News & Events

Partnerships of Change:
Transforming Language in Three-Way
Conferences for English as an Additional Language Student Success

Partnership of Change: Transforming Language in Three-Way Conferences for English as an Additional Language (EAL) Student Success Researchers: Shawna Jurgens, Brenden Kroeger, Dr. Zhi Li, Dr. Hyunjung Shin, Shannon Storey, Julia Daantos, and Xiaoxue Xie.  The purpose of this proposed research is to strengthen partnerships among EAL parents, students and teachers so schools can better support academic success of EAL students in Saskatchewan (SK). Through participatory action research conducted by teachers in two different schools both in rural and urban SK with the support of university EAL researchers, this locally based initiative aims to 1) offer suggestions for how EAL parents and teachers can collaboratively develop linguistically and culturally appropriate pedagogy and communication to enhance student success; 2) support teachers to generate knowledge about EAL teaching and learning relevant to their own classrooms; and 3) contribute to knowledge about teaching and learning to enhance EAL student success both in rural and Read more

By Ellen Whiteman, ago

Instructional Leaders
Supporting Implementation
of Effective Literacy Instruction

Instructional Leaders Supporting Implementation of Effective Literacy Instruction Researchers: Jennifer Dorval, Dawn Paylon, Anita Dolan, Susan Plant, Cheryl Treptow and Kristin Becotte.October 2016 In this research, teachers and administrators were invited to engage in collaborative research alongside the Northwest School Division Reading Team. Each team member worked through their own journey alongside the collaborative reading team and with colleagues including teachers and administrators. The NWSD Reading Team was formed in 2014 and is comprised of passionate and skilled literacy leaders.  As a team, we were excited to embark on a research project to support the reading initiative that came to fruition with the development of the Hoshin Kanri leading to the Education Sector Strategic Plan of the Northwest School Division. Our team is made up of two learning coaches, two administrators (both principals at elementary schools), one school-based instructional facilitator/literacy teacher and one Co-ordinator of Student Support Services. Representation of the Read more

By Ellen Whiteman, ago

Partnership of Change: Transforming Language in Three-Way Conferences for English as an Additional Language (EAL) Student Success

Join Shawna Jurgens, Brenden Kroger, Dr. Hyunjung Shin, Dr Zhi Li, Shannon Storey, Julia Daantos and Xie (Grace) Xiaoxue September 28th from 7:00-8:30pm  as they share finding from their research. on EAL parent-student-teacher conferences aimed at supporting teachers, schools, and families to generate knowledge and awareness on the topic. This groundbreaking research will be of interest to EAL teachers, classroom teachers, school administrators, parents and families. The research team will provide a brief presentation followed by a panel discussion. To register for the event please visit the Events Calendar For more information see media release For a recording of the event click here

By Ellen Whiteman, ago

How does a teacher incorporate place based “First Nations way of living in nature” in to
classroom to teach high school sciences in a northern reserve school?

By Nadeeka Obada Lekamlage The main purpose of the research is to explore, recognize and learn how to incorporate place-based First Nations ways of living in nature into high school science classes. As educators in Northern Saskatchewan, we are interested in exploring trends in high school science education, identifying  challenges and seeking solutions as we integratingplace-based activities in to the teaching learning process. We also want to research and identify potential areas in the curricula of high school sciences to incorporate First Nations way of living in the nature and to adopt it in teaching and assessment process by communicating with the Elders and other community members.

By Ellen Whiteman, 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 Researchers: Brian Lewis, Michael Dubnewick, Tamara Ryba, Brett Kannenberg, Tristan Hopper, Sean Lessard and Joseph Naytowhow.July 2022 When we began this work, we held wonders of how Indigenous youth composed their identities and sustained their lives on school landscapes. For some on our research team they had lived alongside the Indigenous youth who became part of our research for several years as teachers (Brian Lewis, Tamara Ryba, Brett Kannenberg). For others on our research team, they came from university places (Michael Dubnewick, Tristan Hopper, Sean Lessard) and had just begun to step into the midst of the Scott Collegiate school landscape, the leadership pathway, Growing Young Movers (GYM), and the lives of the Indigenous youth that they eventually came to know. Our research team primarily consisted of non-Indigenous researchers (which included Brian Lewis, Tamara Ryba, Read more

By Amy Templeman, ago

2022-23 FUNDING ANNOUNCEMENT

McDowell Foundation Funded Projects – 2022-23 The McDowell Foundation is pleased to announce the following projects have been approved for 2022-23. Congratulations to all the recipients and we look forward to sharing the results of this work next year. A Critical Participatory Action Research Project: Improving Teaching practices Through Professional Development in Culturally Responsive Pedagogy                      Jessica Madiratta This proposed research is a critical participatory action research project that provides educators with the opportunity to participate in an online professional development group on culturally responsive pedagogy. The uniqueness of this study is that the research aims to explore how building a community of educators engaged in professional development over multiple sessions can impact the teacher’s practice in the classroom. One outcome of this research is building a community of practice for the teachers involved. The two overarching research questions for my proposed study are: 1) What are the experiences of Read more

By Ellen Whiteman, ago

Exploring Indigenous Student Sense of Belonging in a Saskatchewan High School

Researchers: Raquel Oberkirsch and Melanie Press NORA’S SPECIAL DIRECTED CALL The proposed participatory action research explores Indigenous students’ experiences of belonging at a Saskatchewan high school over one school year. We will examine the effects of implementing culturally relevant initiatives such as a beading club, painting workshops with local Indigenous artists, land-based learning opportunities, and Cree or Nakota language classes. We will plan these initiatives based on the interests and suggestions of Indigenous students and open them to all students who want to learn from Indigenous role models and participate as allies and friends. We will also investigate the effects of an “opportunity room” where students can take a break, eat a nutritious snack, catch up on classwork, or connect with a positive adult, such as an Elder, community member, the community education liaison, or the school counsellor. Finally, we will study the barriers to a strong sense of belonging Read more

By Ellen Whiteman, ago

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

Pandemic Thrivers: Investigating Thriving Teachers’ Knowledge, Skills, and Attitudes During the First Two Years of the COVID-19 Pandemic Researchers: Dr. Judy Jaunzems-Fernuk and Ivy ArmstrongAugust 2023 With this case study, we propose interviewing up to five teachers from one Saskatchewan school division who describe themselves as having thrived throughout the ongoing COVID-19 pandemic. We will also ask those connected to these ‘pandemic thrivers,’ including their administrators, colleagues, students, and students’ families, to participate in an anonymous survey aiming to glean data on the knowledge, skills, and attributes of the thrivers. By looking to thriving educators, this study aims to understand strategies and skills that may inform leaders and educators who may be struggling, however, wish to remain in the profession for years to come. Research around teacher efficacy, maintained throughout a pandemic, may inform supports, habits, strategies, and ideas that can help preserve well-being during times of extreme difficulty in Read more

By Ellen Whiteman, ago

Reorienting Post-Pandemic Through Social Emotional Learning

Veronica Stewart Teachers play a major role in shaping school culture and through social and emotional competencies can empower each other and their students. This project seeks to measure the value of developing adult Social Emotional Learning (SEL) skills with major benefits anticipated for students who will see social skills modeled, emotional literacy in action, and receive direct instruction on SEL content. Healthy teachers are best equipped to support students and each other. SEL will be used to help develop this collective efficacy in schools where the well-being of students and teachers is increased while simultaneously supporting teaching and learning.

By Ellen Whiteman, ago