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Title: Singing to remember, singing to heal: Ts'msyen music in public schools.
Contributors: Anne B. Hill (author), Judith Lapadat (Thesis advisor), Margaret Anderson (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The Ts'msyen Nation of the Terrace area of northern British Columbia has a rich cultural tradition that is not adequately represented in local public school music curricula, despite the support of government policy documents and First Nations organizations for such representation, and despite the significant proportion of First Nations students in the school district. This study seeks to develop resources for music teaching that reflect local Ts'msyen culture, heritage and language, in a manner consistent with Ts'msyen culture and protocol. The study consists of interviews with six Ts'msyen elders to determine their views about (1) the advisability of including Ts'msyen music in public schools (2) protocol for the use of Ts'msyen music in schools (3) ideas and material for presenting Ts'msyen music in schools. Finally, I examine other cultural information provided in the interviews and present teaching material that conforms to the guidelines that emerged from the study.
Discipline: Interdisciplinary Studies
Content Model: info:fedora/ir:thesisCModel
Date added: 2009

Title: Code-switching by Chinese English-as-a-second-language students in computer-mediated communication: A multiple case study.
Contributors: Yanping Cui (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Content Model: info:fedora/ir:thesisCModel
Date added: 2007

Title: The effectiveness of story-framed instruction in mathematics
Contributors: Philip G. Clark (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Content Model: info:fedora/ir:thesisCModel
Date added: 2004

Title: The use of narrative therapy in counselling bridging participants
Contributors: Andr~a McKenzie (author), Peter MacMillan (Thesis advisor), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 1998

Title: Web-based instruction: teaching students to utilize problem solving strategies
Contributors: Jennifer Mary Yun (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: In the last couple of years on-line courses have burgeoned on the world wide web. However, despite technological advances, there are a dearth of programs which aid students in developing problem solving skills. Currently, there are only five programs on the Test of English as a Foreign Language (TOEFL) exam that are available on the world wide web. All of five are based on a question, answer and evaluation format. The purpose of this M.Ed project is to develop a program that teaches students to utilize their cognitive and high order learning skills by providing multifaceted exercises that work on developing these strategies.
Discipline: Education-Curriculum and Instruction
Content Model: info:fedora/ir:thesisCModel
Date added: 2000

Title: Strategy instruction and expository writing in an inclusive grade six/seven classroom: A teacher's perspective.
Contributors: Karin A. Paterson (author), Judith Lapadat (Thesis advisor), Trudy Mothus (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Content Model: info:fedora/ir:thesisCModel
Date added: 2005

Title: Cognitive analysis of an autoethnography
Contributors: Andy Bellamy (author), Judith Lapadat (Thesis advisor), Trudy Mothus (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This is an autoethnography project and consists of five stories in short story literary format chosen from events that had significant influence on my personal development. The stories are accompanied by a brief synopsis of the information processing account of cognitive theory. The theoretical component is followed by an analysis of the stories from the cognitive perspective thus producing a novel means from which to explore cognitive theory and cognitive therapy. Autoethnographies have the effect of examining how human experience is endowed with meaning therefore examination from a theoretical standpoint serves as a solid foundation from which to expand on initial interpretations and experience from the autoethnography alone. This project is an attempt to combine the personal with the scholarly and is a means towards blurring the illusionary division between scholarly and personal/evocative writing.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2009

Title: Portfolio evaluation in two English 12 classes
Contributors: Alan Walter Lehmann (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Recent educational research has stressed the importance of developing authentic means of assessment and evaluation. Portfolio assessment in language arts has been approved by the Ministry of Education in British Columbia as an alternative to testing. The purpose of this project is to devise a portfolio evaluation assignment suitable for use in English 12, work with two classes on its production during the term of one semester, and evaluate with them its effectiveness as a learning tool.
Discipline: Education-Curriculum and Instruction
Content Model: info:fedora/ir:thesisCModel
Date added: 2000

Title: Development of a checklist for evaluating cohesion in writing.
Contributors: Lynda Struthers (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Content Model: info:fedora/ir:thesisCModel
Date added: 2002

Title: An examination of aboriginal students' early school-leaving trends
Contributors: Wallace Ross McCappin (author), Colin Chasteauneuf (Thesis advisor), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2002

Title: Zine is believing: The personal growth of five contributors to a youth magazine.
Contributors: Miss Mieke (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2006

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

Title: Nonverbal communication: reading interaction between parent and child
Contributors: Kristy Lee Dent (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Content Model: info:fedora/ir:thesisCModel
Date added: 2003

Title: A journey through unexpected sibling bereavement: an adolescent's grief and struggle to find meaning in adulthood
Contributors: Dana Norbeck (author), Judith Lapadat (Thesis advisor), Trudy Mothus (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Although extensive research relating to adolescent bereavement exists, studies relating specifically to adolescent sibling bereavement are limited in scope and rarely provide a longitudinal perspective. This study implements autoethnography to reveal a retrospective of the author's personal experience with grief after the unexpected death of her only sister during adolescence. The case study provides a longitudinal perspective of adolescent sibling bereavement as the author examines her grief from the moment that she found out her sister was killed, through to the present day, 22 years later. The author reveals many short-term and long-term effects of grief while examining her own experiences from both adolescent and adult perspectives. Also provided is an introduction to other literature on the topic. The study will present families, teachers, counselors, and other community members, with a more in-depth look at adolescent sibling bereavement, its long-term impacts, and suggestions for supporting an adolescent experiencing grief after the death of a sibling.--P.ii.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2008

Title: Securing a home in British Columbia for adults with intellectual disabilities: A family perspective.
Contributors: Deidre L. Quinlan (author), Dennis Procter (Thesis advisor), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this study is to gain an understanding of the experiences of families/caregivers who provide support for intellectually disabled family members as they navigate government systems in order to find and secure a home for their disabled family members. The study focuses on families in northwestern British Columbia. Policy analysis, complemented by feminist and critical disability theory, serves as the framework for the study that used ethnographic and autoethnographic methods to explore the experiences of caregivers in this distinct subculture. Data collection involved semi-structured interviews with eight family members/caregivers. Thematic analysis of the data was used to determine significant issues that these families/caregivers face. Twelve subthemes emerged from the data analysis and as a result of the findings specific areas were explored: the experiences of the family caregivers the experiences of the researcher who is part of the subcultural group lessons from Canadian history the present and the future in British Columbia and recommendations. This research provides a snapshot of the lived experiences of families/caregivers supporting an intellectually disabled family member and the impact of current policies on these families. Future research should focus on the voices of the intellectually disabled individuals - citizens within our society. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Content Model: info:fedora/ir:thesisCModel
Date added: 2015

Title: Writing on the web: online technology and the writers' workshop in the junior secondary classroom
Contributors: Elizabeth McInerney Woods (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Schools are places where students are required to perform writing acts and submit written products. A writers' workshop (WW) is one method used in schools to encourage students to write. Most would include the peer conference, the time for a student to talk about her/his writing, face-to-face, in various stages, one to one or in small groups of three to four peers. Graves (1983, 1985, 1991, 1995, 1996), Calkins (1986), and Atwell (1987) gave encouraging descriptions of their WW classrooms. Others have illuminated some of the challenges (DiPardo and Freedman, 1998; Lensmire, 1992, 1994; Morse, 1994; Rouse, 1988; Zemelman and Daniels, 1988). In particular, implementation of the peer conference has been problematic. Issues of teacher control are forefront and reinforced by the need to maintain a safe and productive classroom environment. Unlike the traditional teacher-talk dominated classroom, the peer conference creates less closely supervised opportunities for students to speak. In this restructured learning environment, the immediate peer culture becomes an important concern. The teacher cannot be sure that the classroom is a safe place for every student to share her/his work with peers (Lensmire, 1992). Despite these realities, constructivist theory stresses the importance of context and encourages active participation of students through talk and writing (Schaafsma, 1996; Doolittle, 1999; Schallert, Dodson, Benton, Reed, Amador, Lissi, Coward & Fleeman,1999). Online technology opens a new range of alternatives, and several features seem applicable to the problem of safety in the peer conference. Tornow (1997) and Bonk, Malik:owski, Angeli, and Supplee (1998) described the use of the online conference in a university setting. These authors defended the benefits of learning in a social context. Bonk et. al. (1998) saw web-based conferencing as "an electronic apprenticeship," an application of Vygotsky's negotiation of meaning within students' zone of proximal development. Three of Bakhtin's (1981) key perceptions are embodied in the WW: Through writing, the individual is able to to develop a dialogic awareness of his/her own place in the community (Brandist, 1997; Lensmire, 1994). Student stories are utterances in context, socio-linguistic narratives with an intertextual nature (Schallert et. al., 1999). However, with the reduction of autocratic control, the peer conference, like Bakhtin's carnival, has the potential to open the darker underbelly of the adolescent nature, and further serves as a caution to maintain a safe classroom environment. As researcher, I had a dual role as the teacher of the classroom under study. My goals were: ( 1) to create an online learning environment for the peer conference; (2) to peruse the peer responses to monitor class climate; (3) to assess the value of the peer conference; ( 4) to obtain students' evaluations of the online conference experience; and (5) to assess the value of the peer conference as indicated by revisions made between the draft and final copy of one piece of narrative writing. In collaboration with the project leader at the university computer center, we adapted a Weber site to meet our purposes. WebCT is a multi-dimensional communication tool developed at the University of British Columbia. A course construction template within this technology accommodated all of the functions necessary to establish the online peer conference. The main findings of this study were: ( 1) WebCT provided an appropriate online learning environment for the peer conference. In both the survey and class meeting data students confirmed that the online conference was a valuable way to construct meaning. One student commented, the assignment "gave us a thought process, not just a writing one." (2) Although one student received negative response to his story, for the vast majority of peer responses, safe environment was not a concern. However, the quality of peer responses was raised as an issue. (3) On the survey, of 22 participants, 17 students somewhat or strongly agreed that they would recommend the online conference for other students. At the last class meeting, of 18 participants present, 16 voted yes, they would like to do this project again. (4) On the survey, 18 somewhat or strongly agreed that they liked anonymous response. During class meeting discussion, students favored the use of a code name and suggested possible improvements: numbers versus names, assigned names, number only, no name and no number. Anonymous response allowed response to the writing and not to the writer, or the writer's place in the social hierarchy. (5) The concern for improved quality of peer response was reinforced as I found evidence of insufficient revision made between the draft and final copies of these narratives.
Discipline: Education-Curriculum and Instruction
Content Model: info:fedora/ir:thesisCModel
Date added: 2000

Title: Reading intervention: breaking the loop
Contributors: Elizabeth Manji (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project was to implement and evaluate a pedagogically based reading program that had the aims of encouraging student connectedness to reading, and motivating students to become readers. Current research on helping struggling readers focuses on several key concepts: a balanced approach incorporating both skills and meaning based perspectives, motivation to read, additional instruction time, fluency developed through repeated readings, metacognition, and comprehension strategies. Based on this research I developed an instructional approach incorporating these key components. I implemented this approach with two middle school students using an observational case study research method. One goal was to increase the students' reading fluency, comprehension, and motivation. A second goal was to boost their self-perception of themselves as readers. I used the students' perspectives, feedback, and progress during the project to guide instruction. In conducting this project, I increased my knowledge of reading theory, and improved my skills in providing remediation for struggling readers. I plan to present the project and conclusions to school staff, outlining the potential benefits of the program, and validating the need for continued intervention and support for struggling readers at the upper elementary level. --P.iii.
Discipline: Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2010

Title: Improvise, adapt, overcome!: back-to-the-land women and adult transformative learning theory
Contributors: Molly Thompson Eichar (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This study considers the implications of adult transformative learning theory (Mezirow, 1991 ~ Mezirow & Marsick, 1978) in the real world context of a group of women back-to-thelanders who returned to mainstream society. All but one of the women returned to university to complete their interrupted post-secondary education. The other woman used skills and knowledge she had gained during her back-to-the-land time to become an instructor at a community college. This study examines the women's stories with a view to uncovering the qualities and characteristics that led to their success in these educational institutions. Adult transformative learning theory failed to account for the women's narrated views of their success. Epistemological development (Belenky et al. 1986) appeared to account for their intellectual ability to achieve their academic and career goals, but left the larger question of successful transitions unanswered. The women emphasized self-reliance and the resultant self-confidence as their central learning experiences during their back-to-the-land time, and highlighted the concept of agency, and "storying" one's own life.
Discipline: Education-Curriculum and Instruction
Content Model: info:fedora/ir:thesisCModel
Date added: 2000

Title: Why are they failing? A qualitative study of academically capable at-risk senior secondary students.
Contributors: Kenneth Richard Ponsford (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 1998

Title: English as a second language (ESL) learning experiences of immigrant high school students: A small city schools case study.
Contributors: Lucy W. Karanja (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This study investigated the English as a Second Language (ESL) learning experiences of immigrant students in high schools in a small city. The aim of the study was to acquire a deeper understanding of how ESL services are organized and provided in schools in a small city where immigrant students are few in each school. A total of 10 participants were selected from among ESL students, their parents, ESL teachers, and subject area teachers. Interviews were conducted with each of these participants with the aim of obtaining insights regarding the ESL learning experiences of the students. Findings in this study show that limited English proficiency of these ESL students hindered their interaction with mainstream teachers and peers, their understanding of course content, and their selection of academic courses. Consequently, these prevented them from learning more English, performing well academically, and may block their direct admission to university.
Discipline: Education-Curriculum and Instruction
Content Model: info:fedora/ir:thesisCModel
Date added: 2005