Bilingual, Multilingual, and Multicultural Education Commons^™

Organizational Improvement Plan: Improving Core French Teacher Equity Within A French Immersion School, Angelica Farr

The Organizational Improvement Plan at Western University

My Organizational Improvement Plan examines the systemic inequity between the Core French Program and the French Immersion Program in Ontario secondary schools. Leadership, in the form of Principals, can play a significant role in this issue. Principals who prioritize the equitable distribution of resources and professional development in French Immersion settings may positively impact teacher efficacy; however, in Core French settings, Principals’ realm of priorities often lies in other curriculum areas.

Various researchers, such as Lapkin (2003) and Mady (2010), have looked at the systemic inequity between the two French programs. It has been shown that there is a disproportionate ...

Encouraging Diversity And Multiculturalism In London, Ontario: A Case Study Of Two Elementary Schools, Abhilasha Duggal

Electronic Thesis and Dissertation Repository

Elementary school students have diverse learning needs and their academic learning in particular varies between students especially so for students those from culturally non-dominant backgrounds. The focus of my research is on understanding the perceptions and practices of eleven teachers teaching in two schools within the London, Ontario school system, along with the perceptions of two principals and two vice principals in relation to the organizational learning opportunities provided for encouraging multicultural education. This study’s purpose was to explore what teaching strategies were used to support diverse students’ learning within the classroom setting. My data gathering sought to respond ...

Exploring Teachers’ Understanding Of Equity And Inclusive Education And Their Pedagogical Choices, Kelley G. Porteous Jones

Electronic Thesis and Dissertation Repository

This thesis investigates how teaching in a low-diversity school environment affects equity education. The theoretical frameworks as elaborated by Banks with regards to critical multiculturalism and Kumashiro’s approach to anti-oppressive education underpin the analysis. Four Ontario elementary teachers participated in semi-structured interviews. The purpose was to examine their decisions when teaching about equity and how they arrived at those decisions. By drawing on their experiences and viewpoints, the perceptions and practices of these participants were analyzed. Consistent with teachers in high-diversity environments, these teachers in low-diversity classrooms taught about equity when they saw a student need. Since they did ...