Abstracts
Volume 6- Number 3, 2003

Editorial:

V6.3E - Editorial - MANY VOICES, SAME INTENTIONS: PERFORMING ACTION RESEARCH AT VARIOUS LEVELS IN THE EDUCATION SYSTEM - Kurt W. Clausen , Co-Editor

Papers:

V6.31 - ‘RED’ TIME STORIES: FOSTERING OR FORCING LITERACY ACROSS THE CURRICULUM? - Daniel Jarvis, University of Western Ontario

Abstract

With the official introduction of the Ontario Secondary School Literacy Test (OSSLT) in 2002, the acquisition of “literacy” has been mandated as a formal, academic right of passage in Ontario schools (EQAO, 2002). This action research study reports on the implementation of a Reading Every Day (RED) initiative, which formed part of a Literacy Action Plan that was developed to improve literacy skills in an Ontario secondary school. Data from more than 700 surveys was collected and analyzed, revealing informative patterns in both student and faculty perceptions regarding the RED program.

V6.32 - TEACHING BEHAVIOURAL LEARNERS: RETHINKING MY PRACTICE - Cam Cobb, Toronto District School Board

Abstract

Learners with exceptionalities may display characteristics from a spectrum of possibilities. This is especially true for behavioural learners. From teaching primary, junior, and intermediate children at a public school in Toronto, Ontario, I have found that behavioural learners present a unique challenge to educators. In this paper, I explore some parameters of the exceptionality defined by the Ontario Ministry of Education (n.d.) as a “behaviour disorder.” My intention is to provide a portrait of this exceptionality, and outline how educators may support students who have been formally identified as being behavioural, or demonstrate characteristics commonly attributed to behavioural learners.

V6.33 - DOES THE VOCATIONAL SCHOOL APPROACH WORK? A SUCCESSFUL MODEL: THE CAREER PATH PROGRAM - Joseph R. Zammit

Abstract

The purpose of this paper is to answer some key questions with regard to the focus and goals of a specific vocational program in a secondary school in Ontario. The results of the action research activity undertaken to respond to these questions certainly alleviated concerns regarding the future prospects of students enrolled in this type of vocational program. Data proved that, for this school, a “Career Path Program” is an excellent vocational method and that it prepares graduates for a work transition in a way and manner that best ensures the continuing success of each graduate.

V6.34 - PRESENTING VOICE IN ACTION RESEARCH - Caitríona McDonagh, The University of Limerick, Ireland

Abstract

In investigating the quality of learning experience for pupils with specific learning disabilities, my research aims to generate a form of educational theory which values children's learning abilities rather than focusing on their difficulties. I explain how my search for suitable forms, in which to represent the voice of my research participants, results in the transformation of my practice and also results in helping children to see themselves as knowledge generators. My report has potential significance for others involved in similar work situations by placing reasons and strategies, which focus on children's learning, at the heart of the development of appropriate classroom pedagogies and research practice.