WorldCat Identities

Ontario Ministry of Education

Overview
Works: 6,558 works in 9,776 publications in 3 languages and 25,913 library holdings
Genres: Periodicals  Bibliography  History  Abstracts  Outlines and syllabi 
Roles: Author, Editor
Classifications: LC3734.2.O6, 371.9700971
Publication Timeline
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Most widely held works about Ontario
 
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Most widely held works by Ontario
Evaluating bilingual education : a Canadian case study by Merrill Swain( Book )

1 edition published in 1982 in English and held by 229 WorldCat member libraries worldwide

Annual archaeological report by Ontario Archaeological Museum (Toronto)( )

in English and held by 116 WorldCat member libraries worldwide

Annual report of the normal, model and common schools in Upper Canada by Ontario( )

in English and held by 111 WorldCat member libraries worldwide

Textbooks approved or recommended for use in elementary and secondary schools by Ontario( )

in English and held by 103 WorldCat member libraries worldwide

The Ontario curriculum exemplars, grade 9 by Ontario( Book )

13 editions published in 2000 in English and held by 92 WorldCat member libraries worldwide

Learning disabilities found in association with French immersion programming by R. L Trites( Book )

13 editions published between 1976 and 1979 in English and held by 82 WorldCat member libraries worldwide

Thirty-two children who experienced difficulty in primary French immersion were compared to seven other groups of children matched for age and sex on a wide variety of language, perceptual, academic achievement, memory, motor, sensory and other tests to determine if there was anything unique in the profile of this group. The comparison groups included three groups in which language is a factor: English-speaking children in French language schools, French-speaking children in French language schools and children from other ethnic and language backgrounds in English language schools. The four "non-language" groups included standard diagnostic groups: hyperactive, minimal brain dysfunction, social and emotional maladjustment and primary reading disability. A group of eight children who were doing well in French immersion was included. To monitor their progress on academic achievement and language tests over time, follow-up testing was obtained on twenty-four children who had difficulty in primary French immersion and seven children who were doing well in French immersion. The findings support the conclusion that some children of above average potential and normal abilities for school progress in their native language experience difficulty or fail in a primary immersion program in a second language as a result of a mild specific maturational lag. (Author/CLK)
Bilingual education in Ontario : a decade of research by Merrill Swain( Book )

8 editions published between 1981 and 1983 in English and held by 77 WorldCat member libraries worldwide

Ontario : an informal history of the land and its people by Robert Choquette( Book )

3 editions published between 1983 and 1984 in English and held by 69 WorldCat member libraries worldwide

The Ontario curriculum, grades 1-8 : the arts by Ontario( Book )

17 editions published between 1999 and 2009 in English and held by 68 WorldCat member libraries worldwide

Computers, children, and classrooms : a multisite evaluation of the creative use of microcomputers by elementary school children : final report by Ontario( Book )

6 editions published in 1985 in English and held by 68 WorldCat member libraries worldwide

The Ontario curriculum exemplars, grade 9. core French by Ontario( Book )

9 editions published between 2000 and 2002 in English and held by 65 WorldCat member libraries worldwide

Sex roles : biological and cultural interactions as found in social science research and Ontario educational media by L Fischer( Book )

10 editions published between 1976 and 1978 in English and held by 62 WorldCat member libraries worldwide

The purpose of this study was to answer the following questions: (1) In what areas are sex differences supported by research? (2) To what extent are these sex differences caused by biological differences, by differences in socialization, or by differing opportunities? (3) In what way are educators reinforcing sex role stereotypes? In order to determine the influence of educators in the sex role socialization process, the social science literature on the topic was reviewed, and original research was done on the content of textbooks in Ontario. The other two questions were answered through reviews of recent literature. This study concludes that while some sex differences were found in cognitive functioning, aptitudes, and preferences, many of these were not statistically supported until ages 10, 11, and some not until early adolescence. This suggests that schools may be influencing this development. The evidence of stereotyping done by teachers is slight and contradictory; however, evidence does exist for stereotyped content in books and other educational media. In sum, there are many widely held beliefs about sex differences which are not consistently supported by evidence. Annotated bibliographies are included. (Author/JK)
Designing for the physically disabled by Ontario( Book )

6 editions published between 1900 and 1986 in English and held by 61 WorldCat member libraries worldwide

Effects of class size in the junior grades : a study by E. N Wright( Book )

6 editions published in 1977 in English and held by 45 WorldCat member libraries worldwide

This study investigated the differences between different sized classes in grades four and five of Toronto schools. Teachers and students from 11 schools were assigned to 34 classes of either 16, 23, 30, or 37 students (class size could vary by 2). All students were in grade four during the study's first year and in grade five during the second year. Questionnaires and attitude scales were used to measure teachers' expectations and attitudes, students opinions and attitudes toward their classes, and parents' opinions. In addition, student achievement in the areas of reading comprehension, vocabulary, mathematics problem-solving, mathematics concepts, art, and composition was measured, and students' academic self-concepts were assessed. Results of the study showed that varying class size produced few changes in classroom functioning, and most differences between class sizes were relatively small. Students were addressed as individuals significantly more frequently as class size was reduced below 30. Other differences included increased mathematics concepts scores in classes of 16, increased verbal participation in classes of 16 or 23, more noise in classes of 30 or 37, increased scores on "indicators of quality" in classes of 16 or 23, more frequent reading instruction in classes of 16, and increased complaints about lack of art instruction in classes of 37. (Author/JG)
Education for all : the report of the expert panel on literacy and numeracy instruction for students with special education needs, kindergarten to grade 6 by Ontario( Book )

3 editions published in 2005 in English and held by 36 WorldCat member libraries worldwide

Teaching and learning mathematics by Ontario( Book )

3 editions published in 2004 in English and held by 28 WorldCat member libraries worldwide

Literacy for learning by Ontario( Book )

4 editions published in 2004 in English and held by 27 WorldCat member libraries worldwide

This report sets out a framework for ensuring that Ontario students in grades 4 to 6 receive the strategic instruction & support they need to develop as fully literate readers, writers, talkers, and thinkers. It first discusses aspects of literacy in the 21st century, including the link between literacy & culture, the four roles of a literate learner, and developing critical literacy skills. It then outlines guiding principles for junior literacy & the characteristics of the junior learner and provides advice regarding: the learning environment; approaches to teaching & learning, including development of higher-order thinking skills and the use of differentiated instruction; student assessment; strategies for instruction in talking & listening, reading, & writing; building school success; and professional learning. The final chapter presents a vision of a future in which all relevant partners collaborate to work toward student success in literacy
The status of women and affirmative action/employment equity in Ontario school boards : report to the legislature by the minister of education by Ontario( Book )

4 editions published between 1987 and 1989 in English and held by 17 WorldCat member libraries worldwide

Acting today, shaping tomorrow : a policy framework for environmental education in Ontario schools( Book )

3 editions published in 2009 in English and held by 15 WorldCat member libraries worldwide

The framework provided in this document maps out the ministry's policy for environmental education, focusing on a shared vision, a common vocabulary, a commitment to student leadership, and a reliance on the sharing of practices and resources. To help schools meet the goals of the framework, this document outlines a set of implementation strategies and provides examples of indicators that will allow them to map the development and measure the progress of their implementation of environmental education. Using these tools, schools will be able to see their work in environmental education reflected in both their day-to-day activities and their long-term programming.--Includes text from document
Leading math success : mathematical literacy, grades 7-12 : the report of the Expert Panel on Student Success in Ontario by Ontario( Book )

3 editions published in 2004 in English and held by 12 WorldCat member libraries worldwide

This report is intended to inform & change educational practice in mathematics, propose effective strategies & resources, and help shift attitudes regarding students at risk of underachieving in mathematics. The report first assesses the Ontario context of student achievement in mathematics, explains the meaning & importance of mathematical literacy, and reviews current research on adolescent learners and on mathematics teaching & learning. It then offers practical advice to educators on achieving the goal of mathematical literacy for all in the following areas of priority: instructional & assessment strategies, professional learning, using information to guide improvement in learning, leadership roles & responsibilities, family & community support, and encouraging innovation. Recommendations made in the report are also summarized at the end
 
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Evaluating bilingual education : a Canadian case study
Alternative Names

controlled identityOntario. Department of Education

controlled identityOntario. Ministry of Education and Training

Ministère de l'éducation

Ministère de l'éducation (Ontario)

Ministry of Education

Ministry of Education Ontario

Ontario Education, Ministry of

Ontario Ministère de l’éducation

Ontario Ministère de l'éducation

Ontario Ministry of Education

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