VictorJuiz/thesis huggingface dataset:
The Impact of Pressures and Supports on Teacher Learning and Teacher Sense of Efficacy in an Intentionally Designed Learning Community
Keywords: learning communities
teacher learning
sense of efficacy
accountability

The primary purpose of this study was to explore the impact of various forms of pressure and support experienced by teachers in an intentionally designed learning community on teacher learning and teacher sense of efficacy. Eleven Grade 6 teachers in a middle school in Southern Ontario were interviewed and a complex systems approach was adopted to analyze their experiences. The results suggested three key implications: (1) teachers’ experiences of pressures and supports are variable and influenced by teacher sense of efficacy and administrative decisions about the implementation of those pressure and support mechanisms; (2) a coherent, cohesive and balanced system of formal and informal structures of pressure and support is important to support teacher learning; and (3) structures, mechanisms and culture must facilitate transfer of learning in meaningful ways between the subsystems operating in a school in order to support teacher learning and teacher sense of efficacy.
Literacy, Standardization and the Digital Age: Exploring the Digital Literacy Practices of Students who Failed the Ontario Secondary School Literacy Test
Keywords: Literacy
Digital technologies

This phenomenological study explores the digitally-mediated literacy practices of a group of students who have been unsuccessful with the Ontario Secondary School Literacy Test. More specifically, this study documents the out-of-school online literacy practices that are attractive to students who have failed to achieve dominant school literacy and explores the conditions that drive them. These practices are recognized as socially situated. Interviews were conducted at a Toronto school with 3 grade twelve students enrolled in the Ontario Secondary School Literacy Course, an alternative method to fulfil the provincially mandated literacy graduation requirement. Three findings emerged: a) participants’ desire for “real” texts, defined as those that reflect their understanding of the world and connect them to the lives of others, b) the high value placed on visual and verbal semiotic resources and c) participants felt empowered by their online literacy practices but regarded in-school literacy as a site of resistance.
Examining Student Engagement in Literacy Intervention: Voices of Adolescents Living in an Urban, Marginalized Community
Keywords: literacy intervention
engagement
adolescents
social context

The current study examined the experiences of adolescents considered to be at-risk for academic underachievement in an after-school reading intervention program (called the Vocabulary Learning Project, or VLP), with the goal of identifying the individual and social contextual factors that influence their engagement in the literacy intervention. One-on-one semi-structured interviews were conducted with 29 adolescent participants post-intervention to gain their personal insights on relevant contextual experiences, resulting in the identification of key factors that are associated with student engagement at the behavioral, affective and cognitive levels. The findings from this study serve as an important indicator of some of the multiple influences on the literacy engagement of at-risk adolescents. This has implications for the design of future interventions developed for the purpose of improving the academic achievement, and ultimately the economic and personal advancement, of adolescents living in urban, marginalized settings.
Therapeutic Responses to a Conflict between Sexual Orientation and Religion
Keywords: Sexuality
Religion
Conflict
Gay

For some individuals a conflict arises between their religious and sexual identities. Such a conflict can be extremely distressing, and may cause to many adverse and negative psychological consequences. A sample of 10 participants (between 25-54) were recruited and interviewed. Using content analysis, major themes were identified and grouped. Within the interviews a major homogenous experience arose between all the respondents. This homogenous experience can be classified with five major superordinate categories: (a) sources of conflict; (b) emotional and cognitive consequences of conflict; (c) exploration of gay identity; (d) current negative emotions, and (e) religion as a source of strength. Although counseling was considered by participants as helpful, participants pointed to external factors outside of the counseling setting as the most efficacious.
Conceptions and Negotiation of Identity among Participants in an Academic Language Classroom: A Qualitative Case Study
Keywords: identity
anti-colonial
anti-racist
international students
adult language learners
qualitative case study

This qualitative case study examines the way in which six adult learners and their teacher in a university language classroom narrativise their identities while reflecting on experiences in and outside of the classroom. This study determined that the identity positions of the student participants were strongly influenced by notions of normative cultural, national and religious identity categories, as well as the students&rsquo; experiences in environments that were characterized by high-stakes grading, and &ldquo;native speaker&rdquo; norms. Drawing on poststructural identity theories (Norton, 1995, 1997; Gee, 2001) and anti-colonial and anti-racist scholarship (Kubota and Lin, 2009), this research contributes to the growing body of knowledge that addresses the effects of subjective notions of identity and structural power relations on the experiences of adult learners. Additionally, it outlines some possible actions for teachers and policy-makers to counter some of the structural inequalities that negatively impact the identity negotiation of students.
Making ‘What Works’ Work: Issues Relevant to Addressing Youths’ Needs during Probation Services
Keywords: probation
young offenders
Risk need responsivity

Semi-structured interviews with 29 probation officers were conducted about their experiences addressing youths’ criminogenic needs in accordance with the Risk-Need-Responsivity framework. Probation officers discussed barriers they face at the individual, organizational, and systemic level (‘environmental’ issues that transcend – but impact on – the individual youth). Results revealed that challenges probation officers faced included ambiguity with respect to their role addressing certain risk-need domains, waitlist for services, having to prioritize certain noncriminogenic needs, involving parents, and the prevalence of mental illness (particularly concurrent diagnoses). Probation officers also discussed systemic barriers that they felt were out of their control but significantly impacted youths’ risk. Results are discussed in terms of implications for theory, research, policy, and practice.
(Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere
Keywords: Teacher Agency
Curriculum Design
Bilingual Learners
Practitioner Research
Teacher Student Relationship
Instruction
Common Core State Standards
Standardized Testing
New Literacy Studies
Student Engagement

This thesis investigates how teachers navigate Common Core State Standards, high-stakes testing, and teacher evaluation while creating their own curriculum to meet the needs of culturally and linguistically diverse students. As a former teacher, I conducted a practitioner research case study of four successful colleagues in a bilingual Pre-K-8 school in Washington, DC. When given flexibility in curriculum, teachers integrated knowledge from their relationships with students to foster a caring environment that supports learning and created their own systems of accountability by deciding what data matters. Teachers centered student engagement as what drives their curriculum and used a variety of differentiation methods based on their own “toolbox” of instructional strategies. Findings suggest a flexible curriculum model allows teachers to be curriculum makers who actively go beyond the standards to integrate knowledge from their practice and relationships with students to create curriculum that successfully supports language learners.
Teaching for Wisdom in the English Language Arts: Secondary School Teachers' Beliefs about Literature and Life Learning in the Classroom
Keywords: wisdom
English
Psychology
teaching
instructional
language
arts
education
goals

Psychologists have proposed that schools should teach for wisdom, but this proposal has rarely been investigated. The present study examines secondary school English language arts as a site of wisdom learning. This qualitative study investigates the instructional goals and beliefs of 16 secondary English teachers (8 beginner, 8 experienced). Interviews were analysed using techniques based in Interpretative Phenomenological Analysis. Results are discussed in light of psychological research, studies of English teaching, and the Ontario curriculum. Some elements of wisdom teaching appear to be supported in English education. Teachers connected literature teaching and classroom practices to students' life learning, emphasizing life themes, connections to self and experience, self-reflective learning, and individual needs. Experienced teachers frequently made direct connections between life/wisdom learning and student engagement, while beginners voiced concerns about negotiating supportive student- teacher relationships. Implications for proposals to teach for wisdom in schools are discussed, including a possible role for critical literacy.
Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting
Keywords: cooperative
concept
financial
intermediate
student
attitudes
mapping
learning
accounting

This study explores the effect of implementing expert-developed concept maps and cooperative learning, as compared to direct instruction and cooperative learning, on student learning, experiences and perceptions. Using a mixed-methods research design, data was collected to determine the impact of these combined instructional strategies on students learning as measured by examination scores. Surveys were used to gather data on students' thoughts and feelings towards group work and concept mapping. Finally, a pre- and post-survey was used to determine if instructional strategies impacted students' perceptions of accounting. The results of the study show a significant difference in students learning as measured by examination scores between the treatment and control group. The majority of students reported a preference for group work as well as expert-developed concept maps. Overall students' perceptions of accounting declined in both the treatment and control group.
Experiences of Rural Students with Schooling in Community Schools in Egypt
Keywords: Egypt
education
community school
rural education
social mobility
social immobility
life prospects
cultural capital
education reform
EFA
NGO
NGOs
neoliberalism
social inequities
life prospects
shadow education
private lessons
educational inequality
gender inequality
class inequality
students
student experience
private tuition
student voices
rural students
alternative education
CBE
community based education
Assiut
Sa'eed

This study examined the schooling experiences of eleven graduates from the rural south of Egypt with primary community schools in Assiut. The study used individual interviews and focus groups to examine how community school graduates understood their experiences. The community schools were found to have removed previous obstacles of distance and cost. The quality of education that the students received allowed them to flourish in education rather than falter, and that was largely influenced by the quality of their relationship with their teachers. The students learned academic skills, as well as attitudes and dispositions that serve as cultural capital. They have more opportunities than before, yet also face significant challenges as they transition to the public system. The model of community schooling is also facing significant challenges as differences with the public schooling systems are exerting tension on the community school model to converge.
Who am I at work? Work Life Identity of Aboriginal Youth and the Role of Employers on Career Success
Keywords: Aboriginal
Career

Aboriginal peoples are the fastest growing population in Canada. Over half of the Aboriginal population is under the age of 24, yet the voices of Aboriginal young adults are absent within the literature. Aboriginal young adults, between the ages of 18 and 24, are two to three times more likely to be unemployed than their non-Aboriginal counterparts. Very little is known about the career-related experiences of Aboriginal young adults, even less is known about how their identity as an Aboriginal person affects these experiences. This study employs a narrative inquiry method to explore the work-life narratives of Aboriginal young adults living in Toronto. Results identified three metathemes that employers have in regards to cultural identity for Aboriginal youth. These themes are: cultural respect in the workplace, racism and oppression in the workplace, and inspiring youth. Limitations, implications and future research directions are discussed.
Maternal History of Abuse as a Moderator of Effectiveness in a Parenting Intervention Program
Keywords: treatment
maternal
parenting
effectiveness
history
abuse
women

This study examined the effectiveness of a parenting intervention for abused women and their children called Mothers in MindTM. Based on models of cumulative effects of trauma, it was hypothesized that women who experienced continuous abuse (from childhood to adulthood) would have more parenting difficulties initially and be less receptive to treatment than women whose abuse experiences began later in life (in youth and/or adulthood). Fifty-seven women completed the intervention. Overall, parenting intervention significantly increased women’s parenting competence but did not significantly change mothers’ perceptions of their attachment with their children. Contrary to hypotheses, there were no significant differences in initial parenting difficulties between the two groups and timing of abuse (continuous versus late onset) did not significantly differentiate treatment effects. Contributions of other contextual variables, such as poverty and parental psychopathology, to variation in the effectiveness of intervention for this population of multiply disadvantaged women are discussed.
When the Bond Breaks: Variables that Influence Grief Following Companion Animal Loss
Keywords: Grief
Companion animal

An online survey investigated variables that are related to grief, guilt and loneliness following companion animal loss. Variables of interest were: relationship, species, time since death, type of death, attachment, social support, and demographic variables. Female and male participants over eighteen (n = 85) who had lost a companion animal within the last six months completed the survey. Individuals who classified their pets as good companions reported significantly less grief relative to those who considered their pets to be their children (p &lt; 0.001) and best friends (p = 0.001). Those who labeled their animal as &ldquo;my child&rdquo; had significantly higher attachment scores when compared to those who labeled their pet as &ldquo;a good companion&rdquo; (p = 0.012). Older age was predictive of significantly lower grief, situational guilt, and loneliness. High grief participants considered their pets to be their children and reported the highest state guilt, loneliness and attachment scores.
Holistic Education: Implementing and Maintaining a Holistic Teaching Practice
Keywords: holistic teaching practice
holistic education
holistic philosophy
pedagogy

Abstract This study examines the holistic pedagogical practices of experienced teachers in alternative public schools. This study reviews holistic educational philosophy and ancient Eastern spirituality as they contribute to transformative learning. Feminist theory provides a framework for developing a holistic view of learning that embodies our full human potential. This research will share methods and strategies used to support developing a true awareness. It will provide functional and compassionate ways to implement holistic pedagogy. I will emphasize that teaching with acceptance and reverence for our human capacities will embed these values in students’ learning. The aim of this study is to contribute to contemporary visions of teaching by sharing experiences that are mindful of the mind-body connection. I wish to make the perceptions and approaches of teachers accessible and to inspire curiosity in others to extend their holistic beliefs into practice.
The Influence of Personality, Motives, and Confidence during High-risk Situations on Changes in Alcohol Use
Keywords: Relapse
Alcohol
Motives
Personality
Self-efficacy

Personality, motives, and self-efficacy have all been recognized as factors contributing to relapse, and the interaction among these factors has been outlined in Witkiewitz and Marlatt&rsquo;s contemporary relapse model. However, there is limited empirical research examining the mechanisms involved in this theory. This study aimed to better understand the relationship between personality risk, drinking motives, and confidence to resist drinking during high-risk situations among adults who have changed their drinking. Results indicate that prior to participants&rsquo; change in drinking, introversion/hopelessness was associated with coping motives and confidence in situations involving unpleasant emotions, anxiety sensitivity was associated with coping motives, and impulsivity was associated with conformity motives. Following participants&rsquo; change, two specific motives (i.e., coping and conformity) were found to moderate the association between two of the personality profiles (i.e., introversion/hopelessness and anxiety sensitivity) and confidence to resist drinking during specific high-risk situations (i.e., negative emotional and social pressure to use).
Career Goals and Decisions: An Intersectionality Approach
Keywords: Higher Education
Intersectionality
Career Processes
Underrepresentation
Mechanical Engineering
Engineering
University
Pipeline

This project explores the career paths to date of seven graduates of the University of Waterloo’s Mechanical Engineering program, and examines the influences that led them to choose their university program. I particularly considered the participants’ status as members of underrepresented or overrepresented groups, using the contexts of the history of the profession of Mechanical Engineering and prior research on underrepresentation in Science, Technology, Engineering, and Mathematics fields. I used semi-structured interviews and an intersectionality framework to investigate aspects of identity, interests, and career influences. I found three key themes among the participants: human influences, including information sources, role models, and mentors; influences of educational and outreach activities; and personal interests and aptitudes. I use the uncovered themes to recommend a combination of future studies and outreach programs.
Being on the Inside of a Professional Learning Community: A Reflection-on-practice
Keywords: PLC
professional learning
facilitation
literacy
elementary
Ontario
collaboration
logistics
development
community

This qualitative inquiry used a reflection-on-practice to examine my experiences facilitating professional learning within an Ontario public elementary school. My research revealed that my non-traditional approach to teacher professional development might constitute a form of Professional Learning Community (PLC). The data show that as a facilitator I found myself both inside and outside the communities I tried to form and support. Further, this inquiry exemplifies the ways I both nurtured and impeded professional learning as a result of my facilitation. I hope that the information and insights gleamed from this study may be broadened to include professional learning as it relates to occupations outside the realm of education. As a result, this thesis offers approaches to facilitation that might be able to transform professional practice through PD and consequently, improve student success.
The Role of Epistemic Cognition in Complex Collaborative Inquiry Curricula
Keywords: epistemic cognition
epistemology
knowledge community
inquiry
secondary
science
biology
smart classroom

This thesis examines the role of epistemic cognition within the context of a Knowledge Community and Inquiry (KCI) curriculum for secondary science. The study employs a new form of design-based research, called Model-Based Design Research (MBDR), which first maps a formal pedagogical model onto the curriculum design, and then assesses how the enacted curriculum adheres to the design. The curriculum design was a ten-week Grade 11 Biology unit that met the Ontario Ministry requirements for evolution and biodiversity, and included activities situated within a unique immersive environment called EvoRoom. The thesis includes an assessment of students' epistemological views about science and science learning, and evaluates the epistemic commitments of KCI using a relevant theoretical framework of epistemic cognition. The analysis reveals the complex interconnections amongst the epistemological, pedagogical and technological elements of the design, resulting in recommendations for future design iterations as well as theoretical insights concerning the KCI model.
Exotic Dance: An Exploratory Study of Disordered Eating, Substance Abuse, and Disembodiment
Keywords: eating disorder
exotic dance

The current investigation measured rates of disordered eating and substance abuse among exotic dancers, evaluated the relationship between these rates and measures of embodiment, as well as the influence of club-type on these patterns. Of the seventy-five (75) female exotic dancer participants, ages 18-39 from across Ontario, 35% (n=26) were found to endorse disordered eating behaviour, 57% (n=43) were high risk for alcohol abuse, 63% (n=47) were high risk for drug abuse, and 20% (n=15) were found to be high risk for all three. Cluster analysis revealed two separate club-types: 1). Positive Club Environment; 2). Negative Club Environment. Significant relationships were found between all measures of embodiment and disordered eating. Level of body connectedness was negatively correlated with risk for alcohol abuse. While no relationship was found between club type and substance abuse or disordered eating, significant relationships were found between club type and all measures of embodiment.
Nanocrystalline Silicon Quantum Dot Light Emitting Diodes Using Metal Oxide Charge Transport Layers
Keywords: Light Emitting Diode
Silicon Quantum Dot

Silicon-based lighting show promise for display and solid state lighting use. Here we demonstrate a novel thin film light emitting diode device using nanocrystalline silicon quantum dots as an emission layer, and metal oxides as charge transport layers. Sputtering deposition conditions for the nickel and zinc oxides were explored in order to balance deposition rate with minimal roughness, optical absorption, and electrical resistivity. Devices displaying characteristic diode current-voltage behavior were routinely produced, although most showed significant reverse saturation current due to the presence of shunts. Current-voltage behavior of devices made in the same batch showed high repeatability, however variations in device performance was observed between batches while the parameters of synthesis were kept constant. Some devices were observed to emit orange-colored light, consistent with photoluminescence behavior of the silicon quantum dots. Photomultiplier tube measurements shows a turn-on voltage of 5V and an exponential increase in light emission with voltage increase.