Search results
- Title
- An Aboriginal approach: what teachers need to know in public education
- Contributors
- Beverly Kim Isaac (author), Ross Hoffman (thesis advisor), Tina Fraser (thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Catherine Whalen (committee member)
- Abstract
- The purpose of this research is to provide an understanding of what British Columbia K-12 teachers require to successfully teach First Nations students, First Nations content and First Nations culture. This thesis brings awareness of the need to prepare teachers to teach with a holistic pedagogical practice in order to close the achievement gap (Auditor General’s Report pg. 3.2015) that presently exists between Aboriginal and non-Aboriginal students The data collected for the purpose of this thesis was provided through the following; review of the literature, interviews with successful graduates of the University of Northern British Columbia, Bachelor of Education (B.Ed.) program, and Northern British Columbia Aboriginal School District Principals. The data brings awareness to future teacher preparation to meet the needs of K-12 Aboriginal students that, if followed, will lead to more Aboriginal students meeting success and graduating from the K-12 school system. ...
- Discipline
- First Nations Studies
- Date added
- 2017-05-15T21:14:37.163Z
- Title
- A collection of aboriginal stories and wisdoms for counsellor development
- Contributors
- Judy Letendre (author), Tina Fraser (thesis advisor), John Sherry (thesis advisor), Rheanna Robinson (committee member), University of Northern British Columbia (Degree granting institution)
- Abstract
- Current mainstream counselling education is Euro-American based; a practice presenting other worldviews, including Indigenous, as sidelines categorized under umbrella terms such as multiculturalism, diversity or cultural competency. This relatively singular lens misses the depth in counselling practices and often sees other cultures incorrectly and leads to misunderstandings or unhelpful, even harmful practices like racism. Aboriginal stories and wisdoms have been gathered to develop Indigenous curriculum that will share equal educational space. For this project, I combined Indigenous principles and protocols and standard qualitative methods to gather and analyze the information. I interviewed Aboriginal people I had known previously from various BC Nations as unique individuals holding wisdom and knowledge passed to them through their Indigenous ancestry, and with various connections to counselling as a client, counsellor, educator and/or course developer. Their collective voice suggests Indigenous knowledge be delivered in an Indigenous way using heart learning and spiritual purpose, teachings seen as absent in in western based counselor education.
- Discipline
- Education-Counselling
- Date added
- 2017-08-30T15:25:59.655Z
- Title
- A holistic approach to capacity building
- Contributors
- Jennifer Parisian (author), Tina Fraser (thesis advisor), Catherine Whalen (committee member), Gwen Budskin (committee member), University of Northern British Columbia Education-Multidisciplinary Leadership (Degree granting institution)
- Abstract
- The history of Education in Canada has been systemically and generational destructive to Aboriginal people and culture. This history of destruction has caused systemic racism throughout our school systems resulting in lower graduation rates and a lack of equity in achievement within education resulting in gaps in social-economic disparity for Aboriginal People in Canada (Archibald & Hare, 2017). This research project aims to address a gap in the education of educators in regard to closing the gap and working together for reconciliation. This project provides a framework for a holistic understanding of how to approach working within First Nations communities within the education system or across systems. The result of this project is a guidebook and PowerPoint presentation for professional development. The project provides educational professionals with some tools and knowledge to improve inclusive and culturally sensitive practice. The project delivers a common goal framework conceptualized by the researcher and adapted from a generalized, personal, and interpretative understanding of the Aboriginal Medicine Wheel. The four-part conceptual framework includes leadership, holistic approach, capacity building, and ethical considerations with the common goal in the center. The project brings together the concepts important to achieving the common goal of improving professional capacity when working with Aboriginal People and First Nations communities.
- Discipline
- Education-Multidisciplinary Leadership
- Date added
- 2020-11-03T22:59:45.491Z
- Title
- Working smarter not harder
- Contributors
- Jana Baker (author), Tina Fraser (thesis advisor), Christine Ho Younghusband (committee member), Gerald Fussell (committee member), University of Northern British Columbia Education-Special Education (Degree granting institution)
- Abstract
- Classrooms are becoming increasingly diverse and the need for effective inclusive strategies is becoming more pronounced. Including students with exceptionalities into general classrooms is becoming the norm, however effective strategies are necessary to facilitate meaningful inclusion rather than superficial sharing of space. This need is especially true in content areas such as science. In these classes, students with exceptionalities tend to complete alternative programs in a resource room or have poor learning experiences in class. This project contains a content analysis of inclusive strategies and presents inclusive teaching resources that can help inclusion in middle school science classes. The strategies surveyed are research-based strategies that a teacher can implement in a general middle school science class. The strategies include technology, collaboration, universal design for learning (UDL), differentiated instruction (DI), strategy instruction, peer assisted learning, behaviour supports, and teacher practices. The strategies were analysed from the point of view of a learning support and science teacher for effectiveness in a middle school science class. A directed literature review was completed to more deeply examine strategies chosen for the teaching resources. Teaching resources were created and included with this project. The teaching resources were designed using universal design for learning (UDL) and other strategies from the content analysis.
- Discipline
- Education-Special Education
- Date added
- 2020-11-23T23:14:13.802Z
- Title
- Supporting aboriginal students in special education for high school completion
- Contributors
- Rebecca Abriel (author), Tina Fraser (thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution)
- Abstract
- Aboriginal education in Canada is in need of reform. Research suggests that Aboriginal students are less likely than non-Aboriginal students to graduate from high school. This study identifies specific and relevant supports that are needed for Aboriginal students in Northern British Columbia to complete high school. Recognition of rights of Aboriginal people to implement their own education systems and use Elders as teachers of traditional knowledge is essential so that more languages and cultural traditions do not become extinct. Placement of students in appropriate programs based on ability, not on perceived inability may also lead to increased success in the education system and society as a whole. Self-esteem will increase, potential income may increase, and overall health and lifestyle may be positively affected as well. ...
- Discipline
- Education-Special Education
- Date added
- 2017-05-15T20:51:05.71Z
- Title
- Beaded tweets
- Contributors
- Noelle Elizabeth Pepin (author), Linda O'Neill (thesis advisor), Tina Fraser (thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Leona Prince (committee member)
- Abstract
- Nelson Leeson (2007) described success for Nisga’a students as the ability to “dance in both worlds” (p. 9). This project combines binary coding language with loom beading, providing a space where both Western and Indigenous concepts are honoured. The practicality of the project for a classroom setting will provide teachers a tangible way to interact with coding as well as focusing Indigenous content through beading. Marshall McLuhan’s (1964) theory that the “medium is the message” (p. 5) is connected to indigenous pedagogy; the medium here is the loom and process of beading. By working through and reflecting on the 8 beading foci and needle and thread teachings, students and teachers can relate them to the provincial curriculum core competencies. Participants will be using the digital and material aspects of culture to join the conversation of reconciliation.
- Discipline
- Education-Multidisciplinary Leadership
- Date added
- 2019-04-15T20:32:07.444Z
- Title
- Leading to learn: motivating student engagement in Japanese composition
- Contributors
- Tamami Hagiwara (author), Tina Fraser (thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Linda O'Neill (committee member)
- Abstract
- This action research explored the most effective teaching method to motivate students learning Japanese composition in INTS 222: Intermediate Japanese II, at the University of Northern British Columbia. The researcher implemented three different teaching approaches: the kata, ikebana, and writing workshop approaches during the winter semester, and invited volunteer students to participate an independent interview session. This qualitative research was carried out using action research, based on the cycle of analyzing, interpreting, and interviewing (Auerbach & Silverstein, 2003) in order to improve the current situation (Berg & Lune, 2012). Findings focused on student responses and teacher learning. The results of this case study will be used to find alternative ways than the traditional teaching method by focusing on pre-writing guidance in order to strengthen students’ motivation rather than post-writing instructional feedback.
- Discipline
- Education-Multidisciplinary Leadership
- Date added
- 2017-05-15T21:14:40.314Z