Revisiting Ontario Teachers’ and Students’ Perceptions of Large-Scale Reform

Abstract

Within the following text, educational reform is examined to reveal how and to what extent Ontario secondary teachers (n = 87) have implemented educational changes that had a direct impact on students (n = 396), themselves, and curriculum. Our mixed methods data, while limited in scope, indicated that secondary school teachers were largely content with in-service professional development, resource supplies, and leadership. These new outcomes marked a swing away from the discontent noted in research completed in 2003, as positive indications were found in curriculum planning, teaching, student evaluation, reporting, technology, and the delivery of special education programs. Some areas, such as special education programming, were still viewed as problematic, yet sample teachers were able to support the reforms even though changes required additional planning time and new knowledge in the areas of assessment and technology.

Understanding the Ecologies of Education Reforms: Comparing the Perceptions of Secondary Teachers and Students in the Philippines

“…Some sample teachers had difficulty changing former teaching praxes (teacher-directed lessons) and student evaluation modes (tests and exams) to student-centered strategies, integration of technology, and performance or authentic assessment. In contrast to the previous reform studies in Canada (Joong & Ryan, 2013; Ryan & Joong, 2005) and Sierra Leone (Joong & Noel, 2013), sample teachers in the Philippines indicated that there was adequate support in terms of resources but not for in-service training. Brooks and Sutherland (2014) had similar findings in their survey of secondary school principals in the Philippines.…”

“…In our class observations, a few schools do provide special education services such as special education teachers, reading classes, behavioral classes, remedial classes, and/or alternative programs. Results are similar to the integration of students with special needs programs in our Canada and China Reform studies (Joong, 2012; Joong & Ryan, 2013; Ryan & Joong, 2005).…”

“…Questionnaires were used in previous studies (Ryan & Joong, 2005; Joong, 2012; Joong & Ryan, 2013; Joong & Noel, 2013) and were modified for the present study. Classroom observations of curriculum materials, teaching, and assessment strategies were carried out at three sample schools.…”

“…The salient features of the K–12 curriculum (Southeast Asian Ministers of Education Organization (SEAMEO), 2012) are incorporated in SCL. Based on our literature review and studies of secondary reforms in other countries (Ryan & Joong, 2005; Joong, 2012; Joong & Noel, 2013; Joong & Ryan, 2013), the K–12 secondary reform is ambitious.…”

“…Teachers are ready to change and respond positively, if they feel and think that the change is necessary and really needed. Joong et al have examined secondary reforms in Canada, China and Sierra Leone (Joong, 2012; Joong & Ryan, 2013; Joong & Noel, 2013; Ryan & Joong, 2005). They concluded that teachers are ready to change and respond positively if they feel and think that the change is necessary and really needed.…”