Issues That Matter in Education

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Understanding Research on Engineering Students’ Experiences and Outcomes from Student Development Perspectives
(2022) Liu, Qin; Li, Joanna; Hossain, Jenifer
In this paper, we have examined a major focus area of engineering education research engineering students’ experiences and outcomes, or ESEO—through a targeted literature review of 121 selected articles published by the Journal of Engineering Education from 2011 to 2021. We drew upon a methodological taxonomy (Malmi, et al., 2018), literature on student development theories, and particularly an integrative ecological systems theory (Bronfenbrenner, 1979, 1993), to guide our analysis. We have presented the findings with respect to engineering students’ outcomes, and the contextual and individual factors in their learning experiences as exhibited in the selected articles, as well as the frameworks, methodologies and paradigms used by these studies. Based on these findings, we attempt to characterize ESEO studies in terms of topics, frameworks, methodologies and research paradigms. Our analyses have attested that student development perspectives in the field of higher education offer scholarly and useful insights to engineering education researchers and practitioners.
Initial Teacher Education: Enriching and Extending Partnerships
(Ontario Institute for Studies in Education of the University of Toronto (OISE), 2008) Rolheiser, Carol; Inwood, Hillary; Stewart-Rose, Leslie; Moss, Joan; Botelho, Maria José; Gibson-Gates, Cathi; Krpan, Cathy Marks; Walford, Krista; Brown, Charmain; Ien, Joel; Lordan, Meredith; Swartz, Larry; Giles, Jim; Broad, Kathryn; Strachan, Bev
The current publication, Initial Teacher Education: Enriching and Extending Partnerships is fifth in a series of publications that report on the projects of this initiative. Foundational to this series is the belief that the combined wisdom of field practitioners and university educators can transform new teacher preparation. High quality teacher education programs depend on such partnerships because collective efforts are vital for educators to be able to continually examine and develop successful ways to reach the diverse learners in today’s classrooms. Through mutually enhancing the intersecting school-university communities, educators can better address complex challenges that are confronting schools—especially while they seek to deepen and improve student understanding and achievement.
School Improvement and Teacher Education: Collaboration for Change
(Ontario Institute for Studies in Education of the University of Toronto (OISE), 2009) Rolheiser, Carol; Restoule, Jean-Paul; Gagné, Antoinette; Gordon, Stephanie Soto; Rose, Leslie Stewart; Markus, Janet; Kugler, Jeff; Eldridge, Jackie; Borczon, Terry; Wolfe, Jo-Anne; Burt, Judith; Wessenger, Sue; Fujita, Nobuko; Gibson-Gates, Cathi; Duwyn, John; Opini, Bathseba; Chassels, Carrie; Krpan, Cathy Marks; Rabinowicz, Rochelle
This publication, School Improvement and Teacher Education: Collaboration for Change, is OISE’s sixth in a professional learning series and features the most recent partnership projects. The articles in the issue describe research and inquiry-based partnerships between OISE faculty and school-based educators who are working to be catalysts for change and advocates of effective practices that support both school improvement and teacher education.
Inquiry into Practice: Reaching Every Student Through Inclusive Curriculum
(Ontario Institute for Studies in Education of the University of Toronto (OISE), 2011) Rolheiser, Carol; Evans, Mark; Gambhir, Mira; Portelli, John P.; Samuel, Mary A.; Gaztambide-Fernández, Rubén; Titchkosky, Tanya; Restoule, Jean-Paul; Ast, David; Sykes, Heather; Hayes, Kelly; Niyozov, Sarfaroz; Martinussen, Rhonda; Cunningham, Todd; Murray, Karen; Pelletier, Janette; Morley, Elizabeth; Messina, Richard; Lopez, Ann; Gagné, Antoinette; Gordon, Stephanie Soto; Caswell, Beverly; Esmonde, Indigo; Takeuchi, Miwa; Reid, Mary; Swartz, Larry; Rose, Leslie Stewart; Douara, Deena; Wane, Njoki; McCready, Lance T.; Montemurro, David; Rivière, Dominique; Krpan, Cathy Marks; Gallagher, Kathleen; Flessa, Joseph; Cummins, Jim; Jang, Eunice; Fusco, Caroline; Dubek, Michelle
Inquiry into Practice: Reaching Every Student Through Inclusive Curriculum addresses some of the challenges that educators face as they try to identify barriers to equity and inclusion or try to implement some of the promising practices being developed to meet these challenges and create supportive learning environments. The aim of this publication is to increase understanding of different perspectives on inclusive curriculum, highlight a range of practices that teachers explore to enhance learning for all students, and illustrate how teacher education programs can better respond to learner diversity in today’s educational context.
Deepening Inclusive and Community-Engaged Education in Three Schools: A Teachers' Resource
(Ontario Institute for Studies in Education of the University of Toronto (OISE), 2014) Evans, Mark; Rose, Leslie Stewart; McKell, Lloyd; Holder, Liz; Ennis, Curtis; Davy, Lyn; Hori, Elyse; Dardaine, Keisha; Bernardino, Jossefina; Chin, Dianne; Williamson, Valerie; Jackson, Christine; Cameron, Erica; Dell’Agnese, Christy; McKenzie, Uda; Da Rocha, Melinda; Bosotas, Paul; Caswell, Beverly; Tufts, Andrea; Richardson, Madeline; Akyea, Thelma; Kumarappah, Abirami; Dublin, Rita; Simmonds, Wrensford; Yamasaki, Daniel; Ali, Hassan; LaRocque, Grace; Fleary, Ifetayo
In 2009 the Toronto District School Board (TDSB) initiated the Inclusive Schools three-year pilot project with the intent to engage teachers, teacher educators, students, parents, staff, and administrators in investigating and developing effective inclusive curriculum and instructional practices that could be implemented in classrooms and school-wide. In addition, the project aimed to identify practices and factors that contribute to improved student engagement and learning and that strengthen community connections. Over a three-year period, three TDSB elementary schools - Carleton Village Public School, Flemington Public School, and Grey Owl Junior Public School - carried out 19 school-based inquiries. School-based inquiries were grounded in a professional learning process that emphasized inquiry, partnership, collaboration, action and reflection, and professional choice and responsibility. Participants had different understandings and experiences, which they brought to their particular investigations. This teachers’ resource contains reports on school-based inquiries into effective inclusive curriculum practices. It is intended for teachers who are considering the integration of inclusive approaches in their day-to-day work in schools. As such, the purpose of this resource is to contribute toward understanding how to support student learning and ongoing teacher education in ways that are responsive to today’s educational context.
Inquiry into Practice: Learning and Teaching Global Matters in Local Classrooms
(Ontario Institute for Studies in Education of the University of Toronto (OISE), 2014) Evans, Mark; Montemurro, David; Gambhir, Mira; Broad, Kathryn; Dei, George J. Sefa; Cummins, Jim; O’Connor, Kate; Abdi, Ali A.; Toulouse, Pamela; Giambrone, Antonino; Schweisfurth, Michelle; Bellissimo, Domenic; Dubyk, Rob; Wallace, Alison; Mundy, Karen; Manion, Caroline; Evans, Rosemary; Gaudelli, William; Ast, David; Bickmore, Kathy; Krpan, Cathy Marks; Gagné, Antoinette; Gordon, Stephanie Soto; Lato, Robert; Niyozov, Sarfaroz; Wells, Margaret; Nardozi, Angela; Restoule, Jean-Paul; Steele, Nancy; James, Usha; Chandra, Nalini; Gini-Newman, Garfield; Memon, Nadeem; McIntosh, Kurt; Wane, Njoki; Inwood, Hilary; Forbes, Jane; Miller, Pam; Reid, Mary; Swartz, Larry; Pluim, Gary; MacDonald, Angela; Goodreau, Jill; Antolin, Stephen
This Inquiry into Practice publication, Learning and Teaching Global Matters in Local Classrooms, is the most recent addition to the series. It examines and shares varied perspectives, curricula, instructional practices, and resources intended to enhance student learning related to the infusion of global and international dimensions of education into classroom and school-wide teaching and learning. It is organized in three sections: Educator Perspectives, Inquiry into Practice, and Resources. In this introduction, we briefly discuss how the text is organized, common themes that emerged across the sections, and concluding reflections.
Public attitudes toward education in Ontario 2015: The 19th OISE Survey of Educational Issues
(Ontario Institute for Studies in Education of the University of Toronto (OISE), 2015) Hart, Doug; Kempf, Arlo
Despite the political challenges regarding Ontario’s publicly funded education system, there remains general satisfaction among the public as a whole, and parents more specifically. This is according to the 19th OISE Survey of Educational Issues, the Ontario Institute for Studies in Education’s bi-annual survey of public attitudes towards education, released today. “A majority actually favours increased spending on schools, and most of them are willing to pay higher taxes to support this,” according to report’s co-author Arlo Kempf. Findings also note support of provincial testing along with the important role that teachers play in assessing students. Also evident is strong support for full-day kindergarten and its emphasis on inquiry/play-based learning. Public opinion gridlock remains when it comes to funding both public and separate schools versus a single system, according to the survey. “We weren’t surprised by the strong interest in more technology in the schools, but we were surprised that most favoured greater opportunities for students to earn credit for learning outside of the school setting, given this issue has not received much media attention,” says co-author Doug Hart. “We are hopeful that parents, educational leaders, policy makers and the media will find this 32 page report of significant use for informed dialogue about issues facing Ontario’s fine publicly funded system,” observed OISE interim Dean Glen Jones.
The 18th OISE Survey: Public Attitudes Towards Education in Ontario in 2012
(Ontario Institute for Studies in Education of the University of Toronto (OISE), 2012) Hart, Doug
Public satisfaction with the school system as a whole, and with the job teachers are doing are at record highs, according to the University of Toronto’s Ontario Institute for Studies in Education (OISE) Survey, released September 10. “Historically, satisfaction with schools and spending preferences has often moved in opposite directions. In a political climate where satisfaction with schools is falling, support for more spending will be growing. The schools can fall victim to their own success,” says Doug Hart, co-investigator with Ben Levin, of the 2012 Survey. The OISE Survey is the longest-running public opinion survey on education carried out in Canada. This is the 18th OISE Survey conducted since 1978. A random sample of 1,016 Ontario adults were interviewed by telephone between December 2011 and March 2012. Other topics covered in the 2012 Survey include: grading the performance of local schools, taxation for education; use of private tutoring services, the role of EQAO, school accommodations for religious minorities, and the relevance of education to jobs.
Public attitudes towards education in Ontario 1994: Tenth OISE survey
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 1995) Livingstone, D.W.; Hart, Doug; Davie, Lynn
This tenth OISE/UT survey finds that a majority of the Ontario public supports increased funding for education, with a majority being willing to pay higher taxes for education. There is a growing division of opinion, however, in regard to which schools should be publicly funded. Almost two-thirds feel that the public has too little say in how schools are run, and 85 percent support setting up parent councils in neighbourhood schools. The majority of the public now deny that schools make it difficult for students from either working-class or visible minority backgrounds to succeed. High school streaming and destreaming remain a prominent issue. Assessment is a divided issue, with opinion sharply divided on whether high school students' final grades should mainly reflect teachers' assessments or the results of province-wide tests. A majority think the future of community college lies in providing more advanced professional/technical education rather than expanding their role as a bridge to universities. Participation in adult and continuing education courses has declined for the first time this year in the past decade, and the decline has been the sharpest in the youngest, least schooled, and unemployed. Computer literacy is higher among the young and better educated and is increasing quickly.
Public attitudes toward education in Ontario 1982: Fourth OISE survey
(Institute for Studies in Education of the University of Toronto (OISE/UT), 1983) Livingstone, D.W.; Hart, Doug; Davie, Leslie
This fourth OISE Survey was conducted in the context of an economic recession later claimed by political and economic leaders in Canada and throughout the advanced industrial societies to be the most serious since the 1930s. In this situation, the general public appears to be reaffirming rather than rejecting a faith in education as a vital means for coping with the future. In Ontario, as in the US and elsewhere in the advanced industrial world, this popular faith in the capacity of education is expressed in the high fiscal priority desired for public education and job training in relationship to many other pressing needs for government spending. This faith in education is further indicated in Ontario by overwhelming support for increasing or at least maintaining the current amount of public educational expenditure in relation to the rate of inflation. This survey looks at: public satisfaction, educational funding, accessibility, educational decisions, labour force requirements, skill requirements, education and unemployment, curricular goals, curricular objectives, and curricular content.
Public attitudes towards education in Ontario 1988: Seventh OISE survey
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 1989-02) Livingstone, D.W.; Hart, Doug; Davie, Lynn
This seventh OISE survey finds that public satisfaction with the overall situation in Ontario schools has continued to decline. It should be noted that despite the increase in dissatisfaction with schools since 1982, the dissatisfied continue to constitute a minority--currently about one-third. Support for increased funding of the public education system, from the elementary through to the university level, has continued to grow. Support for increased funding for adult training programs continues to be even higher. People remain divided, however, in their personal willingness to pay increased taxes to fund increased educational spending. After "the basics" (reading, writing, and math skills), Ontarians appear to give priority to curriculum objectives emphasizing the personal development of students rather than knowledge of academic subjects. Participation in adult and continuing education remains an important phenomenon in Ontario.
Public attitudes toward education in Ontario 1980: Third OISE survey
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 1981) Livingstone, D.W.; Hart, Doug
This third OISE Survey finds that the Ontario education system appears to have reached a turning point. Most evidently—in response to declining enrollments, a fiscal crisis, and even more fundamental factors such as growing drop-out and youth unemployment rates—major educational policy initiatives are now underway to reorganize a number of the main components of this system. The downward trend in the Ontario public’s overall satisfaction with education appears to have stabilized for the moment. Such stabilization does not appear to be the result of any public perception of improving quality of educational services, but may rather be a consequence of Ontarians having become more attentive to educational problems and more generally conscious of the difficulty of educators doing any better under existing resource and organizational constraints. The survey looks at: the public’s overall assessment of education, the relation of education to other public priorities, funding priorities within education, curricular goals, equal educational opportunities, school organization, schooling and work, and the politics of education.
Public attitudes towards education in Ontario 1992: Ninth OISE survey
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 1993) Livingstone, D.W.; Hart, Doug; Davie, Lynn
The ninth OISE/UT survey finds that, in tough economic times, the Ontario public's support for all types of education has continued to grow. There is a majority support for increased funding of education at all levels and especially for adult education programs. If financial cutbacks must be made, there is consensus in freezing salaries while retaining teaching staff and programs. Voluntary participation in adult education programs has continued to grow among nearly all social groups, perhaps most notably among recent school dropouts. There is also a strong consensus that the proportion of adult paid working time devoted to education and training should be increased.
Public attitudes toward education in Ontario 1986: Sixth OISE survey
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 1987) Livingstone, D.W.; Hart, Doug; Davie, Lynn
This sixth OISE/UT survey finds that the Ontario public sees a prevalent historical trend in the job market in regard to increasing levels of skills necessary for employment, and the survey indicates that Ontarians believe that this trend will continue, with increasing proportions of future jobs requiring post-secondary education. Although there is very widespread perception of a current surplus of university graduates for the available jobs, this is generally seen as a less serious educational problem than the large number of people with minimal job skills and educational attainments. While on-the-job training is the preferred, immediate response to unemployment of the unskilled, the public remains more reluctant about the more general and radical option of removing technical and vocational education from the high schools. In spite of consistently expressing a majority view that universities should put more emphasis on job-oriented programs, the Ontario public has also shown growing majority opposition to tying postsecondary enrolment level to the availability of jobs, and similarly general reluctance to restrict access to educational programs are both consistent with the growing support for increased funding for all levels of education. Thus there is little indication in these survey findings that current conditions of unemployment and underemployment have yet shaken an abiding faith in the Ontario public in the capacity of established forms of education to provide a vital means of coping with the future.
Public attitudes towards education in Ontario: Eighth OISE survey
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 1991-04) Livingstone, D.W.; Davie, Lynn; Hart, Doug
This eighth OISE Survey documents more fully than previously the emergence of a "permanent education culture" in Ontario—a multitude of assertions of widespread belief in the importance of educational programs, from cradle to grave and in diverse settings. Much of this growing faith in education appears to be economically motivated. The Ontario public remains divided over some of the educational policies actually required to sustain such permanent education on principles of social equality. Satisfaction with the school system in general has increased somewhat since 1988, with almost half of Ontarians now indicating that they are satisfied with the school system. Small majorities of Ontarians continue to favour increased funding for education in general and for all levels of the formal school system, while larger majorities continue to want increased spending on adult literacy and training programs. A growing majority want to see the provincial share of school funding increase. This survey addresses issues of: satisfaction with the public school system, quality of education, curricular balance, educational funding, early schooling, child care centres in schools, student assessment, education outside schools, cultural institutions, preparation for making educational decisions, preparation and resources for making career decisions, postsecondary access, education and the workplace, employment equity, politics of education, and adult and continuing education.
Public attitudes toward education in Ontario 1979: Second OISE survey
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 1980) Livingstone, D.W.; Hart, Doug
This second OISE/UT survey finds that the growing crisis of the Ontario education system in the late 1970s is reflected in the public's low overall assessment of educational services. In the late 1970s, only a minority has been satisfied with various specific aspects of public education or has perceived any improvement in education. Over the 1978-79 period, even general satisfaction with the school system considered in its most abstract terms has declined markedly to include only a bare majority of the public, so that the overall public assessment of educational services may well be at a post-war low. The crisis and the associated decline in the general level of satisfaction with the existing educational services also appear to have led to an increasing tendency among the Ontario public to rank educational concerns as first-order priorities for public funds. Among major policy areas, only health and medical care is regarded as a higher priority by the general public. In this context of growing dissatisfaction with education and a consequent increasing relative priority for improving educational services, the public's general curriculum objectives are quite clear. There is widespread support for a broad range of curricular goals to be pursued in schools. But, without reducing the range of objectives, the public definitely want basic reading, writing and number skills given top priority at and elementary level, and in increasing proportion, also want occupational preparation emphasized at the high school level. The survey looks at: the relation of education to other public priorities, the public's overall assessment of education, curricular goals, sex education, French language instruction, school organization, school and work, educational finance, the politics of education, and declining enrolment.
Public attitudes toward education in Ontario 1978: The OISE survey report
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 1978) Livingstone, D.W.
This first OISE/UT survey is an effort to determine the educational concerns of Ontarians. It is based on the assumption that in a democratic society everything possible should be done to enhance the public's collective awareness of its own policy preferences, as a basis for representative decision-making. The survey looks at the relation of education to other public issues, satisfaction with the schools, the social role of schools, educational financing, curricular objectives, freedom and authority within the school, and the politics of education. Despite a stagnant economy and declining enrolments, the survey finds that education appears to have retained its importance as a policy priority in the minds of the Ontario public over the past five years. There is a high degree of satisfaction with school services in general, even though few people now see the quality of education as improving and there are many complaints over specific concerns such as student discipline problems and education taxes.
Public attitudes toward education in Ontario 1984: Fifth OISE Survey
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 1985) Livingstone, D.W.; Hart, Doug; Davie, Lynn
In this fifth OISE survey, a popular faith in the capacity of education has been indicated by respondents' consistently high priority for education in relation to many other pressing needs for government spending. The survey found that while the vast majority of Ontarians have expressed support for at least maintaining public educational expenditures at current levels since the late 1970s, an increase since 1982 of the proportion favouring increased expenditure on all levels of formal education may be indicative of a growing popular recognition of the importance of education. Public perceptions of the quality of education in Ontario high schools have remained divided over the last decade, with a plurality seeing quality deteriorating. The Ontario public is similarly divided on several of the major financial reallocation measures which are under active consideration for the school system. There continues to be a strong majority perception that the higher education system generally offers equal opportunities to students from all family backgrounds. With regard to the general matter of who should be responsible for making decisions about formal education, the Ontario public is divided on most of the major issues surveyed. The survey addresses topics in the following areas: opinion surveys, educational change, quality assessment, educational funding, educational access, equal opportunities, educational decision-making, curricular priorities, curricular content, schooling and work, and adult education.
The 17th OISE survey: Public attitudes towards education in Ontario in 2009
(Ontario Institute for Studies in Education of the University of Toronto (OISE), 2010) Hart, Doug; Livingstone, D.W.
Public satisfaction with Ontario’s education system is the highest in 30 years, according to the University of Toronto’s Ontario Institute for Studies in Education (OISE) Survey Public Attitudes Towards Education in Ontario. “The OISE Survey shows public views of Ontario schools have markedly improved since the years of discord in the late 1990s and early years of the 21st century,” says Doug Hart, co-author of the survey with D. W. Livingstone. The OISE Survey is the longest-running public opinion survey on education carried out in Canada. This is the 17th OISE Survey conducted by Hart and Livingstone since 1978. A random sample of 1,001 Ontario adults were interviewed by telephone between October 2009 and January 2010. Issues examined include: public satisfaction with schools; funding priorities; governance; testing; opportunities for postsecondary education; and current policy issues including early childhood education and Africentric schools.
The 16th OISE survey: Public attitudes towards education in Ontario in 2007
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 2007) Hart, Doug; Livingstone, D.W.
The overwhelming majority of the public support improving the resource base of K to Grade 12 public schools in Ontario, according to the latest findings of a survey conducted by the Ontario Institute for Studies in Education of the University of Toronto (OISE). Equally important, most of those who now want increased spending on schools are also prepared to pay higher taxes in support of education.