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Title: Royal Canadian Mounted Police detachment commanders' perceptions about youth violence and the school liaison officer program
Contributors: Sukhdev Singh Parmar (author), Peter MacMillan (Thesis advisor), Colin Chasteauneuf (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:10:12.598Z

Title: Seeking cultural empowerment: teachers' perspectives on the Sm'algyax language program in the Prince Rupert School District
Contributors: Wael Afifi (author), Margaret Anderson (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:13:44.654Z

Title: Evaluation of the effectiveness of the Nechako Valley Secondary School mathematics program: an interrupted time series analysis
Contributors: Lynn Maksymchak (author), P.D. MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract avaialble.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-11T21:18:05.575Z

Title: School-based evidence for the validity of curriculum-based measurement norms in School District #57
Contributors: Siama Ann Fewster (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This study examines the relationship between local Curriculum-Based Measurement (CBM) scores and later academic performance. It adds school-based validity evidence to the body of research literature that has demonstrated CBM to be valid and reliable for a number of assessment purposes. CBM reading and written expression scores for 678 Grade 6 and 7 students were compared to their year-end English and Social Studies marks received in Grades 8, 9 and 10. Correlational and regression analyses confirmed the predictive validity of CBM scores. Data on the academic programming of the students in secondary school allowed for discriminant analysis procedures that demonstrated the ability of CBM to differentiate between student groups of various proficiency levels. Overall, findings support the appropriateness of the use of CBM norms for local assessment applications, including the use of CBM as an indicator of academic performance when making special education eligibility decisions.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:16:59.718Z

Title: Teaching practices that enhance student mathematical achievement
Contributors: Debra K. White (author), Willow Brown (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:12:08.111Z

Title: Hatha yogasanas as a curriculum for elementary school students
Contributors: Dimple Mahendrabhai Joshi (author), Dennis Procter (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:12:39.883Z

Title: Prior learning assessment at Northwest Community College: current status and future directions
Contributors: Karen Lee Chrysler (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This study assessed the nature and potential of Prior Learning Assessment (PLA) at Northwest Community College (NWCC). The researcher, Karen Chrysler, worked with the college PLA committee and the University of Northern British Columbia to complete the study. The focus of the study was to determine the current level of support within the college community for PLA and to develop some recommendations. The participants were NWCC faculty, administrators and student advisors. Program Cluster Committee members and Student Success team members were asked to complete and return questionnaires. The Cluster Committee members returned a total of 58 surveys, making for an overall response rate of 65%. A total of 17 surveys were sent out and 10 were returned by the Student Success team members, making for a response rate of 59%. All twelve key informants, who were asked, agreed to participate and were interviewed. The concept of PLA itself was well supported by the program cluster members. The majority of faculty members would agree to an individual student request for PLA. Key informants definitely recognized the benefits for students, faculty and the college. The identified problems around PLA stem from the implementation and fall within three areas. First, there is a need to have operational language regarding PLA activity within the college's collective agreements. Second, there is a need to continue to provide training and professional development opportunities regarding the concept of PLA in general, and at NWCC specifically. Finally, it is important to continue the development of PLA policies and procedures in consultation with the appropriate stakeholders in the college community. Addressing these three areas will assist in addressing the expressed concerns of those individuals who are currently not supportive of PLA.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:15:25.507Z

Title: Code-switching by Chinese English-as-a-second-language students in computer-mediated communication: A multiple case study.
Contributors: Yanping Cui (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-03-30T17:02:47.017Z

Title: Nos histoires: A reflection in democratic discourse in a French primary classroom.
Contributors: Andrea Davy (author), Willow Brown (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This study used an interpretive model of classroom action research and focused on the planning, implementing, and rejection related to a dialing routine called Nos histoires in a Grade 1 French Immersion classroom. The sharing of personal narratives provided opportunities for students to be motivated to practice language because the topics were of personal interest to them; for students to extend conversations and create social interaction through the set-aside time for dialogue; and finally, for students to work together, construct knowledge collaboratively and acknowledge living together in the same space, thus living a good life. Reflections confirmed student discourse could be useful in a second language setting. The sharing time experienced by the children became a practical routine for fostering the theoretical ideals implicit in Vygotsky\u2019s social learning theory and in the theory of democracy. The practices of dialogue and caring expanded into other routines throughout the school day, and connections were made between socioculturalism and democracy, and democracy and action research.
Discipline: Education-Curriculum and Instruction
Date added: 2017-03-30T16:59:04.702Z

Title: An evaluation of the supplemental instruction program implemented in a first-year calculus course.
Contributors: Vivian Fayowski (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-03-30T17:01:42.191Z

Title: Outdoor education in middle schools: the creation and assessment of a program's impact on students' life effectiveness
Contributors: Rennae Pillipow (author), Dennis Procter (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:16:37.263Z

Title: The effectiveness of story-framed instruction in mathematics
Contributors: Philip G. Clark (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:15:00.411Z

Title: Development of a checklist for evaluating cohesion in writing.
Contributors: Lynda Struthers (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-03-30T16:58:27.981Z

Title: Increasing access to Northwest Community College's computer technology program through distance education
Contributors: Phil Bialobzyski (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: I am a full time instructor in the Computer Technology Program at Northwest Community College (NWCC) in Terrace BC. The one-year Computer Technology certificate program will be offered for the first time in the 1999/2000 academic year and will replace the Applied Computer Technology Program that has been in existence at NWCC since September of 1996. The BC Ministry of Education has recently given NWCC approval to expand the one-year Computer Technology certificate into two-year diploma program. As a result of the change in the Computer Technology program and its possible expansion to two years, strategic planning and course development are required. This project can be divided into two parts. The first part is the development of a strategic plan to improve student access to the NWCC Computer Technology certificate program through distance education. Part two describes the development of a distance education course offering whose delivery is augmented by on-line delivery via the World Wide Web (WWW). This project will include a formal report of the strategic plan, a written description of the distance course and course development process, and supplementary course materials (web site, course outline, course schedule).--Page 1.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:12:46.246Z

Title: Teaching mathematics for understanding: Developing teacher knowledge through classroom instruction.
Contributors: Mary Josephine Kerrigan (author), Katherine McGregor (Thesis advisor), Willow Brown (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-03-30T17:01:46.254Z

Title: Interventions and supports for adults with fetal alcohol spectrum disorder: An integrative and interpretive review.
Contributors: Joan Ragsdale (author), Bryan Hartman (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-03-30T17:01:16.08Z

Title: Nonverbal communication: reading interaction between parent and child
Contributors: Kristy Lee Dent (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:17:23.21Z

Title: Curriculum-based measurement norming for reading fluency and written expression for French immersion students in School District #57
Contributors: Sylvie St-Pierre (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:12:36.258Z

Title: HIV/AIDS education for work place and personal change.
Contributors: Christine Marie James (author), Paul Madak (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-03-29T17:33:24.892Z

Title: Aboriginal education: The more things change, the more they stay the same.
Contributors: Carolyn Sousa (author), Verna McDonald (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This ethnographic inquiry is based on Dorothy E. Smith's (2006) institutional ethnography. In this study, I examined the positive supports behind six Aboriginal grade 12 students who graduated in June 2009. The students found their parents provided the main supporting factors behind their school success. To obtain a clearer picture of their school experiences, I used Smith's (2006) approach to scrutinize the relationships between these Aboriginal students and the rival discourses. Institutional ethnographers begin their research with the experiences of the participants, for example, based on interviews, observations, and documents as data' (Campbell & Gregor, 2004, p. 8), to see the interconnecting social relations in their lives, as well as to uncover the institutional power relations that are covertly arranged by discourse and texts to govern their everyday living experiences. The discourses identified in this study include the helping educators, school documentation and reports, the School Act, and the curriculum. I argue that those who hold power have seen to it via ruling relations that Aboriginal students are disempowered in their schools in much the same way that society and societal institutions deprive their communities of their power (Cummins, 2001, p. 180). I greatly hope that his study will somehow help to reverse this racially based disempowerment at both the school and community levels. --Leaf ii.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-11T21:12:30.423Z

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