VictorJuiz/thesis huggingface dataset:
Selecting Teacher Candidates Who are Prepared to Participate in School Reform
Keywords: teacher education admission
reflection
communities of practice
professional learning communities
education reform
teacher learning

A variety of policies originating from Ontario’s Ministry of Education make it clear that education reform requires that teachers reflect on their practice. Despite this, there is little evidence of a common understanding of just what reflection would look like in teacher practice.This means that Initial Teacher Education programs face ambiguous challenges both in producing teachers who can reflect on practice in order to participate in school reform and in matching program goals regarding reflection to admissions requirements. This study investigated the understanding and evaluation of reflection in an Initial Teacher Education program through interviews with 15 instructors and field partners who had evaluated applicants’ written evidence of reflection. Differences among participants were evident in the understanding of reflection;however, the overriding theme of conscious attention to and engagement with experience as a vehicle for change was consistent with current literature. Differences in the evaluation of profiles were based on perceptions of how well applicants met the criterion of specificity, which was emphasized in the rubric; what role their judgement should take in evaluation decisions and the knowledge base on which those decisions were made. Participants described an organizational context in their Initial Teacher Education Program in which reflection was encouraged but not formalized or defined in any consistent way, and described opportunities for reflection that resembled informal communities of practice. They articulated some significant dilemmas in the fair evaluation of reflection that were similar to the challenges of school administrators evaluating the reflection required of teachers. The results of the study have implications for admissions policies as well as for creating a culture of reflection and inquiry in an Initial Teacher Education Program or school.
Student and Teacher Perceptions of Student Engagement
Keywords: student engagement
concept mapping

This study will explore student engagement as a multidimensional construct through a systematic comparative study from the views of students and teachers. While the construct of engagement holds promise for addressing declining motivation and achievement of adolescent students, the challenges associated with measuring a multi-faceted construct suggest the need for integrative research methodologies. This study will utilize concept mapping methods in two urban secondary schools. This methodology holds the potential to provide the tools for structured ‘meaning making’ between participants (students and teachers). This capacity to ‘think together’ is promoted through intentionally structured (i.e., concept mapping processes) practice of discourse. As a direct result of this approach, data revealed the degree of convergence and divergence in student and teacher definitions of student engagement. Areas of student/teacher convergence included themes addressing ‘diversity/belonging’, ‘student-teacher interaction’, and ‘variety in school policy/structure’. Areas of divergence included, ‘aspects of pedagogy’, ‘students at the centre’, and ‘professional educators’. In framing student engagement as a multidimensional construct, this study was able to uncover complex nuances. For example, closer examination of the student data revealed a nested and multi-faceted relationship to their sense of engagement. Students most strongly associated engagement to their sense of belonging at school. In turn, this sense of belonging was directly impacted by their relationships with peers, and this connection was viewed to directly affect on motivation (and subsequent achievement). Future research is needed so as to delve deeper into the nature of social connections among teachers-students, and students-students as an approach to untangle and better understand the multidimensionality of factors at play.
Campus in the Country: Community College Involvement in Rural Community Development
Keywords: community college
community development

This study is an investigation into college involvement in rural community development through an examination of three cases in eastern, western and northern Canada where this work was reported to be going well. The inquiry revolved around what colleges do, that is, what kinds of approaches and projects are undertaken, how this work is supported or constrained, how college staff are recruited and trained for this work, and how well it is being done, or how success is defined and evaluated. The observations from these cases were compared with relevant research around the roles of community colleges, the nature of rural challenges, and the field of community development. Community development revolves around increasing the skills, knowledge, and abilities of residents, and building the ability of the community to respond to changing circumstances. The cases in this study were in contexts of resource industries in transition, usually related to trends in economic globalization. The communities were also impacted by their distance from urban economic and political centres. As community needs were identified, it was apparent that economic and social challenges were inter-related, and that available opportunities required specialized workforce training or retraining, as well iii as supports for business development. Although community development activities were not well supported by public policy and programs, the colleges were involved in a wide range of development approaches, some embedded into regular college operations, and others specifically organized for particular purposes. Theories of forms of capital, particularly those based on the writings of Bourdieu (1986, 1993) enhance the understanding of college involvement in rural community development. College staff, particularly rural campus managers, took the lead in community work, and relied heavily on their connections and networks, or social capital, as well as “border knowledge”, or local cultural capital, to facilitate community projects. However, the reliance on local social and cultural capital was often associated with the neglect of some important groups and issues. But overall, in spite of many challenges, these colleges were key players in their communities and demonstrated the value of the diverse and flexible roles that community colleges can play.
Open Source in Higher Education: A Situational Analysis of the Open Journal Systems Software Project
Keywords: globalization and universities
open journal system
academic software
open access publishing
open access journals
electronic journals
online journals
internet and university
open source developers
digital mediation
Open culture
networked universities
software development
network society
digitally mediated open research projects
Open Access movement
Open source software
academic publishing

This research study looks at digital academic space, which is defined here as web-based digitally mediated artifacts produced by universities and their members. Open source software projects and the Open Access movement play large roles within digital academic space, not only because of their strong historical academic roots, but also because these projects are growing in prevalence in many universities. Framed by theories from the field of higher education and media studies, this research study is an analysis of the dynamics and effects of one open source software project that produces Open Access electronic journals. The software system, called the Open Journal Systems (OJS), originally developed by an education professor from a Canadian university, has been adopted by thousands of universities world- wide to publish electronic peer reviewed academic journals. OJS users distributed at universities throughout the world have contributed software code back to the system, by for example, creating translation modules enabling users to publish journals in a range of languages thus adding an interesting global dimension to the project. Based on interviews with the OJS software developers, administrators, and users, as well as a range of material culled from online, this situational analysis of the OJS sketches out the conditions, dynamics, discourses and professional identities that form the basis of an emerging phenomenon within universities that is named here the digitally mediated open research project (DMORP
Exploring the Help-seeking / Helping Dynamic in Illegal Drug Use
Keywords: addiction
illegal drugs
helping-seeking / helping
helping relationship
stigma
anomie
illegalization
heuristic research
professionalization
consumerism
arts-informed research
Benner & Wrubel
Goffman
Link & Phelan
Moustakas
quality of care
scapegoating
prohibition
prison
harm-reduction
drug propaganda
drug war
surveillance society
classism
elitism
discrimination
barriers to care
mythology
social control
drug demonization
teaching
health care
mental health
infectious disease
industrial disease
Wittgenstein
hegemony
policing
legalization
education
training
power
social violence
institutionalized violence
care
attitude
marginalization
alienation
Marx
Chomsky
infectious disease
communicable disease

Heuristic qualitative research techniques (Moustakas,1990) were used to explore the dynamic of the help-seeking / helping relationship in illegal drug use from the perspective of the professional. Six professionals, expert in helping people living with an addiction, shared their opinions and insights, analyzed problems, explained the rewards, and made recommendations for improvement, based on their own practices within the health care and social services systems. These professionals identify stigma as a major barrier to the provision of quality care in addictions, and analysis shows that a cultural predilection for scapegoating underlies the application of stigma. The many layered social purposes served by the designation of certain substances as illegal and the utility of scapegoating to hegemonic, vested interests is surveyed. This thesis reviews the true social costs of addictions, the entrenched and enmeshed nature of the alternate economy, and the many above ground institutions and professions sustained by the use of drugs designated as illegal. Prohibition and imprisonment as a response to illegal drug use is exposed as costly, inhumane, dangerous, and overwhelmingly counterproductive in terms of limiting harm from illegal drug use. A recent example of drug prohibition propaganda is deconstructed. Consideration is given to the role of the Drug War as a vehicle to accelerate social creep toward a fragmented self-disciplining surveillance society of consumer-producers in the service of economic elites. Classism is brought forward from a fractured social ground characterized by many splits: sexism, racism, age-ism, able-ism, size-ism, locationism, linguism, and others, to better track the nature of the social control that illegal drugs offer to economic elites. The moral loading that surrounds illegal drug use is deconstructed and the influence of religion is presented for discussion. The primitive roots of human understanding that endorse the ritual Drug War and its supporting mythology, leading to the demonization of illegal drugs and the people who use them, are uncovered. Direction is taken from Benner and Wrubel’s Primacy of Caring (1989) and other leaders in the professions as a means to move practitioners away from their roles as agents of social control into a paradigm of social change.
Examining the Appropriateness of the PPUT-111 as a Measure of Vocabulary Development in Linguistically Diverse Kindergarten Children
Keywords: ELL
vocabulary

In order to evaluate the appropriateness of a standardized vocabulary measure for linguistically diverse kindergarten children this study examined response patterns of young Canadian children using the Peabody Picture Vocabulary Test –Third Edition (PPVT-III, Dunn & Dunn, 1997). Questions have been asked about whether the PPVT-III is an appropriate measure to use with young English Language Learners (ELL) because items may be culturally or linguistically biased. Further, it is of both psychometric and educational relevance to understand measurement of English vocabulary acquisition among young English First Language (EL1) and English Language Learner (ELL) children. PPVT-III scores were compared in two language groups – 52 EL1 and 73 ELL 4- and 5-year-old children. There were significant differences between the two groups in overall standard scores, with EL1 students performing significantly better than ELL students. In contrast, demographic factors of grade, gender and maternal education were not related to PPVT-III standard scores. A Mantel-Haenszel Differential Item Functioning (DIF) analysis provided a detailed picture of how individual test items functioned psychometrically in the two language groups. This analysis showed limited indications of DIF in the first 168 items of the PPVT-III, suggesting minimal test bias on the PPVT-III. Further analyses examined teachability of items, that is, how easily words can be taught, and the semantic categories of items, that is, parts of speech such as verbs, nouns and adjectives. These further analyses showed that the mean proportion of correct scores for all types of words was significantly different for EL1 and ELL children. Based on these detailed analyses it was concluded that differences in PPVT-III standard scores for EL1 and ELL 4- and 5-year-old children were not due to test bias, nor were they due to specific item properties. The mean differences observed between EL1 and ELL children were thus taken to reflect item impact, a difference in overall receptive vocabulary. In addition to establishing the utility of the PPVT-III for linguistically diverse kindergarten children this study also provides a descriptive picture of how EL1 and ELL children show variation across different types of word learning.
Knowledge Community and Inquiry in Secondary School Science
Keywords: Knowledge community
Collaboration
Science education
Inquiry learning
Web 2.0

This design-based study was the first empirical investigation of a new model of learning and instruction called Knowledge Community and Inquiry (KCI). In KCI, students are engaged as a learning community as they work on scaffolded inquiry activities that target specific science learning objectives. Although community-oriented approaches have been successful at the elementary level, there has been relatively little uptake of such methods at the secondary school level – particularly in science. The pedagogical framework of KCI addresses the challenges of community models by blending established inquiry based approaches with community-oriented pedagogy. This dissertation tested the validity of KCI by designing, implementing, and empirically evaluating a curriculum based on the KCI model. This was achieved through curriculum trials involving two separate cohorts of grade-ten biology students (n = 102; n = 112). The first implementation consisted of a two-week physiology lesson that engaged students in co-authoring wiki artifacts about human system diseases, which students then used as a resource for solving medical case studies. The second implementation, an eight-week lesson on Canada's biodiversity, was a deeper application of the model, and focused on students' collaborative processes during the construction of their wiki-based knowledge repository. In both cases, the curriculum was evaluated according to its design, enactment, and learning outputs, as evidenced by students' knowledge artifacts and performance on the final exam. Technology scaffolds ensured that students focused on the physiology and biodiversity science curriculum expectations. Analyses of the data revealed that KCI engaged students in collaborative learning processes that were characteristic of a knowledge community. Additionally, final exam scores demonstrated increased learning performance when compared to those from previous years where students did not participate in KCI. The findings from this research provide the first empirical support for KCI, and demonstrate its potential for engaging secondary science students in the kinds of collaborative inquiry processes of authentic knowledge communities. This dissertation provides insight into the conditions necessary for such engagement, and contributes design recommendations for blending knowledge community and inquiry in secondary school science curriculum.
Teaching Inquiry in Secondary School Science: Beliefs and Practice, Challenges and Program Support
Keywords: Teachers' Beliefs
Inquiry
Challenges
Program Support

In spite of a multi-decade mandate to enact inquiry in science, research reports that a large gap continues to exist in Ontario between the vision of science education presented in curriculum documents and what is enacted in the classroom. A three-staged, mixed methods design was chosen to examine teachers’ beliefs and practices that contribute to an understanding of this longstanding gap in teaching practice related to inquiry. The participants in this study were secondary school science teachers currently employed by one medium-sized, urban & rural district public school board. Quantitative data was first collected through a self-reporting survey designed to explore teachers’ beliefs related to teaching and learning in inquiry. Completed questionnaires were submitted by 80 % (n = 83) of the population of science teachers. Qualitative data, collected through semi-structured interviews (n = 17), were used to confirm and expand the quantitative findings. Quantitative analysis resulted in the development of an empirical framework to illustrate the dimensionality of teachers’ beliefs and practices related to inquiry. Four types of science teachers were identified during qualitative analysis, each associated with a preferred type of inquiry and each identifiable by a cluster of beliefs. A stance was determined for each of these types of teachers representing their generalized view of teaching and learning related to inquiry including: utilitarian science, content-based science, authentic contextual science, and citizenship science. Additionally, each group of teachers could be associated with one of the four quadrants in my framework. Lastly, a beliefs profile was produced to represent each quadrant in this framework based on integration of the quantitative and qualitative findings. Challenges to enactment and types of program support to foster enactment of open-ended inquiry were identified by science teachers associated with each stance. A few of these challenges and types of program support represent newer areas for research that can inform educational leaders and teacher-educators and support decision-making so as to meet the diverse needs of both pre-service and in-service science teachers, thereby, fostering the enactment of open-ended inquiry as practical science.
Unpaid Household Work: A Site of Learning for Women with Disabilities
Keywords: adult learning
adult education
informal learning
women's learning
lifelong learning
holistic learning
disability
housework
household work
domestic labour
self-care
acceptance
body
emotions
emotion work
spirituality

This thesis explores women's learning in unpaid household work through the lenses of impairment and disability. Informal learning from this standpoint is a perspective that is not yet integrated into the adult learning literature. The impetus for the study came from dissatisfaction with the social undervaluing of unpaid housework and carework, and the largely unrecognized learning behind the work, which is predominantly done by women. Disability and impairment provide unique lenses for making visible what people learn and how they learn in this context. Those who have or acquire impairment in adulthood need to learn how to do things differently. For this study I have taken a segment of data from a 4-year, 4-phase project on Unpaid Housework and Lifelong Learning in which I participated. The participants in this segment are women and men with disabilities who took part in 2 focus groups (11 women), an on-line focus group (20 women), and individual interviews (10 women and 5 men). Learning is explored through three different themes: first, learning related to self-care; second, learning to accept the impaired body; and third, strategies and resources used in the learning process. Analysis of the data shows that the learning that happens through unpaid household work is multidimensional, fluid, and diverse. Learning is accomplished through a complex 4-dimensional process involving a blend of the body, mind, emotions, and the spiritual self. Furthermore, what participants learned and how they learned is influenced by the sociocultural context in which it takes place. Learning, when seen as a 4-dimensional process, provides a framework for challenging traditional Western cultural beliefs about what counts as learning and knowledge. Such beliefs have cultivated the viewpoint that learning is individualistic, cognitive, and based on reason. I contest these beliefs by disrupting the binaries that support them (e.g., mind vs. body, reason vs. emotion). Participants used both sides of the binaries in their learning processes, negating the oppositional and hierarchical categories they establish. The concepts in the binaries still exist but the relationship between them is not oppositional, nor is one concept privileged over another, either within or across binaries.