Over the past 15 years, People for Education has conducted a survey of Ontarios publicly funded schools. From this large-scale survey, People for Education produces research reports on public education in Ontario that are widely disseminated to the public and have been instrumental to informing educational policy in the province.
Early Learning is an impotant undertaking in Canadian society and supporting young children as they move from home to early learning centres onto kindergarten classes is of particular interest and value to educators, helping us to ensure we provide the right environments and supports for all young children. This research will help us to provide the most appropriate learning experiences to young children in new Brunswick and beyond.
There are several platforms that allow users to share real time video with the public. However, these platforms lack the tools that would allow creative professionals to create artistic video compositions extemporaneously. Our prior research assessed the potential for artistic expression within live video broadcasting by developing and integrating new creative tools within the Generate platform, a mobile tool for dynamic artistic video compositions. Behavioral analysis provided the information to determine the effectiveness and relevance of video art in an online real time nature.
Learning disabilities (LD) are a significant area of identified disability for children in North America and worldwide. We currently understand cognitive processing weaknesses to contribute to the developmental difficulties that children with LD face in learning and beyond. One of these areas of cognitive weakness, working memory, is an important target for intervention because it not only impacts learning but other important aspects of life. This project examines the working memory effects of a cognitive training program for children with LD, the Eaton Arrowsmith school.
Our goal is to continue to provide the solution to the problems that elementary schools are facing across Ontario. To re-define the existing culture of recess by providing healthy role models, options and equipment and advocating for spaces more conducive to play. Our research team is currently the only one in Canada dedicated to research on recess.
Games have, in the last decade, become an important tool for teaching in both the education and business section. The application of games, and game mechanics, in these areas is often called gamification. The aim of this project is to explore how games can be used to create rich, first hand, experiences that can be used by educators to improve learning.
Research on university graduates University-to-Work transition (UWT) is sharply polarized between two discourses: the smooth transition narrative and the crisis narrative. Proponents of the smooth transition narrative such as universities are reporting high-rates of student satisfaction, skill transferability as well as early-career earnings consistent with those of 1970s and 1980ss graduates. At the same, the crisis narrative is pointing at rampant underemployment, a loose School-to-Work transition structure and a blunt lack of high-skilled technical labour.
The differences among todays multiple generations of workers, such as Baby Boomers, Generation X and Millennials have received a great amount of attention from the media, business best-sellers and academic researchers. Much of the recent existing research has documented perceived and observed characteristics of the millennial generation (those born in the 1908s and after), who are said to differ from preceding generations in their perspectives on work and life in general.
Recent technological advancements have led to widespread usage of interactive and collaborative systems in educational settings. In particular, SMART Technologies interactive products are being widely used at schools and universities across the country. Although this is a valuable achievement, it also presents new challenges to evolve these systems to new user needs. For example, one of the main challenges of the teachers using SMART systems in classrooms is the need to go back in time and review missed meeting or class material.
Assistive Technology (AT) allows children with Specific Learning Disabilities (LDs) to adequately access school curriculum. There is a paucity of literature addressing perception of use and training for teachers to support use. Studies suggest that children with AT like their devices and find them useful. The proposed study will examine the ages of children provided AT devices, the types of AT hardware and software being used by children with various learning limitations in a school environment, and childrens perception of their AT devices.