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Session Type: Symposium
This session highlights the important and complex relationship between research and practice from an accountability framework within school districts. It presents an overview of the research to practice journey from an educational achievement, equity, and student wellbeing perspectives. A series of innovative approaches that closes the research to practice gap, strengthens cross-sector partnering, and promotes equity for all students in all communities are presented. Although data rich schools and districts are becoming the norm, the critical role of data use to promote student learning and achievement remains challenging, particularly when interpretation and implementation occurs across sectors, administrative levels, and disciplines. A key element in the session is the documented research-based strategies presented for mobilizing information into knowledge and action.
School-Community Partnerships: Supporting Data Use for School Effectiveness and Improvement Planning - Erica H. van Roosmalen, Halton Catholic District School Board
Using a Geographical Information System to Illuminate Educational Equity: A Focus on Community, Educational, and Developmental Outcomes - Paul Favaro, Peel District School Board & York University - Ontario
Use of Data to Enhance Early Literacy Achievement: Collaboration Across Disciplines and Administrative Levels - Christine Stager, Thames Valley District School Board; Steve M. Killip, Thames Valley District School Board; Karen R. Anderson, University of Western Ontario; Vesna Fernandez, University of Western Ontario
System-Wide Vision of Student Voice to Engage, Empower, and Transform Educational Practices With and for First Nations, Métis, and Inuit Students - Jaclyn Wood, Thames Valley District School Board; Steve M. Killip, Thames Valley District School Board