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Title: BC teachers' experiences with the learner, environment, instruction, curriculum (LEIC) planning tool
Contributors: Meredith Keery (author), Andrew Kitchenham (thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Tina Fraser (committee member), Cindy Heitman (committee member)
Abstract: The LEIC is a FASD planning tool, guided by a neurodevelopmental approach to planning and endorsed by the Provincial Outreach Program for FASD. The research in this study explores the lived experiences of six B.C. teachers as they have used the LEIC in past practice and reflect on future use. This mixed-methods study also looks at data gathered in a cross-sectional survey design where a further 27 teachers responded to questions about the LEIC. The findings indicated that the teachers felt that the tool was a useful document however, certain factors inhibited comprehensive and effective use in some cases. The data suggested that frequency of use and bi-modal training methods increased effective practice as well as depth-of-understanding in planning for a student with FASD.
Discipline: Education-Special Education
Date added: 2019-04-05T20:31:49.861Z

Title: Reflecting on the value of arts intensive programing in Yukon territory 1993-1994
Contributors: Lionel Colaci (author), Andrew Kitchenham (thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), John Sherry (committee member), Simon Blakesley (committee member)
Abstract: The purpose of this study was to look at the importance and value of teaching art in schools. While there are published academic papers that discuss the value of teaching arts at the secondary school level, there has been no study conducted on the MAD (Music, Arts, and Drama) program that was piloted in Whitehorse, Yukon in 1993 – 1994. The researcher was interested in documenting the participants’ experiences in a secondary school immersive arts program that had no set curriculum. The methods of investigation used were questionnaires and interviews with former MAD students who attended the pilot program from 1993 – 1994. The questionnaires and interviews were conducted in the summer of 2017. Out of twelve possible participants contacted via encrypted email, only six of the alumni were available to reflect on their time in the MAD pilot program. The researcher collated the results of the interviews and questionnaires and analyzed them for emergent themes. The researcher found that these six participants had a positive experience in being exposed to an intensive arts program and they felt that by being exposed to arts in a secondary school setting helped them learn, or enhance, 21st century job skills such as creative thinking, problem-solving, collaborative skills, and empathy.
Discipline: Education-Multidisciplinary Leadership
Date added: 2019-04-15T20:32:03.968Z

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: "Like being pecked to death by a chicken"
Contributors: Shirley Giroux (author), Andrew Kitchenham (thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Shannon Wagner (committee member), John Sherry (committee member), Kathryn Banks (committee member)
Abstract: Teachers are helping professionals for whom caring work is a significant aspect of the job. Conflicts between work and family demands arise from various antecedent work, home, and personal features and have been linked to negative effects on mental health and quality of life, as well as increased rates of burnout. This research investigated whether mothers and non-mothers differ in their reported experiences of wellness at work and home. Using teachers as a proxy for helping professionals, this research used mixed methods to explore whether there might be observable differences between the experiences of women who are parents with children at home, compared to those who are child-free. A sample of British Columbia teachers (n = 182) was surveyed to seek quantifiable within-profession differences in measures of stress, work/life conflicts, and/or resilience between groups of K–12 teachers, based on whether or not they had children at home. These surveys also provided opportunities for participants to share stories of challenging experiences and the resilience strategies they used to work through them. A subsample of the survey group of teacher/mothers analyzed and made sense of the collected stories in light of the quantitative results and their own experiences as part of the process of Participatory Narrative Inquiry (PNI), which comprised the qualitative portion of this research and resulted in suggestions of many strategies. Statistically, it appears parent and non-parent teachers may differ only in the greater extent to which the former report family demands to interfere with the time and effort they can spend at or on work. In general, teachers reported similar challenges regardless of whether they were mothers and may use similar resilience strategies (such as self-efficacy) to support them in their caring work. Formal elucidation of these strategies may facilitate the translation of this research into meaningful supports and strategies to facilitate equilibrium between work and home for all helping professionals.
Discipline: Health Sciences
Date added: 2019-05-10T23:31:40.951Z

Title: Learning, sharing, growing--SEL together!
Contributors: Jodee Sayle (author), Andrew Kitchenham (thesis advisor), John Sherry (committee member), Barb Nichols (committee member), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project is to provide a manual for kindergarten to Grade 3 teachers in Prince George schools. This manual is to assist classroom teachers in leading their students and their parents on a purposeful explicit journey into and through the importance of social emotional learning (SEL). This project begins with background information regarding social emotional learning, why SEL needs to be taught in our classrooms, the importance of parent involvement in schools and their understanding of SEL, and teachers understanding the significance of SEL being taught in schools. A literature review explores what SEL is, the importance of SEL in the school setting, the impact of parent involvement with SEL in the school setting, and the implication of teachers knowing and explicitly teaching SEL to their students. An outline of how the project is structured is offered. Finally, an educator's manual for instruction on SEL to students in kindergarten to Grade 3 classrooms in Prince George schools will be created. The manual outlines the procedures for implementing parent afternoons including suggested activities and prerequisite teaching of the students.
Discipline: Education-Special Education
Date added: 2017-08-30T16:30:25.858Z

Title: The efficacy of one after school program in raising reading scores in eight Northern British Columbian's vulnerable schools
Contributors: Sherrie-Lee Douglas (author), Andrew Kitchenham (thesis advisor), Christine Ho Younghusband (committee member)
Abstract: Elementary schools in Northern British Columbia with vulnerable populations are facing a decline in the academic achievement rates of their students. School districts facing these challenges are focusing their initiatives on intensive interventions to reduce and eliminate the achievement gap affecting the vulnerable populations. The After-School Academic Proficiency (ASAP) Program was a pilot project introduced to eight elementary schools with populations that were deemed vulnerable. Reading data collected from a school district located in Northern British Columbia determined that 49% of Grade 2 students were not meeting expectations.
Discipline: Education-Multidisciplinary Leadership
Date added: 2019-08-19T21:12:24.555Z

Title: Listening to learn
Contributors: Christy L. McKenna (author), Andrew Kitchenham (thesis advisor), Lantana Usman (committee member), Les Malbon (committee member), University of Northern British Columbia (Degree granting institution)
Abstract: The goal of this research study was to investigate listening comprehension and demonstrate how a listening comprehension intervention could lead to improvement. This study intended to contribute to the knowledge base of research with elementary-aged students while providing educators with guidance in teaching listening. Two Grade 5 classes comprised of the participant groups; one class served as the intervention group, while the other class served as the control group. This study followed a quantitative research methodology using a quasi-experimental design that included pretesting and posttesting in listening and reading. Statistical analysis using t-tests compared the groups. The findings of this study did not achieve statistical significance but resulted in several educational significances. The implications of this study indicate that the task of designing an age-appropriate course and measuring improvement is challenging. Subsequent research in the area of listening comprehension course development and test development for this age group is recommended.
Discipline: Education-Special Education
Date added: 2020-08-20T20:24:13.08Z

Title: Navigating the intersection between professional success and severe mental illness
Contributors: Lisette Suzanne LeBlanc (author), Andrew Kitchenham (thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), John Sherry (committee member), Henry Harder (committee member)
Abstract: This study analyzed 13 stories of successful individuals who have serious mental illnesses (SMI). Those who are diagnosed with schizophrenia, bipolar, or major depression, are more likely to be unemployed, and if working, have higher turnover, and work part-time in low paying jobs. Despite this, there are highly-educated and professionally-successful individuals with an SMI. I conducted a content analysis of published autobiographies of successful individuals who describe their experiences of navigating school, work, and their SMIs, to explore what major themes emerged from this group. My results suggested all the individuals faced significant challenges as a result of their disability but were able to use coping strategies including a strong drive, a belief that they could achieve their goals, a determination to face obstacles, and a drive to achieve their goals. In doing so, these individuals have shown that success in education and employment is possible despite their challenges.
Discipline: Education-Counselling
Date added: 2019-05-10T23:31:43.19Z

Title: Thinking beyond the words
Contributors: Kari L. Johnson (author), Andrew Kitchenham (thesis advisor), John Sherry (committee member), Lynda Struthers (committee member), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project is to provide a handbook for classroom and special education teachers. This handbook is to assist teachers helping their students with ASD to develop reading comprehension skills. This project begins with background information regarding ASD and prevalence rates for ASD along with a discussion about reading comprehension. A literature review outlines the difficulties students with ASD have with reading comprehension and examines the specific areas with which students struggle. An outline of how the project is structured is given and finally a handbook is presented that outlines strategies for teachers to use for each area of deficit which students may encounter. The handbook provides a variety of strategies for each area identified.
Discipline: Education-Special Education
Date added: 2020-08-18T22:04:27.076Z

Title: Investigating the impact upon First Nations students on reserve, in relation to their elementary school experience
Contributors: M. Aaron Burgess (author), Andrew Kitchenham (thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Tina Fraser (committee member), Joan Bartley (committee member)
Abstract: The purpose of this thesis was to investigate the question “To what degree is educational attainment impacted for First Nations students, when comparing a band-operated elementary school with the public system?” Community members (n=26), both parents/guardians and students, shared their thoughts and opinions in the elementary experiences of the children. Collecting data from students and parents/guardians was intended to generate comparative scripts about the community perceptions of the band-operated school and the public system. Exploring what attitudes, beliefs, benefits, and drawbacks community members had for elementary systems would help to decipher what the impact was. Quantitative data was gathered from a five-point Likert scale questionnaire. Qualitative data was collected from individual parental interviews with three parents from each schooling system, and focus group discussions with three students from each schooling system. The data indicated that those distinctions included family, pride and confidence, appropriate learning and academics, local connections and conveniences, inter-racial relations, and finally, traditional and cultural values and skills. Those themes were consistently evident and are recognized as the core impacts for First Nations students, when comparing a band-operated school with the public system.
Discipline: Education-Special Education
Date added: 2019-04-05T20:31:45.32Z

Title: Quantified self-tracking, self-efficacy and emotional intelligence
Contributors: Jonathan Stone (author), Andrew Kitchenham (thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), John Sherry (committee member), Veralynn Munson (committee member)
Abstract: The quantified self has emerged as a new framework for self-improvement using personal data analytics and multiple forms of self-tracking. This project has examined the relationships between self-tracking for both mood and time expenditures with both emotional intelligence and emotional regulatory self-efficacy in a mixed methods experimental design. Through 14 days of time and mood tracking, 12 participant’s emotional intelligence and emotional regulatory self-efficacy were examined in a pre- and post-test design; a significant (p < 0.01) relationship was observed for participants emotional regulatory self-efficacy in the domain of acting despite powerful emotions, while no other significant relationships were observed in this study. In multiple interviews, participants identified increased emotional understanding and reported some degree of behavioural change as a result. However, given the small sample size and multiple limitations, this study is only intended to serve as an exploratory framework for further research.
Discipline: Education-Multidisciplinary Leadership
Date added: 2019-04-15T20:32:07.798Z

Title: Understanding roadblocks to adapting new technologies
Contributors: Aron Horvath (author), Andrew Kitchenham (thesis advisor), Darren Karunanithi (chair), John Sherry (committee member), Grant Potter (committee member), Kate Ross (committee member), University of Northern British Columbia Education-Multidisciplinary Leadership (Degree granting institution)
Abstract: In today’s fast-paced world of technology, new innovations are created constantly. Due to the prevalence of these new technologies being regularly introduced into workplaces, making the implementation easier for end-users will help ease the implementation process itself. This research focused on the relationship between University of Northern British Columbia (UNBC) employees and the implementation of the Banner 9 upgrade to UNBC’s ERP, specifically by answering the following questions: how do UNBC Banner users feel about the implementation, what themes were prevalent in the implementation, and what suggestions and recommendations can be made to mitigate resistance and lessen the difficulty of future implementations? Surveys and interviews were used to collect data. Via participant responses, the following suggestions were derived from the themes discovered: hold regular and themed training workshops, increase transparency regarding the implementation, provide IT department demonstrations, and have documentation more accessible to users.
Discipline: Education-Multidisciplinary Leadership
Date added: 2020-11-25T00:15:02.284Z