School and community engaged education (S.C.E.E.): Final Report
| dc.contributor.author | James, Carl | |
| dc.contributor.author | Barrett, Sarah Elizabeth | |
| dc.contributor.author | Barkaoui, Khaled | |
| dc.contributor.author | Dippo, Don | |
| dc.contributor.author | Ford, Donna | |
| dc.contributor.author | Gormley, Louise | |
| dc.date.accessioned | 2022-01-14T16:22:38Z | |
| dc.date.available | 2022-01-14T16:22:38Z | |
| dc.date.issued | 2014-09 | |
| dc.description | Through the project, participating teachers and administrators focused on seven areas: • Learning inclusive education practices for school effectiveness; • Adopting strategies for infusing culturally responsive and relevant pedagogy into the Ontario curriculum; • Linking inclusive practice to assessment and evaluation; • Initiating discussions of difference: teacher understanding of students within socio-educational discourse and the impact on learning; • Engaging parents and community as a part of inclusive practice; • Examining identity and culture; and, • Understanding the profile of the school-community, the learners and families within it, including such methods as community walks. | en_US |
| dc.description.abstract | Situated within a collaborative approach for supporting schools, the School and Community Engaged Education (SCEE) project was a three-year university/school board partnership (2008-2011, culminating in the TDSB/YCEC 2012 Summer Institute), created to examine ways of co-developing more inclusive forms of curriculum that are appropriate for students’ diverse needs, considerate of their cultural experiences, and supportive of their aspirations. Recognizing the critical links between inclusive and equitable teaching and learning scenarios, and student achievement and engagement, the project was an opportunity for five “high–needs” schools (Barrett, Ford & James, 2010) in the Toronto District School Board to examine ways that schools can integrate the histories, cultures, experiences and contributions of all students, thereby improving marginalized students’ participation and achievement. | en_US |
| dc.description.sponsorship | Toronto District School Board | en_US |
| dc.identifier.uri | http://hdl.handle.net/10315/38914 | |
| dc.language.iso | en | en_US |
| dc.subject | inclusive education | en_US |
| dc.subject | marginalized students | en_US |
| dc.subject | parent engagement | en_US |
| dc.subject | student engagement | en_US |
| dc.subject | professional learning communities | en_US |
| dc.title | School and community engaged education (S.C.E.E.): Final Report | en_US |
| dc.type | Other | en_US |