Education - Theses, Dissertations, and other Required Graduate Degree Essays

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Individual, inter-professional, and institutional influences on the knowledge translation process: A qualitative synthesis of the experiences of physicians and nurses in hospital settings

Author: 
Date created: 
2016-01-21
Abstract: 

This study reports on a systematic review and meta-synthesis of English-language qualitative research studies exploring experiences of clinicians in hospital settings integrating evidence-based recommendations into their clinical practice. The goal of the study was to explore influences on the learning processes and environments of clinicians as part of the knowledge translation process. Findings illustrate: (1) how individual influences, such as the positioning of research ‘evidence’ and prior experiences with evidence-based medicine, shape practitioners’ willingness and preparedness to adopt evidence-based recommendations; (2) how inter-professional dynamics, such as the presence of ‘practice champions’ and ‘role clarity’, influence the implementation of new health care recommendations; and, (3) how institutional contexts, such as the perceived responsiveness and adaptability of education interventions to hospital priorities and resources, shape people’s capacity to undertake knowledge translation. Collectively, these findings suggest the need for reforms to medical education and hospital policies that take into account of adult learning theory and local practices and contexts; the study concludes with recommendations to improve the knowledge translation processes in hospitals.

Document type: 
Thesis
File(s): 
Senior supervisor: 
Suzanne Smythe
Stephen Smith
Department: 
Education: Faculty of Education
Thesis type: 
(Thesis) M.A.

The Impact of Part-Time Work on the Student Experience

Date created: 
2016-04-15
Abstract: 

A greater proportion of students in Canada are working part-time while attending university than ever before. Furthermore, the primary reason students give for attending university has slowly shifted from the pursuit of knowledge to the pursuit of a better career. When taken together, these factors suggest that part-time work, either pre- or post-graduation, is a part of the new reality of pursuing higher education. However, very little is known about how working part-time while studying impacts the overall student experience. This study explores the experiences of sixteen business students who worked part-time in an effort to gain a better understanding of their experiences. The existing, primarily survey-based, literature was used as a starting point for this exploration and allowed the author to identify several key factors associated with student success, namely: academic performance, health, engagement with the on- and off-campus communities, and competency development. This study made use of in-depth interviews to deepen the understanding of the working student experience in ways that complement the existing scholarly research in this area. The results of this study, presented in a comprehensive model, illuminate a number of immediate and longer-term impacts of part-time work on the student experience. Personal, academic, and workplace factors that were shown to impact the working student experience are highlighted as considerations for future working students to keep in mind when selecting an ideal part-time role. This study concludes with call to action for institutions of higher learning to better support working students, and a series of recommendations to consider in doing so.

Document type: 
Thesis
File(s): 
Senior supervisor: 
Kris Magnusson
Department: 
Education: Faculty of Education
Thesis type: 
(Thesis) Ed.D.

Les perceptions de la participation des parties prenantes dans un processus d’intégration d’unités universitaires francophones en situation minoritaire

Author: 
Date created: 
2016-01-29
Abstract: 

Les francophones en situation minoritaire ont, au niveau universitaire, les mêmesaspirations qu’au niveau scolaire qui ont abouti à des luttes ayant permisaujourd’hui la gestion et le contrôle de leur système scolaire. Dans cetteperspective, cette étude vise à comprendre les perceptions de la participationdes parties prenantes à un projet d’intégration ayant déraillé de trois unitésfrancophones d’une université majoritairement anglophone pour former unefaculté francophone.À travers une étude de cas de ce projet de proposition d’intégration, où notreporte d’entrée est la question de la participation, nous avons mis à jour, les jeuxde pouvoir entre les parties prenantes. Pour ce faire, nous nous sommesappuyés dans la littérature sur les thèmes du changement organisationnel, desidentités et dynamiques des groupes minoritaires, de l’analyse politique dans lesorganisations pour donner à voir les tensions inter-unités et, la notion de champde Bourdieu pour interpréter les perceptions de participation entre l’université etla communauté minoritaire francophone. Nos données ont été obtenues par lerecours à l’analyse documentaire et aux entrevues semi-dirigées qui ont étéinterprétées suivant une analyse thématique.Ce que nous avons trouvé, au fil cette recherche qualitative avec un paradigmeconstructiviste structuraliste, c’est que les tensions inter-unités dues à la raretédes ressources conjuguées aux tensions université communauté pour le contrôledu champ de l’éducation, ont favorisé le déraillement du processus. En effet,l’université est jalouse de son autonomie et a peur d’une intrusioncommunautaire qu’elle ne sait pas gérer. Alors que l’université brandit les chiffreset les critères de viabilité dictés selon elle par le gouvernement provincial, lacommunauté minoritaire francophone voit l’éducation comme un outild’émancipation et un outil pour contrer l’assimilation. Ce qui clive les positions etentraine un dialogue de sourds. Autrement dit, les aspirations d’une communautéminoritaire rentrent en collision avec les critères de la majorité. En fait, il se joueen miniature, à l’intérieur de cette université, les enjeux de la dualité linguistiquequi a cours dans le pays.

Document type: 
Thesis
File(s): 
Senior supervisor: 
Diane Dagenais
Marianne Jacquet
Department: 
Education: Faculty of Education
Thesis type: 
(Dissertation) Ed.D.

Tribulations d’une enseignante en situation interculturelle : des identités culturelle et professionnelle en mouvement

Author: 
Date created: 
2016-03-11
Abstract: 

Ce mémoire se veut un travail réflexif sur ma pratique enseignante en faisant un retour autoethnographique sur mon cheminement d'étudiante étrangère au Québec et d'enseignante au Nunavik, en Asie et finalement en Colombie-Britannique dans une École Internationale Française. Il s’agit d’un voyage au cœur de mes identités et de mes cultures que j’entrevois dans des dynamiques d’entrelacements, d’imbrications et d’enrichissements mutuels, ainsi que de manière évolutive, dans le temps et l’espace, et que je décline ici autour de la rencontre des cultures (la/les miennes, celles des autres). Alors, comment la réflexion sur mes expériences de vie personnelles et professionnelles dans des contextes culturels variés m’ont permis de devenir la personne et l’enseignante que je suis et plus largement comment la réflexion sur nos expériences de vie peuvent former les enseignants à la complexité culturelle ?

Document type: 
Thesis
File(s): 
Senior supervisor: 
Marianne Jacquet
Department: 
Education: Faculty of Education
Thesis type: 
(Thesis) M.A.

Discussion-Based Learning in a Harkness-Based Mathematics Classroom

Author: 
Date created: 
2016-04-13
Abstract: 

All across the world, mathematics education researchers and reformists are calling for collaboration, problem-solving, thinking, and communication to be at the centre of primary and secondary mathematics curriculum. However, such practices are still in the development stages and practitioners are only starting to implement them. I am fortunate enough to teach at a school where such practices are encouraged. The school has been investigating whole-class discussions as a central instructional approach in mathematics teaching. In this thesis, I analyse and classify the discussions that happened in my classes and study them carefully to determine some common themes and identify ways to make the learning of mathematics more engaging and meaningful to students. Results indicate that for whole-class discussions to be an effective way to conduct a mathematics class, the teacher’s expertise plays a vital role in guiding and facilitating the discourse.

Document type: 
Thesis
File(s): 
Senior supervisor: 
Peter Liljedahl
Sean Chorney
Department: 
Education: Faculty of Education
Thesis type: 
(Thesis (Education) ) M.Sc.

Conceptualizations and challenges to care: A case study of primary teachers' experience of caring towards students in an inner-city school

Date created: 
2016-04-07
Abstract: 

This qualitative study investigates how primary teachers at an inner-city elementary school conceptualize and enact care towards their students. This study uses a case-study methodology, based at one school site in British Columbia, and employs both focus group discussions and interview strategies. The school is designated inner-city since it serves a substantial number of students living in poverty (23%). The four teachers involved in the study stressed the importance of developing strong and attentive relationships with their students; this included dialogue with students and listening attentively to their needs, interests and experiences. The study also showed that teachers enact care through modeling caring relationships to their students. The teachers identified a number of challenges to care: these included cultural, socio-economic and language differences between the teachers and their students, the transient nature of the student population, the lack of support and funding from the school district for the diverse learning needs of the students, and opposition and suspicion from many of the parents who either did not value education or who had had negative school experiences of their own in the past. While each of the teachers considered caring to be central to their teaching and engagement with their students, they did not see the caring relationship extending to caring for the parent population. The teachers’ conceptualization of care aligned partially with Noddings’ view about care as relationships and the importance of fostering care through dialogue and modeling. Less attention, however, was given to Noddings’ focus on practice and on confirming care in others. Each of the teachers noted that while care towards primary-aged children in inner-city settings was challenging, there were also many rewards, including deep and emotional connections made with the students in their care and an understanding that their care was making a positive difference in their lives.

Document type: 
Thesis
File(s): 
Senior supervisor: 
Wanda Cassidy
Ann Chinnery
Department: 
Education: Faculty of Education
Thesis type: 
(Thesis) M.A.

Brave creatives: research partnerships between universities and companies in the creative sector

Author: 
Date created: 
2016-03-14
Abstract: 

This study examines the opportunities and challenges of research partnerships between universities of art and design and companies. Using qualitative phenomenological research methodology, fifteen interviews were conducted with university faculty, company directors and government research-funders.The study’s findings indicate that while universities of art and design have become more willing to form partnerships with companies, this relationship is underpinned by two significant incentives. First, the importance of government funding as an enabler of university-industry research partnerships cannot be understated. Second, there is a significant driving force for businesses to source talent and hire students and university graduates. Also evident in the results of the study is the shifting cultural gap that exists between universities and companies. This cultural gap begins with a weighty disparity in objectives. Companies are driven by product cycles and profits and seek to protect research results, while universities are driven by societal needs and seek to create and disseminate new knowledge. Despite the cultural differences, this study shows that the university community is gradually adopting the attitudes and values of the business community. There is a growing presence, and quite possibly dependence, on commercial activities such as university-industry partnerships, which support the corporatization of universities. Yet, despite their differences, the majority of study participants from universities, companies and government funders regarded their research partnerships as sustainable models of innovation. An indisputably collaborative endeavour at best, university-industry research partnerships unleash talent and spark innovation. At worst, they undermine academic freedom and impede curiosity-driven research. While focused on university-industry research partnerships, this study raises issues far beyond universities and companies by offering a glimpse into the inescapable contagion of public-private partnerships within public institutions.

Document type: 
Thesis
File(s): 
Senior supervisor: 
David Kaufman
Department: 
Education: Faculty of Education
Thesis type: 
(Thesis) Ed.D.

"Meandering into Meaning: A teacher's reflection on the pedagogy of wandering"

Date created: 
2016-03-03
Abstract: 

I began going for a series of walks during my Arts Education Master’s program that permanently changed my view of the act. I came to see this type of reflective walking as Wandering, which I define as walking that becomes pedagogical in its imaginative call to slowness and reflection. Much of learning seems to be conducted as a hurried affair. This timed approach to learning, and the stresses it brings, is what brought me to the autobiographical examination of the possibilities of wandering as reflection. I begin with a look at historical connections between walking and thinking. I then discuss my modes of inquiry: narrative, poetic and performative. Next is an embodied textual wandering that places the reader on the journey with me, followed by a conclusion and a look at the texts that inform my perspective as an appendix.

Document type: 
Thesis
File(s): 
Senior supervisor: 
Lynn Fels
Department: 
Education: Faculty of Education
Thesis type: 
(Thesis) M.A.

Impossibility Aside: Clowning and the Scholarly Context

Author: 
Date created: 
2016-03-14
Abstract: 

This dissertation presents snapshots of the author’s ongoing living, embodied inquiry, which seeks to blur boundaries between her identities as a clown and as a scholar. Rather than documenting finalized “data,” this dissertation accompanied the author as she spiraled through the possibilities of bringing clown and scholarly practices together. The dissertation was written in, through, and as an element of the process of engaging scholarly and clown practices in ways that deepen, extend, challenge, and inform one another. By bringing clown and scholarly practices together, the author has identified four foundational principles that make up a particular “clown epistemology,” which may be used as an approach in educational contexts, including the context of scholarship: 1. Vulnerability, 2. Engagement in the “magic space of co-creation,” 3. Multiplicity, and 4. Transgression toward transformation. The dissertation explores ways that these foundational principles might enrich clown and scholarly practices and create the unique approach of a “clown scholar.”At the heart of both clown and scholarly practices lays the possibility of transformation. The author suggests that the foundational principles of clowning support us to put “impossibility aside” and to delve into “the moment of immanence,” thereby revealing and engaging with a widened range of possibilities. While she began by considering how clowning practice could be applied to work done in the academy, the author concludes by seeing the ways that clown and scholarly practices can become mutually informing and reinforcing in order to facilitate unique approaches to teaching, learning, growing, and transforming ourselves, our communities, our societies, and our cultures.

Document type: 
Thesis
File(s): 
Senior supervisor: 
Vicki Kelly
Department: 
Education: Faculty of Education
Thesis type: 
(Thesis) Ph.D.

Unswaddling pedagogy: Imagining a new beginning to the practice of Imaginative Education

Peer reviewed: 
No, item is not peer reviewed.
Date created: 
2016-04-15
Abstract: 

My intention in this thesis is to introduce the concepts of swaddling, non-swaddling and unswaddling pedagogies, and to raise awareness and build trust in the somatic capacities of young children. These somatic capacities should be taken into account within any pedagogical setting and relationship in order to enable a smooth pedagogical transition and transformation from the Somatic to the Mythic Kinds of Understanding (KsU) as conceptualized and described within the theory of Imaginative Education. By emphasizing the pivotal role of the Somatic KU in a child’s learning journey, and by accentuating new and existing cognitive tools (CTs), I seek to connect the as yet theoretically disconnected Somatic and Mythic Understandings of Imaginative Education. Future research should attend to continuing to minimize the losses of children’s somatic capacities through their pedagogical journey.

Document type: 
Thesis
File(s): 
Senior supervisor: 
Lynn Fels
Kieran Egan
Department: 
Education: Faculty of Education
Thesis type: 
(Thesis) Ph.D.