ERIC Number: ED353549
Record Type: Non-Journal
Publication Date: 1991-Jun
The Literacy Project at Sir William Osler High School: Year 1, 1990-91.
A formative evaluation was conducted during the first year of a whole language literacy project at Sir William Osler High School, Ontario, Canada, which serves students who have been diagnosed as functioning below grade level. Interviews were conducted to collect descriptive information from the six Osler staff members involved in the project, the school administrators, and the central administrators responsible for the support and implementation of the project about the various aspects of the literacy program. Results indicated that: (1) the general objectives addressed by the Osler staff members were both cognitive and affective in content; (2) specifically, the staff addressed reading and writing; (3) the general objectives of the school administrators were more global in nature; (4) teachers used an eclectic approach in choosing teaching strategies; (5) staff and school administrators attended staff development activities; (6) all three groups agreed that the TSA (Teacher Specially Assigned) was instrumental in getting the project off the ground; and (7) the role of the TSA in the next year was seen differently by staff members when compared to school administrators and program staff. (RS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Scarborough Board of Education (Ontario). Research Centre Program Dept.