The academic difficulties experienced by many Aboriginal (First Nations, Métis, Inuit) students in Canada have been well-documented. Indicators such as school persistence and post-secondary enrollment are typically far lower for Aboriginal students as a group compared to non-Aboriginal students. Identifying facilitators of success is key to…

Literature on social inequalities in schooling reveals that the school curriculum, streaming, and teacher expectations are school-related factors that limit student success. This study asks: How do the school curriculum, streaming and teacher expectations limit students who have been designated "at risk" from finding success in school?…

Strength-based approaches are being increasingly validated for use in clinical settings with children and youth. However, the role that strengths play in educational settings with typically-achieving students has yet to be examined. The present study explored the relationship among strengths, classroom behaviour, and academic achievement for a…

This paper provides an historical and contemporary interpretation of the developmental influences that have led to the Ontario Ministry of Education's recent focus on Aboriginal educational policy in Ontario, Canada. It offers an interpretive and critical perspective on the rhetorical constructions, assumptions, and value-orientations implicit in…

The focus of this article is teacher professional development. The article examines literature related to teacher professional development and methods of measuring its impact. In order to ground the discussion, the article focuses on a case study that captures the perspectives of Ontario secondary school teachers and their administrators as they…

In the context of boys' declining academic achievement in schools in relation to girls, this article highlights some critical issues arising from the debate on boys' education. The emphasis is on the contribution of feminist analysis and other perspectives to broaden and contextualize the debate. This includes, for example, the need to carefully…

Analyzed the results of a study that examined academic achievement of adolescents in selected ethnocultural groups in Canada. Surveyed Caribbean, Chinese, East European, Latin American, South Asian, and Canadian students (n=1954). Found that adolescents in voluntary groups had higher academic performance. Includes references. (CMK)

Reports on the manner in which the Toronto (Canada) Board of Education responded to racial diversity and anti-racist education from 1970 to 1995. Highlights three findings: (1) the evolutionary nature of attempts to deal with equity issues; (2) the systemic nature of discrimination; and (3) the inability to clearly define anti-racist education and…

Examines the relation among family characteristics, school achievement, parenting style, and parental involvement in schooling focusing on 525 adolescents of the Quebec-Appalachian region. Finds that family characteristics contributed less to school achievement than parenting practices and that family characteristics had no moderating effect on…

Summarizes the responses of 38 Canadian principals and inner-city teachers reflecting on their experiences with students exhibiting resiliency. Resiliency is defined as overcoming social and personal disadvantages often through protective or compensatory strategies. Identifies a broad range of compensatory factors including human relationships,…

Explores the nature of indigenous extended family relationships and determines its potential for designing new classroom structures in bicultural schools. Reports supporting views from the work of several educators in bicultural schools. Shows that children in family-based schools had fewer late, absent, and dropout incidents than those in…

Studies the influence of parenting style and parental involvement in schooling on academic achievement at the secondary level. Finds that parental acceptance, affective support, supervision, and granting psychological autonomy contributed to school achievement. Indicates that parents retain substantial influence over their adolescent's school…