University of Northern British Columbia Institutional Repository

Search results

Search Results

Displaying (1 - 20 of 56)

Pages

Title: Perceptions of the 2009 impact of curriculum implementation on teaching practices of social studies 12 teachers in Northwest Alberta.
Contributors: Susan E. Mills (author), Bruce Galenza (Thesis advisor), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Initial teacher perceptions of the impact of the new Alberta Social Studies curriculum on teaching practices were examined. Social Studies teachers in Northwest Alberta were surveyed, quantitatively and qualitatively, about the use of critical thinking skills in their teaching practices before, and after, implementation of the Grade 12 curriculum. Quantitatively, no significant differences in teaching practices were found. Neither were there any differences in teaching practices found when teachers were differentiated by the variables of sex, total teaching experience, Social Studies teaching experience and department size. However, there were increases found in workshop attendance. Qualitatively, the results aligned with the literature related to teachers' concerns of time, resources, technology, collegial support, professional development, and classroom environment only one exception related to teacher experience was found. School administrators, professional development planners, curriculum designers, and assessors of the implementation of new curricula would find this study of interest. --P. ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-30T17:07:49.231Z

Title: Experiencing amphibians: Instruction for biophilia, ecoliteracy, and sustainability.
Contributors: Mark Thompson (author), Willow Brown (Thesis advisor), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The current crisis in ecology, identified as a sixth mass extinction, may be addressed by providing children with opportunities to experience nature. Without these experiences, biophilia, or affinity for nature, may lie dormant. This study was designed by a conservation biologist who delivered and evaluated a community-education curriculum based on local amphibians. Fifteen youth were divided into three treatment groups: rural parkland, urban parkland, and indoor to alter educational experience. A pre-post study design was used to study potential treatment effects on biophilia and ecoliteracy. A Modular Ecoliteracy Instrument (MEI) was used to collect item scores on various ecological concepts. The piloted study design was partly limited by a small sample size and an ineffective control group. After reviewing the general outcomes of the study, the author advocates for further development of the MEI and hypothesizes that niche construction in the learning environment presents new opportunities for biophilia and ecoliteracy. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-04-11T21:12:27.179Z

Title: Implementing rubrics as formative assessment in English writing classes in Japan.
Contributors: Sahoko Usuda (author), Willow Brown (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This study explored how the implementation of formative assessment with the use of rubrics in high school English classes in Tokyo, Japan, improved students' motivation and encouraged ownership of learning. The researcher implemented rubrics as a formative assessment strategy in her two English writing classes over two terms with her co-inquirer/team-teaching partner and reflected on student responses and her own teaching practice. The study was carried out using professional inquiry informed by action research, based on the cycle of actions and reflection developed by Brown and Cherkowski (2011). As a theoretical framework, learning community theory identified this inquiry as an act of leadership, one that began to build interpersonal and organizational capacity in a school by sharing personal learning. Findings focused on student responses, teacher learning, and the school-level organizational response. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-30T17:12:05.26Z

Title: The use of inspiration as a multimedia plenary activity for improving the cognitive assimilation of Biology 12 students.
Contributors: Christopher Barnett (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Unit plenary activities are review activities used at the end of an educational unit. This thesis examined the effects of using Inspiration, a concept mapping computer program, as a plenary activity on summative assessment scores, compared the effectiveness of Inspiration to Review Worksheets/Discussion, explored the effects of Inspiration on Understanding, Knowledge and Higher Order Process, examined time on-task behaviours and plenary completion rates, and examined student perception of the effectiveness of Inspiration as a plenary with two classes of Biology 12 students. An action research methodology was applied to collect data from two senior classes. Quantitative data was collected using pre-/post-test results, time on-task behavior, and assignment completion. Qualitative data was collected to identify student perception of the plenary and student study habits. The findings indicate that Inspiration statistically significantly improved summative scores, Understanding, Knowledge, time on-task behaviours, and plenary completion rates. The Inspiration and Review Worksheet/Discussion plenary activities were not statistically different in improving summative scores. --P. ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-30T17:11:27.988Z

Title: Prediction of national mathematics and science achievement by socioeconomic and health factors with a focus on Ghana
Contributors: Christian Appoh (author), Peter D. MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Mathematics and Science are two disciplines considered imperative for technological advancement of any country. However, Ghana placed 47th out of 48 counties in the 2003 Trends in International Mathematics and Science Study (TIMSS). Ghana placed lowest for both Mathematics and Science in the 2011 TIMSS. The purpose of this study was to examine Mathematics and Science achievements in relation to economic and health outcomes for the countries in the 2011 TIMSS report. Multiple linear regression was used as a method to predict achievement. The criterion variables were a Mathematics composite score and a Science composite score. The predictors were Under 5 Mortality Rate and Gross National Income for both Science and Mathematics. Science achievement was more strongly related (55%) to these predictors than was Mathematics achievement (47%). Ghana's results were accurately predicted based on these factors. These findings have implications for Ghanaian educators. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-29T17:29:22.32Z

Title: A holistic approach to capacity building
Contributors: Jennifer Parisian (author), Tina Fraser (thesis advisor), Catherine Whalen (committee member), Gwen Budskin (committee member), University of Northern British Columbia Education-Multidisciplinary Leadership (Degree granting institution)
Abstract: The history of Education in Canada has been systemically and generational destructive to Aboriginal people and culture. This history of destruction has caused systemic racism throughout our school systems resulting in lower graduation rates and a lack of equity in achievement within education resulting in gaps in social-economic disparity for Aboriginal People in Canada (Archibald & Hare, 2017). This research project aims to address a gap in the education of educators in regard to closing the gap and working together for reconciliation. This project provides a framework for a holistic understanding of how to approach working within First Nations communities within the education system or across systems. The result of this project is a guidebook and PowerPoint presentation for professional development. The project provides educational professionals with some tools and knowledge to improve inclusive and culturally sensitive practice. The project delivers a common goal framework conceptualized by the researcher and adapted from a generalized, personal, and interpretative understanding of the Aboriginal Medicine Wheel. The four-part conceptual framework includes leadership, holistic approach, capacity building, and ethical considerations with the common goal in the center. The project brings together the concepts important to achieving the common goal of improving professional capacity when working with Aboriginal People and First Nations communities.
Discipline: Education-Multidisciplinary Leadership
Date added: 2020-11-03T22:59:45.491Z

Title: Restitution as aboriginal worldview for elementary classrooms.
Contributors: Myla Leinweber (author), Willow Brown (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The author of this study designed and implemented lessons integrating Restitution (Gossen, 1992) and a locally developed curriculum of Indigenous stories to employ an Aboriginal worldview to support students' positive identity and self-management. The professional inquiry method merged the practical and the critical traditions of action research to improve teaching practices in response to a specific problem and to improve life conditions for a marginalized group. The inquiry had two stages: (a) curriculum design and (b) reflective implementation of the curriculum in a grade one and two classroom. The new curriculum and the author's reflections may be helpful to teachers who wish to incorporate an Aboriginal worldview in their own classrooms but lack the knowledge, confidence, or resources to do so. The author illustrated teachers' journeys from an emphasis on controlling students to supporting their self-management and toward finding confidence as an ally for Aboriginal people. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-04-11T21:12:10.93Z

Title: Leading professional inquiry to develop students' research skills.
Contributors: Jodie M. Kennedy Baker (author), Willow Brown (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This study describes my leadership of a professional inquiry, with two secondary teachers, to implement a new strategy for teaching student research skills. Our Teacher Learning Team used Mill's (2004) action research process to implement Brown, Klein, and Lapadat's (2009) student research platform with cycles of action, observation, and collaborative reflection to support further action. Secondary students were introduced to the process of gathering information in a carefully controlled way, so that their progress could be monitored and instruction could be differentiated to help them gain independence. I report the challenges and successes that led to teacher and leadership learning. My analysis revealed that persistent use of this strategy enabled these teachers to shift from a product to process orientation that led to enhanced engagement in learning for students. With carefully sequenced skill instruction, problems with plagiarism were no longer evident and students gained a sense of discovery that increased their interest in course content. --P. ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-30T17:10:32.787Z

Title: Introductory business communication course for post-secondary students
Contributors: Maria Trujillo (author), Catherine Whalen (thesis advisor), Christine Ho Younghusband (thesis advisor), Deborah Koehn (committee member), Anne Sommerfeld (committee member)
Abstract: The intent of this research project is to inform educators about the development and implementation of an Introductory Business Communications course at the post-secondary institution level. This course has evolved over the past two years of implementation. The information provided in this project is divided into the following sections: researcher’s personal location, project purpose, project significance, project literature review, and a concluding chapter that presents project lessons, project recommendations, future implications and concluding statements. The appendices section of this project includes the newly revised course package that has resulted from the lessons learned in the past two years of teaching an Introductory Business Communications course at a post-secondary institution.
Discipline: Education-Multidisciplinary Leadership
Date added: 2019-08-19T21:12:26.789Z

Title: A resilience framework for the University of Northern British Columbia co-operative education program
Contributors: Megan Noble (author), Lantana Usman (thesis advisor), Andrew Kitchenham (committee member), Fan Jiang (committee member)
Abstract: This project focused on fostering resilience amongst co-operative higher education students as a necessary skill for success in academia, the workforce, and in life. There are five chapters in this project. Chapter 1 outlines the significance, background, and purpose of the project, as well as my personal location as a researcher. Chapter 2 presents a thematic and study-by-study literature review that explores co-operative education and its models as well as ramifications of student resilience in higher education. The literature review identified major themes of academic, career, stress/emotional, and communication/social resilience common to co-operative higher education students. Chapter 3 discusses the research methods, which were based on an educational qualitative orientation and content and documentary research designs.
Discipline: Education-Multidisciplinary Leadership
Date added: 2019-08-19T21:12:26.492Z

Title: Leading for literacy: Building capacity for school-wide improvement.
Contributors: Stephen H. Baker (author), Willow Brown (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This collaborative inquiry documents the experiences of five secondary school teachers who worked together to improve teaching and learning by developing a Literacy Inquiry Team. The purpose of this study was to explore connections between teacher leadership and school improvement, specifically by attempting to improve literacy instruction through collaborative, teacher-led initiatives. The collected data documents our collaborative planning, instructional changes, as well as our perceptions of our instructional improvements as the Literacy Inquiry Team moved through the seven stages of Sagor's ...action research process. The analysis revealed that teachers in a wide range of subject areas can make a mental shift in their thinking to believe in the effectiveness of literacy instruction in building student capacity for learning. The findings suggest that teachers will make a larger commitment to making further instructional improvements after they see a connection between literacy instruction and deeper student learning. The findings also demonstrate that collaborative inquiry teams are an effective way for teachers to begin building shared meaning ...and capacity for improvement. Finally, the collected data documents my leadership growth as I led the Literacy Inquiry Team. I identified several skills that are necessary in leading an inquiry team to improve literacy: these skills include establishing a shared vision for improvement, supporting teachers with resources, developing a culture of support, encouraging varied approaches while maintaining a common team focus, and developing a data driven system to evaluate student learning. --P. ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-30T17:11:32.953Z

Title: Experiences of women leaders in non-profit organizations in northern BC
Contributors: Kallie Smith (author), Lantana Usman (thesis advisor), University of Northern British Columbia (Degree granting institution), Jacqueline Holler (committee member), Andrew Kitchenham (committee member)
Abstract: This thesis explored the experiences of women leaders who work for nonprofit organizations in northern British Columbia, Canada. The study was guided by a central research question and used a qualitative paradigm and hermeneutic phenomenology methodology. The data collection process involved unstructured interview questions that were related to the central research question. Data analysis procedure involved reading the interview transcripts several times which led to the identification of the major themes of, the nonprofit sector, a unique lived experience, a gendered unique lived experience, leadership style and philosophy, nonprofit organization leadership challenges, and leader identity. To provide the women with a voice in the study, excerpts of the interview transcripts are cited. The conclusion of the thesis provides the study limitations, explains the major recommendations, identifies the need for further research, and shares my personal reflections on the study.
Discipline: Education-Multidisciplinary Leadership
Date added: 2019-03-31T03:29:04.421Z

Title: Women's stories of access: Sexual health education and services in Yukon.
Contributors: Linnea Rudachyk (author), Linda O'Neill (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This research explored five women's life stories of access to sexual health education and services in Yukon using a narrative approach. The narratives represented the experiences of the women and the meaning they derived from their experiences. The primary research question was: What are women's stories of sexual health education and services and how have these stories affected their sexual health and overall well-bring? The themes were organized into three main categories: Sexual health education in Yukon schools and sexual health services and supports in the community challenges associated with limited access to sexual health education and services in the schools and community and dreams for the next generation. Three metathemes were interpreted from the narratives: Trust, Accessible Sexual Health Education and Services, and Desire for Positive Change. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-30T17:13:36.33Z

Title: Intercultural competence of Chinese postsecondary students in Canada
Contributors: Yuanqing Wu (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Gregory Nixon (Committee member), Mamdouh Shubair (Committee member)
Abstract: To improve understanding of the experiences of Chinese students abroad, I conducted a research project on Chinese university students’ acquisition of intercultural competence from their living and learning experiences in Canada and explored their potential needs in Canadian society. This knowledge may help Chinese students abroad or people who are interested in this particular group gain a more comprehensive understanding of students’ physiological and psychological adjustments in a foreign country. The study will contribute to the literature on successful intercultural adaptation. Findings from this instrumental case study research approach indicate how Chinese student participants employed different coping strategies to deal with challenges and conflicts during their adaptation process.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-05-15T20:51:06.894Z

Title: Inquiry based learning
Contributors: Carol Fedyk (author), Lantana Usman (thesis advisor), Wendy Klassen (thesis advisor), Deborah Kohen (committee member), University of Northern British Columbia (Degree granting institution)
Abstract: This qualitative study explored the learning experiences of Elementary Years teacher candidates in the Bachelor of Education program at the University of Northern British Columbia. Within the theoretical framework of Spirals of Inquiry (Halbert & Kaser, 2015), the main goal of the study was to answer the research question, “In what ways does embedding Inquiry-Based Learning into the UNBC teacher education program affect the Elementary Years teacher candidate experience?”. Using the extant professional literature, I made the argument for researching this topic and laid a strong literature-based foundation for Inquiry-Based Learning. Within a qualitative research paradigm and utilizing case study methodology, the three research methods, interviews, participant journals, and observation log, revealed 97 codes and five main themes: Inquiry-Based Learning, Practicum Experience, Teacher Educator Andragogy, Self Development, and Relationships. These five themes were supported by the professional literature. The study concludes with three primary recommendations and lessons learned from the literature.
Discipline: Education-Multidisciplinary Leadership
Date added: 2019-04-03T21:06:27.102Z

Title: The best of both worlds: a Gitxsan seasonal curriculum
Contributors: Crystal Tom (author), Tina Fraser (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Statistics reveal that First Nations students in British Columbia have lower school completion rates. First Nations students are becoming lost in the current curriculum and one remedy may be to offer them a more culturally relevant curriculum. In this study, I have developed a Gitxsan seasonal curriculum resource based on the traditional teachings of Elders and knowledge holders as informants. I have worked with five Gitxsan community members chosen for their excellence in traditional knowledge to compile information accessible to First Nations and non-First Nations teachers. I have participated in traditional activities with my informants and recorded informal teaching conversations as content for the resource. The completed resource book corresponds to prescribed learning outcomes for BC schools. I envision that First Nations students whose teachers use this resource will have the best of both worlds, gaining pride in their past and who they are as First Nations people as well as a more confident understanding of where they belong in modern society. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-04-10T22:09:56.663Z

Title: Exploring the lived experiences of atypical-aged female students in university
Contributors: Delia Beaton (author), Catherine Whalen (thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Peter MacMillan (committee member), Blanca Schorcht (committee member)
Abstract: The purpose of this qualitative study was to interview women over 40 years of age in order to discover their experiences after they returned to university. Obtaining a university degree later in life can be a challenging process. Many women had been unable to go directly into university from high school or continue university for a number of reasons: lack of finances, marriage commitments, family responsibilities, work commitments, and lack of support systems. The women in this research demonstrated determination, resilience, and motivation to pursue their education for both professional development and as personal goals. They were surprised at how well they did with their course work. One or two women planned to complete only their Bachelor's degree, while others found a love for learning and planned to keep going for Master's and Doctoral degrees and even continue on in other types of learning.
Discipline: Education-Multidisciplinary Leadership
Date added: 2019-04-03T00:03:20.815Z

Title: Yukon First Nations women in leadership
Contributors: Rhonda Lee McIsaac (author), Andrew Kitchenham (thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Tina Fraser (committee member), Ross Hoffman (committee member)
Abstract: This narrative study seeks to give prominence to Indigenous women’s leadership stories, particularly Yukon First Nation women chiefs. Chiefs, who deserve to be honoured for their political leadership during the dawn of Aboriginal Self-Government in the Yukon. I collected, analyzed, and presented the leadership stories of Yukon women chiefs in a traditional Indigenous storytelling format mixed with narrative inquiry. Biographical narratives will inform the reader about how these women developed as leaders, how they have been strengthened and sustained, their roles and responsibilities, and how they perceive the impact of their gender and Self-Government on their role as leader. This research as ceremony (Wilson, 2008) parallels construction of a ziibaaska’iganagooday that signifies and celebrates the journey of women’s leadership development. This study may be of interest to Aboriginal women interested in politics, to those assisting Aboriginal youth in leadership mentorship, and to other Aboriginal scholars seeking to honour their heritage by conducting Indigenized research (Weber-Pillwax, 2001).
Discipline: Education-Multidisciplinary Leadership
Date added: 2019-04-15T20:32:06.715Z

Title: Courage strength wisdom - A first nations community's post-secondary experience.
Contributors: Kenneth Federick LePage (author), Paul Madak (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This thesis is about a number of First Nations community members that pursued a post-secondary education. The purpose of the research was to investigate their post-secondary educational experience including motivating factors and importance of the process in their lives and the community they represent. The researcher used a qualitative methodology for the study in the form of focus groups. A traditional talking circle method was used to collect data. Three talking circles took place on-reserve and two questions were asked. Sixteen community members that attended post-secondary education participated. They received emotional support and encouragement from a visionary Sister, peers, family and community members. All the participants spoke of how difficult it was to pursue post-secondary and their fulfilling experience. The participants have found meaningful employment on and off-reserve impacting their community culturally and academically. All of them are playing a vital role encouraging others in their communities to further their education. --Leaf 3.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-04-11T21:12:21.382Z

Title: Student use of technology today: helping plan the school of tomorrow
Contributors: Michael Toews (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this study was to determine how secondary students attending F.H. Collins Secondary School (FHC) in Whitehorse, Yukon in spring, 2011 viewed and used technology to complete their studies at school and at home. FHC is scheduled for imminent replacement and the decision about what educational technology to install in the new school must be made by the Yukon Department of Education, based on the advice of the new school's Building Advisory Committee (BAC) -- my recommendations are directed to the BAC. Over 50% of FHC students responded to a voluntary and anonymous quantitative survey conducted by FHC staff. I concluded that respondents felt powered down ... while attending FHC because the educational technology students use most often and believe to be most important when completing schoolwork was more accessible at home than at school. Of great concern is that Yukon First Nations were more likely to feel powered down [than] their Non First Nations counterparts at FHC. The greatest limitation of the project was the choice to survey students of today when trying to conceptualize the school of tomorrow. I recommend that all students at FHC have access to school-provided wireless Internet and be encouraged to take personal technological devices like laptops to school, and that the school's Internet site restriction policy be reviewed. --P. ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-04-10T22:09:03.018Z

Pages

Usage statistics