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Mandated To Move: Teacher Identified Barriers, Facilitators, And Recommendations To Implementing Daily Physical Activity, Lauren Martyn
Mandated To Move: Teacher Identified Barriers, Facilitators, And Recommendations To Implementing Daily Physical Activity, Lauren Martyn
Electronic Thesis and Dissertation Repository
Ontario elementary school teachers are mandated to implement 20 minutes of physical activity into classroom instruction each day under the Ontario Daily Physical Activity policy but are experiencing barriers. Effective implementation is essential to school-aged children's daily physical activity recommendation and, ultimately, the physical, cognitive and emotional benefits that coincide. The present study engaged 13 teachers across Ontario who teach in elementary schools through small virtual focus groups. Discussion on the facilitators, barriers, and recommendations to incorporating physical activity in the classroom was explored through the social-cognitive and social-ecological frameworks. A thematic analysis revealed teachers most frequently identified barriers related …
Teaching For Equity: A Case Study Of Teachers’, Vice Principals’, And Principals’ Perspectives In Three High-Poverty Elementary Schools In Ontario, Canada, Abhilasha Duggal
Teaching For Equity: A Case Study Of Teachers’, Vice Principals’, And Principals’ Perspectives In Three High-Poverty Elementary Schools In Ontario, Canada, Abhilasha Duggal
Electronic Thesis and Dissertation Repository
Elementary students in high-poverty schools have diverse learning needs. Their academic and social learning, in particular, varies between students - especially so for those students from culturally non-dominant backgrounds. In 2009, the Ontario Ministry of Education mandated that all school boards in Ontario develop and implement equity education policies, as specified in Policy/Program Memorandum No. 119: Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools (2009). This dissertation explored the implementation of Ontario’s Equity Strategy in three highpoverty elementary schools within one district school board in Ontario. This exploratory case study investigated the following research questions: 1. How …