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Hi all,

My draft question is: "How can organizations screen for and manage obsessive-compulsive disorder (OCD) tendencies in leaders, and how does this affect effective leadership?"

My initial thought is that it might be too much to answer both parts of this question but I also feel that answering only one part of the question would not be complete enough.

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Here is my draft inquiry question:

What evidence exists to support the use of Entrustable Professional Activities in competency-based medical education, and are EPAs an effective tool in practice?

Any and all feedback would be appreciated! Thanks so much.

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How can emergent technologies be used to help promote and implement multidisciplinary collaboration in the operating room?

I tried to incorporate two of my topics of interests (multidisciplinary collaboration and technology) into my research question.

On one hand, I worry my question is too precise and “niche”, but on the other hand, there are so many intricacies within the health care system that a research paper on multidisciplinary collaboration as a general concept would be, in my opinion, too broad to convey implementable ideas and realistic solutions.

I’m open to comments or suggestions !

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Nicole Gough: Draft Inquiry Question (s):

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Nicole Gough: Draft Inquiry Question (s):

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Hello Everyone,

My main areas of interest are gamification, SEL, inclusion, and equitable environments for children in early learning and elementary classroom settings. As I am still finding it challenging to refine my research question, here are two I have come up with.

1. What strategies enhance emotional intelligence and SEL in elementary classroom environments (mindfulness, Casel framework, Universal Design for learning)?

2. How can game-based learning enhance learning outcomes for students in an elementary classroom environment?

I look forward to any and all feedback.

Kind regards, Nicole

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Hi Everyone,

My draft question is:

What are the best practices that elementary educators can utilize to ensure that equity and inclusion are prioritised in their learning environments to better represent their diverse classrooms, and what, if any, barriers  exist that can prevent this implementation?

I look forward to hearing feedback! Thanks so much!

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Based on my professional experiences and completing a Master’s of Education, my main interests involve special education, congregated program classes and inclusive education.

My current teaching assignment is in a Junior Autism program. We have 6 students in our classroom and they all learn different topics, concepts and curriculum grade levels. I am always considering whether a segregated classroom is the best option for these students or if integration into mainstream programs, or full inclusion would be best. I am also curious if teachers feel prepared and supported in providing education to students living with autism. This is where my research/guiding questions come from.

1. What is the most successful program/classroom option for elementary students (K-6) living with Autism Spectrum Disorder?

2. What are teachers' perceptions of their competency in teaching elementary students (K-6) living with Autism Spectrum Disorder?

Any feedback is greatly appreciated!

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Draft Inquiry Question:

What are the benefits versus disadvantages of translanguaging in a second language education program?

In my experience, I find that translanguaging can be helpful for students but I'm curious about what research will have to provide on this topic. My hope is to investigate the pros and cons of translanguaging and decipher if there is a suitable perspective. Not sure if this is too much to look in to, so feedback would be appreciated!

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My draft research question is:

How can we use content and language integrated learning, in or outside of immersion programs/contexts, to make language learning more authentic and meaningful?

This is still a very broad question and I'm working on narrowing it down - my work is based in CLIL and immersion classrooms and I want to take the opportunity to really dig in .

I'm interested in using authentic literacy, who we give CLIL/immersion lessons to (fancy international schools vs. public schools and government programs), effective teaching methods and assessment, and how we navigate issues of culture within a CLIL classroom. For example, immersion can be used to revitalize an endangered language or bring a language to an area where it is not spoken culturally.

I'm also interested in if and how we can make it more effective than traditional language classes, separate from content.

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How can we make environment and teaching and learning better for our elementary school teachers for their social emotional stability, so they are able to deliver the best to their students (socially and emotionally)? Just imagine, if teachers were coached and emotionally stable, their capacity to take in various kinds of disturbances would increase, and how much impact that will have on our students, who have different needs emotionally.

Are major testing, such as TOEFL and IELTS, a good marker for testing the English competencies of learners? Can this be altered for varying needs of adult learners, who come from various backgrounds, in order to create some ease and support for them?

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Hi, my draft research question is:

How can education technology further facilitate differentiated instruction and create more accessibility, flexibility, and inclusivity in online learning environments?

I am interested in writing about how technology has created educational opportunities for more people through asynchronous and hybrid online courses.  What are the next directions for education technology and online learning within the context of accommodating underrepresented educational audiences?

I really look forward to any and all feedback.

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Hello, my question is:

How can technology be used to create more inclusive education for students of all exceptionalities (e.g. learning, physical, mental etc.). Hello, my question is:
How can technology be used to create more inclusive education for students of all exceptionalities (e.g. learning, physical, mental etc.).

As educators, it is important we make students feel included,
exceptionalities will make it more difficult for students to feel this way. Both visible and invisible differences can make students feel like they don't
belong.

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Draft question:

What barriers did the COVID-19 pandemic present for students with special needs and how can K-12 teachers best support their learning needs as we adjust back to classroom learning?

I am really interested to know more about the barriers, challenges and learning gaps that the pandemic caused in students' education, specifically for students with learning differences and special needs.

Feel free to share any thoughts or suggestions!

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Draft questions:

How do dietitians effectively promote healthy eating habits/behaviors on social media? How can future dietitians be trained to utilize social media for nutrition communication?

In the wild world of social media, diet culture takes a great place. In addition, most of the time, influencers are not qualified to give nutritional recommendations. Therefore, I am interested in exploring how we can incorporate social media usage in the nutrition/dietetics curriculum to help future dietitian take their place on social media.

I worry that the topic is too narrow and that I will not find enough articles! Your feedback is much appreciated!

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Hi all, here is my question:

How can educators assist in their students’ recovery from the Covid-19 pandemic academically and emotionally, particularly for those with learning differences and special needs?

I plan on focusing broadly on the pandemic's impacts on teachers and learners, and more specifically on how teachers and leaders can use SEL skills and competencies to support their students.

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Draft Inquiry question:

What are some challenges and ways students in elementary school who are new to Canada go through? What can teachers do to ensure that students get a sense of belonging?

(I'm trying to look at it through antiracism, ELL, and diversity perspective).

Is this question too broad? Your feedback is greatly appreciated.

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Draft Question Inquiry

Having Interests in math and inclusive Education, my question would be as follows:

How can mathematics teachers promote mathematical thinking across the curriculum with the rise of technology, learning needs, diversity and backgrounds?

I feel like this question can tie with SEL as well as learning strategies that actually work. Now more than ever, students I feel are overwhelmed and anxious (pandemic definitely had something to do with that...). However, what truly works? Especially for a subject like mathematics?

Please let me know, your feedback is greatly appreciated.

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Hi all! Here are 2 guiding questions that I am reflecting on for the final paper.

-Have high-fidelity simulation models for pleural procedures been validated as a learning tool?
With increasing inpatient volume, it has become common for internal medicine and respirology inpatient services to request that procedures (e.g. thoracentesis, chest tube insertion) be performed by the radiology service. As such, internal medicine and respirology residents have limited exposure to learn how to perform these procedures. Simulation can assist in learning the basic steps to perform these procedures, however I am unaware of whether there exist high-fidelity models able to replicate real-life concerns (e.g., variability in the tortuosity of intercostal arteries leading to risk of injury, and possible consequent hemothorax), and if those have been validated as a learning tool.

-Do bronchoscopy assessment tools’ scores predict competency ?
Standardized assessment of bronchoscopy competency has been looked into in the past decade, as the traditional method of “assessing” competency was through a correlation with procedure volume (American College of Chest Physicians recommends 100 bronchoscopies). While some assessment tools have been developed (e.g., BSTAT, BSET), I am unaware of whether their scores predict competency.

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How has the Covid-19 pandemic influenced educational leadership in Ontario K-12 schools?

The global pandemic of COVID-19 tested the leadership traits and behaviors of school administrators in K-12 settings. It has led to significant education disruption in worldwide. However, I would like to specifically focus on Ontario.

Any suggestion would be highly appreciated. Thank you!

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Hello! My current research question is...

How can the integration of technology impact differentiated instruction in inclusive elementary classrooms for both gifted students and students with learning disabilities?

As a teacher, I believe we need to meet students where they are at and provide them with the resources they need to succeed at their own level. This can be achieved through differentiated instruction, however creating multiple activities and lessons for the same classroom can be overwhelming at times. My biggest worry is that this question is too basic and overdone. With that being said, I believe I would learn a lot by focusing on this topic and it could have a lasting effect on my personal pedagogy.

Please let me know what you guys think!

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Can technology be successfully utilized to provide inclusive healthcare and bridge the healthcare disparities gap for patients of all races and ethnicities?

Is this too specific? I am thinking of technologies such as telemedicine and other health applications that can be adopted to ensure that all patients receive inclusive care. Your feedback is really appreciated.

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My draft inquiry question is as follows: How does problem-based learning in health professions education improve competence in practioners?
I worry it is too broad but then again I don't want it too narrow.  I could maybe focus on BScN.  For competency I would be considering problem-solving, critical thinking, and  communication skills.

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Here is my draft inquiry question:

What does internationalization of curriculum imply for the concept of linguistic nativism in an EFL context?

My thinking here is the EFL industry in China is at an interesting intersection of seeking to emphasize ethnonationalism in the context of ongoing internationalization of curriculum; and simultaneously emphasizes the value of using "native" teachers (native as defined as coming from a short list of six countries). It might make for an interesting discussion, but I'm concerned that this is too broad for 12 pages. I would need to discuss ethnonationalism, cosmopolitan literacies, innatism and internationalization of curriculum.

Please do chime in with any thoughts or suggestions you may have!

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Draft inquiry question:
What challenges do students who are newcomers to Canada, face in the classroom? What can be done to make the environment inclusive?

I am interested in covering SEL, anti-racism, inclusive resources in the classroom, and spec-ed.

Any feedback would be greatly appreciated.

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Draft Inquiry Question:

How can authentic, experiential education, encouraging critical transformative leadership practices, change the value proposition for Ontario culinary colleges?

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Michelle Arshad: Below is my draft inquiry question for my synthesis paper. Please feel free to share your thoughts and let me know how my question can be developed to better support a literature review.

What are the current challenges and corresponding strategies of teaching students with giftedness and a comorbid mental illness in regular K-12 and higher education classrooms?

I’m presently trying to determine if this question is too broad in considering both K-12 and higher education classrooms, or if this broadness will allow me to find more applicable, recent literature. I am also considering the benefits and struggles of discussing giftedness alongside another mental illness, or if I should just consider one or the other. Please let me know what you think.

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Hi all! Please see below my draft research question. Feel free to provide any feedback you may have.

Research question: How does the intersection of race, culture and social integration effect newly arrived women in their learning development within the new host country?

I am particularly going to take a look at the intersectional nature of race, culture and social issues that both women and adolescence face within Westernized immigration contexts. As such, this analysis of learning will pertain to high school education as well as ESL learning contexts.

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Question
How should administrators modify standardized testing to promote assessment equity and educational liability for students, while addressing standardized testing’s potential negative effects on contemporary education?

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I found it very difficult to find research papers that answer the question "how" so I want to try to address the potential negative effects of standardized assessments on contemporary education and from there try to find ways to integrate into the curriculum to support students.
I am also interested in online and distance education, but not sure how I can put this in there.

Any comments or feedback would be highly appreciated.

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Draft inquiry question:

How does the use of AI-Powered chatbots in language learning impact student motivation and learning outcomes?

I am really interest to look at some perspective of how technology can integrated with teaching and learning.

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Hello everyone,

Here is my draft inquiry question: How does language revitalization initiatives, as a cosmopolitan approach to curriculum and language learning, aid and serve larger decolonization initiatives in education and society, both in Canada and worldwide?

I plan to cover language revitalization theory and practice, the sociocultural implications of revitalization contexts, and the educational impacts of teaching and learning disappearing languages in order to answer this question.

Any and all feedback is welcome!

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Draft inquiry question:
What are the imminent and long-term impacts associated with the increase in flexible learning models, particularly HyFlex, in post-secondary institutions?

I am really interested in examining this from student, faculty, institutional perspectives.