Elementary and secondary science, technology, engineering and math (STEM) education can catalyze the development of inclusive teams in classrooms and schools, and encourage greater diversity across STEM career fields. Building on students’ innate curiosity, educators can foster the development of ‘inquiring minds’ by encouraging familiarity with the nature of science
Over the years, various technologies I encountered at professional development opportunities peaked my interest. I would go home and plan, what I believed was, a thought-provoking and engaging lesson that embedded the new technology. My excitement and anticipation could not be contained as students walked into the classroom. On a
I’m resilient but exhausted! While considering several things over the summer I recalled this amazing quote from a research paper produced by Indspire’s Research and Impact Unit: “Journeys to Success Empowering Indigenous Visions of Success Through Photovoice”. It was written by Research Assistants, aspiring Indigenous researchers who joined Indspire’s Research
Transition planning plays an important role in the collaborative support of students. Students with special needs experience multiple transitions throughout their education. Not only are there transitions when a student enters schools or changes schools, students experience transitions from grade to grade and even from class to class at the
There is a growing student population, or perhaps merely a recognition or identification of a previously existing population, of neurodiverse students within Canadian school systems. Students whose thinking and ontology may not align with the expectations of the system their education depends upon. Indeed, it may well not align with
Social and Systems Change Current education policy in Newfoundland and Labrador embraces the diverse nature of school communities, recognizes students learn in different ways, and seeks to support learners to achieve their potential. It also recognizes the important role of instructional approach and promotes professional practices designed to sustain the
Introduction Across Canada, professional Early Childhood Educators (ECEs) work in pre-schools, kindergarten classrooms, early intervention and family support programs, recreation centres, newcomer programs, and domestic violence shelters. In Ontario, ECEs registered with the College of Early Childhood Education (CECE), known as RECEs, co-teach the provincial, two-year kindergarten program with professional
In Canada, the immigration patterns have been dramatically increasing. Many families are arriving to their new country with a new home, culture, and community environment to navigate. With these increases, school systems are also experiencing exponential growth for newcomer students in the classrooms. Documented challenges faced by newcomer families have
Common sense tells us that inclusion initiatives cannot thrive in environments where people are disconnected, have little sense of belonging and are struggling with their well-being. In the school year ahead, principals are tasked with creating healthy and supportive environments where all stakeholders including teachers, students, staff, families can thrive
Investigation of the Professional Needs of Professional Early Childhood Educators Early Childhood Education plays an important and long-lasting role in the lives of children, influencing overall student success regardless of socio-economic standing (OECD, 2018). The impact of Early Childhood Education is considered so important that Ontario implemented a policy framework
