Theses (Curriculum and Instruction)
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Item c̓atswiiʔats łim̓aqsti ʔaaḥʔasaquu c̓aʔak: It flows through my inner conscience like a river: Ancestral continuity and Hesquiaht Language Flow(2024) Rorick, chuutsqa L.; Restoule, Jean-Paul; Anderson, TimThis Indigenous Hesquiaht Participatory Action Research focuses on language acquisition for teachers and learners, co-creation of language teaching materials with fluent speakers, and the design and implementation of a 100-hour ḥiḥiškʷiiʔatḥa ‘Hesquiaht language’ revitalization camp by the researcher, a community insider to Hesquiaht First Nation. The research is presented within the metaphorical concept of c̓aʔakquu ‘the river’s path’ symbolizing the organic progression, obstacles encountered and the possible reaches of language revitalization and restoration. Efforts to align with ʔiqḥmuut ‘ancient and continuing’ understandings of the inherently reciprocal characteristics of ḥiḥiškʷiiʔatḥa and the Hesquiaht world are applied to this research. Spiritual and emotional phenomena are essential components of ḥiḥiškʷiiʔatḥa learning; therefore, the researcher draws on the idea of Hesquiaht Language Flow [HLF]; a set of values drawn from learning with Hesquiaht fluent speakers in the planning and delivery of language lessons. HLF prescribes four overarching principles including oral traditions, active learning, cultural context, and connection as a primary influence over teachings at language camp. Choosing language domains and establishing camp daily speech routines in this manner, specifically within the context of Hesquiaht land and sea, the researcher centres Hesquiaht ways of knowing and being, while underscoring the communal obligation to continually restore, revitalize and sustain the interconnection between Hesquiaht language and Hesquiaht land. A few compatible Second Language Acquisition (SLA) elements are applied in camp to enhance pedagogical approaches. Additionally, experiences from the Hesquiaht language camp are shared in order to advocate for continual efforts to restrengthen intergenerational transmission of Indigenous languages on their respective ancestral lands.Item Feeling at home: Sociocultural language learning and its effects on integration and belonging among adult newcomers to Victoria, Canada(2024) DeLong, Janette; Anderson, TimSociolinguistic skills are necessary for feeling comfortable and prepared when communicating in diverse contexts and thus impact newcomers’ experiences with developing a sense of belonging in their new community and society. This thesis explores the experiences of adult immigrant and refugee newcomers attending English language classes in Victoria, British Columbia and how these classes and other contexts contribute to building their sociolinguistic abilities to navigate life outside of classroom settings. I conducted this research using a case study design to complete an in-depth study at one research site: the English language learning division of a support centre for adult newcomers, the Inter-Cultural Association of Greater Victoria (ICA). I collected data through class observations and semi-structured interviews with newcomer language learners, ICA instructors, and an ICA administrator. Findings show that English language socialization experiences both inside and outside the classroom may impact the development of a sense of belonging for new Canadians. When newcomers have positive communication experiences, their confidence and sense of belonging may grow, which contributes to the likelihood that their next interaction will be positive as well: a positive cycle may form. Therefore, it is vital for integration supports and efforts to be directed not only to newcomers, but to members of receiving society as well to increase the probability of interactions meeting the needs of both newcomers and receiving society alike.Item The problem of originality: Reading Thomas Mann's Joseph and his Brothers(2024) Bakker, Colin; McDonough, GrahamThe present study examines the problem of historical originality in order to theorize education as both the teaching and learning undergone within a society according to certain models and also the development of those models themselves. Such a study requires a method that is generated by the problem of originality itself. The present study therefore takes a reading of Thomas Mann’s Joseph and His Brothers as a unit of analysis that can simultaneously generate insights into the problem of originality and an original method of interpretation. Joseph and His Brothers is concerned with the concept of originality, takes the problem as generative of its own method of narration, and elicits a kind of reading that is developed in this study into a method. The study concludes that a ‘readerly’ understanding of the problem of originality supports theorizing education and the interpretation of historical experience without slipping into some of the pitfalls that accompany the presumption of authoritative self-knowledge.Item Characterization of the human and mouse T cell receptor gamma loci(2003) Zhou, QunItem A comparison of the computer administered and written forms of multiple choice testing(1993) Zandvliet, David BryanItem Nurses' work self-disclosure, burnout and marital satisfaction(1985) Zahradka, Rudolph AdrianItem A revision and validation study of the Howe sport behavior assessment scale(1987) Zachary, PeterItem Cross-cultural research on reading acquisition(1984) Yanez, J. Leonardo (Jesus Leonardo)Item Item Item A study of attitudes towards corporal punishment as an educational procedure from the earliest times to the present.(1971) Wilson, Robert McColeItem Adolescent exercise motives : comparisons across gender and activiy levels(1998) Wilson, Robert ByronItem The nature of the post-writing self-evaluation of Year Four children(1993) Wilmot, Robin MargaretItem A comparison of reading achievement between students enrolled in graded and nongraded reading programs.(1971) Williamson, Richard John