This brief document outlines the different paths to an apprenticeship in Ontario and provides advice for making the most of the opportunities available.
Non-permanent teachers are known by a variety of titles, including substitute teachers, supply teachers, occasional teachers, or teachers on call. Whatever title they are given, they play an important role in Canada’s education systems: between Kindergarten and Grade 12, a child will be taught by a non-permanent teacher the equivalent of one full year.
This report provides a summary of the major themes that arose during a two-day conference on financial literacy, sponsored by the Financial Consumer Agency of Canada (FCAC) and the Organisation for Economic Co-operation and Development (OECD). The conference was held in Toronto in May 2011.
The Lieutenant Governor’s Aboriginal Summer Reading Camps are offered annually in remote First Nation communities in northern Ontario. The camp program is implemented by Frontier College, a national literacy organization that works in partnership with others to provide learning opportunities for Canadians of all ages.
Every year, the Lieutenant Governor’s Aboriginal Summer Reading Camps are offered in remote First Nation communities in northern Ontario. The camp program is managed by Frontier College, a national literacy organization that forms partnerships to provide learning opportunities for Canadians of all ages.
Large-scale educational reform requires a significant investment of resources and, if unsuccessful, risks wasting students’ and teachers’ time. The authors of this paper look at previous attempts at educational reform in many countries and ask what lessons Canada can take from these efforts.
The Calgary Learning Centre is a not-for-profit agency that offers programs and services in the areas of literacy and learning disabilities. The Calgary Youth Justice Society is an organization that supports youth at risk and helps young people in conflict with the law get back on track.
Despite Canada’s strong performance on international assessments of mathematical skill among 15-year-olds, many Canadian students have weak math skills and struggle in their math classes. It has been suggested that classroom strategies fostering exploration and discovery, and guiding students to construct their own learning and knowledge, can be effective in ensuring that all students acquire strong mathematical skills.
This paper offers a review of 18 studies, published between 2003 and 2007, about the effectiveness of homework in strengthening learning outcomes. Fourteen of the studies were conducted in the United States and the remaining four in Germany.
The authors found that while the majority of studies favour homework, some of the evidence was contradictory and required more careful examination.
