In this study, the authors contribute to research on class size by focusing on two under-researched areas: secondary-level classes and learning processes.
This policy brief provides an overview of the most important research on class sizes.
The authors argue that research on class sizes should shift focus away from academic outcomes such as standardized tests and toward classroom processes.
OSSTF/FEESO simulated the class size increases in 60 schools across Ontario to determine the estimated impact on classroom sections. Further, OSSTF/FEESO estimated the potential shortfall of teachers with particular qualifications who retire and are not likely to be replaced.
An analysis of 2017-2018 outcomes in Michigan illustrates that virtual learning is not a good fit for all students. The pass rate for on-line courses was 55% compared to 79% for face-to-face courses. Although enrolment in virtual learning increased by more than 500% since 2010, the virtual learning pass rate dropped from 66% to 55% over the same period.
This research study, commissioned by OSSTF/FEESO, provided detailed insight on the current realities, benefits, challenges and impacts of e-learning on OSSTF/FEESO members.
This study relies on a sophisticated mixed-methods (quantitative and qualitative) research design to provide a close look at online learning in an unnamed urban school district.
Despite evidence that requiring all students to earn credits online is bad policy, the Provincial Government appears to be moving ahead with a 95% expansion of its e-learning program.
In this study and its accompanying study summary (Promises and pitfalls of online education), the authors compare learning outcomes for students in online learning and face-to-face classes at a large, for-profit college.
In this study, the authors use a randomised sample of students taking Algebra I credit recovery courses online and face-to-face.
This report shows that there has been a seven-fold increase in violence against educators in the past 12 years. Educators identified the importance of more and better supports as key to preventing violence.
This study examined how educational personnel in an exemplary school ensured students with severe disabilities were given access to the general education curriculum (i.e., the same curriculum taught to students without disabilities). The authors identify specific instructional and curriculum practices and highlight the importance of collaboration among various educational professionals.
The author of this study used interviews of elementary education workers to identify what practitioners consider to be essential elements of promoting full inclusion for students with special education needs. A key finding is the importance of collaborative practice.
This report by the Commission on Inclusive Education articulates a comprehensive strategy for ensuring all students have access to the education system, including significant funding shifts that are required to ensure full support for students with disabilities.
In March 2008, OSSTF/FEESO released its final report of Enhancing Services: Enhancing Success, an independent research project on improving student success through the provision of services by school board employed professionals such as psychologists, social workers and speech and language pathologists.
The plight of the teaching profession is a narrative that’s made headlines over the last two years, as educators have become more vocal about the state of their profession, including how their low pay stands in stark contrast to the high expectations placed on them.
In an update of its 2007 report, this McKinsey & Company paper examines how education systems throughout the world continue to make improvements. The report identifies Ontario as a “sustained improver” and places our education system in the top-tier of global systems.
For the second year, The Economist has published an index ranking education systems on how well they prepare students for the demands of work and civic awareness in the future. In this year’s index, Canada was ranked 5th out of fifty economies, ahead of Germany, Singapore and the United Kingdom.
The Financial Accountability Office of Ontario provides independent analysis of Ontario’s financial trends and the Government’s budgetary projections.
The provincial government has argued that Ontario’s budget deficit represents an urgent fiscal and economic crisis. Their response has been significant cuts to education, health care, services to youth with autism, environmental protection and municipal infrastructure.
The government has consistently – and misleadingly – argued that its 2019-2020 budget puts more money into the education system.