Student Digital Well-Being: Identifying Gaps and Opportunities for Saskatchewan Schools Researchers: Dr. Bonnie Lee, Dr. Amanda Froehlich Chow, and Dr. Barbara Fornssler Project Summary: This project examines gaps and opportunities in the prevention of harmful technology use among middle and high school Saskatchewan students through a structured narrative review of peer-reviewed literature Read more
Bridging the Gap: Helping Neurodivergent Students Transition to High School Researchers: Natalie Rivard-Feltis, Shelly Turner, and Pam Wiberg Project Summary: This study aims to examine how participation in a supportive lunch club program influences the social, emotional, and academic wellbeing of neurodivergent Grade 9 students who may be at risk of Read more
Researcher: Mary Barrow Supporting Neurodiverse Learners by Using Visual Supports as a Tier 1 Intervention examined what could be learned by using visual supports as a whole-class support in grade 1, grade 2 and grade 1-2 classrooms. Visual supports are an evidence-based practice for neurodivergent learners (with a large evidence-base, Read more
A Participatory Action Research Project: Improving Teaching Practices Through Culturally Responsive Teaching To practice culturally responsive teaching (Gay 2010, 2018) in their own classrooms, educators need the opportunity to learn from and with other educators. Using participatory action research methodology (McIntyre, 2008), the study gathered six Saskatchewan elementary educators (researcher Read more
Researchers: Danene Kopperud, Dawn Paylor, and Mathew Grupp This research is designed to evaluate how effectively Culturally Relevant Pedagogy improves phonological and phonemic awareness skills for Indigenous students. It aims to explore the effects of CRP-based reading intervention on students’reading proficiency, as well as their involvement, enthusiasm, and overallsuccess in Read more
Researchers: Eric Walker, Melanie Breckon, Russ Munkler, Krista Sego, Cassandra Shangraw, Sara Stone, Jayden Wiebe Greystone Heights School will embark on a research initiative studying the factors contributing to a sense of belonging among students and staff at Greystone Heights School. Led by educators, the project seeks to uncover the factors that Read more
Researchers: Kelly Lambert and Ryan Lambert The goal of our project is to examine early childhood trauma within our school division (with the possibility of expanding to other regions in the province) to determine if there is a increase in the systemic pattern among the incidence and occurrence of trauma Read more
Researchers: Oumar Sylla and Wybo Ottenbreit-Born The aim of this study is to identify the main obstacles faced by Francophone teachers in English-dominant French immersion schools, with a focus on issues caused by linguistic insecurity. The research will investigate the challenges and assess their impact on teacher performance, confidence, and Read more
Researchers: Jen Green and David Popoff Visible and Valued: Exploring the Stories of Queer Teachers in Saskatchewan is a study that will provide a written record and history of the experiences of Queer Teachers in the province of Saskatchewan. Frequently, queer teachers have been in situations where they were not visible Read more
Researchers: Gisele Perrault and Mariette Anderson The objective of this study is to determine which scope and sequence is more effective when teaching reading to grade one French Immersion students in Saskatchewan, in communities where French is not the prevalent language that is spoken. This study will compare two scope Read more