June Newsletter
The June 2023 Newsletter is now available here
McDowell Foundation Launches Spring Campaign
Over the past three years Saskatchewan schools have lived through shutdowns, quarantines, masking, sanitizing, social distancing, cancelled events, and missed social opportunities. These seismic changes brought on by the COVID-19 pandemic have undoubtedly had an impact on our teachers and students. Recognizing the need to reflect on and learn from Read more…
Learning Ecosystems: Connecting Social Constructivism and Distance Learning
Creating Community and Social Connection to Support Deep Understanding in Asynchronous Distance Learning Researcher: Racquel BiemMay 2020 Socially constructed education practices are understood to foster deep learning through socio-cultural interactions (Vygotsky, 1978). Individual learning is limited in comparison to what can be learned as a community (Beck & Kosnik, 2006). Read more…
Educators Doing the Deep, Unsettling Work of Treaty Education
Educators Doing the Deep, Unsettling Work of Treaty Education The purpose of the research was to investigate how developing a community of educators to do the unsettling work of treaty education might have positively influenced their implementation of treaty education in their respective schools. By doing the unsettling work of Read more…
McDowell News – January
The January 2023 Newsletter is available here
The Impact of the Pandemic on Band Programs
The Impact of COVID-19 on Band Teacher Practices in Saskatchewan How do you teach a band class without wind instruments? Teachers Kristen Myers and Katlyn Redding knew they would soon have to find out. Due to COVID-19 restrictions in place for the 2021-22 school year, band teachers across Saskatchewan had Read more…
2021-22 Annual General Meeting
The 2021-22 Annual General Meeting was held December 2, 2022. The annual report is available here
Managing Student Stress During COVID-19
Managing Student Stress During COVID-19 Researchers: Brent Keen and Angela Csiki The focus of our project was to discover how effectively we can mitigate students’ stress over the COVID-19 pandemic using strategies that promoted mindfulness. Our objective was to measure how successfully we could reduce students’ stress levels using three different Read more…
Nurturing Emergent Literacy in Play-Based Outdoor Education
Nurturing Emergent Literacy in Play-Based Outdoor Education: An Exploration of the Learning Journey of a Kindergarten/Grade 1 Class in Forest School. This research delves into the aspects of literacy learning that are fostered by participation within an outdoor educational context (Forest School), adding to the emerging research literature that outdoor Read more…