Koehn, Deborah

This project will examine the emerging literature related to the coronavirus disease pandemic, its potential effects on the mental health of children and factors promoting resilience in this population. The culmination of this work will be a series of interventions utilizing bibliotherapy to help foster resilience in children. These interventions are intended to be used by school counsellors, mental health professionals, teachers or parents, as well as with small groups or large groups of children. The project will be divided into five sections with each section focusing on a principle that helps promote resilience in children following a mass trauma. Each section will consist of an explanation of the principle, a book choice, interventions that could be initiated by a mental health professional, a teacher, or a parent followed by an annotated bibliography of additional books that could be utilized to support this principle.

The intent of this research project is to inform educators about the development and implementation of an Introductory Business Communications course at the post-secondary institution level. This course has evolved over the past two years of implementation. The information provided in this project is divided into the following sections: researcher’s personal location, project purpose, project significance, project literature review, and a concluding chapter that presents project lessons, project recommendations, future implications and concluding statements. The appendices section of this project includes the newly revised course package that has resulted from the lessons learned in the past two years of teaching an Introductory Business Communications course at a post-secondary institution.

Assessment reform has drawn educators’ attention to standard-based and performance-oriented assessment. By the end of the 1990s, many education systems around the world had developed mandatory learning standards for curriculum (O’Connor, 2018). The assessment reform has drawn educators’ insights in effective formative assessment to enhance student learning. However, early year teachers have experienced difficulties in implementing effective formative assessment due to a lack of practical guidelines in relation to grade-level learning standards. The purpose of this project is was construct a practical handbook about standard-based formative assessment for British Columbia (BC) Grade 2 teachers. This project sifts through the existing literature and examines the five formative assessment approaches which were most reflected: teacher observation, self-assessment, oral questioning, teacher-student conferences, and performance assessment. A qualitative research approach was employed in this project to analyze text data.