key questions 1.what was one thing (finding, idea) in the presentation that surprised you? 2.what...
TRANSCRIPT
Key Questions
1. What was one thing (finding, idea) in the presentation that surprised you?
2. What are the implications for action resulting from the presentation?
Focus = reducing achievement gaps
Closing Achievement Gaps for Aboriginal Students
Overall sense of seriousness and urgency
Implications for action • Student (context, personalisation, knowing the student)• Family (parents, engagement, common language)• Teacher education (pre- and in-service, aboriginal
culture, sensitivity, instructional practices)• Policy (implementation of Framework)
Research questions• Do we need an approach to assessment that is more
congruent with aboriginal worldview and experience?• What can we learn from other jurisdictions?
Closing Gender Gaps in Student Achievement
Questioning of the nature and extent of the gender gap
Implications for action • Revisit what literacy entails, and how we define success• Increase understanding of the complexity of the multiple influences on
gender achievement- encourage a more reflective and contextual stance• Need syntheses of the state of knowledge on gender gap• Focus on good instructional practices
Research questions• What other factors are embedded within gender disparities in
achievement? • How to bring both quantitative and qualitative dimensions in
assessments?• How do notions of masculinity and femininity affect instructional practice?
Poverty and Education: Closing Achievement Gaps
Overall emphasis on the importance of community partnership
Implications for action• Integrating the school in the community by building reciprocal
relationships– Engage parents, families and teachers– Integrated services model– Encourage teacher participation in the community
• Foster teacher collaboration• Require community partnerships in Ministry sponsored research
and evaluation
Research • How can we deepen our understanding of complex factors, i.e.
social justice, systemic racism, cultural understanding• How can we mobilize what is known about engaging families and
communities?
Closing Achievement Gaps: English/French Language Learners
Implications for action• Effective instructional practices• Improved professional development, better
communication and collaboration between teachers, breaking silos
• School as a community hub with integrated services for families and students
• School as a community hub with integrated services for families and students
Research Questions• Need to disaggregate data to understand and similarities
Closing Achievement Gaps: Students with Special Needs
Implications for action• Knowledge brokers in school boards• Caring adults in schools• More effective pre-school and early interventions• Collaboration and community engagement
Research • How consistent are our identification systems?• Need for research on reducing rotary in elementary,
more long-term impact data, more attention to cost-benefit analysis, more mental health data
Overarching ThemesOERS 2009
• Foster effective and contextually relevant instruction to reduce achievement gaps
• A positive student self-identity is integral to success
• Reposition the school-community relationship as one of reciprocity
• The issues are complex but not intractable
Ontario
Education
Research
Panel
Thank you:
OERP members
AERO
Ministry of Education
Research & Evaluation Policy Branch
Ontario
Education
Research
Panel
Matchmaker,
Matchmaker,
Make me a match.
Un premier anniversaire
Be visionary, not hallucinator
y
Complex times require conspicuous optimism
New learning destroys old truths
Moral energy is a renewable resource
Supporters sustain us; resistors make us wise
A person who has ceased to A person who has ceased to learn ought not to be allowed to learn ought not to be allowed to wander around loose in these wander around loose in these dangerous days….dangerous days….
[A.Toffler][A.Toffler]