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Title: Guided reading: a manual for grade 1 educators
Contributors: Melissa Nielsen (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Tina Fraser (Committee member), Deborah Thorvaldson (Committee member)
Abstract: Grade 1 is markedly the most challenging and exciting time in a child’s school experience. These children are no longer the youngest at school, and chances are they have gained an inch or two in height; in this sense, it is a year to feel big. This also marks a time of learning how to read, one of the biggest milestones during the Grade 1 school year. Learning to read is an essential, and fundamental, component of being a successful student, as it spans across all grades and all curriculum. Guided reading can serve as an effective and practical teaching program in order to effectively support students’ journey of developing reading proficiency. This project describes my development of a guided reading manual for Grade 1 teachers... .
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2016

Title: A parent handbook for parents of French immersion students
Contributors: Maxine Champion (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Parents who have chosen a French immersion education for their children, at times, feel unable to help their children at home or feel that they may unknowingly negatively affect their children's learning by doing activities in English. This project is the creation of a parent handbook for these parents. This project was focussed on giving parents suggestions, strategies, and ways to support their children with their homework and with their overall learning. Through the use of content analysis of five other parent handbooks, this handbook was created. Parent involvement in their children's education is an important positive influence on the achievement of all children. With this handbook, parents of French immersion students have been given concrete, easy to use ways to involvement themselves in their children's learning. --Leaf ii.
Discipline: Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2013

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
Content Model: info:fedora/ir:thesisCModel
Date added: 2011

Title: An educator's guide to self-regulation in the early elementary years
Contributors: Danielle Tooley (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), John Sherry (Committee member), Tyler Bergen (Committee member)
Abstract: Over the last number of years there appears to have been a shift in how children are able to focus their attention and complete academic tasks. Educators are often asking how they can better support their students in developing their ability to remain on task and be present physically, emotionally, and mentally during the school day. This project has been created to support educators in their journey of finding ways to develop individual student’s ability to self-regulate. The project focuses on providing information on what self-regulation is, why it is important to address self-regulation, how it develops, and what evidence-based interventions are available for educators to use. Through focus groups and content analysis, a handbook for educators has been created to encourage them on their journey in supporting their students with the development of self-regulation.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2017

Title: Formative assessment strategies used in the University of Northern British Columbia School of Education
Contributors: Emem Umoh Eka (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This study explores the perspectives of professors and instructors using formative assessment strategies in the classroom. A qualitative phenomenology was used to utilize the data from nine (n=9) questionnaires and three (n=3) in-depth semi-structured interviews with UNBC School of Education professors and instructors. The questionnaire and the interview questions regarding the use of formative assessment strategies were drafted based on the strategies identified by Black and Wiliam (1998). The findings from the questionnaire revealed that professors and instructors were aware of the purpose of assessment, the importance of student-focused assessment, and the various ways of implementing formative assessment. Additionally, the interviews showed that professors and instructors were aware of the importance and impact of formative assessment when implemented in teaching and learning, which, in turn, could move students' learning forward by providing effective and continuous feedback. The findings from this research can increase understanding of assessment in post-secondary settings and may benefit educators who implement formative assessment practices, through continuous and regular professional development (Brancato, 2003). --Leaf ii.
Discipline: Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2015

Title: The beginning steps to creating culturally responsive teaching in an Aboriginal choice school model
Contributors: Melanie Bennett (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Yukon is comprised of intricately connected rural and urban First Nation communities. New educators to Yukon are challenged to develop relationships across cultural borders and establish connections to First Nation communities that benefit the students learning. In this research project, a handbook for educators in Yukon is proposed as a positive support for educators returning and entering Yukon's public school system. The handbook will provide educators with a concise resource of what they would need to know in order to work effectively with First Nations students in an Aboriginal choice public school environment. The four directions of spiritual, emotional, mental, and physical of the Medicine Wheel are used to divide the chapters and focus the concepts of learning into a universally-understood and '"accepted indigenous framework. --P. ii.
Discipline: Education-Multidisciplinary Leadership
Content Model: info:fedora/ir:thesisCModel
Date added: 2012

Title: Bridges in Mathematics: small successes of some struggling math students
Contributors: Norman Kidwell (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Issues surrounding math learning abound. This paper reviews topics surrounding poverty and education, surveys the debate involving best practices and math teaching and investigates the discussion on abilities and math learning: the inclusiveness all learners. This comparative analysis looks at pre- and post-test assessment results from a group of struggling elementary math students before and after the introduction of the constructivist program Bridges in Mathematics to discover an increase in their math understanding. These encouraging results suggests a more in-depth at-length study to look at issues in want of further investigation including measuring the efficacy of the program over time. --P.ii.
Discipline: Education-Curriculum and Instruction
Content Model: info:fedora/ir:thesisCModel
Date added: 2010

Title: Exploring the professional needs of a sample of BC teachers who teach students with challenging behaviours
Contributors: Kathleen Takeda (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This mixed-methods study explored the professional support needs of a sample of BC public school teachers in relation to the effective management of challenging behaviours. Specifically, the study sought to (a) identify the types and frequency of challenging behaviours exhibited in classrooms, (b) ascertain the impacts of challenging behaviours, and (c) determine and provide recommendations for the specific professional support needs of teachers. Teachers from three school districts in southeastern BC were asked to participate in this study by completing both quantitative and qualitative questions on an on-line survey. Findings from the study indicated challenging behaviours were exhibited persistently and chronically in classrooms and both students and teachers were being affected negatively. Despite the negative impacts, teachers believed challenging behaviours could improve with more support. Recommendations included improved training and preparation, increased time for accessing updated resources, and improvements to school, community/family, and systemic related supports. --Leaf ii.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2013

Title: Exploring classroom technology: the engagement of aboriginal students in a 1:1 wireless laptop program
Contributors: Carey M. Stewart (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: In this research, I explored 1:1 computing with Grade 4 and 7 Nisga'a School District students over a one-year period. Using the BC Performance Standards, I examined writing samples from 14 students, when they were in Grade 4, and then again in Grade 7 after four years of using laptops in the classroom. In this research project, I discuss the influences of 1:1 computing on students' writing, and focus on the growth of their writing over a four-year period. My research used a mixed-method approach to examine the Performance Standards data using quantitative data analysis and interviews with 14 students, using qualitative data analysis. My findings demonstrated that writing performance improved over the four-year period and that the students felt more empowered and more motivated to learn when using 1:1 computing. Finally, this research project presents conclusions and recommendations for supporting students in a 1:1 computing classroom. --P. ii.
Discipline: Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2011

Title: Identifying at-risk youth: strategies to help them succeed
Contributors: Marie Peters (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), John Sherry (Committee member), Lisa Horswell (Committee member)
Abstract: Approximately 30-40% of Canadian children are deemed to be at risk of not completing high school and 1.2 million or 27.6% of Canadian children under the age of 11 can be considered vulnerable to emotional, behavioural, social, or academic problems. Through the use of unobtrusive research under a qualitative research paradigm, a democratic approach to education focusing on empowering members of the teaching community and students has been done. This research narrows the gap between traditional education practices and explores new ways of instruction in order to create a healthy learning environment where students are able to feel excited and empowered through their learning. This manual encourages educators to try, adapt, and adopt new methodologies in their teaching repertoire. Intervention strategies include physical literacy, adventure-based learning, strengths-based approach, and social justice.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2017

Title: Complex trauma in adolescents: a graphic novel
Contributors: Tammy Harriet Stoneman (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project was to develop a graphic novel geared towards the adolescent population. The first part of this project includes a literature review that explores key concepts that include complex trauma and brain development and the negative impact complex trauma has on learning. In reviewing the quality of the project, two groups participated in the review process a group of educators and a group of adolescents. The first group was asked to review the project and provide feedback that would assist in strengthening the content. The second group participated in a discussion that revolved around complex trauma and the importance of addressing such a sensitive topic among adolescents. Topics addressed include addictions issues, verbal and sexual abuse, and complex trauma. The guiding ideology of the project is that adolescents will be equipped with the tools necessary to recognize complex trauma and what supports are available for survivors of complex trauma. --Leaf i.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2013

Title: A synthesis of mobile learning literature in education, business, and medicine
Contributors: Dawn M. Stevens (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: M-learning, or using a mobile device as a tool for learning, is a relatively new phenomenon. This project examined m-learning within education, business, and medicine. Specifically, three types of mobile devices were examined within the three sub-categories of m-learning: the mobile phone or smartphone, the iPold, and the PDA. A mixed-method design was used to review 40 m-learning articles and to synthesize the literature to explore m-learning projects around the world. The literature revealed that m-learning was used in many parts of the world, and mostly in North America, within all three fields. There were also numerous projects in Europe, Asia, the United Kingdom, and in Oceania. Mobile phones, smartphones, iPods, and PDAs were used in all three fields. --P. ii.
Discipline: Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2010

Title: Investigating the importance of vocabulary instruction and effective strategies
Contributors: Seleste Eftoda (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this thesis was to examine the question, '~To what extent are teachers using effective strategies to teach vocabulary?' The supporting research question was, '~How can teachers be best supported in their vocabulary instruction?' I distributed a questionnaire to all K-4 teachers within the local school division. As well, I conducted five semi-structured interviews with teachers representing three different schools and kept a personal reflective journal. I assessed the data from the questionnaire, interviews, and reflective journal qualitatively. The data revealed that effectives strategies for vocabulary instruction were largely neglected and that professional development could improve the delivery of effective instruction. I conclude the thesis with implications of this research, recommendations, and final reflections. --Leaf ii.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2015

Title: Strategies to foster equal access to a quality education: parental involvement and its effect on education
Contributors: Tanya D. Goodwin (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This participant-observer case study researched the supports and strategies a teacher could implement in the classroom to encourage parental involvement in their children's educations. These strategies and supports included invitations to school events such as assemblies, craft nights, and literacy nights, two parent-teacher interviews, extra parent contact through email, telephone calls, notes, and a weekly parent communication book. The study compared the amount of parental involvement students experienced during the study period with the students' levels of achievement on reading and writing assessments. Data were collected through the use of several different documents, including parent communication books, a parent contact log, parent communication questionnaires, reading assessments, and writing assessments. The results of this study suggest the classroom supports and strategies implemented to encourage parental involvement positively affected students' academic achievement. --P. ii.
Discipline: Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2011

Title: Teaching masculinity: an examination of the professional literature and design of a curriculum of Men's Studies 12 targeting at-risk adolescent males
Contributors: Gordon R. Weber (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This qualitative project explored the implementation impetus and barriers to the creation of a men's studies program in a rural Canadian school district. Student engagement in several countries and continents has drawn significant academic attention over the last decade and statistical evidence of lack of engagement, poor attendance, inappropriate behavior, school suspension, special education enrolment, and low graduation rates demonstrates an oversubscription by male students. Using school district qualitative and quantitative data, I examined the local need to create a program of studies which would support culturally appropriate constructions of masculinity. Then, using a synthesis of international research literature and supporting materials from a variety of sources, I outlined the actual men's studies program with its overt (and hidden) learning outcomes. The project concluded with a series of recommendations, the most notable recommendation being that a men's studies program should be implemented in a pilot alternate school with specific caveats.
Discipline: Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2009

Title: Assessment for learning and its relationship to the quality of written language: the effects of using exemplar writings to build criteria on the quality of student writing
Contributors: Terry L. Tisdale (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This action research project investigated the central research question: To what degree does the quality of students' personal writings improve when students build criteria from exemplary writing? This project requested teachers to implement specific assessment for learning strategies into their written language instruction of personal writing. The students participated in one baseline write and three subsequent writes to determine if using the assessment for learning strategies of analyzing exemplary writing and developing criteria would increase the quality of writing based on the meaning strand of the BC Performance Standards in Writing. For further evidence of effectiveness of using assessment for learning strategies, students completed a rating scale on their perceived helpfulness of these strategies, for learning strategies, performance standards and participating within a learning team. The primary students' quality of writing improved substantially with the implementation of assessment for learning strategies. The students and the teachers perceived the assessment for learning strategies to be effective in increasing the quality of personal writing. The teachers believed the use of assessment for learning strategies, and performance standards and working within learning teams were highly effective in improving and assessing the quality of students' writing. --Leaf ii.
Discipline: Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2012

Title: Exploring the support needs of teachers using a career stage framework
Contributors: Cindy J. Parsons (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This qualitative research study explored the specific support needs of teachers as they progress throughout their careers. The teachers for this study, chosen randomly from schools in and around the Grande Prairie area, included teachers from various grade levels who had teaching experience ranging from 0 to 35 years. The participants were divided into four groups based on their years of teaching experience: 0-5, 6-15, 16-25, and 26-35 years. Fifty-nine teachers completed and returned the surveys. The results were then analyzed to identify support needs related to six categories of support and were compared to years of teaching experience. In addition, eight teachers were selected, two from each experience category, to participate in one-on-one interviews with the researcher. The data were then coded to identify themes related to the support needs of teachers based on their ranges of teaching experience. The results highlight that all teachers in all stages of their careers felt there was a need for more time to perform all of their required teaching duties. There were specific needs reported by teachers based on the stages of their teaching careers. Those teachers in the second stage identified a need for more administrative support. Teachers in the third stage of their careers reported a need for opportunities to incorporate professional development into their teaching and finally, those teachers in the last stage of their careers identified a need for collegial support. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Content Model: info:fedora/ir:thesisCModel
Date added: 2015

Title: An induction handbook for new teachers to School District #92-Nisga'a
Contributors: Charity Peal (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Teacher induction, retention, and attrition are issues that all British Columbia school districts encounter. As a rural district, School District #92-Nisga'a faces these challenges in a more rapid and steady rate than urban districts. In this research project, an induction handbook for new teachers entering School District #92-Nisga'a has been created as one way to support new teachers entering the district. Two main purposes are highlighted within the induction of teachers to School District #92-Nisga'a: (1) to create a central location for teachers to access information regarding teaching and learning within the district and (2) to give a general overview of Nisga'a language, culture, and communities. --P. ii.
Discipline: Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2010

Title: Kindergarten readiness: a handbook for parents of kindergarten-aged children
Contributors: Leah Spergel (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Kindergarten marks a momentous transformation for both child and family. Along with this change comes many worries and anxieties. Parents often wonder if their child is developmentally ready to attend kindergarten. They also want to know what they can do to help their child transition easily into kindergarten. Being certain the child is ready for kindergarten can make this move to a formal school setting a much more pleasant and successful experience. This project was created to prepare parents by providing them with information surrounding kindergarten readiness and was developed using the content analysis of various other parent handbooks, as well as current research on selected topics. In addition to information regarding the importance of kindergarten readiness, the concepts of kindergarten curricula, developmental milestones of a kindergarten-aged child, and the significance of building family-school partnerships are included. The handbook also recommends many strategies for parents to support their child's learning before kindergarten begins. --Leaf ii.
Discipline: Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2015

Title: Identifying effective reading intervention strategies for Grade 2 and 3 students
Contributors: Janine Marie Blakesley (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This mixed methods inquiry examined the effectiveness of reading intervention strategies on students who are at-risk for reading failure. The targeted, intensive, and effective reading instruction in which students participated in helped to shed light on this study's central research question: Which reading strategies are effective for a small group of Grade 2 and 3 students with reading difficulties in a large urban school in Whitehorse, Yukon? This project contains a thorough literature review drawing upon relevant research with respect to programming, strategies, and intervention models. Pre-test assessments using two Level B standardized assessments were conducted on four Grade 2 and 3 students in January 2014. Students received 10-weeks of intense reading instruction within the five components of reading. Upon completion of the study post-test assessments employing the same two Level B standardized assessments were conducted on the students in March 2014. The quantitative data results indicated that the implemented intensive reading intervention strategies were significantly effective for all four students. The qualitative data collected from my both field notes and reflective journal indicated that the intensive reading strategies were successful in increasing students' reading performance skills. Data gathered from student records and assessments added further information and helped to reveal possible reasons why students are at-risk for reading failure. --Leaf ii.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2014

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