WorldCat Identities

Ontario. Ministry of Education. Research and Evaluation Branch

Overview
Works: 801 works in 838 publications in 2 languages and 1,159 library holdings
Genres: Examinations 
Classifications: LB3249, 371.58
Publication Timeline
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Most widely held works by Ontario. Ministry of Education. Research and Evaluation Branch
Secondary by Ontario( Book )

7 editions published in 1976 in English and held by 7 WorldCat member libraries worldwide

Vandalism prevention programs used in Ontario schools by Ontario( Book )

2 editions published in 1980 in English and held by 5 WorldCat member libraries worldwide

A self-administered questionnaire was mailed to all school principals in Ontario asking them to indicate which of 55 vandalism prevention measures they had used; how effective each had been in reducing vandalism; the cost of vandalism during 1978; whether they have an alarm system and a vandalism-reporting system; and what community groups the school has involved in vandalism prevention measures. Among the most-used and most effective measures, according to the 3025 respondents, were providing adequate teacher supervision in hallways and lunch rooms, and keeping schools clean and attractive. One of the most effective measures, in the opinion of the principals, was installing an alarm system, although over one-third of the principals reported they already had one. The findings are discussed in terms of which measures are most effective, the cost of school vandalism, and how to use the findings. The need for developing more behavioral programs and better cost-reporting systems, and ways of utilizing the results of the study are outlined. (Author/MLF)
Intermediate English evaluation project : verbal creativity by R. G Stennett( Book )

3 editions published in 1976 in English and held by 5 WorldCat member libraries worldwide

The Ontario assessment instrument pool : a curriculum-based aid to evaluation by Ontario( Book )

3 editions published in 1979 in English and held by 5 WorldCat member libraries worldwide

Four-year or five-year? by Ontario( Book )

1 edition published in 1976 in English and held by 4 WorldCat member libraries worldwide

Programming for vocational education: a changing concept? by Ontario( Book )

1 edition published in 1977 in English and held by 4 WorldCat member libraries worldwide

Evaluation of a demonstration career information centre, phase 3 by Ontario( Book )

1 edition published in 1976 in English and held by 4 WorldCat member libraries worldwide

This paper reports on phase three of the evaluation of a model career information center established in a secondary school as a demonstration project. This report contains comparative data obtained from student responses, one year after the center had been in operation. This survey found that while the number of students seeking assistance from a guidance counselor had decreased, the students rated such visits as more helpful than those surveyed earlier. It was also found that, compared to the earlier sample, the present students were more able to verbalize the steps necessary to career decisions, took more practical steps, and indicated greater commitment in the steps they had taken to planning their future. It was also found that new needs were emerging and different needs were being met. (Ng)
Elementary french program evaluation, preliminary report: the base-line cohort: the grade 8 class of 1977-78 by Ontario( Book )

1 edition published in 1978 in English and held by 4 WorldCat member libraries worldwide

Several hundred junior high school students of French in Ontario were administered a battery of various tests of French skills and of language and cultural attitudes. The purpose of the testing was to determine the relationships among the dimensions being tested, as a step in the evaluation of Ontario's elementary French program. Total amount of French instruction correlated highest with students' scores on the listening and structural control segment of a speaking test. Amount of instruction correlates negatively with French class anxiety but positively with attitude toward learning French. None of these correlations is especially striking. The major impact of instructional emphasis appears to be on students' listening and oral-aural skills. An examination of student characteristic variables indicates that girls generally do better than boys, that intellectually superior students generally demonstrate relatively high achievement and positive attitudes, and that students with high academic achievement in other subjects show relatively great achievement in and more positive attitudes toward French. (Jb)
Using a survey to gather research data by Ontario( Book )

1 edition published in 1977 in English and held by 4 WorldCat member libraries worldwide

Projection of enrolment and teacher supply - recent trends in Ontario elementary school enrolment by grade and evaluation of the 1977 projection by Cicely Watson( Book )

4 editions published between 1979 and 1980 in English and held by 4 WorldCat member libraries worldwide

Banque d'instruments de mesure de l'ontario - francais: savoir parler, savoir ecrire - au cycle moyen 1 by Ontario( Book )

in French and held by 4 WorldCat member libraries worldwide

Second language learning and teaching in classroom settings: The learning study - year one by Ontario( Book )

1 edition published in 1977 in English and held by 4 WorldCat member libraries worldwide

High school students studying French as a second language in Toronto were administered a questionnaire and a variety of achievement tests in French. Results were analyzed to determine the effects of learner characteristics on the development of second language competence. Four factors in learning success were posited: attitude, strategy, aptitude, and field independence. Aptitude consistently accounted for the largest portion of the variance in achievement. Only certain strategies were found to be responsible for achievement, the chief of which was functional practice. The most critical component of the attitude factor in terms of its effect on achievement was emotional intensity. Field independence was not found to be significantly related to achievement. These findings are taken into account in the revision of a model of language learning processes, which is viewed as having pedagogical implications. (Jb)
Programs and student achievement at the secondary-postsecondary interface : interproject analysis by Ontario( Book )

1 edition published in 1976 in English and held by 4 WorldCat member libraries worldwide

Ontario assessment instrument pool - geography - intermediate division by Ontario( Book )

3 editions published between 1978 and 1979 in English and Undetermined and held by 4 WorldCat member libraries worldwide

Survival of a grade 8 cohort: a study of early school leaving in Ontario by Ontario( Book )

1 edition published in 1977 in English and held by 4 WorldCat member libraries worldwide

The integration of hearing impaired children in regular classrooms by Carol L Musselman( Book )

1 edition published in 1975 in English and held by 4 WorldCat member libraries worldwide

Examined was the relative effectiveness of four Ontario programs in integrating 195 hearing impaired elementary and secondary students into regular classrooms. Ss in settings classified as full integration, integration with itinerant help, partial integration, and partial segregation were given tests of hearing threshold, aural and oral functioning, intelligence, achievement, self concept, and speech intelligibility. Teachers were asked to provide data in six areas, including the student's social adjustment in school and the teacher's knowledge of hearing impairment, and parents were interviewed about such aspects as the child's hearing aid use at home. Ss in different programs were found to differ in terms of hearing level; there was a general decrease in hearing level from settings of more to less integration. Among other findings were that regular teachers who were in contact with an itinerant teacher knew more about hearing problems than those who were not; that Ss who were fully integrated has higher reading, language, and speech intelligibility scores than elementary segregated or secondary partially integrated Ss; that fully integrated Ss at the elementary level were better adjusted than Ss in itinerant-integration settings, while the self concept of itinerant-integrated and fully integrated secondary Ss declined the longer they were integrated. A comparison of successful and unsuccessful Ss was used to develop guidelines for integrating into regular classroom students with moderate and severe hearing losses. (Cl)
Elementary to secondary transition: a follow-up of high-risk students by Ontario( Book )

1 edition published in 1979 in English and held by 4 WorldCat member libraries worldwide

The number and characteristics of ninth grade students who ran a high risk of not successfully completing their ninth grade program were investigated. With the assistance of the school guidance counselors data were collected with two forms, one which contained information from teachers about students identified as "high risk" in the eighth grade and one which identified those ninth grade students who had failed two or more subjects at mid-term or were taking remedial work. Results indicated that: (1) the "high risk" group contained proportionately more boys than girls; (2) students in the "high risk" group appeared to be only slightly less capable academically than students in general; and (3) many academic problems were related to school placement and/or course selection. (Author/HLM)
Investigation of factors related to reading achievement by Ontario( Book )

1 edition published in 1973 in English and held by 4 WorldCat member libraries worldwide

This study attempted to answer the following questions: Are all the concepts that reading tests are attempting to measure being taught in school? What are the characteristics of effective reading programs in school (E.G., amount of time, methods, materials, assistance, and support)? And What community-based variables are related to reading achievement by students in school (E.G., socio-economic and ethnic composition, population mobility, and language difficulty)? Since most previous Scarborough data indicated that the magnitude of the problem in reading achievement was most evident in Grade 6 test scores, this study collected data related to the reading instruction experiences of a group of students in Grade 3 (1968-69), Grade 4 (1967-70), and Grade 5 (1970-71) in an attempt to account for the reading test scores they obtained in Grade 6 (September, 1971). The primary emphasis of the study was placed on the development of comprehension ability. The results of the study indicated that the Gates-MacGinitie Reading Test measures many of the concepts being taught in the schools, and the results of a principal questionnaire, teacher questionnaire, and reading skills questionnaire showed that there are a large number of factors related to student's reading achievement and effective reading programs in school. (Ts)
Readalong in standard classes evaluation report by Ontario( Book )

1 edition published in 1976 in English and held by 3 WorldCat member libraries worldwide

"Readalong," a program employing a videotape format to teach vocabulary skills to early childhood learners, was tested in a standard classroom setting by comparing kindergarten, first, and second grade classes using the program with classes using only the conventional materials. At three points during the ten-week series, students were asked to read a list of program and non-program words. The program proved to be effective, and it was recommended that the format and techniques not be altered. This report discusses research methodology and summarizes results. (Emh)
 
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Alternative Names
Ontario. Division de l'administration de l'education. Direction de la recherche et de l'évaluation

Ontario. Education Administration Division. Research and Evaluation Branch

Ontario. Ministry of Education. Planning and Policy Analysis. Research and Evaluation Branch

Languages
English (34)

French (2)