Dr. Stirling McDowell Foundation for Research Into Teaching ...mcdowellfoundation.ca/isl/uploads/2016/06/mcdowell...The selection and evaluation of projects funded by the Foundation

Dr. Stirling McDowell Foundation for Research Into Teaching Inc.

Annual Report2014-15

McDowell Foundation – Annual Report 2014-15 i

Contents

Introduction ............................................................................................................................................ 1

Overview of the Organization .............................................................................................................. 2

Boards, Committees and Staff in 2014-15 ........................................................................................... 3

The Work of the McDowell Foundation

Research ................................................................................................................................... 4

McDowell Foundation Research Award ................................................................................ 6

2014-15 Learning From Practice ........................................................................................... 10

Fundraising ............................................................................................................................. 11

Communications .................................................................................................................... 12

Governance and Administration .......................................................................................... 13

Donors to the McDowell Foundation 2014-15 .................................................................................. 14

Financial Statements ........................................................................................................................... 15

Appendix .............................................................................................................................................. 31

McDowell Foundation – Annual Report 2014-15ii

McDowell Foundation – Annual Report 2014-15 1

Introduction

As the 25th anniversary of the McDowell Foundation approaches in late 2016, we celebrate the passion and commitment of the thousands of teachers who have contributed to our ongoing success throughout the years. Whether through the financial and in-kind support of the Saskatchewan Teachers’ Federation, the ongoing donations of individuals or groups of teachers including superannuates and local associations or the infectious enthusiasm of our grant recipients in schools across the province, the Foundation’s heart and soul is the teaching profession!

The McDowell Foundation has experienced a number of innovations over the past year to build on our success and further our efforts to support teacher researchers and promote their achievements. A new Letter of Intent process was implemented in 2015 and interested researchers were offered increased support throughout the grant application process as they developed their projects. These changes received positive feedback from applicants and led to more projects being approved for funding this year.

Additionally, research teams were supported by staff of the McDowell Foundation and the Saskatchewan Teachers’ Federation from the moment of grant approval through to final report writing. Feature articles were posted online and appeared in the Saskatchewan Bulletin, and videos showing the impact of research project processes and outcomes on students and teachers were featured on www.thisistheclassroom.ca.

Through these supports, the McDowell Foundation provides teachers and other educators with tools to develop successful, meaningful and achievable action research projects that are based upon reflective practice and learning for all students. This research is financed through an endowment fund that has served as the financial backbone of the Foundation over its 25-year history and supports the funding of eight to 12 research projects totalling around $85,000 annually.

We thank each and every one of our donors for making this work possible! You are contributing to the professional growth of the participating teachers and the advancement of teaching and learning practices in schools across our province. We also are deeply grateful to the members of the Project Review Committee for generously contributing their time and expertise, as well as the unwavering support from the STF Executive and staff of the Saskatchewan Teachers’ Federation.

To the members of the Board of Directors who have served our profession over the past year, we thank you for your leadership and commitment to strengthening the McDowell Foundation and its connections with teachers, students and communities in order to improve outcomes for all learners.

Sheena Koops Ellen WhitemanPresident Acting Manager

McDowell Foundation – Annual Report 2014-152

Overview of the Organization

The McDowell Foundation is an independent charitable organization that was established by the Saskatchewan Teachers’ Federation in 1991. The Foundation continues to work in close partnership with the Federation and receives both financial and in-kind assistance from the Federation on an ongoing basis.

Its general purpose is to support research, inquiry and the dissemination of information that focuses on teaching and learning within the publicly funded PreK-12 education system. In all its projects and activities, the Foundation is guided by the voice of practising teachers and works in consultation with organizational partners. It exists to fund, support, disseminate, celebrate and promote educational research.

The McDowell Foundation calls for research proposals on an annual basis and selects research projects for funding according to established budgets, policies and criteria. It has at times facilitated research on current and timely educational topics in partnership with other educational organizations. On occasion, it has worked with donors who have requested that their charitable contributions be used to promote and support research in a particular area of educational interest. The Foundation may also commission research in an area of need and share the findings with teachers, researchers and educational decision makers.

The mandate of the McDowell Foundation includes providing teachers and other educators with opportunities to learn about educational research, encouraging researchers to come together as an educational research community and helping researchers to share their research with each other and the general public. Each November the Foundation sponsors the Learning From Practice Exchange of Teacher Knowledge and Research conference to showcase recently completed McDowell Foundation projects.

The results of all research projects funded by the McDowell Foundation are published and can be accessed through the Foundation’s website, www.mcdowellfoundation.ca. To date, the results of approximately 200 projects are available. These projects provide information on the following various areas of study: the inclusive school and classroom; instructional strategies; student behaviour, character and management; school and community; school organization and philosophy; teachers and teaching; and educational technology.

McDowell Foundation research is funded through donations from individuals and corporations and is conducted primarily by practising teachers who undertake research projects as part of their professional practice. The Foundation works to communicate with donors, researchers, educational partners and the public about the work of the Foundation and the opportunities it offers for the improvement of education. Key partners in developing an appreciation of the Foundation’s mission to develop teacher-led research have been the Saskatchewan Teachers’ Federation, local teachers’ associations, superannuate chapters, colleges of education, special subject councils, educational administrators and the organizational partners involved in PreK-12 education in Saskatchewan.

The McDowell Foundation is governed by a Board of Directors appointed by the Executive of the Saskatchewan Teachers’ Federation. The Board of Directors oversees governance and provides the strategic direction of the Foundation. The selection and evaluation of projects funded by the Foundation is carried out by a Project Review Committee appointed by the Board of Directors.


Boards, Committees and Staff

Board of DirectorsSheena Koops, President, McDowell Foundation (chair)Teacher Representatives:

Belinda DanielsDarren BirdKoreen GeresCarlo HansenHillary HindsJade IvanDiana JemieffSean Lockwood, Vice-President, McDowell Foundation

Elaine Broughton, Superannuated Teachers of Saskatchewan

Project Review CommitteeMichael Gatin, Saskatchewan Teachers’ Federation

Teacher Representatives:Belinda DanielsDonna LajeunessePeggy Matilla-BainsKevin RiffelPatrick Vigneron

University Representatives:Dr. Debbie Pushor, College of Education, University of SaskatchewanDr. Ken Montgomery, Faculty of Education, University of Regina

Researcher Outside Education:Dr. Terry Wotherspoon, Department of Sociology, University of SaskatchewanDr. Andrea Sterzuk, Language and Literacy Education, University of Regina

McDowell Foundation Office Staff and SupportLanette Kuchenski, ManagerCatherine Peters, Administrative Assistant

STF Federation Staff SupportsLaura Beard, Knowledge Management CoordinatorDerek Stovin and Ellen Whiteman, Research and Policy Analysts Ali Fedrau, Legal AssistantAdditional supports are provided by STF financial, human resource and information services.


The Work of the McDowell Foundation

The McDowell Foundation supports the involvement of practising teachers as they engage in research that contributes to knowledge about teaching and learning. The Foundation affords teachers the opportunity to partake in critical inquiry whereby insights flourish and transform the educational landscape. Networks of colleagues deepen relationships and understandings through experimentation with innovative ideas and methodologies. The invaluable nature of the Foundation is reaffirmed by the wealth of research that has been created and the far-reaching impact of this relevant body of deep understanding.

ResearchThe primary activities of the McDowell Foundation are to provide research grants, support teachers and other educators in their research and then assist with dissemination of the findings at the end of the project.

Research GrantsIn 2014-15 the Project Review Committee recommended approval of seven projects to the Board of Directors for a total of $91,940. The following projects received funding:

Table 1: 2014-15 Funded Projects

Project Title Research Team AmountReclaiming our Cree Language Through Oral Tradition

Diane Peekeekoot, Charlotte Campbell, Emily Weenonis, Shaun Sasakamoose

$ 15,265

Superhumans: How Teachers Use Graphic Novels to Improve Engagement in Student Learning

Scott Allan $ 15,895

Using Teacher Collaboration to Increase Student Engagement

Paul McTavish, Moira Hamm, Michelle Brochu, Audrey Gavlas, Jon Pedersen, Cherie Wilke-Priel

$ 13,125

Exploring Visual Literacy: Secondary Teacher Reflections On How Visual Literacy Impacts Adolescent Learning

Lois Keller, Karon Guttormson $ 15,100

Developing Physical Literacy in Children and Youth: Opening the Door to a Lifetime of Physical Activity

Cole Wilson $ 10,000

Exploring Experiences of Educators of Students with Bi-Polar Diagnoses

Erin Richards $ 13,025

Identifying Consistent Social Supports That Would Benefit FNIM Adult Learners at Royal West Campus

Kim MacLeod, Cody Dill, Deirdre Evans $ 9,530


Presentation GrantsThe McDowell Foundation also provides funds for current and past researcher teams to travel to

disseminate their work.

The presentations grants for 2014-15 were:

Name Project Where presented AmountScott Allen Superhumans: How Teachers

Use Graphic Novels to Improve Engagement in Student Learning

Congress, in Ottawa: May 30-June 3, 2015

$ 1,151

Lois Keller (lead researcher) and Karon Gottormson Murray (researcher)

Exploring Visual Literacy: Secondary Teacher Reflections on How Visual Literacy Impacts Teacher and Student Learning

Congress, in Ottawa: May 30-June 3, 2015

$ 3,000

Education and Support for ResearchersIn addition to providing research grants, the McDowell Foundation supports researchers as needed in all phases of their research, from developing project proposals to sharing research results at conferences.

The McDowell Foundation offers workshops at each stage of the grant application process. Staff from the Saskatchewan Teachers’ Federation assists with providing support to teachers and other educators. The workshops support teachers and other researchers to become aware of the values and purposes of the Foundation and their role in manifesting these values and purposes in the field.

Part of the grant writing workshop is devoted to discussing the many ethical issues that may arise in the course of school-based research and the steps that teacher-researchers can take to avoid such problems through planning, communications and collaboration. The workshops also allow new McDowell Foundation researchers to form an educational research support network and become familiar with the way that Foundation grants are administered and supported.

The payment and reporting schedule for most McDowell Foundation projects includes the submission of a brief interim report that allows the Foundation to identify problems or changes in the research. For reasons that are sometimes beyond a researcher’s control (e.g., changes in schools or teaching assignments, or events in the school or among the students), research cannot be completed as planned. The Foundation then works with the researchers to develop a research report that describes the research experience and encapsulates what was learned from it for the information of future researchers.

It is a basic expectation of every McDowell Foundation project that the researchers will submit a final research report that the Foundation can make publicly available. Usually, this report is a written document that is published in hard copy and posted on the Foundation’s website. However, the goal on the part of the Foundation to ensure that the results are disseminated as broadly as possible to other educators has resulted in an expansion of acceptable formats of a final report to include written, visual, web-based or other creative ways of sharing the research findings.


Dissemination of ResearchPublications and WebsiteAs McDowell Foundation projects came to completion in 2014-15, the Foundation edited and published the following research reports:

Project 229: Effectively Supporting the Professional Development and Growth of TeachersAuthors: Jennifer Dorval and Susan Plant

Project 236:Using an Inquiry-Based Approach in Early Childhood French ImmersionAuthors: Paula Fortier and Marielle Hamon

Project 238: Effect of Daily Math Home Practice on Automaticity of Basic Math FactsAuthors: Bing Cui and Tammy Boychuk

Project 239:Early Education Reading Intervention for ELL StudentsAuthors: Diana Jemieff, Barb Ludba and Corey Holowachuk

Project 242:Developing a Collaborative, Intellectually Engaged Team to Support Reading ComprehensionAuthors: Davin Hildebrand, Michelle Hildebrand, Andrea Pearson, Daryl Pearson and Cheryl Treptow,

All McDowell Foundation reports are posted on the Foundation’s website and may be downloaded as PDF documents.

McDowell Foundation Research AwardThe McDowell Foundation Award was introduced in 1998 to celebrate the work of individuals who have made outstanding contributions to educational research. In 2013 the Board of Directors restructured the McDowell Foundation Award to celebrate the outstanding contributions to educational research from a contributing research team.

This year, the Board of Directors selected the project entitled Effectively Supporting the Professional Development and Growth of Teachers, led by Jennifer Dorval and Susan Plant as the McDowell Foundation Award recipients. Their research is profiled in this report.


Research ProfileEffectively Supporting the Professional Development and Growth of TeachersJennifer Dorval and Susan Plant

Research Question: How can a learning coach effectively support teacher professional growth through practice-centred professional development in the classroom?

Susan Plant and Jennifer Dorval found that creating positive and trusting relationships with their colleagues in classrooms was a key for winning outcomes. The two McDowell Foundation grant recipients and 2014-15 McDowell Foundation Award winners spent one year exploring how their roles as “learning coaches” could best support the professional growth of teachers.

For both Jennifer and Susan, the most important aspect of successfully supporting teachers’ professional development was developing a presence within the individual schools and creating a positive and trusting relationship with the teachers they were supporting. The team worked with six classroom teachers, both beginning and experienced, to move the participants beyond a role of simply transmitting knowledge from teacher to student, to methods that invited sharing back and forth between the two.

The researchers shared stories that focused on the consultant, collaborative and coaching aspects of their work, emphasizing that the most successful examples of in-class professional development always contained all three. A learning coach’s ultimate goal is to enhance student success through supporting a teacher’s professional learning within the comfort and familiarity of their own classroom.

The research team found that the role of a learning coach is an example of how a collaborative, teacher-led professional development model is a more engaging and authentic experience for teachers and students.

“Taking on this action research is a prime example of how we as researchers work together as a learning coach team. We are both reflective practitioners and through collaborative (action research) projects, we are constantly reflecting and evaluating our own personal contributions. We are moved to improve and be the best support we can be.” – McDowell Final Report

Jennifer Dorval accepting the McDowell Foundation Award. With Lanette Kuchenski and Sheena Koops.


Research ProfileDeveloping a Collaborative, Intellectually Engaged Team to Support Reading ComprehensionDavin Hildebrand, Michelle Hildebrand, Andrea Pearson, Daryl Pearson and Cheryl Treptow

Research Question: How can a school-based administrator effectively support teachers and students in the area of reading fluency by practising elements of engaging leadership?

Summary of Research: The aim of the research was to focus on three important elements of education and tie them together in a way that supported instruction and student learning. The goal of the research team was to create a collaborative team with members who were intellectually engaged with a collective goal of supporting reading comprehension instruction.

The following themes emerged from the research:

• A holistic view of reading comprehension; reading comprehension and instruction has to occur in all aspects of the school and cannot be reduced to a single program or process.

• The necessity of time; the success of the project is largely attributed to the time the team was able to spend meeting and working collaboratively during the school day.

• The importance of autonomy; in order for teachers to make positive changes to their own practice and tailor their instruction to their own students, they need to have genuine autonomy over their work.

• Research as professional development; a number of aspects of the research process itself resulted in wonderful professional development opportunities. These included the team meetings, time for professional reflection and the writing process.

• Collaboration through peer tutoring; having students teach other students through an established peer-mentoring model was found to be an effective way for teachers and students to work together. An effective peer-mentorship program requires time, commitment on the part of classroom teachers and collaboration at the school level.

The older students took pride in their roles as “teachers” and the younger students benefited from the one-on-one time. The program was so successful that the Grade 2 students are now looking to take on the role of tutor and support still younger kindergarten students in developing their own love of reading. – McDowell Final Report


Research ProfileEffect of Daily Math Home Practice and Number Talks on Automaticity of Basic Math FactsTammy Boychuk and Bing Cui

Research Question: Does purposeful teacher-guided half-hour math daily practice at home improve students’ math automaticity, fluency and accuracy? There are five sub-questions:

• How do math teachers differentiate instruction to accommodate the different learning styles of the students to let math make sense for them?

• What kind of individualized and guided math questions do teachers ask to efficiently guide students’ home practice?

• What strategies do teachers use to involve the parents/caregivers/guardians as partners in students’ daily home math practice?

• How is student self-responsibility developed by being guided by math teachers at school and supervised by parents/caregivers/guardians at home?

• What are the characteristics of effective home practice?

Research Summary: Boychuk, a Grade 4 teacher, and Cui, a resource room teacher, collaborated on a research project focused on the teaching and learning of mathematics in a variety of ways. Boychuk and Cui wanted to improve students’ automaticity with mathematics in order to devote more attention to the conceptual understanding and application of mathematics principles.

The two teachers developed very detailed plans and resources for the year. An important part of their project was the encouragement of regular at-home practice that was purposeful and relevant for the

following in-class lessons. Students would then be given related in-class opportunities to use mental mathematics and to discuss multiple solution strategies with each other.

They felt parental engagement would be a critical factor for the success of their research and their students, so throughout the year they held five carefully thought out evening sessions with both parents and students. According to Boychuk and Cui, parental engagement was very strong with three-quarters of the parents attending the evening sessions.

The year culminated in a field trip to the Co-op grocery store where the students were given a shopping scenario that relied upon their ability to apply their understanding of mathematics concepts and principles in a real-world environment.


2014-15 Learning From PracticeThe Learning From Practice Exchange of Teacher Knowledge and Research is the McDowell Foundation’s annual exchange of teacher knowledge and research. The conference is organized for the Foundation by the Saskatchewan Professional Development Unit and is held in Saskatoon in late November.

The purposes of the Learning From Practice conference are:

• TosharetheresultsofresearchprojectsfundedbytheMcDowellFoundationwiththeeducation community.

• Toprovideresearchskillsandinformationtoteachersandotherswhowishtoundertakeresearch.

• To build an educational research community among teachers, administrators andresearchers.

• Torecognizeoutstandingcontributionstoeducationalresearchthroughthepresentationofan annual award.

• ToheightenawarenessoftheMcDowellFoundation.

The November 28, 2014, conference began with a welcome from the McDowell Foundation’s President, Sheena Koops. The keynote address was provided by Dr. Kurt Clausen, Schulich School of Education, Nipissing University, and past Editor of the Ontario Action Researcher Journal.

The McDowell Foundation was also pleased to partner with the College of Education, University of Saskatchewan, which jointly sponsored the conference. Eleven presentations were provided by Foundation researchers along with a poster session by students from Ecur 832.3 Practicum, Curriculum Studies, College of Education, University of Saskatchewan.

Sheena Koops and keynote speaker Dr. Kurt Clausen Poster presentation by College of Education students at Learning From Practice, November 2014


FundraisingThe McDowell Foundation gratefully received and recognized donations and gifts in support of its research program in 2014-15. This ongoing support from a wide range of individuals and organizations committed to the Foundation has provided a solid foundation for its work.

Donations to the FoundationDonations to the McDowell Foundation may be made through bequests, payroll deductions for teachers and STF employees, donations of honoraria for corporate and organizational services, donations of payments for tutoring students, memorial gifts, gifts to honour special occasions or particular individuals, or donations of the proceeds from events held by teachers or superannuates. Table 2 indicates the amount of money received this year from the major types of donation. It shows that most of the Foundation’s revenue from donations appears to come from bequests, but there are a significant number of people, mostly from Saskatoon, donating to the Foundation through payroll deduction, and it is becoming a more common practice to make memorial donations to the Foundation to honour deceased teachers.

Table 2: Donations to the McDowell Foundation by Type in 2014-15

Type of Donation Total Gifts No. of DonorsGift in Kind $ 18,713 1

Proceeds From Fundraising Activities or Campaigns $ 2,000 1

Memorial Donations $ 500 3

Payroll Deductions/Pre-authorized Payments $ 6,859 68

Unsolicited $ 8,585 38

*Donors may be included in multiple categories.

Donor RecognitionThe work of the McDowell Foundation has been made possible by the generosity of many people who understand the value of educational research to the improvement of teaching and learning in our schools. The names of all organizations and individuals who contributed financially to the Foundation in 2014-15 are listed at the end of this report.

For a more complete picture of donations to the McDowell Foundation, please refer to our website. A comprehensive list of donors is now permanently displayed there in broad categories according to amount given. Special recognition is given to the foundational donors who provided substantial gifts to support the Foundation in its early years: the Saskatchewan Teachers’ Federation, Greystone Managed Investments Inc., McDougall Gauley LLP, TCU Financial Group and the Government of Saskatchewan. In addition, the Foundation provides certificates of appreciation to local teachers’ associations and chapters of the Superannuated Teachers of Saskatchewan who donate to the Foundation each year.


CommunicationsThe McDowell Foundation continues to communicate with donors, researchers and the public through the Foundation’s website and through communication channels made available through the Saskatchewan Teachers’ Federation. These include member emails, Twitter, school staff liaison meetings, profile pieces within the Bulletin and the website www.thisistheclassroom.com along with other opportunities. The Foundation wishes to acknowledge the ongoing communication support provided by the Saskatchewan Teachers’ Federation in ensuring ongoing communication with teachers in the province.


Governance and AdministrationDevelopment and oversight of strategic direction along with governance and fiduciary responsibilities rest with the Board of Directors of the McDowell Foundation. Administrative and operational responsibilities are delegated to the Saskatchewan Teachers’ Federation and are typically attended to by the Manager of the Foundation as determined by Federation policies and procedures.

InvestmentsThe McDowell Foundation fund is overseen by the Saskatchewan Teachers’ Federation and managed by Greystone Capital Management. The goal of the Foundation is to establish an endowment fund that is large enough to support ongoing substantive research as well as cover the costs of governing and operating the Foundation. All research funded and supported by the Foundation is currently paid for through donations and the money accumulated in the Foundation fund.

Staffing, Facilities and EquipmentThe Saskatchewan Teachers’ Federation oversees the staffing needs of the McDowell Foundation and makes equipment and office space available to the Foundation in the STF building in Saskatoon. The Foundation reimburses the Federation for all direct expenses involved in operating the Foundation and pays an annual administrative fee to reimburse the Federation for indirect costs such as building maintenance.

Staff and consultants working for the McDowell Foundation are paid for by the Foundation; however, the Foundation receives an inter-fund transfer from the Saskatchewan Teachers’ Federation that covers the major costs involved in assigning Federation staff members to work for the Foundation. In addition, in-kind support is provided to the Foundation by the Federation in the form of graphic design, and desktop, website and accounting support, and through the involvement of Research and Policy Analysts from the Federation who support the research program. This ongoing support from the Federation has been instrumental in allowing the McDowell Foundation fund to grow towards its financial goals of sustainable, substantive research.


Donors to the McDowell Foundation 2014-15

Up to $499Adam, ShirleyAllen, StevenAnderson, IvaAnonymous DonorsAugustyn, GaryAvery, WayneBarker, WendyBarsi, DianeBeatty, PamelaBekolay, MariaBidaux, BarbaraBoychuk, TammyBrander, AnneBuzowetsky, JudyCampbell, KarenCapes, TrudyChapman, LauraChrist the Teacher

Teachers’ AssociationClark, TeresaColleaux, MarcCraig, WendyDevine, Mary-JoanDevine, MoniqueDonald, AnnDouziech, JoannEhr, SandraFarrell, ChrisaFlaten, AileenForester, CatherineFoss, ColleenFowler, PhyllisFraser, LynnGilmour, DougGirolami, TammyGood Spirit Teachers’

AssociationGoski, CamilleGraham, CatherineHamm, RaymondHingley, Jennifer

Holy Trinity Teacher’s Association

Jaunzems-Fernuk, JudyJay, HiltonJayson, BelindaKeehborn, DeniseKeil, ElaineKerr, JenniferKnipfel, LindaKobelsky, LisaLackie, BeverlyLEADSMacDougall, BarryMcDowell, KathleenMclean, SherryMead, MarilynMiller, GloriaMoon, JudithMynett, RaymondNeurauter Sajtos, GailOkrainetz, BrentOkrainetz, DianePhipps, ElizabethPowell, CathyRawlake, DonnaRongve, DonaldRowley, PattiSakatch, LawrenceSampson, AprilSansom, SherrySatre, KarenSchmalz, ArleneSchrader, LeahScott Lindsay, JanaSelinger, CrystalSerafini-Dillon, JaniceSteel, DouglasStone, SaraSTS – Carrot River

Valley ChapterSTS – Last Mountain Chapter

STS – Maple Creek-Medicine Hat Chapter

STS – Moose Jaw ChapterSTS – Prince Albert ChapterSTS – Souris-Moose Mountain

ChapterSTS – Wadena ChapterTenaski, ConnieTourangeau, NorineUnraw, DaveUrsuline Sisters of BrunoVoitka-Seager, SusanWalters, LesleyWiddifield-Konkin, LeslieWihak, GregoryWillard, DougWood, Genny

$500-$999Saskatchewan Teachers’

FederationSTS - Mainline ChapterSTS - Regina ChapterTri-West Teachers’ AssociationDubyna, Charlene

$1,000-$1,999Dueck, GwenNorth West Teachers’

AssociationPrairie Spirit Teachers’

AssociationPrairie Valley Teachers’

AssociationSuperannuated Teachers

of Saskatchewan

>$18,000Forsythe, Lillian


















Appendix

The following tables detail the activities of the McDowell Foundation and are included for historical purposes.

Research Applications and Awards*

2015-16 2014-15 2013-14 summer 2013-14 2012-13 2011-12 2010-11 1994-2015

Total

Amount Available $85,000 $85,000 $85,000 $85,000 $85,000 $70,000 $1,675,000

Number of Applications 14 11 6 12 12 15 30 428

Amount Requested $157,107 $142,438 $77,561 $112,241 $150,455 $170,611 $457,344 $4,266,479

Number of Awards 7 6 4 4 12 11 9 256

Total Awarded $72,904 $76,675 $38,135 $31,314 $83,872 $82,793 $69,010 $1,467,059

* Applications include late applications and applications for major extensions to projects already in progress. Awards include project extensions and development grants as well as project grants.

Distribution of McDowell Foundation Projects by Geographic Area

2015 # (%)

2014 # (%)

2013 # (%)

Saskatoon/Regina 4 (57) 4 (68) 5 (63)

Small Cities - 1 (16) -

Northern Areas* - - 2 (25)

Rural Areas 3 (43) 1 (16) 1 (12)

Mixed - - -

Outside Sask. - - -

Total 7 6 8

* Northern Areas do not include Prince Albert, which is included in Small Cities.


McDowell Foundation Annual Expenditure on Research

1994-95 $ 39,411 2005-06 $ 82,106

1995-96 $ 24,974 2006-07 $ 72,032

1996-97 $ 29,850 2007-08 $ 50,310

1997-98 $ 25,605 2008-09 $ 101,680

1998-99 $ 42,849 2009-10 $ 83,858

1999-2000 $ 61,200 2010-11 $ 64,912

2000-01 $ 73,303 2011-12 $ 79,969

2001-02 $ 78,884 2012-13 $ 58,633

2001-03 $ 77,728 2013-14 $ 67,712

2003-01 $ 74,530 2014-15 $ 77,573

2004-05 $ 88,093

Total $ 1,355,212

Duration and Cost of Completed McDowell Foundation Research Projects*

Completed Projects

Total Granted Total Spent

% Grants Spent

Average Cost Per Project

To 1999 24 $ 91,121 $ 79,129 87 $ 3,297

1999-00 13 $ 55,112 $ 48,598 88 $ 3,738

2000-01 15 $ 100,131 $ 83,164 83 $ 5,544

2001-02 9 $ 63,078 $ 47,220 75 $ 5,247

2002-03 15 $ 87,082 $ 62,690 72 $ 4,179

2003-04 12 $ 58,181 $ 45,980 79 $ 3,832

2004-05 13 $ 69,774 $ 51,326 74 $ 3,948

2005-06 13 $ 100,966 $ 78,243 77 $ 6,018

2006-07 12 $ 54,473 $ 35,075 64 $ 4,539

2007-08 13 $ 88,457 $ 61,531 70 $ 4,733

2008-09 11 $ 85,736 $ 73,283 85 $ 6,662

2009-10 5 $ 72,651 $ 72,144 99 $ 14,429

2010-11 6 $ 50,038 $ 39,433 79 $ 6,572

2011-12 5 $ 45,972 $ 38,853 85 $ 7,771

2012-13 3 $ 44,976 $ 36,868 82 $ 12,289

2013-14 8 $ 79,160 $ 62,253 73 $ 7,782

2014-15 4 $ 91,940 $ 63,545 69 $ 9,078

* Development projects and project extensions are not included in this table.** Duration is calculated from the start of the fiscal year in which funding began to the date that a final report on the project is received.


Donations to the McDowell Foundation 1990-91 to 2014-15

1990-91 $ 202,111 2003-01 $ 74,530

1991-92 $ 28,130 2004-05 $ 88,093

1992-93 $ 231,422 2005-06 $ 82,106

1993-94 $ 127,829 2006-07 $ 72,032

1994-95 $ 39,411 2007-08 $ 50,310

1995-96 $ 24,974 2008-09 $ 101,680

1996-97 $ 29,850 2009-10 $ 83,858

1997-98 $ 25,605 2010-11 $ 64,912

1998-99 $ 42,849 2011-12 $ 79,969

1999-2000 $ 61,200 2012-13 $ 58,633

2000-01 $ 73,303 2013-14 $ 67,712

2001-02 $ 78,884 2014-15 $ 36,657

2001-03 $ 77,728

Total $ 2,182,080

DTP 8200-99

Documents

Dr. Stirling McDowell Foundation for Research Into Teaching ...mcdowellfoundation.ca/isl/uploads/2016/06/mcdowell...The selection and evaluation of projects funded by the Foundation