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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: Building alliances to understanding and working with students affected by fetal alcohol spectrum disorder.
Contributors: Sarah Deagle (author), Andrew Ritchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this thesis was to examine the question, What are the differences in the attitudes and beliefs between Aboriginal and non-Aboriginal teachers with regards to students with fetal alcohol spectrum disorder (FASD)? I randomly selected Aboriginal (n=5) and non-Aboriginal teachers (n=5) to participate in a semi-structured interview and to complete a series of 13 vignettes with the researcher. The teachers represented five schools in northwestern BC three at the local high school and seven from four elementary schools. I assessed the interview data qualitatively and the vignettes quantitatively. The data revealed that there were many shared beliefs between the two groups of teachers. The differences were apparent in their variant orientations, or the nuances in behaviour. Many of the dominant orientations were similar between the two groups. I conclude the thesis with recommendations for further research and present my conclusions for the study. --Leaf ii.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2013

Title: T.E.A.L.A.
Contributors: Chanel Nicholson (author), Linda O'Neill (thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Tina Fraser (committee member), Krista Levar (committee member)
Abstract: Schools are changing to accommodate twenty-first century families with more attention on the development of social and emotional learning for students entering elementary school. This project provides a manual that is suitable for the integration of animals into a classroom with a purpose for social emotional learning. By using therapy dogs in schools, the animal would serve a dual purpose of working with students who require support, as well as teaching social emotional learning, focusing on empathy. The manual is influenced by current social emotional learning programs and the benefits of animal assisted for atypical learners with autism. The lesson plans in the manual include activities designed to teach different emotions using stories of animals that would help students make connections to the emotions of the animal and others and eventually to recognize emotions in one self.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2018

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: Differentiated math problem solving in the context of personalized literature
Contributors: Helena Carolyn Ziefflie (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2013

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: 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: 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: An exploratory survey of teachers' use of Kurzweil assistive software with students
Contributors: Tina M. Harms (author), Yvon Cloutier (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This exploratory study used an online survey in one British Columbia school district to determine (a) whether supports were needed to include Kurzweil assistive software when teaching students with learning disabilities, and (b) which specific supports were required. Kurzweil 3000 assistive software (Kurzweil) is aimed at individuals from Grade 3 to adulthood who experience planning, reading and/or writing challenges. Past research has found assistive software, like Kurzweil, to be a cost-effective way to increase independent learning opportunities (Chiang & Liu, 2011), engagement, and improve academic achievement for students with learning disabilities (Epps, 2007). Analysis of the 50 survey responses indicated supports were needed as part of four broad themes: Time, Supports for Teachers, Supports for Learners and Families, and Kurzweil Program Suggestions. Findings from this exploratory study could be used in the future to better support students with learning disabilities who use Kurzweil, and the BC teachers who educate them.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2013

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
Content Model: info:fedora/ir:thesisCModel
Date added: 2017

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
Content Model: info:fedora/ir:thesisCModel
Date added: 2020

Title: Investigating the importance of vocabulary instruction and effective strategies
Contributors: Seleste Eftoda (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this thesis was to examine the question, '~To what extent are teachers using effective strategies to teach vocabulary?' The supporting research question was, '~How can teachers be best supported in their vocabulary instruction?' I distributed a questionnaire to all K-4 teachers within the local school division. As well, I conducted five semi-structured interviews with teachers representing three different schools and kept a personal reflective journal. I assessed the data from the questionnaire, interviews, and reflective journal qualitatively. The data revealed that effectives strategies for vocabulary instruction were largely neglected and that professional development could improve the delivery of effective instruction. I conclude the thesis with implications of this research, recommendations, and final reflections. --Leaf ii.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2015

Title: Implementing KeyMath approach for assessment, learning, and teaching for an inclusive middle school classroom in British Columbia
Contributors: Trevor Stovel (author), Lantana Usman (thesis advisor), Andrew Kitchenham (committee member), Tracy Connell (committee member), University of Northern British Columbia (Degree granting institution)
Abstract: Mathematical pedagogy has a large body of research as it pertains to both typically achieving students and learners with special needs, particularly math disabilities. The label of mathematical disability is dependent on several types of assessments that measure various aspects of cognition related to mathematical skill. Rural school districts, such as the one where this project started, have limited resources to assess and instruct learners with mathematical disabilities. This project made use of the KeyMath-3 diagnostic assessment in the construction of classroom math units using the KeyMath-3 diagnostic assessment that guides diagnosis of math disability. This diagnostic assessment was used as a focus for the language and types of questions used in various mathematical units. The British Columbia Ministry of Education math curriculum, KeyMath-3 diagnostic assessment, and IXL.com math program were all analyzed to find common language and goals as the focal points for the lessons. Probability, Pythagorean Theorem, Algebraic Expression, and Surface Area units were constructed at the Grade 8 middle school level using this approach to make learning accessible to learners with math disabilities while simultaneously allowing stronger math learners to fully express their levels of mathematical understanding. The combined use of diagnostic assessment, curricular goals, and support programs analyzed in this project allows for the construction of math units that could improve the understanding of all math learners, especially those students with math disabilities.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2018

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
Content Model: info:fedora/ir:thesisCModel
Date added: 2019

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
Content Model: info:fedora/ir:thesisCModel
Date added: 2019

Title: Sign it, say it, read it: the effectiveness of American sign language as a supplement to reading instruction for children with Down syndrome
Contributors: Amanda Szabo (author), Peter D. MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: "Sign it, Say it, Read it" was a 16 session study designed to isolate and examine the effect of using sign language within a comprehensive reading program for students with intellectual and developmental disabilities. A group of 19 students were divided between a treatment and a control group. The treatment group received a comprehensive reading intervention augmented with explicit sign language instruction. The control group received the same comprehensive reading program, but without the sign instruction. Initial and final assessments were conducted of the entire group using a mix of standardized tests and informal inventories. For 16 sessions, a teacher at the Down Syndrome Research Foundation delivered a reading program specific to this population of students. In conjunction, two school reinforcement sessions occurred each week for the duration of the study. The pre and post-performance measure scores were analyzed using repeated measures analysis of variance, (ANOVA) and t-tests for within subjects and between groups. Significant results were found for within subject ANOVA tests. Large effect sizes were found for the treatment group when comparing between group paired t-tests. The findings suggest that this intervention is effective for students with ID/DD. It also appears that sign language augmentation favourably affects language and literacy outcomes. Follow up investigation using a larger sample size for a longer period of time is recommended.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2016

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: Phonological awareness interventions in French immersion classrooms
Contributors: Sonja Gowda (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: In this research project, I examined phonological awareness interventions (PAIs) in primary French Immersion classrooms. In detail, I discussed current research on the importance of phonological awareness (PA) as a foundation for literacy skills and the transferability of these pre-literacy skills across languages. In a focus group setting, I invited primary French Immersion teachers to share their knowledge and understanding of PA as well as share effective interventions to teach this pre-literacy skill to second language learners. Subsequently, I delivered a questionnaire to teachers asking them to rate the listed interventions for effectiveness and frequency of application. Results indicated that teachers had a varying degree of knowledge of PA, and therefore, PAIs. PAIs identified in this study match the research of current PAI and addressed the "big ideas" of literacy such as phonemic awareness, fluency, comprehension, vocabulary and the alphabetic principle. PAIs that were highest rated in frequency and effectiveness included building words on mini-chalkboards, cutting sentence strips, and identifying rhymes in stories and poems. --Leaf ii.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2016

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
Content Model: info:fedora/ir:thesisCModel
Date added: 2017

Title: Kindergarten readiness: a handbook for parents
Contributors: Carlie Painter (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Parents of children entering Kindergarten are anxious and eager to help their children prepare for this major milestone in life, however many are unapprised of the best methods to assist. They focus heavily on academic preparedness such as reading, writing, and mathematics, and do not consider preparing their children socially, emotionally, and physically. This project describes my development of a Kindergarten readiness handbook for parents, applying my personal experience as a Kindergarten teacher as well as qualitative content analysis to analyze the literature on early learning and other parent handbooks and resources. The handbook deals with five domains of Kindergarten readiness: social-emotional development, motor skills development, language and literacy development, self-care, and family and school partnerships. Along with information about these four domains, the handbook offers suggestions and strategies for parents to support their children with the transition to Kindergarten. This easy-to-understand handbook offers parents a concreate resource to help guide their children's journey to formal schooling. --Leaf ii.
Discipline: Education-Special Education
Content Model: info:fedora/ir:thesisCModel
Date added: 2015

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