The Big Reveal: Applied Research, Emergent Design, and Partnerships

• In Event: All Aboard! Open to Learning Through Applied Research Practices and Evaluative Thinking in the Ontario Public Education System

Abstract

Overview
The Ministry of Education has been responding to the changing needs of students through an evidence-informed approach. Research on students at risk of not graduating highlights collaboration between the ministry, boards and schools to ensure province-wide policy development that supports students in meeting their graduation requirements and goals. The paper explores an evolving applied research approach when a single research question has a ripple effect in the education sector.

Case Study

In 2012, a partnership was struck between a school board and ministry researchers to examine the issues effecting students at risk of not graduating. The research had a design based on Bronfenbenner’s Ecological Model where the student is at the centre of and affected by events in the family, school and neighbourhood contextual circles (Bronfenbenner, 1979). Mixed methods in conducting research included interviews with students and focus groups with board and school staff and analysis of board and school data related to student performance. During the case study, student scenarios were compiled and in turn were used as an activity with educators to collect information on system understandings of practices concerning this student population. Case study findings have resulted in follow up research including the monitoring of 2012 research recommendations implementation and an examination of trends on a province wide level for an understanding of the barriers and opportunities for students at risk of not graduating.

Monitoring of Implementation Recommendations

In follow up, a joint collaborative inquiry between the Ministry of Education and the school board is continuing. It is envisioned as a cyclical process that fosters an ongoing dialogue about classroom, school, the school board, and ministry practices and policies and student achievement. The collaborative inquiry proposed is intended as an active, real time, learning process for both stakeholders that would result in relevant knowledge sharing and translation.

Province-wide Study

Concurrently, the ministry is building on the rich analysis of the opportunities and barriers students encounter in attempting meet graduation requirements. As the Report was a case study, its focus was a single Ontario school board. Lessons learned can potentially have a deep impact on the way schools, boards and ministry design and deliver programs and policies for students. First, it is important to understand the extent to which themes identified in the report are consistent across the province and to identify additional barriers to and opportunities for credit completion.

This province-wide study uses a similar case study approach to examine the extent to which issues and themes identified in the previous one-board-case-study exist across the province. In identifying these and potential other themes, accompanying best practices to support students at risk of not graduating can be shared and applied across the province.

Authors

• Pauline McNaughton, Ontario Ministry of Education

• Megan Borner, York Region District School Board/Association of Educational Researchers of Ontario

• Hema Vyas

• Hana Saab, Ontario Ministry of Education