Master of Teaching Research Projects

Permanent URI for this collectionhttps://hdl.handle.net/1807/35012

This collection contains research papers submitted in conformity with the requirements for the degree of Master of Teaching, Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education of the University of Toronto.

If you have questions about the collection or your project please contact mtinfo@utoronto.ca

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Now showing 1 - 20 of 597

Grey Matter: Perspectives in Teaching Elementary Students with Acquired Brain Injury in Ontario
(2017-05) Valentin, Hedellaine Bosque
As a result of the uncategorized status of acquired brain injury (ABI) as an exceptionality under the Ontario Education Act (1990), students with ABI are provided minimal support in the school setting. The literature reviewed revealed interventions to be a consistent area of research, and that there exists a discrepancy in the field which reflects the lack of evidence-based research exploring ABI as a recognized exceptionality. The study assumed a qualitative research approach and collected data through semi-structured interviews with two elementary teacher participants from Ontario schools. The study addressed the primary research question: What are the challenges facing teachers who teach and support students with ABI? Key findings that emerged from this research study include teachers' knowledge in ABI, the demands of the classroom, the absence of specific ABI protocols, and the quality of support from the home-school-community network. Recommendations are provided based on the implications influenced by the key findings. If teachers are to establish equitable classrooms, they must be prepared with knowledge relevant to the realities of the classroom in order to be genuine ambassadors of equity in education for all.
Canadian Literature in Secondary English Classrooms: Examining Identity, Multiculturalism, and Canada’s Colonialism
(2017) Commisso, Daniela
A growing body of research demonstrates that texts used in Canadian English classes are not reflective of the identities and experiences of students. This research also points out that these texts perpetuate Eurocentric and Anglo-centric perspectives, thus maintaining colonialist ideologies. Through a thematic analysis of three semi-structured interviews, this qualitative research study explores how English teachers challenge commonly held understandings of the term “Canadian literature”, and how they attempt to incorporate multicultural and Indigenous texts in meaningful ways. They share their strategies on how they use these texts to nurture discussions that are relevant and engaging to students from diverse backgrounds. The data reveals that students are most engaged in literature when they see relevant connections between the literature and their own identities, lives, and experiences. Although teachers cite Canadian literature as being especially relevant for students, the data reveals that there are significant barriers to developing a rich and well-rounded Canadian literature curriculum. This study highlights the need for greater resources and training for teachers and administration, as well as a need to close the knowledge gaps that exist in decolonizing educational landscapes within Canada.
“Yo Sir, That’s Creepy!” The Use of Social Media as a Pedagogical Tool in Toronto High School Classroom
(2017) Mannone, Patrick
Despite the fact that some school boards have identified social media as a tool that holds significant pedagogical potential, everything from a fear of cyberbullying to technology limitations has often convinced teachers to avoid using the medium in their classroom. This qualitative research study conducted with semi-structured interviews, explored how Toronto high schools teachers, who have actively adopted social media as a pedagogical tool, are using it in their classrooms. The findings of this study were separated into four main themes: 1) Using social media in the classroom reportedly improved the student learning experience; 2) External factors are the biggest barrier to using social media; 3) Adopting social media impacts teacher’s work-life balance 4) Resource storage and site popularity dictate a teacher’s choice of social media platform. These findings suggest that in educational circles teachers may be ignored by policymakers and overworked during the school day while also suggesting that GTA students may lack the parental support necessary to complete their schoolwork.
Reducing the Use of and Emphasis on Grades in High School Physics Classes
(2017) Clark, Michel Robert
Grades have been found to undermine student learning. Some teachers have begun a movement to reduce the use of and emphasis on grades in their classrooms. This pedagogy can be characterized as a “reduced-grades” approach to teaching. Common among published adopters of this approach is the use of justification and feedback. Justification is the process through which the teachers justify the reduced use of and emphasis on grades, to their students. Feedback is the information which teachers provide their students on graded assessments, to improve their learning. Feedback is offered instead of grades. All of the literature which describes this approach and its crucial components in detail has been written by practicing teachers. None of them are high school physics teachers. This research project reveals details about the approach in the particular context of the high school physics course. In the reduced-grades physics classroom, justification can be achieved through explanation or practice. Feedback for graded assessments is offered both through practice for and revision of graded assessments. The specific approaches used depend on the educational mandates which shape the circumstances of the teacher. Some mandates may compromise integral aspects of the reduced-grades approach, and thus jeopardize student learning.
Incorporating Cultural Knowledge and Omushkegomowin into Community School Education: Perspectives from Cultural Educators
(2017) Lefebvre, Joette
The purpose of this study was to explore the perspectives of three Omushkegowuk (Swampy Cree) cultural educators to honourable incorporation of cultural knowledge and Omushkegomowin (the name of the language spoken) in the local context of their community school education. Scholars argued that the prescribed provincial curricula, of which where many Inninuwuk (Indigenous) communities are automatically subjected to, operates as another colonial tool that separates and eliminates meaningful participation from Inninuwuk communities and members. The goal of this study was to understand Omushkegowuk cultural educators’ perspectives to how education could become adequately inclusive of Inninuwuk worldview(s). Although this study is locally contextualized to one Omushkegowuk community, broad implications are discussed from the study. Utilizing a qualitative research design approach, purposeful and convenience sampling was carried out to recruit interviewees for the study. The findings from this study highlight the necessary equal and equitable involvement and partnerships, teachings, and mentorships from Elders, cultural educators, and the grassroots Inninuwuk (Indigenous) communities for deep, and adequate incorporation of cultural knowledge and Omushkegomowin in education.
An Exploration of Subject Curriculum and Policy Implementation in Ontario Schools: What Factors Support and Impede Effective Implementation?
(2017) Cheung, Hilary
Ontario teachers experience updates to curriculum and policies at least every five years. The assessment document, Growing Success (2010), is expected to be in effect as of 2010. However, literature has shown that the concepts of Growing Success (2010) are not fully understood by teachers, and utilization of assessment methods vary. In addition, there are inconsistencies in the implementation of policy and subject curriculum across subjects and schools. In this study, I attempted to answer the following questions: What actions have been taken to ensure that teachers are practicing the new policies and curriculum? What factors have influenced or impeded change in policy and curriculum implementation? And to what extent are teachers practicing new policies and curriculum in the classroom? These questions were explored through three semi-structured interviews with experienced Ontario teachers. The data revealed issues in the quality of formal professional development (PD), a lack of support from administrators, a gap between interpretations of documents among teachers and administrators, and a disregard for assessment practices by students, parents and guardians. These findings raise important issues that need to be addressed before successful implementation of new policies and curriculum can take place.
Children’s rights awareness: Fostering a democratic platform for current citizens of change
(2017) Cumming, Marissa Anne
The goal for this research study was to learn how elementary educators create opportunities for their students to enact agency. Furthermore, I also wanted to learn what outcomes they observed from these opportunities having on students’ understandings of democratic citizenship education. The main research question guiding this investigation was the following: How does a sample of elementary educators create opportunities for students to enact civic agency and what outcomes do they observe from their students? The study was conducted using a qualitative research method which included a review of the existing literature that is pertinent to the research purpose and questions of the study, as well as a set of semi-structured, face-to-face interviews with 2 educators. The findings of this study highlighted that meaningful implementation of civic agency is contingent upon students being knowledgeable about their rights and capacities as current citizens of change. Moreover, educators who utilize their own voice and take on the role of advocate for children’s rights and purposeful youth civic literacy opportunities indeed encourages students to become intrinsically motivated to engage in critical dialogue and enact their civic agency in a peaceful manner. As a result of these findings, it is imperative that all educators–school board officials, researchers, educational professionals, parents, and non-profit youth-centered organization members–educate themselves on the U.N. Convention on the Rights of the Child to not only be cognisant of their rights, but to also meaningfully bring about awareness via purposeful youth-centered civic engagement opportunities.
Implementing a Nature-Based Approach in Elementary Schools
(2017) Stornelli, Amanda
The Master of Teaching Research Project is a qualitative study that addresses the topic of implementing a nature-based approach in elementary schools. The existing literature highlights the benefits of exposing young children to nature, and suggests possible downfalls if children do not have opportunities to meaningfully engage with the outdoors and natural materials. However, much of the literature focused on an early childhood setting instead of a school environment. With this in mind, the main research question that guided this study was: How does a small sample of elementary teachers implement nature-based learning with their students? Data was collected through semi-structured interviews with two elementary school teachers currently working in Ontario. Findings suggest that a nature-based approach can be integrated into a range of schools, regardless of the school environment. In addition, nature-based educators from this study addressed ways in which teachers can incorporate the outdoors along with natural materials, while still connecting these experiences to the Ontario curriculum. Findings also show that a teacher’s perceptions of the outdoors and their willingness to incorporate nature-based experiences play a significant role. Implications for the educational community and personal practice are discussed, and recommendations are made for school boards, educators, parents/caregivers, as well as areas for further research in this field.
Teacher Perspectives on Whole-School Daily Physical Activity: Strategies to successfully implement DPA
(2017) Kogon, Rebecca
The research study discussed the challenges, strategies and benefits to Daily Physical Activity (DPA) implementation for students. The literature demonstrates that students in Canada suffer from a variety of mental health, physical health and academic concerns. DPA has been shown to improve each of these aspects of children’s lives. The main topic of research for this study considers elementary school teachers' perspectives on whole-school DPA and its outcomes for students and teachers. To answer this research question, the insights of two elementary teachers who had participated in whole-school DPA were obtained through semi-structured interviews. Teachers face many challenges implementing DPA such as time-management, lack of training and resources, and lack of administrative motivation/assistance. This research concludes that with the proper training, confidence and motivation, and support from the school administration, teachers should be able to implement effective and successful DPA with few resources and little required space.
Implementing Global Citizenship Education in the Elementary Classroom
(2017) Atkins, Nicole
The present qualitative research study investigates the following research question: How are a sample of elementary school teachers creating opportunities to integrate global citizenship education throughout the curriculum? Data was collected through semi-structured interviews with three elementary educators working Toronto, Ontario who implement global citizenship education in their daily practice. Transcripts of the data were analyzed thoroughly resulting with four common themes: Teachers are implementing global citizenship education because of their belief in the benefits and positive outcomes that result from this type of learning, Teachers are using implementation strategies that align with the Ontario Curriculum while being mindful of age-appropriateness in the elementary setting, Educators have found support for the implementation of global citizenship education in the educational institution and the family community of the school, and Work in global citizenship education is challenged by inconsistencies in teacher training and expectations of learning goals. Implications for the education community and personal practice are discussed, and recommendations are made for further research in the global citizenship and elementary education field.
The Fear In/Of The Closet: Coming Out in the Classroom from the Perspective of Two Queer Male Secondary Teachers
(2017) Callegaro, Patrick
LGBTQ students need out queer role models in order to feel supported and understood through the homophobic bullying that can affect their academic and personal development. The research study is based on a qualitative study that sought to understand the effect of LGBTQ teachers, both in coming out and being out, on students’ personal development and self- perceptions. The semi-structured interviews, which were conducted with two queer-identifying male secondary school teachers in Toronto, revealed three outcomes of having queer teachers in the classroom with analysis through the lens of a combined theoretical framework that utilizes queer theory and transformative learning theory. First, by disclosing personal information, such as their identities and issues at home, it was shown that queer students feel more comfortable with out queer teachers than traditional resources, such as guidance counsellors. Next, systemic attitudes and beliefs carried in society shift toward acceptance over time, but religious and cultural beliefs of the family allow this shift to be negated in passing these attitudes on to the children of the family. Finally, the decision to come out is difficult to make and requires thoughtful consideration of different factors, including but not limited to age, environment, and personal views. Recommendations stemming from this study are made to the Ontario Ministry of Education, faculties of education across Ontario, and administrators that outline the need for more discrete language in policy documents, integration of pre-service teacher education into schools, and availability and diversity of resources for LGBTQ students and staff.
Integrating Video Games into the Elementary School Classroom
(2017) Chiang, Simon
Video games are prominent in contemporary Ontario student cultures in that 85% of Ontario students play outside the classroom. As such, video games have the potential to be an instructional tool that can vastly increase student engagement through “edutainment” which is the combination of education and entertainment. Here, I report local teacher experiences on their integration of video games into their elementary school classroom. The participants reported a) the importance of distinguishing student, gaming and school cultures, b) the importance of moderation and boundaries for students, c) the overall positive reception to the use of video games by students, and d) the importance of teachers having perseverance. Based on these findings, I also make recommendations on multiple levels of the education system including the need for more professional development, more funding for technology, parent engagement, and transparent communication between students, parents and teachers.
Support for Teachers in the Facilitation of a Newcomers Club
(2017) Syeda, Muntaka Saima
It has been reported that 75.6 percent of Canadians born outside of Canada are dissatisfied with the ability of afterschool programs to meet their children’s language and cultural needs. The purpose of this research is to explore the support for teachers facilitating the Newcomers Club, an afterschool program for immigrant students in the GTA (Greater Toronto Area) that aims to provide for the needs of immigrant youth. Data was collected through semi- structured interviews of two ESL teachers in the GTA facilitating Newcomers Clubs. The findings of this study portray that teachers believe networking inside and outside the school is the most effective way to obtain the support needed to facilitate this afterschool program. They also believe that obtaining support for the program is not enough to successfully facilitate the Newcomers Club. Teachers recognized immigrant student identity, their sense of belonging, and student voice as significant factors that impact student participation as well as successful facilitation of the program. The implications of the findings brought forth from the interviews provide best practices for teachers facilitating afterschool programming for immigrant students.
Behind the Snapshot: Teachers’ Experiences of Preparing Students in Lower Socioeconomic Status Schools for the Ontario Secondary School Literacy Test
(2017) Langois, Haley
The goal of standardized testing is purportedly to equalize the educational landscape for all students, regardless of background. However, the effects of imposing large-scale assessment on students, teachers, and the education system might not always be as positive as organizations such as Ontario’s Education Quality and Accountability Office have acknowledged. This study explored the experiences of teachers preparing students in schools with a high proportion of students from low socioeconomic backgrounds to write Ontario’s Secondary School Literacy Test (OSSLT). To determine the effects of high-stakes standardized tests in Ontario, interviews were conducted with grade ten English teachers preparing students to write the OSSLT from schools identified as having low scores on the OSSLT and Toronto District School Board’s Learning Opportunities Index. The data showed that teachers found the OSSLT to be an ineffective tool to measure literacy and implement changes in the classroom, and represented an increased emotional cost. Both teachers also acknowledged that students’ socioeconomic status and social position prevented them from being able to succeed on the OSSLT, no matter the academic interventions used by teachers and schools. These findings suggest that the increased emotional cost on teachers and low value placed on the OSSLT by teachers is leading to unethical practices in test preparation, which ultimately affects the data collected from the OSSLT, used to inform educational policy in Ontario.
“How am I Prepping for All of That and Still Fitting Sleep into My Day?”: The Tale of Two Teachers Seeking to Include Students with Autism Spectrum Disorder in the Secondary Mainstream Classroom
(2017) Zuniga Rodriguez, Jeremy
This research project sought to further understanding of the current state of inclusion for students with Autism Spectrum Disorders (ASD) in the mainstream, secondary classroom. Academic and popular literature would suggest that the current state of affairs is ineffective or inconsistent at best, and that teachers need better training to support these students. During two in-depth, semi-structured interviews, teachers shared their experiences of inclusion of ASD students in their classrooms. The findings point to the importance of professional development and collaboration with colleagues and administrators as a means to increase confidence and perceptions of effectiveness. Teachers also commented on the importance of differentiated pedagogies, seeking to include all students and not only those with ASD. The use of assistive technologies and alternative spaces as resources for effective instruction were also highlighted. Based on these findings, it would appear that interest in seeking training to include these students is highly dependent on individual experiences and character traits, and may not be the norm for all teachers. Parents may also experience difficulty navigating the diverse and complex services available to their children with ASD. In response, administrators should allocate time and financial resources for mainstream teacher training in order to alleviate teacher workload and increase the limited number of Special Education teachers.
Dynamic Elementary Education: Teaching Digital and Media Literacy
(2017) Zielke, Nathan
The goal of this research study was to investigate the beliefs and practices of a small sample of elementary teachers who effectively instruct their students in the subjects of digital and media literacy. Data was collected through semi-structured interviews with three TDSB teachers who were identified by their peers for their excellence in teaching the subject area. The interviews were then transcribed, coded, and analyzed to generate findings. Findings suggest that digital and media literacy education is important for today's students and can increase student engagement, participation, and achievement. However, participants identified challenges and barriers that suggest a need for additional support in order for teachers to effectively prepare their students for changing and potentially harmful digital and media environments. Overall findings suggest a need for continual development of digital and media educational practices by teachers, researchers, and the educational community at large in order to keep pace with the dynamic nature of digital and media landscapes.
An Inquiry into Student Math Self-Efficacy, As Told from the Perspective of Ontario Secondary Teachers
(2017) Zhang, Chi
While the Growing Success document released by the Ontario Ministry of Education in 2010 demonstrates Ontario’s commitment to enhancing student learning through assessment, there has been little investigation into how it is being received among secondary math teachers, and what effect it has on students’ math self-efficacy. As an exploratory study, this study sought to better understand how Ontario secondary math school teachers are working to foster self-efficacy among their students through assessment methods. Through semi-structured interviews, teachers were found to understand student math self-efficacy to be intimately tied to student learning skills. With regards to assessment, formative feedback was identified by teachers as a means through which self-efficacy and learning skills could be fostered. Teachers also noted the importance of building positive student perceptions of assessment, and of teaching students to perceive failure in a productive light. These findings imply that teachers are moving away from the traditional use of assessment of learning, to include that of as and for learning. Furthermore, secondary teachers’ concerns about students’ abilities to self-assess and self-regulate their learning suggest that students are not being sufficiently equipped with these skills in their earlier years. In light of these findings, Ontario schools can work to improve student math self-efficacy by making greater efforts to foster learning skills among their students.
STRATEGIES AND METHODS FOR INCREASING TEACHER-PARENT COLLABORATION
(2017) Young, Rahel
The purpose of this qualitative study was to investigate successful implementation of teacher- parent collaboration in elementary classrooms. The primary research question guiding this study was: What strategies and methods do a small sample of elementary teachers use to foster a collaborative relationship with parents and what benefits have they observed for their students? Data was collected through semi-structured interviews with two elementary teachers currently working in Halton District School Board schools. For the participants of this study, teacher- parent collaboration aided in the overall learning experience for their entire class as well as improved their classroom management strategies. The findings of this study suggests that teacher-parent collaboration is enhanced when teachers use the knowledge they have gleaned from their previous experiences, both personal and professional. The implications of these findings point out that teacher-parent collaboration is significantly impacted by the role teachers, school administrators, school boards and the Ministry of Education play. Considering these implications, there are some significant changes that need to be implemented to see the full benefit for teacher-parent collaboration in Ontario classrooms. One example is a focus for administrators and schools boards to offer professional development workshops on implementing successful teacher-parent collaboration. By gaining a broader understanding of collaboration, teachers would be better equipped to work with parents and overcome challenges they may face. Ultimately, this study has pointed to the essential nature of teacher-parent collaboration as well as the commitment that teachers need to have to be successful.
The Effects of Implementing Mindfulness Into Teacher Pedagogy, and the Effects of Implementation on Stress, Student-Teacher Relationships and Classroom Climate
(2017) Yacoub, Sarah
This qualitative research study investigates the effects of mindfulness implementation in Ontario elementary classrooms, and the effects of such practices on the overall stress levels of teachers in their practice, the student-teacher relationships within the classroom, and the overall classroom climate. To collect data, I conducted three semi-structured interviews with elementary educators who have a personal practice of mindfulness outside of their classrooms, and who implement mindfulness into their teaching pedagogy. Through analyzing my data alongside existing literature, three themes emerged: 1) mindful elementary educators recognize that successful implementation of mindfulness stems from a personal connection to mindfulness, gathering information from a variety of sources (ie. text, online), and practicing mindfulness daily in their classrooms, 2) mindful elementary educators recognize the benefits of practicing mindfulness in their classrooms, including reduced stress levels, positive student-teacher relations and overall classroom climate, and 3) mindful elementary educators recognize the various academic, behavioural, and attitudinal challenges that come with implementing mindfulness practices in their classrooms and with their students. Implications for the educational community and myself as a teacher-researcher are then discussed based on the effects of mindful integration in classrooms. Recommendations are then made for how teachers and school boards can introduce and implement feasible mindfulness programs into their classrooms and schools. Recommendations are also made for how teacher education programs can integrate mindfulness practices and studies into their programs, to inform teacher candidates of the benefits and outcomes of introducing mindfulness into their own teaching practices.
Exploring the Methods of Differentiation to Support English Language Learners by Elementary Teachers in the Mainstream Classroom
(2017) Wu, Qiuying
The aim of this qualitative research study was to investigate strategies, outcomes, challenges, and resources of mainstreaming English language learners in elementary classrooms. The main research question that guided this study was: How is a small sample of Ontario elementary school teachers supporting the development of English proficiency and academic achievement for English language learners across subject areas? Semi-structured interviews with two elementary teachers were utilized to collect data. Findings suggest that differentiation in teaching and assessment is an effective strategy for supporting ELLs, which results in their increased achievement of classroom tasks as well as voluntary peer support from the English-speaking students. As well, teachers encounter challenges related to limited interaction between schools and families and the slow student learning process. Findings also suggest that a supportive school environment and professional resources are important in assisting teachers in supporting ELLs in a mainstream classroom. The implications of these findings suggest that an inclusive environment is conducive to improvement in ELLs’ learning outcome and social integration. Also, the research findings indicate that ELLs might demonstrate slow learning processes or low academic achievement initially because of their limited and developing English skills; such limitations may be misdiagnosed as learning disabilities due to educators’ insufficient knowledge of second language acquisition. This can result in ELLs with limited English skills being misplaced in special education programs.

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