Digitized Theses and Dissertations

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Speaking and living what it means to be a First Nation educator in the public school system
(2000) Conibear, Frank Lewis; Oberg, Antoinette A.
As a First Nation person and a teacher/counsellor of First Nation students, I explore the question of what it means to be a First Nation educator in the public school system. Important to this inquiry is following Coast Salish protocol regarding the sharing and receiving of traditional knowledge, and showing how this knowledge can shape and inform academic research and classroom teaching. The traditional speaker and the training for war canoe racing are the central metaphors through which questions of relationship to personal identity, to curriculum, to school as institution, and to student are examined. The study uses a variety of writing styles, which is intended to evoke an understanding of the question as if heard/experienced from a traditional speaker. The main sources of this inquiry are personal journal writing and reflections, narrative, related academic research, and conversations with elders.
Values, perspectives and agendas of parent advisory council presidents
(2001) Enfield, Susan M. Rowbotham; Murphy, P. J.
This qualitative, multi-site case study was conducted in Victoria, British Columbia, Canada. Individual in-depth interviews were conducted with ten Parent Advisory Council presidents to discover contemporary parents' values, perspectives and agendas regarding public education and parental involvement in educational governance. Furthermore, these presidents were proportionately representative of School District #61 (Greater Victoria)'s Funded Inner City Elementary Schools, and Non-Funded Elementary schools to investigate possible similarities and differences between the groups. To enrich the findings from the individual interviews, each group was interviewed to allow participants to meet their peers, exchange their views and determine whether initial findings were repeated in a group context.
The academic effects of low achieving or inattentive students providing peer support to students with moderate to severe disabilities in general education classrooms
(2000) Bensted, Elizabeth Amy; Bachor, Dan G.
The effects of using inattentive or low-achieving students as peer supports for students with moderate to severe disabilities in general education classrooms were examined in this study. Four inattentive or low-achieving elementary school students were studied as they participated in peer-mediated instruction. Dependent measures included direct observation of academic engagement, homework assignment completion data, and interviews regarding self-esteem. Treatment consisted of serving as a peer support and included training and supervision. Students serving as a peer support assisted students with disabilities by adapting curricula, supervising assignments and facilitating socialization. An ABAB single-case design was used to determine the effects on supporting peers. In addition, follow-up data were gathered for some peers. It was concluded that serving as a peer support person positively affected the academic engagement of inattentive or low-achieving students who were enrolled in inclusive classrooms. Some changes in homework completion behaviour and self-esteem were also noted. The introduced peer support intervention was suggested as an example of an instructional system that could be applied in heterogeneous general education classrooms to improve the participation of some students.
Battle-cries from the front lines: A hermeneutic dialogue with a secondary learning assistance teacher
(2000) Thorsen, Frances G.; Dayton-Sakari, Mary
This study examines a secondary learning assistance (SLA) teacher's struggling practice. The purpose of the work is to question whether or not reflective practice will alter the teaching and growth of this teacher and, if having taught for over twenty years, how will her values and beliefs regarding teaching change through the process of reflection. The methodology engaged in over a six-month period, is hermeneutics in the form of two hermeneutic conversations. The first conversation revealed five dominant themes relating to the SLA teacher's work: lack of time, lack of teaching, meeting, paperwork, and overwhelming responsibilities and duties. The teacher reviewed these themes. The second conversation, taking place in October, resulted in the immediate non-reflective confirmation of the themes seen as a text disembodied from her own practice. A request to read sections of this body of work led the teacher to see herself as an anonymous teacher. Berating the person, this teacher realized the narrative was this teacher. This visualization, that I have termed reflection-in-the-making, allowed for the co-participant to view her teaching life from a reflective standpoint. A more in-depth review of the themes through the telling of her own 'teacher life story', resulted in her decision to leave teaching. Eight days later, this teacher began to recognize her core as 'teacher'. Having stripped away the extraneous duties of her job, she found the 'profession' of teaching. Returning to teach, having set her own terms, she worked with non-designated students. This study relied on narrative for it is the center of teacher practice, recognizable across the profession and often embodied in the 'collective teacher voice'. The work itself illustrates the core of reflective practice; the relationship between reflective practice, narrative, and 'teacher'; and reveals the personal 'self through story. Moving from theory to practice, this work suggests that policy implications are directly related. Governing bodies must clearly define the SLA teacher and hear their narrative voices; school administrations need to provide more assistance of a secretarial nature to SLA teachers; university education programs need to teach about the importance of narrative, action research, and reflective practice through example rather than theory. More value needs to be given to narrative in educational research, as teachers are narrative.
Student leadership in secondary schools
(2003) Robertson, Elizabeth A. H.; Storey, Vern J.
The educational literature in leadership focuses on adult leadership. This study attempts to extend this literature to student leadership by exploring how student leaders in secondary schools experience and understand designated student leadership positions. The participants involved in this study were secondary school student leaders who were preparing to host the annual provincial Student Leadership Conference. The data collection methods involved questionnaires from 10 students and in-depth interviews with 5 students. The data from both sources were analyzed in order to reveal the experiences and understandings held by the student leaders. Three themes were derived from the data: leadership as an organizational process. leadership as a relational process, and values in leadership. These themes were discussed in relation to the literature on leadership and recommendations were given for the focus of leadership programs in secondary schools.
An advanced placement online feasibility study
(1999) Parchoma, Gale Ann; Potter, G. E.
This study explores Grades 11 and 12 gifted and talented learners' attitudes toward the concept of enrolling in Advanced Placement courses in a virtual learning environment. The research investigates British Columbian student responses to the concept of enrolling in challenging course work offered in an Internet setting, which Advanced Placement courses students would find most appealing, and which support components students would identify as needed, helpful, and ideal in an Internet-based learning environment. Quantitative and qualitative methodologies were combined in this case study. Quantitative data was used to form broader generalizations. Qualitative data was used to describe rationales underpinning participants' responses and to contextualize those responses in the current involvement of British Columbian secondary schools in the Advanced Placement program. Study findings suggest that a well-crafted Advanced Placement Online program, designed to meet the needs and expectations of gifted and talented senior secondary students, could be successfully developed by British Columbia's Open School and delivered to students through British Columbia's distance education centers.
Internationalizing the curriculum in teacher education
(2000) Neville, Michael William; Potter, G. E.
The purpose of this study was to determine if there is a need to internationalize the curriculum, i.e. develop a more multicultural and global focus, in teacher education programs at the University of Victoria. Students in the professional year of the elementary school program and faculty members, both professors and sessional instructors, in the Faculty of Education were surveyed. The results suggested that there were many pre-service teachers who were concerned about the global issues that they will encounter as teachers and would like to see a more global, multicultural, and international perspective in their training. Many are interested in traveling and possibly teaching abroad and would like information on employment opportunities overseas. Faculty members are also aware of the many issues that the world faces on a global scale and would like to see a broader, more international focus in teacher education programs.
Social organization and emancipatory opportunities in higher education: an investigation into the social organization of student learning and a search for the space in time to develop and express independent, creative and critical thought
(1999) McDonald, Jacqueline Bernine Mary; Carroll, William K.
An institutional ethnographic investigation into how student learning activities are coordinated and organized within a single academic course was conducted for this thesis in order to excavate aspects of the course organization that support and encourage independent, creative and critical student reflection and expression, as well as features of the course organization that work against the realization of these opportunities. This thesis arose out of a concern that aspects of the social organization of higher education impedes the development and expression of independent, creative and critical thought among students. Critical and creative thinking affords opportunities to ask questions, to confront problems and to realize emancipatory opportunities. It is essential for discovering new ways of thinking and new knowledge; therefore, it must be sponsored and nurtured in formal academic course activities.
Out-of-step: experiences in teaching
(2000) Martin, Judith Violet; Marshall, Anne
This ethnographic inquiry centres on the narratives of five elementary school teachers and inquires into what happens when they realize that they are thinking and feeling differently, about a particular issue, from the majority of their peers on staff. The study explores the nature of that experience and how it affects the well-being of the teachers. It also looks at the context in which the teachers work, and wonders what factors contribute to creating an atmosphere in which to think differently from the majority, is to be vulnerable and sanctioned by one's peers. A social constructionist approach is used to inquire into the role and function of emotions in these interactions. Emotions have often been thought to be a characteristic of the individual, however, the social constructionist approach holds that they are constructed within a relationship, in accordance with the "rules" of the culture. The teachers were interviewed and their stories transcribed. The results of the analysis are presented in four "rounds." The first round comprises the individual teachers' stories told in their own words. The second round presents the themes of the shared experience which include: recognizing that one is out-of-step; the moral voice, which seems to indicate that the issues involved the participants' values; the decision-making process which the participants engaged in, to decide whether they would allow themselves to be witnessed as being out-of-step by their peers; the inner, subjective experience of the participants; and the reactions of their peers. The third round looks at the impact of the experience on the individual teachers and is discussed under the headings of: talking about health and emotions; meaning-making and resilience; feeling alone; protection and fear; and coping. The fourth 111 round concerns the school context and looks at administration, staff dynamics, "rules," and communication, including silence. The inquiry raises several issues of concern regarding the interpersonal strategies engaged in by peers towards a person who holds a different opinion, and the influence of the principal in setting the tone for a context in which this could happen. Implications for counselling include the need to pay attention to systemic issues which might be contributing to a client's distress, and the need to raise awareness of socio-cultural factors which may be taken for granted and yet be related to oppressive structural situations. Implications for school staffs and suggestions for building healthy workplace communities are also discussed.
A phenomenology: cultural transplantation of Euro-Canadian exchange students, its value and influencing factors
(2002) Kim, Eunah; Storey, Vern J.; France, Honore
International exchange at post-secondary educations is often helpful to expand participant understanding of different ethnic groups and cultures. However, despite an emphasis on multicultural education in Canadian society, little research has investigated how Canadians experience international exchange. This study explored Canadian perspectives on exchange experiences through a qualitative methodology. Considering that perceptions of a minority are often different from that of the majority in a society, this study recruited Euro Canadians, the ethnic majority of Canada. and reports objectively the results of in-depth interviews, including a statement regarding researcher positioning. Results include: (1) Cultural transplantation is multidirectional; (2) Cross-cultural experiences are the result of interactions between a person, a host community and a culture; (3) White ethnicity and the ability to speak English positively contribute to Euro Canadians' experiences in Asia; (4) The value of cross-cultural experiences lies not in academic improvement, but in increased empathy and a newly gained dimension of life. The relevance of these results to exchange programs is discussed.
A place to be
(2002) Judson, Gillian Claire; Churchill, Elizabeth
This research builds on constructs of "space" and ''place" by exploring how "sense of place" in schools contributes to a sense of belonging and the possible implications for learning. "Learning" is an evolving process of connectedness with environment and subject matter. Subjective relationships between people and spaces include the ways in which people use, experience, construct meanings in and are influenced by the spaces in their lives. A constructivist and phenomenological research design allows investigation of the subjective spatial experiences of thirty-eight Grade 12 students constituting the research sample. This study demonstrates that students create physical, mental, and ideational "spaces of security" from the subjective meanings they construct in school spaces fulfilling their needs for safety and belonging and facilitating the formation of a diversity of collective and individual identities. Increased understandings of student experiences in schools and the possible pedagogical implications contribute to educational research.
Assessment testing as a predictor of student success in adult basic education mathematics courses
(2000) James, Cindy Lou; Francis-Pelton, Leslee
High attrition rates in ABE programs are a major concern for all adult educators. Accurate assessment and proper placement may be an effective strategy for reducing ABE attrition rates. A common approach to diagnosing the educational needs of ABE learners is standardized testing. The question is: Can standardized test scores predict student success in ABE courses? To answer this question, a research project was undertaken at the University College of the Cari boo to determine if the. Canadian Achievement Test (CAT/2) could predict student success in ABE courses. The results from this study indicate that the CAT/2 mathematics sub-tests scores are potent predictors of student success in ABE mathematics courses. In addition, the findings from this project support the theory that coaching activities enhance students' performances on achievement tests. Moreover, the qualitative data collected during this project challenge the universal view that testing traumatizes the fragile ABE learner.
Student clinical competence in Master's counselling programs
(2001) Brown, Julie May; Uhlemann, Max R.
The Coordinators of Master's level Counselling Programs in Canada were surveyed in order to determine the incidence of student counsellor incompetence, to examine the mechanisms that programs use to identify students who may be inappropriate for counselling work, and to learn how faculty and programs are managing student incompetence when it is identified. Of 21 deliverable surveys, 13 usable returns were yielded providing a response rate of 62%. Descriptive analysis was conducted on the data and patterns in the manner that programs are identifying and managing incompetency was noted. Noteworthy was the fact that eight programs (62%) reported having a formal written policy to deal with clinical incompetence. Transcripts, Resume/Previous Experience, and Reference Letters were reported as the most commonly used procedures to determine student applicants appropriateness for counselling work. Ten respondents (77%) reported one or more occurrences of incompetence in the past five years with lack of response to supervision and inadequate counselling skills reported as being the most common types of incompetence. Referral to personal counselling and increasing supervision were the most common methods of remediation. Seven respondents (55%) reported iii having dismissed one or more students in the past five years due to clinical incompetence. Analysis was conducted on the returned policies according to due process guidelines.
Conflict in the classroom: an examination of teacher management strategies
(1999) Birrell, Sandra Helen; Hett, Geoffrey
The language, structure, and gestures used by teachers to reprimand children in grades 6 to 8 were examined. These reprimands were defined as teacher-student conflicts and Deutsch's (1994) theory of cooperative and competitive conflict management was applied as the theoretical framework. This study examined both the structure of teacher communication (literal/non-literal) and its social messages (cooperative/competitive). Videotapes of 4 teachers in a total of 9 middle school classes were scored for conflict episodes, teacher communication, and student variables such as gender, number, and frequency. Results showed teachers were 3 times more likely to use a non-literal reprimand than a literal one when dealing with an individual student (male or female), but only slightly more likely to use a non literal reprimand when addressing student groups. Most significantly, teachers engaged i n more conflicts with male students, and when they did, they elected to use competitive strategies almost 91% of the time.
Dropping in on school administrators: Conversations regarding "at-risk" youth and administrative decision-making
(2000) Anderson, Patti Lynn; Ricks, Frances
This ethnographic study explores the relationship between administrative decision-making and the difficulties associated with maintaining "at-risk" youth in the public school system. The study was based upon four, one hour interviews with six school administrators who dealt regularly with disciplinary matters involving "at-risk" youth. It identifies how school administrators perceive their role and provides a context for the manner in which decisions involving disciplinary action are made. The study identifies 1) that there are distinct, identifiable forms of administrative practice operating within the public school system, 2) that administrative decisions are governed by the particular beliefs, values and assumptions held by individual administrators and 3) that given these conclusions, administrative decision-making may or may not reflect the values espoused by current legislation, standards of practice or the profession's code of ethics. In light of the level of discretionary authority available to administrators in making disciplinary decisions and thus their capacity to influence so significantly the future of a young person, the author proposes the need for ongoing reflection within administrative practice, in order to increase the likelihood that disciplinary decision-making is consistently exercised in a deliberate and principled manner.
Understanding mentoring that facilitates personal growth in a school setting
(2003) Adlparvar, Bijan; France, Honore
This study explores the experience of mentoring between teachers and high school students. Through semi-structured one-to-one interviews, two mentors and four proteges share their reflections on their mentoring relationships. An analysis of the data, using hermeneutic phenomenological methodology, has produced the reconstructed stories of these relationships. These stories have revealed 99 themes that characterize them. Thirty-three of these themes are considered essential to the experience of mentoring. Presented together, these themes provide two exhaustive descriptions of mentoring from the perspectives of both mentor and protege. The interpretation of the essential themes provides a deeper understanding of the nature of mentoring. An examination of the pedagogical qualities and actions of the mentor discovered in this research reveals that these are identical with those of the teacher. This study challenges teachers to see themselves as mentors and to recognise that educating a child requires a deep commitment to one's own moral development.
The use of the term "culture" by the Supreme Court of Canada : a comparison of Aboriginal and non-Aboriginal cases since 1982
(2003) Vallance, Neil; Stephenson, Peter H.; Asch, Michael
This thesis is intended to provide both a preliminary reconnaissance of the use of the term 'culture' by the Supreme Court of Canada in non-aboriginal rights cases, and a basis for comparison with Aboriginal rights cases. First, the extent of the use of the term by the Court in all Aboriginal and non-aboriginal rights cases over the last twenty-one years was surveyed. Secondly, selected cases were subjected to a more in depth analysis. The survey confirmed that there is no equivalent, in any area of Canadian law, to the "distinctive culture test" in R. v. Van der Peet (1996). In no area of law, other than Aboriginal rights, were cases found where claimants were required to prove anything about their 'culture' as a prerequisite for entitlement to rights. Analysis of the selected cases revealed the Court's use, without any critical awareness, of out-dated concepts of culture.
Politicizing privacy: focusing events and the dynamics of conflict
(2001) Todd, David Jeffrey Allan; Bennett, Colin J.
In the past, the issue of information privacy has rarely captured the attention of the political agenda beyond the enactment of national data protection regimes. However, there is compelling evidence to suggest that privacy is an "issue whose time has come". While analysis of the politics of privacy has tended to examine the various dimensions of the policy cycle, a rationalistic and technocratic approach obscures the often neglected and politically salient dimensions of privacy: the politicization of privacy issues and the dynamics of privacy conflicts. To explore this notion, two recent high-profile privacy conflicts are presented, one in the public sector of Canada over Human Resource Development Canada's 'Longitudinal Labour Force File', and one in the private sector involving the Internet advertiser DoubleClick Inc. Evidence of shared processes and similar dynamics is presented, as well as insights into the new politics of privacy and the emergence of a privacy industry.
The Effectiveness of computer-assisted learning: a case study of the learning equation
(2000) Tan, Ivy Kim-Geok; Francis-Pelton, Leslee
This study examined the effectiveness of “The Learning Equation" (TLE) software for grade nine Mathematics. The data were collected through interviews with seven students in a public school, their teacher, two teachers from a distance education agency, a student from the distance learning agency, a parent and two teachers who successfully implemented TLE in their classrooms. The study examined the factors involved in the successful implementation of this CAI software, examined how the software matches current design recommendations, and relates that to different cognitive styles and learner abilities. Students were given an opportunity to voice their opinion of TLE and compare it to the usual classroom lessons. The effects of TLE on morale and attitude towards Mathematics for the students in this case study were also investigated. The study revealed that success with TLE depends on its proper implementation. The teachers interviewed who successfully implemented the program insisted that it was a worthwhile effort. Although interviewed students enjoyed learning using TLE, they still reported a preference for being taught by a teacher. The high rate of transfer from TLE programs to regular classrooms appears to support this claim. Final grades, as reported by students and teachers, did not improve while using TLE. Although TLE appears to technically match recommended design principles, it appears best suited for self-motivated, self-selected students who are average or above average sequential learners.
Perceptions of reading: kindergarten children and their teachers
(1999) Swan, Sandra J.; Mayfield, Margie
Though researchers have been attempting to solve the mystery of beginning to read, few studies have explored early literacy and reading from the perspective of the child. The purpose of this qualitative study was to investigate the attitudes and perceptions of kindergarten children and kindergarten teachers about reading. It was a partial replication of a study of grade one children by Dr. P. Michels (1988, 1994). Participant interviews with 20 kindergarten children and five kindergarten teachers were the basis for data collection. Kindergarten teachers were interviewed in order to examine how children's perceptions of learning to read fit together with instructional strategies. The research clearly indicated that children understood the process of learning to read. When asked how they would define reading, they ref erred to the process by making a direct reference to learning phonics and sounding out words. These insights into reading clearly paralleled the teachers' instructional practices. The teachers defined reading primarily as a decoding process. The study provided evidence that kindergarten children did indeed understand the status of membership in various reading groups. The importance of parental and family involvement in the process of early literacy development surf aced throughout the study. It is evident from this study that further research on children's attitudes and perceptions of beginning to read is needed. Such investigation may include an examination of the relationship between teachers' instructional practices and students' perceptions, long term longitudinal studies, and additional exploration of children's perceptions of reading.

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