The (YRDSB) has awarded Murphy,聽director of 91亚色鈥檚 (ABEL) on applied research program in the Office of the Vice-President Research & Innovation, an Outstanding Service Award.

Under Murphy鈥檚 leadership, ABEL鈥檚 team has worked with teachers in聽more over 100 YRDSB schools to help them better understand and integrate technology鈥檚 research impacts into their curriculum. Any teacher in 91亚色 Region鈥檚 public district can become part of ABEL; the program is also active in the Toronto, Simcoe County and Upper Grand District School Boards.

Right: Janet Murphy

鈥淲e work with teachers from kindergarten to Grade 12 across disciplines to help them 聽to best use technology to support their curriculum goals in the classroom,鈥� said Murphy, who received her award on April 25 at the YRDSB鈥檚 annual Awards Evening.

This support includes extending the reach of university research and expertise into high school classrooms.聽For example, , an interactive learning event led by the Faculty of Science聽& Engineering in May, was made accessible to schools across 91亚色 Region through the ABEL program. Through the effective use of video conferencing, collaborative technologies and streamed on-demand video, the ABEL platform distributed the event鈥檚 science content, making it available for classroom use.

ABEL also provides technical support and facilitation to support and enhance YRDSB teachers鈥� professional learning through a blended learning program. Leveraging interactive technologies, ABEL delivers professional learning to the classroom or school in a variety of online formats, including real-time and/or asynchronous transmission.

鈥淭he advantage to ABEL鈥檚 approach is that it allows teachers to engage in their individual learning at a time and place convenient to them, apply their learning and then re-visit the archived session as needed. This collaborative approach allows participants to gain feedback from the group about what worked and what didn鈥檛, and continuously improve their practice,鈥� says Murphy. 鈥淔or example, 91亚色鈥檚 Faculty of Education recently ran a session on teaching mathematics that was streamed live and archived to ensure teachers wanting the latest numeracy pedagogy had flexible ways to access the material.鈥�

Outstanding Service Awards reflect the YRDSB鈥檚 commitment to quality, service and teamwork. The recipients聽鈥� who may include individuals, teams or departments聽鈥� provide extraordinary service that has had a positive impact on the school board鈥檚 efforts to achieve its mission and goals.

Typically, those recognized have introduced positive change, significant and permanent improvements to the organization, and/or positively influenced individuals or teams around them to make great contributions.

鈥淛anet received the Outstanding Service Award for her ongoing leadership, vision and commitment to mobilizing new knowledge for 21st-century system change,鈥� said John Steh, manager of Leadership Development, YRDSB. 鈥淗er team鈥檚 approach has led to new organizational structures and system change, and is an excellent example of social innovation initiated by the District鈥檚 participation in the ABEL program.鈥�

鈥滼anet鈥檚 recognition reflects her strong leadership and the success of聽the entire ABEL team. ABEL鈥檚 niche is staying ahead of the technology curve in making 91亚色鈥檚 research in ICT, pedagogy and digital media accessible to the education community from kindergarten through to Grade 12,鈥� said Stan Shapson, vice-president research & innovation. 鈥淭hrough the partnership with ABEL, the YRDSB has continually demonstrated their commitment to seeking out best pedagogical practices while ensuring teachers have access to the latest professional development. For 91亚色, ABEL provides an institutional platform to move the latest research out to schools while helping to attract the best high school students to programs.鈥�

About the ABEL Program at 91亚色

Launched with funding support from , Canada鈥檚 Advanced Research and Innovation Network, to a consortium led by Shapson, ABEL has nearly 10 years of experience helping teachers to make better use of technology. Through public and private sector partnerships and networks, ABEL has gained national recognition as a research-based authority and leader on the effective use of existing and emerging information communication technologies (ICT) within new models of teaching, learning, training and collaboration.

ABEL鈥檚 combination of networks, partnerships and research focus drive institutional transformation and create new opportunities:

• Facilitates community outreach for researchers interested in working with public school boards.
• Demonstrates the value of inter-institutional and jurisdictional collaboration by providing research and outreach platforms.
• Leads the effective use of technology in teaching, training and learning environments.
• Provides a platform for applied research, along with expertise into the effective use of interactive and collaborative technologies.

ABEL鈥檚 partners include the , the Ministry of Education鈥檚 , the (including聽more than聽10 school boards), , the , the , the , the and many others.

By Elizabeth Monier-Williams, research communications officer.

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91亚色's Health Leadership & Learning Network has partnered with the Black Creek Community Health聽Centre and the to bring members of the community together for the Diabetes: Perspectives for Action聽鈥� Community Forum on Nov. 11, from 6 to 8pm at Westview Centennial Secondary School, 755 Oakdale Rd., North 91亚色.

Right: Maps of Toronto show the overlap between聽the areas聽of low income, visible minorities and the incidence of diabetes. Click maps to see interactive version. Courtesy of the Toronto Star

The聽forum will聽discuss the increasing incidence of Type 2 diabetes in the Jane-Finch neighbourhood, strategies to prevent it and community resources to improve the health of people living with the disease.

Income inequality is on the rise in Canada along with a parallel increase in diabetes mortality, especially in low-income neighbourhoods such as Jane-Finch, according to a recent 91亚色 study that has been published online and will appear in an upcoming issue of the journal Health Policy.

Dennis Raphael, a professor in the School of Health Policy & Management at 91亚色 and a co-author of the study, says it clearly shows that low income is associated with a higher risk of developing the disease, even when other risk factors such as obesity are taken into account. Separate maps of Toronto that show areas of low income, visible minorities and the incidence of diabetes clearly show the overlap between the three, says Raphael, who will speak first at the event.

Three representatives of the Black Creek Community Health Centre will speak about their work in the community. Community health worker Michelle Westin will discuss her experiences helping residents to identify and address issues related to diabetes prevention and management. Lisa Martin, a registered dietitian and certified diabetes educator, will speak about the importance of access to adequate resources in managing diabetes, as well as healthy lifestyle choices. Carla Da Mota, a diabetes nurse educator who has witnessed an increase in both the number of clients with diabetes and complications they experience due to poorly managed diabetes, will talk about her experiences in promoting prevention and management of the disease through education.

Professor Lesley Beagrie, associate dean, professional & global programs in 91亚色's Faculty of Health, will moderate the panel.

The Toronto District School Board has recently launched a Diabetes Awareness Strategy. Annie Appleby, superintendent of education for Ward 1 in the northwest part of Toronto 鈥� where the incidence of Type 2 Diabetes is at eight per cent 鈥撀爓ill speak about the schools' efforts to promote healthy choices and change the behaviours of staff, students, and even families.

For more information, visit the website.

Republished courtesy of YFile鈥� 91亚色鈥檚 daily e-bulletin

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Parekh is the winner of the inaugural Human Rights Prize for Master of Arts (MA) Major Research Paper in the Critical Disabilities Studies Program聽for her paper, "How Neoliberalism Impacts the Realization of Inclusive Education Both Internationally and Locally: A Study of Inclusive and Equitable Education Opportunities Within the Toronto District School Board". The award, created through donations from 91亚色 Professors Marcia Rioux and Geoffrey Reaume of the School of Health Policy & Management in the Faculty of Health, was presented to Parekh on Tuesday. "It was an interesting paper to research," says Parekh.

Parekh earned her MA from 91亚色's Critical Disabilities Studies Program with an interest in international development and disability, as well as education.

Right: Gillian Parekh (left) being presented the 2010 Human Rights Prize

For her paper, Parekh initially looked at the connection between government prioritization of market ideologies and the subsequent waning commitment to inclusive practices, homing in on inclusive education policies under varying governments in South Africa. Although South Africa boasts of having highly progressive disability policies, over time the push for economic returns聽has taken聽precedence over the protection of the rights of students with disabilities, and segregated learning centres聽have been聽maintained and expanded.

"An analysis of the evolution of inclusive education policies from South Africa is documented to encapsulate a clear example of the hegemonic relationship between rights and market principles while the right to quality education for many hangs in the balance," says Parekh.

She then turned to the Toronto District School Board (TDSB) to see if the same was true here. She examined student demographics at 85 secondary schools and whether they correlated with the availability of specific programs and services. "Social factors such as poverty, disability, language and parental education are compared to increased or decreased access to programming and services that lead to future enhanced marketability for the student," she writes.

Although Parekh taught special education for several years at schools within the TDSB, the fourth-largest school district in North America, she was surprised by what she found. "Overall, the higher percentage of parents with a university education, the higher the likelihood their children would have access to elite programs within their public school. The higher the percentage of students from low income housing, as well as the higher the percentage of students using special education services, the fewer programs were offered at their school," says Parekh. She knows the TDSB has attempted to address issues of equity and continuously works to offer equitable services and programming to all students, however, the current state speaks to a much more powerful force at work.

In comparing demographics between schools offering French immersion programs, what Parekh calls one of the board's most elite programs, and those schools providing vocational training, she found the difference in incidence of low income, special education and parental education staggering. When she looked at where schools providing vocational training were located, she discovered that they were largely running in Toronto's lowest income neighbourhoods, she says. Whereas French immersion programs were more likely to be found within schools in more affluent areas with greater numbers of parents having been to university.

Access to some programming was definitely related to geography, says Parekh. "The education system continues to sustain inequitable learning opportunities between social groups. Policies addressing the issues of inequity have not yet achieved fully inclusive or equitable educational opportunities for all." And that is true in both Toronto and South Africa.

Parekh largely holds the government accountable for continuing to move towards a private model of market ideology within its public school systems in which more advantaged students are met with greater opportunity

"What bothers me the most is that this disparity is often normalized. Not enough people think significant change is required," says Parekh. It comes down to erroneous thinking that certain people in society are more deserving of academic opportunities than others, she says.

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Presented Aug. 17, 18 and 19 at 91亚色鈥檚 Keele campus, this year鈥檚 program builds on the success of summer institutes held in 2008 and 2009 and draws on contemporary research and innovative approaches to education.

"We have more than 100 people signed up to attend this year鈥檚 symposium," says 91亚色 education Professor Carl James, director of the YCEC. "They are coming to 91亚色 from Toronto as well as the 905 area public and separate school boards and community organizations to engage with us about student engagement and how to make community a vital part of education."

Left: Carl James

As families move to suburban communities in the 905-area from urban centres, says James, they bring with them a rich diversity of experience and unique expectations. James says it is important for schools and communities to understand and engage with these collective experiences that students and families bring to their new communities and classrooms.

Education faces constant challenges due to the rapidly changing world, says James. The migration and residential patterns, technological advances, as well as economic, political and social conditions, create an environment for education that demands ongoing assessment. This year's Summer Institute continues on a history pioneered by the YCEC that focuses on building on the relationships between learning institutions and communities to ensure that聽education is current, relevant and a cornerstone of academic success.

"Many schools in communities in the Greater Toronto Area are interested in the聽research that聽91亚色 has been doing with urban schools in the areas of engagement and inclusion," says James. "Participants will hear about our findings and they will explore聽the idea of diversity inside the classroom, how to be inclusive of students鈥� backgrounds and experiences and how to work with families and build commitment and support."

Presenters and workshops in聽this year鈥檚 institute will articulate effective curriculum and pedagogical practices around inclusion and models of student engagement. Student achievement is directly affected by engagement,聽explains James.聽Participants in this year鈥檚 institute will participate in workshops, theory to practice seminars and panel discussions that directly address student engagement and building inclusive classrooms. Key thinkers in these areas will present keynotes each day of the institute in order to guide thinking.

On Tuesday, Aug. 17, the Summer Institute begins with a keynote presentation by Harvard University education Professor Mark Warren. Warren is a sociologist concerned with the revitalization of American democratic and community life. He studies efforts to strengthen institutions that anchor inner-city communities 鈥� churches, schools and other community-based organizations 鈥� and to build broad-based alliances among these institutions and across race and social class. Warren is interested in fostering community development, social justice, and school transformation; and uses the results of scholarly research to advance democratic practice.

Right: Mark Warren

Wednesday's sessions will kick off with a keynote from Dr. Llewellyn Joseph, a medical doctor and director of the outpatient Disruptive Behaviours Program at in Newmarket, Ont.

Dr. Joseph provides clinical services to children and teens with disruptive behaviours and聽was previously the physician leader in the Child & Adolescent Program in the聽Department of Psychiatry at聽Humber River Regional Hospital. He is an associate professor at the University of聽Toronto in聽child and adolescent psychiatry and co-editor of The Mental Hospital in the聽21st Century (1992).聽Dr. Joseph is a聽frequent contributor to journals and conferences on the subject of mental health and聽disruptive behaviours among young people. He is also a member of the YCEC Advisory Council.

Following the keynote, the first series of workshops of the Summer Institute will offer interactive sessions in technology and its role in engaging parents and the community; the complexities and possibilities inherent in an inclusive approach to education; the search for cultural and economic biases in the mathematics curriculum in Ontario; and how to construct an inclusive curriculum by using autobiographical narratives by African Canadians. Information on each of these sessions can be found on the workshop descriptions that are available .

Wednesday afternoon will聽feature a panel discussion with 91亚色 education faculty, school and community representatives who will discuss the implementation of equity and inclusive programs in schools.

After the panel, there will be a second series of workshops. The first will focus聽on fostering intergenerational learning within community responsive schools聽by involving linguistic and cultural minority students and their families. There will be sessions on what teachers think about student engagement; equity in the classroom through arts and literacy; and an exploration of girls, gender equity and social justice. Details on each workshop are available .

On day three of the Summer Institute, Ryerson University education Professor Althea Prince will deliver the day's keynote address. Prince is a sociologist and teaches at the G. Raymond Chang School of Continuing Education at Ryerson.

Right: Althea Prince

Prince's teaching聽area includes explorations of race, racism, and African Caribbean peoples in metropolitan communities.聽She is also an聽essayist, novelist, storyteller and author of children鈥檚 books. As a community educator,聽Prince teaches writing workshops that concentrate on accessing voice and building confidence.

Information about the Summer Institute can be found on the Web site.聽A PDF of the program聽is available .

More about the 91亚色 Centre for Education & Community

YCEC is a faculty-based Organized Research Unit located within 91亚色鈥檚 Faculty of Education.聽YCEC seeks to strengthen links among the University, colleges, schools and communities.

The centre works with faculty members both within and outside the Faculty of Education, education researchers and administrators, teachers, parents, government agencies and representatives of community organizations to both initiate and facilitate research.

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A project led by 91亚色 Faculty of Education Professors Heather Lotherington and Jennifer Jenson at Joyce Public School in North 91亚色, and funded by the (SSHRC),聽has received two awards.

The 91亚色-Joyce Public School Multiliteracies Project involves graduate students and researchers working with teachers at Joyce Public School to develop traditional and digital literacies. It was one of the winners of the . The awards highlight outstanding individuals, projects and programs in TDSB聽schools. The project's聽second award, the , went to聽the team of teachers from Joyce Public School聽who are聽working with Lotherington and Jenson.

Left: Heather Lotherington

Over the past seven years, this school-based initiative has been developed as a result of Lotherington鈥檚 SSHRC grants. The most recent grant for Lotherington,聽on which Jenson is co-researcher,聽has created a dynamic learning community to research a multiliteracies approach to learning that聽incorporates traditional literacy, culture and heritage literacies, language literacies and current digital technology literacies. The聽project has produced a wealth of聽teacher and student learning projects, such as the multilingual digital video game 鈥淭alk Time鈥� designed to help parents teach critical thinking to young children; a series of multilingual creative narratives; video clips such as 鈥淚magine a World鈥�; and student-created public service clips that address issues of social justice.

鈥淚 am delighted with this recognition of our evolving work, which belongs to all participating teachers, staff members, research assistants, researchers and the kids, who have created beautiful stories! We have worked together for many years to develop our learning community,鈥� said Lotherington.聽鈥淭wo regular SSHRC awards and several minor grants later, the 91亚色-Joyce Public School partnership has expanded and evolved into a feature of the school.聽Our learning community is a model for both in-service professional development through collaborative action research and theory-building by translating cutting-edge theoretical concepts into classroom practice.鈥�

Right: Jennifer Jenson

Also honoured was聽the team of Joyce Public School teachers and support staff who have been working with Lotherington and Jenson. The group received the 2010 Premier鈥檚 Award for Teaching Excellence 鈥� Team of the Year, given to a team made up of two to 10 individuals who have worked together to achieve a common goal.

Sixty-five per cent of the children at the school speak English as a second language and 90 per cent of the parents are from outside Canada. The聽teachers working with Lotherington and Jenson received the Premier's Award for their聽work on the multiliteracy projects that use digital technology and feature students and parents using personal experiences and first languages to reimagine popular stories.

Lotherington鈥檚 project "Researching New Literacies in the Multicultural Classroom: Developing a Ludic Approach to Linguistic Challenges in Elementary Education" received $125,788 from SSHRC in the 2007 competition. The research team continues to explore聽how teachers can teach socially responsive, immersive literacies in the contemporary multicultural, multilingual classroom.

For聽more information, visit the聽 Web site.

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Owston's presentation was part of a leadership symposium hosted by (ABEL), which supports the effective use of new and existing information communications technologies to encourage innovation. ABEL is jointly sponsored by 91亚色 and the .

ABEL's annual one-day symposium prepares leaders to embrace the needs of the 21^st century learner and the role that technology plays in supporting effective instructional practice.

The presentation runs for approximately 40 minutes.

Posted by Elizabeth Monier-Williams, research communications officer.

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Falls on a playground may go with the territory, but many children鈥檚 spills and tumbles off playground equipment can lead to emergency room visits and hospital stays. And just how badly a child is hurt not only depends on how far they fall, but also on the type of surface they land on.

The study shows the risk of an arm fracture from a fall off playground equipment is 4.9 times higher on a wood-chip surface compared to sand. Risks of other types of injuries聽are also higher on wood-chip surfaces.

Above: Researchers at SickKids and 91亚色 found that sand surfacing in playgrounds reduces the risk of arm fractures in children from falls off the equipment. Photo: Wikimedia Commons.

鈥淏roken arms from playground equipment falls are common and can be severe. A simple sand surface, properly maintained, can prevent many of these injuries,鈥� says Dr. Andrew Howard, the study鈥檚 lead author and SickKids orthopedic surgeon, scientist and associate professor in the Departments of Surgery聽and Health Policy, Management & Evaluation,聽at the University of Toronto. 鈥淲e hope these findings will help update standards to reduce the most common injuries without limiting children鈥檚 access to healthy outdoor play.鈥�

Alison Macpherson (right), professor in 91亚色's School of Kinesiology &聽Health Science, acted as senior author on the study.

鈥淲e found fewer injuries overall than we expected on playgrounds, which shows that the Canadian Standards Association requirement for playground surfaces is protecting children,鈥� says Macpherson. 鈥淭his study suggests schools could reduce the number of broken arms even further by choosing sand.鈥�

In 2003, the researchers took advantage of a unique opportunity to conduct a real-life randomized trial. The Toronto District School Board was resurfacing a number of school playgrounds and partnered with SickKids in the research. Over a two-and-a-half-year period, 28 schools joined the study and reported on the types of injuries and how they occurred.

There were fewer fractures on sand because聽it has a lower friction surface and allows the hand to slide or sink, limiting bending and preventing a fracture, says Howard.

The study was funded by the Canadian Institutes of Health Research and the SickKids Foundation. Funding for the playground installations was provided by the Toronto District School Board.

For more information about playground safety,聽visit the Web site.

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