Shelley Stagg Peterson – The Conversation

Participating in teacher-led research with colleagues and the support of a researcher gives ‘a structure that helps us move forward in the work we want to do,’ said one teacher. (Piqsels)

August 22, 2024

Letting teachers choose what they want to learn supports teacher morale — and yields better teaching

Shelley Stagg Peterson, University of Toronto

Schools seeking to retain teachers might consider a proven professional development model: supporting collaborative teacher-led research.

If teachers were to only address the skills, knowledge and referral protocols that Ontario’s Human Rights Commission recommends, students wouldn’t have essential knowledge to support their reading. (Shutterstock)

May 31, 2022

Why Ontario’s ‘Right to Read Inquiry’ needs to broaden its recommendations

Susan M. Holloway, University of Windsor and Shelley Stagg Peterson, University of Toronto

Direct instruction matters in learning to read, but reading can’t happen unless children are supported in making connections to what they know and their experiences.

Family members’ involvement in encouraging children’s reading and writing in everyday play and family life can make a difference to children’s literacy achievement. (Shutterstock)

March 21, 2021

To help children learn how to read, encourage writing messages as part of play

Shelley Stagg Peterson, University of Toronto

When children write out treasure hunt clues and shopping lists to play grocery store, they’re learning to read and write.

A white sucker underwater in the St. Lawrence River. (Shutterstock)

June 15, 2020

Fishing with Elders builds these children’s Oji‑Cree language, cultural knowledge and writing

Shelley Stagg Peterson, University of Toronto and Kathy Sky

Children in an Oji-Cree northern First Nation are learning traditional teachings about ‘Namebin’ (suckers) and working on literacy skills at the same time through a community literacy project.

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