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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: 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: A case study of teacher collaboration at Duchess Park Secondary School
Contributors: Keith Takuya Wood (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project was to identify issues and barriers to teacher collaboration within Duchess Park Secondary School (DPSS) and offer strategies to improve practice. An assessment of the successes and failures of the current mechanisms for collaboration was conducted through a broadly-distributed, anonymous questionnaire to DPSS staff, and through a narrowly focused interview process which targeted individual members of collaboration groups in varying disciplines and demographics at DPSS. Once data was collected it was analyzed using qualitative thematic data analysis. The main barriers to successful teacher collaboration at DPSS were individual personality conflicts, a lack of leadership within collaboration groups, a lack of predetermined collaboration objectives and agenda, and in some cases isolation and teacher work load. These barriers lead to feelings of dissatisfaction with collaboration sessions, frustration, and uncertainty, which further complicated the success of collaboration teams. Successful DPSS collaboration groups were those who: Exhibited a positive team mentality enabling the group to work together, had a clear group leader to organize and mediate the discussions, and who prepared an agenda and objectives for the group prior to the collaboration session so that each group member could prepare and participate. It was recommended that groups displaying the main barriers identified in this study work at primarily resolving these in order successfully collaborate. It was noted that individuals who do not believe in true collaboration or those who do not believe that change is needed within the PLC may not have participated in the general questionnaire and therefore their opinions may not have been reflected in this study. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Content Model: info:fedora/ir:thesisCModel
Date added: 2014

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: Cross-linguistic transference of reading skills: Assessing reading difficulties in early French immersion students.
Contributors: Karen Andrews (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this thesis was to examine both French and English reading errors made by early French immersion students to determine if there was a transfer of literacy skills between the two languages. French immersion students (n = 12) in Grade 2 and Grade 3 were assessed for word reading, word decoding, and paragraph comprehension using standardized English measures and an experimental French assessment tool, the Karen Andrews Reading Assessment Tool (KARAT). The participants, whose first language was English, had not yet received formal English reading instruction. Detailed error analyses revealed that students make the same types of errors when reading in French as when reading in English. Additionally, students who have reading difficulties in one language, experience similar difficulties in the other language. --P. ii.
Discipline: Education-Multidisciplinary Leadership
Content Model: info:fedora/ir:thesisCModel
Date added: 2010

Title: The development of English 12 First Peoples as an online distance education course
Contributors: Jan Ellen Thorburn (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This autoethnographic study documented the development of the online version of English 12 First Peoples and investigated which of the course qualities needed to be developed and nurtured differently in an online format. Data were collected through a reflective journal maintained throughout the course development process and analyzed by examining themes which emerged. The main themes involved e-learning as an emergent field in education today, the advantages of e-learning, and strategies for building community in a virtual classroom. Subsequent themes which emerged were organizational considerations for online course development and the challenges of time and technology. The research determined that important course qualities such as the provision of reflective and experiential learning opportunities and respectful interactions could be developed in an online secondary school classroom if deliberate attention were paid to using technology effectively to build community. --P. ii.;" This research project traced the development of the face-to-face delivery model of the new English 12 First Peoples course into an e-learning format for the North Coast Distance Education School (NCDES). The goal was to create an on-line learning model that would reflect the First Peoples principles of learning outlined in the English 12 First Peoples IRP, but would use technology to support and enhance students' abilities to meet the prescribed learning outcomes. --P. 1."
Discipline: Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2010

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: Electronic portfolios: Tools for supporting the teacher's need for assessment and the student's need for deep learning.
Contributors: Mark Newbery (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this thesis was to examine the question Can electronic portfolios be used to support the teacher's need for assessment and the students' need for deep learning? Students (n=12) in a grade 11/12 Comparative Civilizations course built electronic portfolios. One was a working portfolio and the other was a showcase portfolio. All assignments were assessed and stored in their working portfolios. Students then selected work that they believed best met the prescribed learning outcomes for the course and stored this work in their showcase portfolios. Quantitative data gathered from a five-point Likert scale questionnaire, and qualitative data extracted from a personal reflective journal, interviews with six students, and student written comments on self-evaluations forms. The data revealed that electronic portfolios can be used to support both the teacher's need for assessment and the students' need for deep learning. --P. ii.
Discipline: Education-Multidisciplinary Leadership
Content Model: info:fedora/ir:thesisCModel
Date added: 2012

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: Exploring Individual Education Plans In a High School Setting
Contributors: Jodi Crawford (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Tina Fraser (Committee member), Margaret Olsen (Committee member)
Abstract: The purpose of this study was to discover the factors that influence the meaningful use of Individual Education Plans (IEPs) for teachers at the high school level. While there is substantial research regarding the effectiveness of IEP documents at the elementary school level, the volume of research at the high school level in respect to the IEP is not commensurate. My research explored the elements that prevent educators from developing a useful IEP document and uncovered the factors that influence the meaningful use of this document at the high school level. Findings from this qualitative research indicated that the 10 teachers who I interviewed provided varied understandings of the purpose of an IEP as well as extremely limited to no participation in its development. Additionally, there was a great deal of frustration from the teachers regarding the purpose, development and usage of the IEP... .
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2016

Title: Exploring the connection between parental trait anxiety and adolescent emotional intelligence.
Contributors: Shirley Giroux (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Parental anxiety and emotional intelligence (EI), while peripherally linked in the research literature, have rarely (if ever) been tested for a direct relationship. This thesis involved research that established a link between those two constructs. To make that connection, quantitative data was collected using the Emotional Quotient Inventory: Youth Version (EQ-i:YV) and the State-Trait Anxiety Inventory (STAI) to link parental self-reports of trait anxiety with their Grade 10 children's self-reports of EI. Additionally, a demographic survey was utilized to compare differences in STAI and EQ-i:YV score across a variety of groups. The findings indicated the possibility of a relationship between parental trait anxiety and adolescent EI as confirmed by the finding of a correlation between increased levels of parental trait anxiety and diminished stress management abilities. Additional findings included strong suggestions that less-anxious parents spend more time with their children and also have children with higher scores on many (most) of the EQ-i:YV scales, indicating that those children that share more than three meals a week and generally spend more time with their caregivers have stronger EI abilities. --P. ii.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2012

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 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: 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: A guidebook for educators on alternative assessment for students with exceptional learning needs
Contributors: Kari Ephrom (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This content analysis explored the needs of a sample of BC public school educators in relation to determining growth and development of students with exceptionalities through methods of educational assessment. Specifically, the study sought to determine ways to support educators in assessing students with unique learning needs by determining what types of assessment resources would be most helpful. Authentic conversations were conducted with a variety of educators from the Nechako Lakes School District and a conversation analysis was conducted on the information gained. Findings from the study indicated that educators want an assessment resource that is quick and easy to use, supports the reporting process, and can be shared with colleagues or parents when discussing students. A variety of assessment templates were developed in accordance with the findings, and refer to academic, functional life skill, and behavioural domain. --Leaf ii.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2015

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: 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: 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

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

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