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The vice principal has the potential to significantly influence everyone in the school building. The expertise required to effectively carry out the duties of the role include interpersonal skills, leadership skills, reflective practice, and knowledge of the current research in the field of education. The position of vice principal requires a skillful blend of practice and theory to successfully maximize the role's impact on students and staff. Foremost among the necessary skills is interpersonal relationships, as the majority of the vice principal's activities involve interactions with students, staff, parents, support staff, and members of the community. While often viewed as a preparatory stage prior to becoming a principal, the vice principal position has a significant impact on the lives of many people. It is therefore important that the vice principal build a repertoire of skills and knowledge in order to maximize the positive impact that the vice principal exerts. To that end, this paper describes 10 lessons the author learned as a vice principal in Ontario, Canada, and the theory underpinning those lessons that also had to be learned in order to make the role as effective as possible. This blending of theory and practice is imperative for the vice principal's role to be as effective as possible for students and educational institutions. This paper provides a practitioner's viewpoint of how theory supports practice. While functioning in the role, the author had the opportunity to impact the lives of a large number of students and staff. In addition, the author learned a great deal about current research and how it applies to the role of vice principal. By typifying the role of lifelong learner, a vice principal can maximize their impact while also serving as a role model for aspiring school administrators.

Background and Purpose: Distributed leadership is about practice rather than people and formal roles. Although there is no unanimous agreement on a definition of the term, Tian et al. (2016) identify two schools of research around distributed leadership: (a) the descriptive-analytical paradigm and (b) the prescriptive-normative paradigm, which examines the practical applications of distributed leadership. This study utilized the latter paradigm, seeking to expand upon distributed leadership practices currently employed in Ontario schools. Research Design: In this study, 49 principals across four school districts in Ontario, Canada were invited to share how they enact distributed leadership strategies in their schools, using a modified Delphi method. Their responses over three iterations of the Delphi method were then compared to existing research on distributed leadership, and similarities and differences were examined. Findings: The principals' responses demonstrated a decidedly hands-on focus, but overall the responses agreed with existing research; exceptions are identified and discussed. Conclusion: This study adds to the literature on distributed leadership in practice, and provides suggestions for future research in this area as well as examples of distributed leadership practices that have been successfully employed in schools, and a framework for evaluating other potential distributed leadership initiatives.

In 1998 Marzano proposed a taxonomy of learning that integrated three domains or systems: the self system, which involves student motivation; the metacognitive system, involving goal setting and planning; and the cognitive system, required to complete the task at hand. Although extant for 20 years, a paucity of studies have utilized this taxonomy, even though employing Marzano's taxonomy as a framework is particularly appropriate for studies involving student affect. This study provides an exemplar of the use of Marzano's taxonomy as a framework to investigate the impact of a classroom intervention using active and social strategies to enhance student participation. Further, this paper provides suggestions for employing Marzano's taxonomy in other areas for practising teachers, teacher educators, and educational researchers.

Student engagement in their own learning of mathematics, and student attitudes towards mathematics are key dimensions of learning. This mixed methods study examined the impact of a classroom intervention based on the principles of reform mathematics (i.e., active student involvement, hands-on, real-world connections, use of manipulatives and technology, extensive use of student groups), on student engagement and student attitudes, in three Grade 10 mathematics classrooms in Ontario, Canada. Statistically significant effects were found for both the students' engagement and attitudes. The implications for pedagogy and policy indicated that the efficacy of reform mathematics principles influenced the students' affective dimensions in mathematics learning.

Powerful learning environments (PLEs) are based on a social constructivist theory of learning, providing a stimulating, resource-rich and inquiry-supportive environment for student self-regulated learning. Fidelity of implementation (FOI) for such PLEs is dependent on several factors, the most critical factor being the teacher's belief system, philosophy of education, and dominant teaching style. This paper examines a classroom intervention implemented in Ontario, Canada grade 10 mathematics classrooms, using theoretical frameworks to first qualify the intervention as a PLE and then evaluate FOI, identifying the critical factors on which fidelity of implementation depend.

This study examined claims that teachers' years of teaching experience correlate to teachers' effectiveness. The assumed experience-effectiveness relationship was used to support the Government of Ontario, Canada's policy decisions concerning teacher hiring practices. This study critically examined sources cited in the policy report and reviewed other research on teacher effectiveness. Findings indicate that the relationship between total years of experience and teacher effectiveness, as measured by student achievement gains, is complex, nuanced, and nonlinear. The conclusion is that decisions based on assumptions that the relationship between experience and effectiveness is direct and linear are simplistic and lead to less than optimal policy.

One of the primary goals of teacher education is to aid preservice candidates in formulating a personal philosophy of teaching that is research-based. Teacher candidates should recognize that their philosophy of teaching and learning must be grounded in research-affirmed theory, certain dimensions of which (e.g., motivation) are critical to student success. Such a theory into practice stance must be transparent in teacher candidates' preservice courses and modeled by instructors. This study used content analysis (Krippendorff, 2013) to investigate one such instance of modeling theory into practice through the use of self-determination theory as the framework for a preservice mathematics course for preservice teachers of grades 7 to 12.

Motivation is a meta concept with well-researched theoretical constructs, such as expectancy-value and intrinsic-extrinsic, and encompasses a myriad of related theories such as self-efficacy, goal theory, theories of intelligence, choice theory, self-determination theory, and flow, among others. This study developed a framework that enables visual comparison of such theories, highlighting their similarities and clearly differentiating major attributes; for example, differences between goal theory and theories of intelligence are clearly delineated, while similarities between self-determination theory and choice theory are visually evident. The framework can also be applied to subject-specific theories related to motivation, such as mathematical wellbeing.

The seminal "Taxonomy of Educational Objectives: The Classification of Educational Goals--Handbook I, Cognitive Domain" (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956) represented years of collaboration by the Committee of College and University Examiners, and was the first of three volumes that together would become known as Bloom's taxonomy1 of learning (so named after Benjamin Bloom, the original committee chair). The work instigated a paradigm shift in education, though subsequent volumes addressing affective (Krathwohl, Bloom, & Masia, 1964) and psychomotor (Harrow, 1972) domains of learning "had much less impact" (McLeod, 1992, p. 576) on curriculum and evaluation. McLeod (1992) postulates that the lessened impact was a consequence of the affective domain's focus on internal constructs, which clashed with the behaviorist focus on observable behaviors. Since the publication of Bloom et al.'s taxonomy in 1956, there has been a proliferation of taxonomies of learning (e.g., Fink, 2013). Anderson and Krathwohl (2001) examined and incorporated features of 19 other taxonomies in their Revised Bloom's Taxonomy (RBT), while more recently Clarkson, Bishop, and Seah (2010) developed a five-stage taxonomy of Mathematical Wellbeing (MWB) by considering the original Bloom's taxonomy's (OBT's) cognitive and affective dimensions and adding an emotional taxonomy. This paper compares and contrasts the RBT with Marzano's New Taxonomy (MNT; Marzano & Kendall, 2001, 2007) with regards to the two taxonomies' treatment of domains of knowledge, cognition, affect and self, metacognition, and psychomotor procedures. It also discusses the uses of taxonomies and the application of the RBT and MNT to education.

This study examined a linkage program between a secondary school and a community college in Ontario, Canada. The study sought to identify (a) appropriate success criteria to evaluate a high school-community college program and (b) the attributes that promote or ensure a program's sustainability. Though initially successful, the investigated program was not sustained; reasons for its demise provide important information for the structure of high school-community college initiatives. This study has several implications for practice. First, the power of grassroots initiatives to respond to identified local issues is critical. Second, the mere existence of an articulation agreement is insufficient to ensure success. Third, the onus is on the sending institution in any transfer program to ensure that students are prepared, confident, and motivated to take the next step in their educational journeys. Finally, it is important to have a larger focus beyond the transfer program, with alignment of curricula, student learning goals, and institutional strategic goals (Hope, 2016) as well as identification of best practices for transfer programs (Montague, 2012). [This article appears in the v32 Jun 2017 issue of the journal, an editorial error sites v31 Jun 2017.]

Choice theory identifies five psychological needs: survival, freedom, power, belonging, and fun (Glasser, 1998). There are close parallels with self-determination theory (SDT), which specifies autonomy, competence, and relatedness as essential needs (Deci & Ryan, 2000). This case study examines a very successful example of choice theory enacted in a Grade 3 class. Despite no training in either choice theory or SDT, the teacher blended all the dimensions of these theories to provide a supportive learning environment in which mutual trust was key.

The article discusses achievement goal theory and its relevance to student motivation and mathematics achievement. It explains that students can have different types of goals, such as mastery goals (intrinsic motivation to learn and understand) and performance goals (wanting to outperform others or avoid looking bad). The article emphasizes that students with mastery goals tend to do better in school and become lifelong learners, while those with performance goals may achieve at lower levels. It also highlights the influence of teachers' goal orientations on students' goal orientations and suggests that teachers who promote a mastery-goal orientation can positively impact their students' achievement. [Extracted from the article]

Acquiring metacognitive skills improves student --1 achievement in mathematics and builds students' self- for 10 pads regulation skills, which transfer to other areas of their learning. While clearly Early Childhood Today, 2000). important in problem solving, we also see metacognition involved in choosing the appropriate "tool" from the student's References mathematical toolkit. This would make sure the two lines are perpendicular and that my line Metacognition is very important in problem solving. satisfies both conditions in the problem. especially for open problems or student-generated hypotheses. [Extracted from the article]

Then students began school with positive feelings about additional detail is progressively provided, either by the mathematics and about themselves as learners of teacher or by students, and the same two questions mathematics. Rather than being the primary questioner, the teacher moves to a secondary role, utilizing questions in The new social-emotional strand in elementary response to student statements (Gillies et al., 2012), and employing probing questions to move the student discussion mathematics has six expectations: forward (Hufford-Accles et al., 2004). In mathematics classrooms, respectful and a step-by-step approach to building students' communication skills in math classrooms. productive math talk is critical for classrooms that employ 10 A MARCH 2021 A OAME/AOEM GAZETTE Say Something! Student groups, and that expect students to justify, explain A THE NEW SOCIAL their thinking, and consider alternative solutions posed by others. [Extracted from the article]