,Teacher Leadership

The purpose of this article is to identify the various reasons that teacher mentoring within schools is beneficial for schools, teachers, and students. Mentoring within schools promotes teacher retention and consistency among educators. Mentoring programs not only increase job satisfaction and help teachers to emerge as leaders within their schools, but also have a positive effect on student achievement and engagement. Teachers work collaboratively with each other as valued team members. When schools implement mentoring programs effectively, the sharing of knowledge between teachers becomes an inherent quality whereby students, teachers, and the school climate benefits.
The Status of Middle Schools in the Southeastern United States: Perceptions and Implementation of the Middle School Model
Author: Alverson, Ryan
Date: 2019-09-00
Type: Journal Articles
Subjects: Middle Schools,Models,Middle School Teachers,Principals,Administrative Organization,Teaching Methods,Institutional Characteristics,Educational Environment,Barriers

For more than 100 years, education communities have debated how best to educate the young adolescent. Proponents of both the junior high school model and the current middle school model have advocated for a specialized approach to educating adolescents that emphasizes the developmental needs of students. To accomplish this, various organizational structures and instructional approaches are recommended. This survey study examines the perceptions of these middle school practices and the implementation of those practices in middle schools in the Southeastern region of the United States. We note several key trends in our results and highlight key differences in perception of importance and implementation of middle school components and strategies compared to the most recent large scale survey administered by McEwin and Greene (2011).
Student Engagement: The Most Powerful Measure of a Good School
Author: Atkinson, Connie
Date: 2014-00-00
Type: Journal Articles
Subjects: Learner Engagement,School Effectiveness,Teacher Responsibility,Teacher Student Relationship,Trust (Psychology),Educational Strategies,Feedback (Response),Teaching Methods,Critical Thinking,Student Centered Learning

This article asks the question, &quot;What makes a school good?&quot; Although this question is subjective, and therefore can be answered in a multitude of ways, the most powerful measure of a good school is student engagement. Therefore, it is the responsibility of educators to ensure that students are actively involved in all aspects of their learning. Such a feat can be achieved through the use of relevant lessons and creative strategies that are designed to engage, through the development of personal relationships aimed to cultivate trust, and through the use of effective feedback intended to inform. These strategies all support the belief that students should take primary responsibility for their learning.
A Good School Revisited: The Philosophy and Practice of Academic Support Methods at Hapnot Collegiate
Author: Palmer, Natashia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Educational Practices,Inclusion,Individualized Instruction,Individualized Education Programs,Teaching Assistants,Student Motivation,Tutoring,Parent Participation,Best Practices

Academic success methods belong to the philosophy and practice of good schooling, and have been under continuous revision as the needs of society have changed. The revisions are also due to inefficient usage, dated information, and lack of results. Seven current academic success methods are inclusive schooling, differentiated instruction, individual education plans, educational assistants, academic motivation, resource and tutoring, and parental involvement in academics. These methods are under revision due to issues that have the potential to outweigh their benefits if not corrected. If used correctly, these seven methods can support students academically and prepare them to enter and meet the needs of society.
Reading for Meaning in the Middle Years Classroom
Author: Cheung, Alissa
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle School Students,Reading Programs,Reading Instruction,Middle School Teachers,Literacy,Reading Teachers,Adolescents

Reading in the 21st century classroom looks quite different from what it looked like years ago. The days of assuming that the groundwork for reading has been laid by the primary teachers, and that all students entering middle years know how to read, have long passed. Reading takes place in every classroom and every subject. It is through a variety of strategies, collaboration, and time that lifelong meaningful reading takes shape in all classrooms.
Promoting Success with FASD-Affected Students
Author: Schiltroth, Amy
Date: 2014-00-00
Type: Journal Articles
Subjects: Fetal Alcohol Syndrome,At Risk Students,Mainstreaming,Student Needs,Symptoms (Individual Disorders),Children,Adolescents,Access to Education,Teacher Role

The purpose of this article is to provide educators with information to support the increasing number of Fetal Alcohol Spectrum Disorder (FASD) affected students in mainstream classrooms. Educating FASD-affected children requires a thorough understanding of identifiable and non-identifiable characteristics, common behavioural and social traits, and effective teaching strategies. This knowledge will help educators and families to support the diverse needs of affected children and promote success both inside and outside of the classroom.
Cultural Proficiency Frameworks Analysed through the Lens of Liberation Pedagogy
Author: Collins, Andrew
Date: 2014-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Foreign Countries,Teacher Student Relationship,Canada Natives,Culturally Relevant Education

While often used with the most noble of intentions, Cultural Proficiency Frameworks (CPFs) do not sufficiently challenge underlying power-dynamics or address societal inequalities. Those of disadvantageous social standing, who are outside the perceived norm, benefit from CPFs, but not to an extent that changes their underlying status within Canada. Liberation pedagogy provides a theoretical framework for analysing the dynamics of CPF as they relate to hegemonic repression and cultural reproduction. Liberation pedagogy goes beyond CPFs' improvements of existing institutions and educational practices to challenge underlying components of learning and teaching. Through the lens of liberation pedagogy, CPFs can be analysed in terms of theoretical underpinnings, teacher-student relationships, and the purpose of education.
Universal Design for Learning
Author: Barteaux, Susan
Date: 2014-00-00
Type: Journal Articles
Subjects: Access to Education,Equal Education,Academically Gifted,Students with Disabilities,English Language Learners,Behavior Problems,Special Needs Students,Student Diversity,Student Participation,Learner Engagement,Teaching Methods

The Universal Design for Learning (UDL) is a framework for instruction that values the social, emotional, and academic diversity in the classroom while using this diversity to create a classroom environment of respect and appreciation for others. Through multiple means of representation, expression, and engagement, the UDL framework demands that curriculum is accessible to all learners, including gifted students, special needs learners, English language learners, and students with behavioural challenges.
The Inclusive Classroom
Author: Webster, Tammy
Date: 2014-00-00
Type: Journal Articles
Subjects: Inclusion,Student Diversity,Individualized Instruction,Teaching Methods,Students with Disabilities,Classroom Environment,Teacher Competencies,Parent Education

In today's classrooms, inclusion is evident on many levels. Educators are given opportunities for professional development on creating inclusive classrooms that respect and embrace diversity, and they are gaining confidence in their ability to apply differentiated instruction that engages all students in their learning. Using differentiated instruction helps learners to become confident in their abilities and comfortable in their learning environment. Not only are educators being provided with opportunities to see the benefits of inclusion, parents are also being educated on the importance of inclusion and how it benefits their children, with or without a disability
School Leadership and Student Achievement: Supporting a Framework of Leadership Actions Known to Improve Student Outcomes
Author: Neufeld, Andrew
Date: 2014-00-00
Type: Journal Articles
Subjects: School Administration,Academic Achievement,Outcomes of Education,Leadership Effectiveness,Instructional Leadership,Teacher Administrator Relationship,School Culture,Principals,Faculty Development,School Restructuring

School administrators have the second greatest effect on student learning, after classroom instruction. The author's literature review shows Leithwood et al.'s (2008) framework of leadership actions to be influential in instructional leadership and student success. School leaders are advised to (1) build vision and set direction, (2) develop staff capacity, (3) redesign the school organization to match the vision, and (4) manage the teaching and learning program. This combination of leadership actions improves staff engagement, student engagement, and student achievement.
Improving Female Enrolment in STEM-Related Trades
Author: Ferguson, Jill
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Females,Womens Education,Elementary Secondary Education,Career Development,Empowerment,Equal Opportunities (Jobs),Gender Bias,Sex Fairness,Experiential Learning,Work Environment,Equal Education

In 2014, the provincial government of Manitoba announced new initiatives to encourage young women to explore a career in non-traditional trades. While new government funding programs and job opportunities are laudable, there will not be a significant increase of female enrolment in Science, Technology, Engineering and Mathematics (STEM) fields unless our early, middle, and high school curricula are revamped to include experiential learning that demystifies STEM careers. Additionally, there is a need for long-term initiatives that empower young girls to explore education in all fields of study, provide gender-neutral learning environments, and encourage businesses to create gender-balanced workplaces.
Anger Is Okay: My Reactions Are Not Always Okay
Author: McNish, Barbara
Date: 2014-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Emotional Response,Nonverbal Communication,Workshops,Program Effectiveness,Females,Skill Development,Communication Skills,Cues,Responsibility,Family Violence

I became curious as to why the anger group &quot;Just the Tip of the Iceberg&quot; that I was facilitating was succeeding. The women are required to complete a 20-hour workshop and write a letter to the Court or to their worker, explaining what they have gained or learned in this process. I was interested to find out how the presentation of material was making the difference. When asked at the very beginning of group about their goals, the most common answer was that they wanted some tools to use to express their anger so that they would not get in trouble. They wanted to know why some people made them really angry and then they &quot;lost it.&quot; The women who attended made comments such as &quot;Everyone should take this course,&quot; and &quot;I went home and told my partner, and we actually talked.&quot; One woman who had come from work told me, &quot;For the first time in a long time, I was not pissed off at my job.&quot; Did these remarks mean that the group had some value? These comments and questions brought me to a place of reflection about the group, and I wanted to explore why it seemed to be effective.