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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
Date added: 2017-05-15T16:21:59.754Z

Title: Perceptions of the 2009 impact of curriculum implementation on teaching practices of social studies 12 teachers in Northwest Alberta.
Contributors: Susan E. Mills (author), Bruce Galenza (Thesis advisor), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Initial teacher perceptions of the impact of the new Alberta Social Studies curriculum on teaching practices were examined. Social Studies teachers in Northwest Alberta were surveyed, quantitatively and qualitatively, about the use of critical thinking skills in their teaching practices before, and after, implementation of the Grade 12 curriculum. Quantitatively, no significant differences in teaching practices were found. Neither were there any differences in teaching practices found when teachers were differentiated by the variables of sex, total teaching experience, Social Studies teaching experience and department size. However, there were increases found in workshop attendance. Qualitatively, the results aligned with the literature related to teachers' concerns of time, resources, technology, collegial support, professional development, and classroom environment only one exception related to teacher experience was found. School administrators, professional development planners, curriculum designers, and assessors of the implementation of new curricula would find this study of interest. --P. ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-30T17:07:49.231Z

Title: The BEAT: a youth gang prevention program
Contributors: Jennifer C. Povoledo (author), Linda O'Neill (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project was to develop an effective gang prevention program. A literature review on effective programs for vulnerable youth was used to design an after school gang prevention program. The program, named The BEAT, provides a flexible, youth-centred curriculum with the goal of reducing anti-social behaviours and building healthy relationships. The BEAT teaches interpersonal skills through discussions, activities, mentoring, life skill development and recreational opportunities. The program is designed to partner with family support programs and community agencies to create a wraparound approach to support vulnerable adolescent males, ages 11 to 14. The BEAT provides 11 group sessions with two follow up sessions and contains resource links and activities for group facilitators. --Leaf ii.
Discipline: Education-Counselling
Date added: 2017-03-29T17:21:51.847Z

Title: Elementary school counsellors' perceptions of their role with families
Contributors: Jennifer Vivienne Martha Ritchie (author), Paul Madak (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Elementary school counsellors (ESC) play a crucial role in facilitating partnerships between family and school. lbis study explores ESCs' perceptions of their role with families. lbis qualitative, inductive research utilizes a descriptive/ exploratory approach. The participants were four ESCs, with backgrounds in teaching, and elementary school counselling, working in elementary schools within one school district in the Northern British Columbian public school system. Data were obtained using semi-structured interviews. Interviews were transcribed verbatim, and data analysis processes included: sorting, coding, categorizing, and memoing. The participants discussed a number of ways of working with families to promote the child's progress in school. A variety of role and family related challenges emerged from the participants' discussions. Strategies to address these challenges are explored. Findings from this study indicated that ESCs use consultation processes to work in partnership with families, and with the child, to support the child's positive academic and social development.
Discipline: Education-Counselling
Date added: 2017-04-10T22:15:17.723Z

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
Date added: 2017-03-30T17:13:17.606Z

Title: Test anxiety: the voices of the students
Contributors: Theresa Ann Mooring (author), Paul Madak (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education
Date added: 2017-04-10T22:13:06.359Z

Title: Using dialectical behaviour therapy to treat clients with left temporal lobe epilepsy
Contributors: Cheryl Andersen (author), Corinne Koehn (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project is to address the gap that exists in the literature in regards to providing counselling to clients with left temporal lobe epilepsy (LTLE). In many ways, the psychological symptoms of LTLE and those of borderline personality disorder are similar. Both client populations can have difficulty regulating emotions and with maintaining healthy relationships. Both populations have high rates of suicidal ideation and depression. Dialectical Behaviour Therapy (DBT) was developed to treat clients with borderline personality disorder. Due to the similarities between many of the symptoms of borderline personality disorder and those of LTLE, counsellors should be successful when teaching the skills of DBT to LTLE clientele. This project provides a description of LTLE and of DBT, and it demonstrates how DBT can be applied to counsel clients with LTLE.
Discipline: Education-Counselling
Date added: 2017-04-10T22:06:14.946Z

Title: Success stories: aboriginal students and access to post-secondary education
Contributors: Joan L. Brett (author), Willow Brown (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This narrative study shares and honours the experiences of five Aboriginal students in grades 10 through 12 and my own personal story from Prince George, BC. The purpose of the study was to identify contributing influences that encouraged success for Aboriginal student participants, as seen by the students themselves. The narratives revealed barriers the students had to overcome in order to fulfill their goals and the way they explored their own interests to discover their strengths. Student narratives revealed leaders and mentors that contributed to their success these people varied from friends to family and many other community and school-based people. The academic and social success of these students varied and created interesting stories that may inform the development of programs to support Aboriginal youth. The school that participated in the study has a process that encourages Aboriginal students to succeed although that process is not thoroughly examined the student stories reveal the success of the process along with other family and community influences. A common thread throughout these stories is competency. Although these students appeared to have little access to culturally responsive teaching, the common foundation of their success was skill development in an area they were proud of and that contributed to a goal for post-secondary achievement. --P. ii.
Discipline: Education
Date added: 2017-04-10T22:03:49.855Z

Title: Experiencing amphibians: Instruction for biophilia, ecoliteracy, and sustainability.
Contributors: Mark Thompson (author), Willow Brown (Thesis advisor), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The current crisis in ecology, identified as a sixth mass extinction, may be addressed by providing children with opportunities to experience nature. Without these experiences, biophilia, or affinity for nature, may lie dormant. This study was designed by a conservation biologist who delivered and evaluated a community-education curriculum based on local amphibians. Fifteen youth were divided into three treatment groups: rural parkland, urban parkland, and indoor to alter educational experience. A pre-post study design was used to study potential treatment effects on biophilia and ecoliteracy. A Modular Ecoliteracy Instrument (MEI) was used to collect item scores on various ecological concepts. The piloted study design was partly limited by a small sample size and an ineffective control group. After reviewing the general outcomes of the study, the author advocates for further development of the MEI and hypothesizes that niche construction in the learning environment presents new opportunities for biophilia and ecoliteracy. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-04-11T21:12:27.179Z

Title: Relationships over rules
Contributors: Katrina Infanta (author), John Sherry (thesis advisor), Deborah Kohen (committee member), Judy Polysou (committee member), University of Northern British Columbia (Degree granting institution)
Abstract: Attachment theory is an integral aspect of relationships and bonds that form between people: parent and child, friends, teacher and student and intimate partners. Most of the literature available on attachment theory is focused on these relationships. It is evident that educators are in a profession where they have the opportunity to develop long-term bonds and relationships with their students.
Discipline: Education-Counselling
Date added: 2019-03-25T23:14:40.29Z

Title: A parent handbook for parents of French immersion students
Contributors: Maxine Champion (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Parents who have chosen a French immersion education for their children, at times, feel unable to help their children at home or feel that they may unknowingly negatively affect their children's learning by doing activities in English. This project is the creation of a parent handbook for these parents. This project was focussed on giving parents suggestions, strategies, and ways to support their children with their homework and with their overall learning. Through the use of content analysis of five other parent handbooks, this handbook was created. Parent involvement in their children's education is an important positive influence on the achievement of all children. With this handbook, parents of French immersion students have been given concrete, easy to use ways to involvement themselves in their children's learning. --Leaf ii.
Discipline: Education
Date added: 2017-04-10T22:07:12.102Z

Title: Intergenerational programming: attitudes of children and perceptions of older adult participants
Contributors: Shannon Ableson-Toronitz (author), Bryan Hartman (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this study was to extend the intergenerational research by examining children's attitudes toward older adults and older adults' perceptions of children following participation in intergenerational programs. The connection between children's attitudes toward the elderly and the characteristics and perceptions of older adults in intergenerational programs appears to be overlooked in the intergenerational literature. The question arises whether intergenerational contact within long-term care facilities can result in childrens' positive attitudes toward the elderly when participants in nursing homes tend to fulfill the negative physical and behavioral stereotypes that perpetuate negative attitudes toward the elderly. Thirty-six, elementary students and twenty elderly institutionalized residents participated bi-weekly in two programs: (a) a general program with residents in a main facility, and (b) a dementia program with residents in a dementia unit. Students completed the modified Analysis of Attitudes of Students for the purpose of deductively examining the relationships between the variables of gender, program affiliation, and number of years of participation. Statistical analyses identified that: (a) there was no significant difference in attitude between students in the general and dementia programs, (b) there was no significant difference in attitude between male and female students, and (c) students participating for two years demonstrated a significantly more positive attitude than did those participating for one year. Students in both the general and dementia programs provided more positive than negative responses when they were asked what they liked and did not like about the programs. Residents in the general program were interviewed using the modified Older Adult Interview for the purpose of deductively exploring the perceptions of the residents toward the children and the program. Residents in the general program provided more positive responses than either negative or neutral responses in reference to the program and the children. In the general program, both the residents and the students identified many aspects of the program that they liked and only a few aspects they disliked.
Discipline: Education-Counselling
Date added: 2017-04-11T21:15:50.683Z

Title: Strong and Safe: a healthy relationships and empowerment group for women with disabilities
Contributors: Leslie Warner (author), John Sherry (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Strong and Safe is a psychoeducational group that focuses on providing women with developmental disabilities, the tools and information necessary to prevent interpersonal violence in their lives. --Leaf 5.
Discipline: Education-Counselling
Date added: 2017-03-29T17:24:16.61Z

Title: Professional learning communities: where are we?
Contributors: Christopher Martin Hanam (author), Willow Brown (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project was to design a tool to identify teachers' perceptions of where they are in their Professional Learning Community (PLC) venture. I employed a quasi-qualitative research approach. I developed a survey tool which was applied in an elementary school setting to assess its usefulness. The survey tool used a Likert-like scale that drew on statements similar to those employed by Hipp and Huffman (2003) to illuminate seven dimensions of a PLC community. These dimensions included: Shared and Supportive Leadership Shared Mission, Vision and Values Collective Inquiry Collaborative Teams Supportive Conditions - Relationships Supportive Conditions - Structure, and Data Based Decision Making. Data from the survey, comments on the survey, and a focus group were used in the analyses and discussion of where teachers in this particular school are in their PLC journey. The results indicated a strong level of agreement to the statements identifying the various components of a PLC. However, the survey also illuminated a number of areas of concern that when addressed by the school administrative team will lead to a more inclusive and sustainable PLC in this school. --P.ii.
Discipline: Education
Date added: 2017-04-10T22:05:51.167Z

Title: Royal Canadian Mounted Police detachment commanders' perceptions about youth violence and the school liaison officer program
Contributors: Sukhdev Singh Parmar (author), Peter MacMillan (Thesis advisor), Colin Chasteauneuf (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:10:12.598Z

Title: The experience of mentorship for three novice teachers in Yukon
Contributors: Orlanna Aubichon (author), Willow Brown (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: As demands on teachers have become more complex and early-career attrition rates have increased, there has been more emphasis on establishing formal mentorship programs for new teachers. In this study, the author explored mentorship, as experienced by three novice teachers in Whitehorse, Yukon. She compared these narratives, including her own anonymous story, to the mentorship programs described by local program planners or decision makers. Analysis revealed common feelings of anxiety and isolation among these new teachers. Findings may inform decision makers about the need to monitor the actual experience of new teachers when mentorship programs are reviewed and revised. Principals may be encouraged to interact with new teachers more frequently and experienced teachers may be inspired to offer support more freely. New teachers may be alerted to the need to enroll in optional mentorship programs or to build their own informal support networks. --Leaf ii.
Discipline: Education
Date added: 2017-03-29T17:22:40.282Z

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
Date added: 2019-04-15T20:32:07.049Z

Title: Implementing rubrics as formative assessment in English writing classes in Japan.
Contributors: Sahoko Usuda (author), Willow Brown (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This study explored how the implementation of formative assessment with the use of rubrics in high school English classes in Tokyo, Japan, improved students' motivation and encouraged ownership of learning. The researcher implemented rubrics as a formative assessment strategy in her two English writing classes over two terms with her co-inquirer/team-teaching partner and reflected on student responses and her own teaching practice. The study was carried out using professional inquiry informed by action research, based on the cycle of actions and reflection developed by Brown and Cherkowski (2011). As a theoretical framework, learning community theory identified this inquiry as an act of leadership, one that began to build interpersonal and organizational capacity in a school by sharing personal learning. Findings focused on student responses, teacher learning, and the school-level organizational response. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-30T17:12:05.26Z

Title: The use of inspiration as a multimedia plenary activity for improving the cognitive assimilation of Biology 12 students.
Contributors: Christopher Barnett (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Unit plenary activities are review activities used at the end of an educational unit. This thesis examined the effects of using Inspiration, a concept mapping computer program, as a plenary activity on summative assessment scores, compared the effectiveness of Inspiration to Review Worksheets/Discussion, explored the effects of Inspiration on Understanding, Knowledge and Higher Order Process, examined time on-task behaviours and plenary completion rates, and examined student perception of the effectiveness of Inspiration as a plenary with two classes of Biology 12 students. An action research methodology was applied to collect data from two senior classes. Quantitative data was collected using pre-/post-test results, time on-task behavior, and assignment completion. Qualitative data was collected to identify student perception of the plenary and student study habits. The findings indicate that Inspiration statistically significantly improved summative scores, Understanding, Knowledge, time on-task behaviours, and plenary completion rates. The Inspiration and Review Worksheet/Discussion plenary activities were not statistically different in improving summative scores. --P. ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-30T17:11:27.988Z

Title: Prediction of national mathematics and science achievement by socioeconomic and health factors with a focus on Ghana
Contributors: Christian Appoh (author), Peter D. MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Mathematics and Science are two disciplines considered imperative for technological advancement of any country. However, Ghana placed 47th out of 48 counties in the 2003 Trends in International Mathematics and Science Study (TIMSS). Ghana placed lowest for both Mathematics and Science in the 2011 TIMSS. The purpose of this study was to examine Mathematics and Science achievements in relation to economic and health outcomes for the countries in the 2011 TIMSS report. Multiple linear regression was used as a method to predict achievement. The criterion variables were a Mathematics composite score and a Science composite score. The predictors were Under 5 Mortality Rate and Gross National Income for both Science and Mathematics. Science achievement was more strongly related (55%) to these predictors than was Mathematics achievement (47%). Ghana's results were accurately predicted based on these factors. These findings have implications for Ghanaian educators. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-29T17:29:22.32Z

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