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Research of Elementary-age Scientists Startles the Professionals

5/12/2013

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In this article, grade four teacher Diane Petersen writes:

Ian’s work as a scientist began with a contradiction: “The scientists said that you can’t find any horny toads here. And I said, ‘My dad and I go out and catch them.’” The thirteen-year-old has now traveled to Idaho and California, where he and three classmates surprised working scientists by describing new discoveries about where the 3-inch-long lizards live and what they eat. 

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Stay in School: Program Hugely Successful In Reducing High School Drop-Outs

5/8/2013

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The Pathways Program, founded by the Regent Park Community Health Centre in 2001, is a community-based program that delivers academic tutoring, group mentoring, student and parent advocacy and support, and scholarships for all students who complete high school and get into post-secondary programs.

Pathways to Education released today a pro bono evaluation study by the Boston Consulting Group (BCG) which demonstrates that the six year old program has had a dramatic result in reducing the high school drop-out rate in Regent Park from 56% to 10% and increasing the proportion of young people attending post-secondary education from 20% to 80%.

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Schools Take on Role as Heart of Community

5/7/2013

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SchoolPlus is a province-wide initiative led by the Saskatchewan Ministry of Education and the provincial education system that promotes learning success and well-being for every child and young person. It envisions a province where every school is actively improving student outcomes through the delivery of a strong learning program and serving as a centre for social, health and other services for children and their families.


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Tell Them From Me: Canadian Students Speak About Their Schools

5/6/2013

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Tell Them From Me is an assessment system that measures a wide variety of indicators of student engagement and wellness, and classroom and school climate that are known to affect learning outcomes. The anonymous survey covers areas including: perceptions of testing, involvement in sports teams and clubs, attendance, hours spent watching TV, a sense of belonging, post-graduation goals, bullying, self esteem, student anxiety and depression. 


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Learning with the Grain of the Brain

1/11/2011

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If young people are to be equipped effectively to meet the challenges of the 21st century it is surely prudent to seek out the very best understandings from current scientific research into the nature of how humans learn before considering further reform of the current system.

This article by John Abbott and Terence Ryan appeared in the Spring, 1999 issue of Education Canada.

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Report: Canadian trends in the integration of ICT for learning K-12

1/10/2011

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This paper describes aspects of the current context of education policy in Canada, selected trends in the integration of information and communications technologies (ICT) for learning in the kindergarten to grade 12 education systems and offers observations about emerging visions of effective ICT integration. The ideas presented represent a synthesis of information reviewed in research reports, policy papers, selected seminars and surveys.
(Source: Canadian Education Association)


Link: 
http://www.cea-ace.ca/res.cfm?subsection=rep
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The Need for Change

1/10/2011

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Over 40 billion dollars a year is spent in Canada getting our children from Kindergarten to Grade 12,[i], yet over 40% of our youth fail to meet expected performance levels for basic subjects[ii] and almost one quarter of our children fail to graduate with their peers.[iii]. Students are disengaging grade by grade[iv], a trend illustrated by their increasing dislike for school[v], declining academic achievement[vi] and rising rates of teenage depression[vii] and suicide[viii]. Contrary to Canada’s most fundamental democratic tenets, minority and low-income children are the hardest hit[ix]. Public opinion polls show confidence in the education system is at an all-time low[x], home schooling is growing exponentially and the number of children attending private schools has doubled in the past 25 years[xi]. An ever increasing number of factors point to a deeply flawed system that is failing our youth and our society. We see this failure reflected daily on our streets, in our malls and in the news. Learn more about signs of trouble.


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Need Change

10/13/2008

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How Did We Get Here?
Our schools are falling short—not because of poor teaching, apathetic youth or lack of rigorous standards but because the educational system of today was built for the needs of a bygone era, using the knowledge available at the time it was created. Significant changes in family, work, technology and culture have radically shifted the context for education in this country, yet the system remains essentially the same. Developments in neuroscience, brain imaging and anthropology now provide concrete answers about how the human brain actually learns and matures, but this relatively recent knowledge is not reflected within the existing educational structure or classroom practices. Decades of “educational reform” calling for higher standards and a return to the basics have served only to drag an already out of date system even further in the wrong direction. These types of simplistic and short term bandages directly contradict what we really know about the circumstances and opportunities that children need to learn, flourish and succeed. As a result, many students are frustrated and disengaged, parents are confused and disappointed, and educators are defensive and worn out. Learn more about the history of education.

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