Faculty Publications (Education)

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Older adults’ resilience in rural places: Explaining the role of place, time, and social connection during COVID-19
(Journal of Rural Studies, 2025) Herron, Rachel V.; Lawrence, Breanna C.; Newall, Nancy E. G.; Ramsey, Doug
Older adults and their communities can be resilient, yet deficit-based portrayals of older adults living in rural communities remain common in research and public discourses. Drawing from contemporary research on aging, rural communities, and social connection, we explored rural older adults' resources and resilience processes during the COVID-19 pandemic. This longitudinal, case study research included 66 qualitative interviews with 22 older adults at three different points in time between May 2020 and June 2021 in rural Manitoba, Canada. Findings highlighted that even during this adverse time, many older adults experienced well-being in this study, demonstrating resilience. Explaining their experiences, participants described adopting new technologies and using long-established strategies to maintain important social relationships during periods of isolation. Participants social connections varied, with some experiencing lessening of loneliness over time. Some older adults resisted public health restrictions and developed their own mitigation strategies for safe gatherings while a loss of community spaces contributed to some participants' experiences of chronic loneliness and low levels of well-being. Purposeful community activities (especially volunteering), access to the outdoors, and access to essential community spaces (e.g., grocers and post-offices) were described as important strategies and resources at the local level. By describing rural older adults’ valued resources and resource gaps with attention to both place and time this study contributes to the growing body of research in relation to social connection and resilience and advances resilience theoretical approaches to the study of rural aging.
A case study of new nurses’ transition from education to rural practice in times of adversity
(Creative Nursing, 2024) Herron, Rachel V.; Waddell-Henowitch, Candice; Smith, Nadine; Pylypowich, Ashley; Lawrence, Breanna C.; Pellerin, Shelby
The transition of new nurses from training to employment in rural practice can be difficult in the best of times. The COVID-19 pandemic amplified challenges in supporting new nurses transitioning from education to employment. Drawing together Benner’s novice-to-expert model and the concept of human flourishing, this article reports on research that explored new nurses’ experiences transitioning from training to employment in rural nursing during the initial years of the COVID-19 pandemic, using case study methodology combining an online recruitment survey and in-depth semi-structured interviews. Participants identified a lack of on-the-job training and mentorship, feeling unprepared for the acuity of patients and concerns about patient safety, feeling unprepared for leadership roles, feeling unsupported by management, feeling fatigued and anxious, and a lack of optimism about the future of rural health care. On the positive side, participants reported valuing social connections and teamwork, gratitude from patients, and a sense of community, as well as increasing competency at work. Their stories and self-rated flourishing revealed both strengths and challenges in transitioning to practice in rural settings during times of adversity. This research can inform theories of nursing development as well as policies and practices that support new nurses to thrive in rural contexts.
It is complicated: Learning and teaching is not about “learning styles”
(Frontiers for Young Minds, 2020) Lawrence, Breanna C.; Ntelioglou, Burcu Y.; Milford, Todd
Learning styles is perhaps one of the most widespread and believed myths in education. The idea is based on the claim that all students can be classified according to their particular learning style, and that they learn best when teachers match instruction to the preferred style of the student. This popular theory has been proven false by many learning scientists. Learning styles theory reduces sophisticated and complex processes like teaching and learning into overly simple categories and labels students in ways that can limit their potential. Studies performed by scientists who study the brain and education have found that learning and teaching are much more complicated than simply matching teaching to a student’s learning style.
Conversations in times of isolation: Exploring rural-dwelling older adults’ experiences of isolation and loneliness during the COVID-19 pandemic in Manitoba, Canada
(International Journal of Environmental Research and Public Health, 2021) Herron, Rachel V.; Newall, Nancy E.G.; Lawrence, Breanna C.; Ramsey, Doug; Waddell, Candice M.; Dauphinais, Jennifer
Older adults have been described as a vulnerable group in the current context of the COVID-19 pandemic. In Canada, where this study took place, older adults have been encouraged to self-isolate while the rest of the population has been cautioned against in-person contact with them. Prior to COVID-19, social isolation and loneliness among older adults was considered a serious public health concern. Using a series of semi-structured interviews with 26 community-dwelling older adults (65+) living in rural Manitoba, we explore older adults’ experiences of isolation and loneliness in the initial stages of the pandemic between the months of May and July 2020. Participants identified a loss of autonomy, loss of activities and social spaces (e.g., having coffee or eating out, volunteering, and going to church), and lack of meaningful connection at home as factors influencing their sense of isolation and loneliness. Although these loses initially influenced participants’ self-reported isolation and loneliness, the majority developed strategies to mitigate isolation and loneliness, such as drawing on past experiences of isolation, engaging in physically distanced visits, connecting remotely, and “keeping busy.” Our findings call attention to the role of different environments and resources in supporting older adults social and emotional wellbeing, particularly as they adapt to changes in social contact over time.
Play-based learning: Evidence-based research to improve children’s learning experiences in the kindergarten classroom
(Early Childhood Education Journal, 2020) Taylor, Meaghan E.; Boyer, Wanda
With a heavy increase in academic expectations and standards to be learned in the early years, educators are facing the challenge of integrating important academic standards into developmentally appropriate learning experiences for children in kindergarten. To meet this challenge, there is a need to become familiar with the role of play in the classroom with an emphasis on developmentally appropriate practices such as play-based learning (PBL). PBL is child-centered and focuses on children’s academic, social, and emotional development, and their interests and abilities through engaging and developmentally appropriate learning experiences. This paper explores the definition of play-based learning (PBL), the theoretical frameworks and historical research that have shaped PBL, the different types of play, the social and academic benefits of PBL, and the ways in which educators can facilitate, support, assess, and employ technology to enhance PBL. The authors will conclude by reflecting on how teaching practices can be informed by evidence-based research to improve children’s learning experiences in the kindergarten classroom.
Dah Dzāhge Nodesidē/We are speaking our language again: The implementation of a community-based Tāłtān Language Reclamation Framework
(KULA, 2021) Thompson, Judy (Edōsdi)
As a member of the Tahltan Nation, I carried out research that centred on community experiences of language reclamation. The investigation focused on how language reclamation is connected to health and healing, as well as what has been done and what still needs to be done to revitalize and reclaim the Tahltan language. Language reclamation is the start of a process in which our people heal from the impacts of colonization and assimilation by reclaiming our language, culture, and identity, thereby allowing our voices to become stronger and healthier. From what was learned from community co-researchers, scholars who have worked with our communities, Indigenous community language revitalization experts, and international language revitalization scholars, I developed a Tāłtān Language Reclamation Framework focusing on governance; language programming; documentation; training and professional development; and resiliency, healing, and well-being. This report will discuss the ways in which this framework has been implemented in community over the last decade, highlighting examples such as the formation of a language governing body, Dah Dẕāhge Nodeside (Tahltan Language Reclamation Council); the implementation of language nests; the development of a Tāłtān language school K–8 curriculum; the creation of learning materials based on old and new recordings of first language speakers (e.g., digital apps and videos, websites, alphabet book, grammar resources); post-secondary fluency/proficiency community programming; and documentation training. Finally, we continue to focus on the relationship between language reclamation, intergenerational trauma, and healing, resiliency, and well-being. This will be done through community-based immersive programming that focuses on the nurturing of relationships with first language speakers in order to create not only learning resources, but safe and supportive environments for all speakersーlearners, second language speakers, silent speakers, and first language speakers.
Series shifts and mergers in the obstruent phonology of Tahltan (Northern Athabaskan)
(Linguistic Discovery, 2021) Alderete, John; Blenkiron, Amber; Thompson, Judy (Edōsdi)
A survey was conducted to investigate the development of the Proto-Athabaskan obstruent series, *ts/tš/tšr/k, into present day Tahltan. Results from seven native speakers and quantitative analysis of a larger corpus establish tθ/ts/ts/tš as the standard obstruent system, alongside three alternate systems that relate to independently motivated historical changes. These findings support the long-held view that differences in the obstruent reflexes do not reflect deep phonological differences among Northern Athabaskan languages, but instead represent areal influences and patterns of individual variation in a highly dynamic language network.
Adolescent wilderness therapy: The relationship of client outcomes to reasons for referral, motivation for change, and clinical measures
(Youth, 2024) Harper, Nevin J.; Dobud, Will W.; Magnuson, Doug
Outdoor behavioral healthcare is a specific model and industry utilizing wilderness therapy (WT), a residential treatment approach comprised of outdoor travel and living for youth experiencing mental health, substance use, and behavioral concerns. We present data from 6417 participants about reasons for referral, admission, and discharge scores from the Youth-Outcome Questionnaire (Y-OQ), youth interest and commitment to treatment, reliable change scores, and the relationship between these variables. One-third of youth entered WT with sub-clinical scores, varying levels of client motivation and voluntariness in relation to clinical outcomes, a diverse range of presenting problems without clear indication of specialized treatment planning, and differing responses to treatment by referral reason. Identifying those not responding to WT and those at risk of deterioration from the time of admission requires further investigation to improve client outcomes for this treatment modality. Recommendations include placing increased importance on accurate and thorough screening and assessment, utilizing baseline and routine outcome monitoring, reducing coercion, and considering specialized intervention.
A comparison of bioelectric and biomechanical EMG normalization techniques in healthy older and young adults during walking gait
(Journal of Functional Morphology and Kinesiology, 2024) Commandeur, Drew; Klimstra, Marc; Brodie, Ryan; Hundza, Sandra
This study compares biomechanical and bioelectric electromyography (EMG) normalization techniques across disparate age cohorts during walking to assess the impact of normalization methods on the functional interpretation of EMG data. The biomechanical method involved scaling EMG to a target absolute torque (EMGTS) from a joint-specific task and the chosen bioelectric methods were peak and mean normalization taken from the EMG signal during gait, referred to as dynamic mean and dynamic peak normalization (EMGMean and EMGPeak). The effects of normalization on EMG amplitude, activation pattern, and inter-subject variability were compared between disparate cohorts, including OLD (76.6 yrs N = 12) and YOUNG (26.6 yrs N = 12), in five lower-limb muscles. EMGPeak normalization resulted in differences between YOUNG and OLD cohorts in Biceps Femoris (BF) and Medial Gastrocnemius (MG) that were not observed with EMGMean or EMGTS normalization. EMGPeak and EMGMean normalization also demonstrated interactions between age and the phase of gait in BF that were not seen with EMGTS. Correlations showed that activation patterns across the gait cycle were similar between all methods for both age groups and the coefficient of variation comparisons found that EMGTS produced the greatest inter-subject variability. We have shown that the normalization technique can influence the interpretation of findings when comparing disparate populations, highlighting the need to carefully interpret functional differences in EMG between disparate cohorts.
Erosion of stumble correction evoked with superficial peroneal nerve stimulation in older adults during walking
(Journal of Functional Morphology and Kinesiology, 2024) Brodie, Ryan; Klimstra, Marc; Commandeur, Drew; Hundza, Sandra
In healthy young adults, electrical stimulation of the superficial peroneal cutaneous nerve (SPn) innervating the dorsum of the foot has been shown to elicit functionally relevant reflexes during walking that are similar to those evoked by mechanical perturbation to the dorsum of the foot during walking and are referred to as stumble corrective (obstacle avoidance) responses. Though age-related differences in reflexes induced by mechanical perturbation have been studied, toe clearance has not been measured. Further, age-related differences in reflexes evoked by electrical stimulation of SPn have yet to be determined. Thus, the purpose of this study was to characterize age-related differences between healthy young adults and older adults with no history of falls in stumble correction responses evoked by electrical stimulation of the SPn at the ankle during walking. Toe clearance relative to the walking surface along with joint displacement and angular velocity at the ankle and knee and EMG of the tibialis anterior, medial gastrocnemius, biceps femoris and vastus lateralis were measured. The combined background and reflex toe clearance was reduced in the older adults compared with the young in mid-early swing (p = 0.011). These age-related differences likely increase fall risk in the older adult cohort. Further, age-related changes were seen in joint kinematics and EMG in older adults compared with the young such as decreased amplitude of the plantarflexion reflex in early swing in older adults (p < 0.05). These altered reflexes reflect the degradation of the stumble corrective response in older adults.
The determination of on-water rowing stroke kinematics using an undecimated wavelet transform of a rowing hull-mounted accelerometer signal
(Sensors, 2024) Geneau, Daniel; Commandeur, Drew; Brodie, Ryan; Tsai, Ming-Chang; Jensen, Matt; Klimstra, Marc
Boat acceleration profiles can provide valuable information for coaches and practitioners to make meaningful technical interventions and monitor the determinants of success in rowing. Previous studies have used simple feature detection methods to identify key phases within individual strokes, such as drive onset, drive time, drive offset and stroke time. However, based on skill level, technique or boat class, the hull acceleration profile can differ, making robust feature detection more challenging. The current study’s purpose is to employ the undecimated wavelet transform (UWT) technique to detect individual features in the stroke acceleration profile from a single rowing hull-mounted accelerometer. In this investigation, the temporal and kinematic values obtained using the AdMosTM sensor in conjunction with the UWT processing approach were strongly correlated with the comparative measures of the Peach™ instrumented oarlock system. The measures for stroke time displayed very strong agreeability between the systems for all boat classes, with ICC values of 0.993, 0.963 and 0.954 for the W8+, W4? and W1x boats, respectively. Similarly, the drive time was also very consistent, with strong to very strong agreeability, producing ICC values of 0.937, 0.901 and 0.881 for the W8+, W4™ and W1x boat classes. Further, a Bland–Altman analysis displayed little to no bias between the AdMosTM-derived and Peach™ measures, indicating that there were no systematic discrepancies between signals. This single-sensor solution could form the basis for a simple, cost-effective and accessible alternative to multi-sensor instrumented systems for the determination of sub-stroke kinematic phases.
Perceptions matter! Active physical recreation participation of children with high and low actual and perceived physical competence
(Environmental Research and Public Health, 2024) Field, Stephanie C.; Foley, John; Naylor, Patti-Jean; Temple, Viviene
Emerging evidence suggests that the accuracy of a child’s perceived physical competence (PPC) impacts participation in physical activity. We examined differences in active physical recreation (APR) participation based on clusters of high and low motor competence and perceptions from grades 3–5. Participants were a longitudinal sample (n = 155; 85 girls) of grade three, four, and five children. Fundamental motor skills (FMSs) were assessed using the TGMD-2, perceptions were assessed using the Self-Perception Profile for Children, and APR was measured using the Children’s Assessment of Participation and Enjoyment. K-means cluster analysis was used to create four clusters per grade based on participants’ FMSs and PPC z-scores. Differences in FMSs, PPC, and APR with cluster group as a factor were examined using a series of factorial ANOVAs. In each grade, participants in the high–high cluster participated in significantly more APR than those in the low–low cluster (p = 0.002 in grades three and four; p < 0.001 in grade five). Among the less accurate clusters (e.g., low FMSs with high PPC) was a trend toward positive FMSs growth among the children with higher perceptions. Results show that combinations of FMSs and PPC influence patterns of engagement or disengagement in active physical recreation persistently across middle childhood.
Implementing active play standards: A qualitative study with licensed childcare providers in British Columbia, Canada
(Health Promotion International, 2023-06) Buckler, E. Jean; Mâsse, Louise C.; Faulkner, Guy E.; Puterman, Eli; McConnell-Nzunga, Jennifer; Naylor, Patti-Jean
With an increasing number of children attending regular early childhood education and care (ECEC), this setting presents an opportunity to develop physical activity habits and movement skills of children. These behaviours play an important role in the development and well-being of children. In 2017, an Active Play Standard was introduced in British Columbia, Canada, to mandate practices related to physical activity, screen time and movement skill development in licensed ECEC. A capacity-building initiative including training and online resources was released alongside these guidelines to support implementation. The purpose of this study was to qualitatively examine the barriers and facilitators ECEC practitioners faced in implementing the standard, and to explore the role of the capacity-building initiative. Data were collected via semi-structured telephone interviews with educators (n = 23). Data were coded using thematic analysis and sorted into three major themes influencing provision of physical activity opportunities: attributes and impact of the Active Play standard and capacity-building workshop, characteristics of providers and characteristics of ECEC settings. Future studies should consider targeting factors including organizational culture and climate, and provider capacity to provide physical activity and fundamental movement skill programming, and support for facility level policies and collaborative planning processes that create a positive physical activity culture.
A systematic review of educator-led physical literacy and activity interventions
(American Journal of Preventive Medicine, 2023-05-01) Buckler, E. Jean; Faulkner, Guy E.; Beauchamp, Mark R.; Rizzardo, Beth; DeSouza, Liz; Puterman, Eli
Introduction Early childhood is a key time for the development of physical activity behaviors and physical literacy. A growing proportion of children spend a significant portion of their daytime in early childhood education and care settings where an early childhood educator cares for them. This systematic review (PROSPERO CRD42018087249) aimed to identify the differences between effective and noneffective educator-led interventions with a goal to improve physical literacy and/or physical activity in children aged 3–5 years in early childhood education and care settings. Methods Interventions were included if they aimed to improve at least 1 physical literacy component or physical activity time in children aged 2–6 years through educator training. MEDLINE, Embase, CINAHL, ERIC, Australian Education Index, and Sport Discus were searched in March 2018 and April 2021. Risk of bias was assessed through a modified Cochrane assessment tool. Results Data from 51 studies were analyzed in 2021 and 2022 and summarized narratively. Thirty-seven interventions aimed to promote physical activity, and 28 sought to promote physical literacy; 54% and 63% of these were effective, respectively. Interventions that were underpinned by theory, included ongoing support, or measured intervention fidelity were more effective, especially when all 3 were done. Discussion This review was limited by a high risk of bias and inconsistency in reporting results across interventions. Reporting physical activity by minutes per hour and reporting both sub and total scores in physical literacy assessments will allow for greater cross-comparison between trials. Future training of educators should be underpinned by theory and incorporate ongoing support and objective fidelity checks.
NEȾOLṈEW̱: About our partnership
(NEȾOLṈEW̱, 2018) McIvor, Onowa; Jacobs, Peter
Working to understand and enhance Indigenous adults’ contributions to reviving Indigenous languages in Canada.
NEȾOLṈEW: About our project
(NEȾOLṈEW̱, 2018) McIvor, Onowa; Jacobs, Peter
An overview of our approach that engages with, and studies, the spheres in which these adult learners both learn contribute.
Engaging, connecting, and mobilizing Indigenous language learning leaders, supporters, and researchers through an online sharing space: NILLA (NEȾOLṈEW Indigenous Language Learning Atlas) [Position Paper]
(NEȾOLṈEW, 2019-03) McIvor, Onowa
This paper reports the outcomes from two community engagement events with Indigenous partners and allies, on a) the development of NILLA, and b) more broadly our position on strengthening research by and with Indigenous people.
Partnership knowledge sharing - Overview
(NEȾOLṈEW, 2020-03) McIvor, Onowa; Jacobs, Peter
Partnership knowledge sharing - Guide for partners
(NEȾOLṈEW, 2022-03) McIvor, Onowa; Jacobs, Peter
Indigenous scholarship: What really matters and to whom?
(University of Ottawa Press, 2020) McIvor, Onowa; Rosborough, Trish

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