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Research Teaching and Learning

Teachers Leading Teachers: The Saskatchewan Professional Development Unit's Facilitator Community

Dr. Pamela Osmond-Johnson

The Saskatchewan Professional Development Unit (SPDU) facilitator’s community consists of educators from across the province who work with staff to plan and deliver a wide range of exciting and innovative professional growth opportunities. This project will explore the impact of the SPDU facilitator’s community on the teaching profession and on how professional development is offered…

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Using Teacher Collaboration to Increase Student Engagement

Paul McTavish
Michelle Brochu
Audrey Gavlas
Moira Hamm
Jonathan Pedersen
Cherie Wilke

The intent of this research project was to explore teacher experience and observations as teachers worked collaboratively to deepen their understandings of student engagement. More specifically, the researchers were interested in what considerations and dynamics were important to attend to when teachers worked collaboratively and what supports were needed.  The researcher found that collaborative work…

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Developing a Collaborative, Intellectually Engaged Team to Support Reading Comprehension

Davin Hildebrand
Cheryl Treptow
Andrea Pearson
Michelle Hildebrand
Daryl Pearson

Collaboration, intellectual engagement and reading comprehension instruction are merged in this project as a team of teachers in a single school explore how a focused collaborative team can impact student learning. The team found that to impact student learning a holistic view of reading comprehension, time, teacher autonomy, professionally led professional development and collaboration through…

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Bridging the Professional Learning Gap: Enhancing the Beginning Teacher Experience Through an Induction-By-Mentoring Model

Lynn Lemisko
Carol Demchuk-Kosolofski
Laurie Hellsten-Bzovey

The overall objective of this research was to examine the effectiveness and sustainability of an induction-by-mentoring model of support for beginning teachers. In our mentorship model, the beginning teacher’s classroom was the central focus, with regularly scheduled classroom visits by the mentor providing structure, continuity, relationship building and professional development opportunities. This pilot project demonstrates…

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Effectively Supporting the Professional Development and Growth of Teachers

Susan Plant
Jennifer Dorval

Learning coaches are privileged to have a place within the school system.  Learning coaches operate under three “C’s”: consultation, collaboration and coaching. This research project involved two experienced teachers, one beginning teacher and the two learning coaches who explored the impact learning coaches could have on teaching and learning in a school division. Throughout the research the…

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Teacher Induction and Learning Through a Professional Development School: The St. Anne Inquiry-Based Learning Community

Michelle Prytula
Darren Fradette
Bonnie Mihalicz
Cari Anning
Jayla Irvine
Paul McTavish

  Inquiry learning is a teaching strategy that places student interest or a question that is posed by the student at the centre of the lesson.  Learning occurs through questioning, exploration, knowledge building and then representing and sharing that knowledge with others.  This project explored how inquiry-based learning could happen in a primary school. The…

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Sustainable Successful Teacher Induction: From Praxis to Practice

Michelle Prytula
Archibald Courtney
Jason Benson
Kent Gauthier
Laurie Hellsten
Christine Makahonuk
Bonnie Mihalicz
Michael Pesenti
Nicole Syrota

This study explored the effectiveness of the professional learning community model for teacher induction. The three major themes found were that the PLC provided a sustained opportunity for learning at various stages of teacher development; the structure and goals of the PLC affected participants’ motivation and ability to learn and to mentor; and the model’s…

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Time, Pace, Place: Using Flexible Design and Delivery to Support Learners

Ramona Stillar
Frazer Donahue
Cheryl Dunits
Jean Fauchon
Shalen Fox
Carlo Hansen

This collaborative inquiry will explore how adjusting space, time or place of learning can support students in acquiring high school credits. The project will use distance learning along with face-to-face teaching to adjust for time, space and place.

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To Thrive and Flourish: Supporting Beginning Teachers Through an Induction-by-Mentoring Approach in Rural Saskatchewan

Lynn Lemisko
Carol Demchuk-Kosolofski
Laurie Hellsten

The purpose of this study is to build on a completed project which examined the efficacy of an induction-by-mentoring model to support beginning teachers in a rural school division. More specifically, this study will deepen understandings by expanding the investigation to include examination of the implementation of an induction-by-mentorship approach in a primarily rural, geographically…

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Learning From Finnish Educators: Engaging With Innovative Ideas Around Pedagogy, Student Assessment, Curriculum Implementation and Indigenous Education in a Country That Values Teacher Professionalism

Paul Orlowski

Education is a global community and opportunities to learn from other educators must not be overlooked. This research project  explores what changes, if any, occurred in the thinking of participating educators on topics such as student assessment, curriculum implementation, literacy and numeracy pedagogy, Indigenous education and special education after learning from Finnish educators.  Participants were…

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