News & Events

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

To Thrive and Flourish: Supporting Beginning Teachers Through an Induction-by-Mentoring Approach in Rural Saskatchewan Researchers: Lynn Lemisko, Laurie-ann M. Hellsten, and Carol Demchuk-KosolofskiMarch 2017 The overall objective of this research was to examine, in the context of rural Saskatchewan, the key components of an effective and sustainable mentorship approach that helps beginning teachers thrive and flourish. To address this objective we studied the implementation of a particular mentorship model where the beginning teachers’ classrooms were the central focus, with regularly scheduled classroom visits by mentors who provided structure, continuity, relationship building, and professional development opportunities. Participants in this study included five mentor and mentee pairs who were matched based on proximity and, in most cases, on common grade or division levels taught. Mentors were provided with orientation training in a variety of mentorship skills and were provided with funds to cover release time from their own classrooms in order to Read more

By Nicole Tainsh, ago

Developing a Collaborative, Intellectually Engaged Team to Support Reading Comprehension

Developing a Collaborative, Intellectually Engaged Team to Support Reading Comprehension Researcher: Davin Hildebrand, Michelle Hildebrand, Andrea Pearson, Daryl Pearson and Cheryl Treptow. The purpose of this study was to understand the influence that a collaborative, intellectually engaged team could have on reading comprehension instruction. The research methodology was design-based research, which supported the researchers in answering the research question. The study focused on developing a team within a single school who worked together to both develop as professionals and to support the development of other professionals in the school. Data were collected through audio recordings of meetings, written reflections, questionnaires, and emails. The research touched on numerous themes including: a holistic view of reading comprehension, the necessity of time, the importance of autonomy, research as professional development, and collaboration through peer tutoring. Final Report

By Nicole Tainsh, ago

Effect of Daily Math Home Practice and Number Talks on Automaticity of Basic Math Facts

Effect of Daily Math Home Practice and Number Talks on Automaticity of Basic Math Facts Researchers: Tammy Boychuk and Bing CuiSeptember 2014 This research project used a qualitative approach to investigate whether the practicing of basic mathematical facts at home improves automaticity, fluency, and accuracy. Number talks were used in this project to increase number sense and connections, mathematical thinking and reasoning, and different mental mathematical and computational skills. There is evidence in the literature that practice both at home and at school improves students’ accuracy, automaticity, and fluency. The two researchers also connected this math project to a real-life situation. The “math at the mall” field trip gave students a practical real-world application for mathematical learnings in an enjoyable and supported setting. Final Report

By Nicole Tainsh, ago

Teaching 100 Languages in a Second Language Using an Inquiry-Based Approach in Early Childhood French Immersion

Teaching 100 Languages in a Second Language Using an Inquiry-Based Approach in Early Childhood French Immersion Researchers: Paula D. Fortier and Marielle HamonOctober 2014 Drawing on their lived experiences, two colleagues and co-researchers reflected upon their teacher practice related to using an inquiry approach in their French immersion kindergarten and Grade 1 classrooms. While defining inquiry-based learning and the ideals of French immersion education, they recognized a tension. Using their own personal experiences, they examined how inquiry-based teaching led them to question some of their beliefs about French immersion early childhood education. Can a teacher use an inquiry-based approach successfully in a French immersion early childhood classroom?  Although French immersion teachers are equally inspired by play-based and inquiry-based teaching philosophies, there are few, if any, examples of how successful inquiry can be supported and should be achieved in an early childhood second language environment such as French immersion kindergarten or Read more

By Nicole Tainsh, ago

Pandemic “Thrivers;” Investigating the Knowledge, Skills, and Attitudes of Thriving Teachers During the COVID-19 Pandemic of 2020-2022​

Pandemic “Thrivers;” Investigating the Knowledge, Skills, and Attitudes of Thriving Teachers During the COVID-19 Pandemic of 2020-2022 The teaching profession has always demanded significant adaptability and strength. Since March 2020, however, these qualities have been tested like never before. While there is extensive literature on the adverse effects of the COVID-19 pandemic on teachers, such as burnout and mental health issues (Canadian Teachers’ Federation, 2020; Gunn & McRae, 2021), this study aimed to explore hopeful perspectives and potential solutions to adversity. Recording Final Report Panelists: Dr. Judy Jaunzems-Fernuk (University of Saskatchewan) Ivy Armstrong (Saskatoon Public Schools) Moderator: Denise Heppner, STF Professional Learning

By Nicole Tainsh, ago

A Narrative Inquiry into the Experiences of Indigenous High School Students Enrolled within a Youth Leadership Pathway

A Narrative Inquiry into the Experiences of Indigenous High School Students Enrolled within a Youth Leadership Pathway What does it mean to be a leader from an Indigenous youth’s perspective? This narrative study sought to explore the experiences of Indigenous youth as living leaders and how their stories can shape, or interrupt, the dominant deficit-based narratives that limit the complexity and particularity of youths’ lives. Researchers: Brian Lewis, Michael Dubnewick, Tamara Ryba, Brett Kannenberg, Tristan Hopper, Sean Lessard, Joseph Naytowhow Recording Final Report Panelists: Brian Lewis Michael Dubnewick Tristan Hopper Moderator: Nicole Tainsh, McDowell Foundation Manager

By Nicole Tainsh, ago

Innovation in the Classroom: An Exploration of Interdisciplinary Virtual Reality in Classrooms

Researchers: Michael Graham, Curtis Bourassa and Adam Wilson Virtual reality is an emerging trend in educational and instructional technology in classrooms which has been long deemed inaccessible due to costs, availability, and developmental status. With recent changes making virtual reality technology more affordable and accessible, development in various education applications has burgeoned. As with most educational technological innovations, the potential to increase student engagement in learning over traditional learning means exists. This research will investigate the effects that virtual reality learning experiences can have on student engagement. Working collaboratively with rural educators, using existing materials and equipment, researchers will develop and identify a multidisciplinary approach to student learning using virtual reality within existing curricula. This approach will be focused on the middle years, with evaluation of student engagement ascertained through teacher feedback and perceptual surveys.

By Nicole Tainsh, ago