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... .
My thesis used an Indigenous framework to explore my Indigenous identity loss, discovery and recovery that I have experienced throughout my life. I have done this by braiding together the struggles of my own lived experiences of Indigenous identity loss, and identity recovery, with research that examines how Indigenous identity loss, and identity recovery can affect one‘s own personal identity as they grow up. The story work in my thesis explores the effects of colonization that Aboriginal children and youth may have experienced, and how historical trauma may be passed on throughout generations, affecting one‘s identity. I have done this by discussing my personal lived experiences of Indigenous identity loss from birth, and throughout my childhood. Further I examined the lack of opportunity, and the lack of concrete structures that were not in place for me to explore my Indigenous identity for who I was and from where... .
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... .
