VictorJuiz/thesis huggingface dataset:
Attawapiskat: The Politics of Emergency
Keywords: Settler Colonialism
Race
Canadian Media
Politics of Representation
Whitness
White Settler Society

This thesis investigates the politics of representation of Indigenous peoples in Canadian media. Using a case study of the 2011 housing crisis at Attawapiskat First Nation, I argue that emergency on reserve is constructed as Indigenous failure in mainstream print media and that these discourses work to construct a racialized national imaginary. Canadians are produced as benevolent through learning about Indigenous failure, and through their own capacity to assist and care for them. I have argued that this is a nation building practice of settler colonialism; it is inextricably linked to reclaiming ownership of land, and manufacturing legitimacy for the Canadian nation. This thesis traces these constructions through both mainstream, and alternative and independent media, and follows how these discourses invite white Settlers into a position of racial superiority. Examining ideas of goodness and innocence that condition Canadian identity, I offer strategies and limitations for anti-colonial engagement with Indigenous emergency.
The Rise and Fall of the University of Toronto's Innovations Foundation: Lessons from Canadian Technology Transfer
Keywords: University Technology Transfer
Technology Transfer Office (TTO)
Entrepreneurship
Path-dependence
Commercialization
University Research
Canadian Universities
Technology Start-ups
Technology Licensing
Intellectual Property Policy

This study explains the rise and fall of the Innovations Foundation, the University of Toronto's first office dedicated to the transfer of university-developed technologies to industry. Drawing on extensive archival research, ten interviews with key informants, and other sources, the case study traces the evolution of the Foundation from its launch in 1980 to its closure in 2006. The study delineates three distinct business models under which the Foundation operated from 1980 to 1990, 1990 to 1999, and 1999 to 2006. The reasons for the adoption and failure of each model are explored and a historically grounded, context-sensitive explanation of the university's decision to dismantle the Foundation in 2006 is provided. This explanation emphasizes the importance of managing unrealistic expectations for Canadian university technology transfer, and adds weight to a growing consensus on the importance of historical path-dependence as a conceptual tool for understanding the persistence of differentials in technology transfer performance among universities.
Personal-professional Interconnections: Contextualizing Teachers' Use of Information and Communication Technologies in the Classroom
Keywords: Educational Technology
Critical look at ICT in schools
Teacher Narratives
Teachers' use of ICT
Personal-Professional interconnections
Differing perspectives
Lived experience with technology

Teachers' use of information and communication technologies (ICT) in the classroom has largely been studied to date with a focus on what is lacking. An important aspect that seems to have been understudied is how teachers' own histories and experiences of ICT connects to their teaching practices - in essence, focussing on what is 'present' and not what is 'missing'. This study examines five teachers working in the same school, but working very differently with ICT in their classrooms. The narratives of their lived experiences highlight the acquisition of their beliefs, attitudes and their in situ behaviours about the role of ICT in the classroom. A critical look at the factors responsible for shaping such behaviours suggests the value of understanding individuals' experiences when planning for technology-utilization, rather than prescribing a &quot;teacher-proof&quot; (Connelly &amp; Clandinin, 1988) approach to technology uptake.
An Examination of Monogamy Values Among Gay Men and the Influence of Masculine Gender Conformity
Keywords: homosexuality
gay
relationships
values
monogamy
sexuality
gender
men

Monogamy values and the influence of masculine conformity were examined using a sample of 154 gay men within the Greater Toronto Area. Monogamy values were measured on four dimensions: emotional monogamy, sexual monogamy, perceptions of monogamy as relationship-enhancing and perceptions of monogamy as a sacrifice. Gay men generally found monogamy to be enhancing, however, they tended to value emotional monogamy more than sexual monogamy. Gay men with traditionally masculine attitudes valued sexual monogamy less than those who held non-traditional attitudes. Emotional monogamy was not associated with masculine attitudes. This relationship of masculine attitudes and monogamy values was moderated by length of longest relationship experienced, religiosity, as well as current relational status. Results are interpreted through evolutionary, social learning and queer theory perspectives to suggest that monogamy values are a multi-faceted construct. Counsellors would benefit by asking questions regarding monogamy values expecting multiple interpretations as well applications.
Learning to Lead: A Naturalistic Evaluation of Two Secondary School Leadership Development Programs
Keywords: leadership development
extracurricular programs
youth leadership
student leadership
secondary school
outdoor education
experiential education
peer mentor

This study evaluated two extracurricular leadership development programs offered by one urban high school. The programs were evaluated through an examination of the ways in which students understood their experiences in the programs in terms of their own leadership abilities, their leadership role with others and their perception of good leadership. The six study participants were observed facilitating groups of their peers through interactive activities at the programs' multiple-day events. In the three months following the programs, the participants were interviewed twice. The participants reported that their experience in a leadership development program helped them to feel confident in their leadership abilities. Also, the participants valued their relationships with their peers in their roles as leaders. Finally, the participants believed that good leaders exhibit caring behaviour towards others. This study provides information to assist the improvement of youth leadership development programs.
Animating Curriculum: An Exploration of Curriculum Integration
Keywords: education
curriculum

Abstract The expectation to teach content and skills within a structured educative setting creates a climate of tremendous challenge and opportunity for educators on a daily basis. Educators will seek out ways to integrate curriculum as a way of being efficient. Curriculum integration, while a commonly used educational term, remains a challenging concept to define and examine both in research and in classroom practice. Curricula integration is a microscopic lens whereby the educator approaches their practice. Curriculum integration can be an effective method of delivering curriculum. However, daily instruction that contains instructional methods that are embedded within multiple learning styles and modalities are paramount. More importantly, than the how a curriculum is integrated appears to be an educator&rsquo;s methods of instruction, management and organization. My thesis develops what I have called &ldquo;A Blended Curricula Deliverance Program&rdquo; that helps deliver instruction in a holistic manner.
Choosing the Arts: Exclusion and Advantage in the Educational Marketplace
Keywords: Arts Education
School Choice
Inequality
Cultural Reproduction

Situated within Toronto's expanding and increasingly segregated educational marketplace, this study examines how parents of students at one elite publicly funded specialized arts high school make meaning of their school choice decision. Utilizing a Neo-Marxist framework, I explore the role that material and symbolic resources play in making this school choice both available and exclusive. I conduct a critical discourse analysis of parent narratives to expose how they mobilize dominant discourses of the arts in order to produce the school as a good choice, and themselves as good parents. This research challenges dominant conceptions of the arts in education by showing how the arts are used to reinforce, obscure, and justify existing social hierarchies in school settings and society at large. This study further serves as an example of how arts education research can move beyond positivist conceptions of the arts.
The Romantic Relationships of Adolescents with Attention-deficit/Hyperactivity Disorder (ADHD)
Keywords: ADHD
romance
adolescence

The present study compared the romantic relationships of adolescents with and without Attention-Deficit/Hyperactivity Disorder (ADHD) with regard to romantic involvement, partner identity, relationship content, and relationship quality. A community sample of 58 participants (30 ADHD, 28 Comparison), ages 13-18, completed a standardized battery of questionnaires. Adolescents with ADHD reported having more romantic partners than their typically developing (TD) peers. Females with ADHD were found to have shorter romantic relationships than TD adolescents while males with ADHD reported their age of first intercourse to be nearly two years sooner than TD peers. Irrespective of gender, adolescents with ADHD had nearly double the number of lifetime sexual partners. When choosing a romantic partner, adolescents with ADHD placed less importance on aspects of their partner’s academic and social competence than TD adolescents. However, the romantic relationships of adolescents with and without ADHD did not differ on levels of aggression and relationship quality.
Literacy Inside and Out: Investigating the Literacy Practices of Adult English Literacy Learners
Keywords: Literacy Practices
Adult English Literacy Learners
Literacy
ELL

Adult English literacy learners (ELLs) are learners with limited or no formal schooling in their first language who are learning to read and write in English. At present, the limited research surrounding adult ELL instruction does not fully investigate the literacies that learners make use of outside of the classroom in a Canadian context. Through the lens of the New Literacy Studies, this case study examines the variety of print-literacy practices that adult ELLs engage with inside and outside of the classroom, highlights the value of these literacy practices, and emphasizes the importance of connecting out-of-class literacy practices with those occurring in the classroom. Additionally, this study uses learner perspectives to describe out-of-class literacy practices and provides a platform for adult ELLs to discuss their in-class preferences. The findings indicate the necessity of acknowledging prior experiences of ELLs in the classroom and provide implications for in-class instruction and resettlement agencies.
The Marking of Tamil Youth as Terrorists and the Making of Canada as a White Settler Society
Keywords: Tamil
Diaspora
Race
Terror
Education
Sociology
Gardiner Protest
MV Sun Sea
multiculturalism
settler colonialism
diaspora nationalism
Sri Lanka
Tamil Eelam
migrant youth
education
diaspora youth

This thesis examines the production of Tamil youth in the state of Canada as threats, extremists, radicals, terrorists, and as subjects to be engaged in de-politicized humanitarian discourses of reconciliation and peace. By drawing attention to the exclusion of Tamils from rights in legal proceedings, the positioning of youth protesters as harbingers of a multicultural 'crisis,' and the role of education in securing Canada's response to the MV Sun Sea as a 'humanitarian' project, I argue that the targeting Tamils is not only integral to Sri Lanka's ongoing genocide, but is also crucial to the Canadian state's project of white settler colonialism. In examining the law, media and education as sites of racial management in the 'War on Terror' and its globalized counter-terrorism regime I identify the targeting of Tamil diaspora youth as a necessary racial logic for the legitimacy of the Canadian state in an era of official multiculturalism.
The Relationship between Differential Parenting and Children's Other-orientedness
Keywords: Theory of Mind
Differential Parenting

The current study examined whether there is a curvilinear association between differential parenting and children’s Theory of Mind (ToM) and two similar abilities we defined as “ToM- in-Action”. These were, use of perspective taking language and cognitive sensitivity (providing tailored verbal or non-verbal guidance) while completing a challenging task with a younger sibling. A community sample of 372 children (52% were males, average age=5.6), their younger siblings (average age=3.14) and their mothers were observed in their homes. Findings showed a linear association rather than a curvilinear effect, where favored older siblings had significantly poorer cognitive sensitivity and perspective taking when interacting with their younger sibling in a challenging task. This relationship remained significant when other variables such as age and SES were controlled. The relationship between differential parenting and ToM was non-significant. Results demonstrate the specific and complex impact of differential parenting on children’s social cognition.
The History of Compliance, Non Compliance, and Alienation of Ontario Educators between 1969 and 1999
Keywords: history
education
ontario
1969-1999

From 1969 to 1999, teachers and principals in Ontario exercised a degree of compliance, non-compliance, and resentment towards educational reforms imposed by provincial authorities. Historically, there has been a struggle between those who govern society and those who labour in society. Through the use of state laws, institutions, and corporate interests, those in positions of powers have introduced change without the consultation of the workers. In retaliation, these groups have opposed reform through collective and individual acts that involve passive and aggressive forms of opposition in order to contribute to the political, socio-economic discussion of how a society should be both governed and educated.
Investigating Early Spatial and Numerical Skills in Junior Kindergarten Children Learning in an Inquiry-and Play-based Environment
Keywords: spatial skills
number knowledge
mathematics education
early childhood education
visual motor integration
number line
mathematics
play

In the current study, three possible interpretations of children&rsquo;s number line estimation (NLE) performance were examined for appropriateness and possible correlates of performance were tracked over time in a classroom exemplifying recommended mathematics pedagogy for young children. In December and May, 21 4-year-olds completed the NLE task (0-10 range) and measures of numerical knowledge, spatial skills, and visual-motor integration. With high-quality teaching, children made large gains in these skills (d = 0.96-1.28). Due to uniformly high achievement, few expected correlations were observed, however. A strategy account of NLE performance was supported over the traditional logarithmic-to-linear shift account and the newly proposed proportion-judgement account. Patterns of error in estimation provide a better indication of understanding of the linear number line than models of best fit. Indeed, interpreting linearity of NLE as indicative of an underlying representation of number could lead to inappropriate conceptualizations of math learning disabilities and misguided interventions.
Teachers' Writing Instruction Across the Disciplines in Grades 9 and 10
Keywords: writing instruction
secondary
across the disciplines
writing to learn
writing assessment
role of school administrators in supporting instruction
Ontario

This study was aimed at addressing the adolescent learners’ writing needs by assessing teachers’ needs on writing instruction across the disciplines in Grades 9 and 10 in one school in Southwestern Ontario. The research employed a mixed-methods approach using qualitative data from focus group and one-on-one interviews, and quantitative data collected through document analysis. The data revealed that there is a range of beliefs about writing instruction and that participating teachers offer many valuable writing opportunities to their students; however, there is a reluctance to provide more instructional time on writing according to the content area. The findings also pointed to the influence school administrators have in leading the instructional program. These findings concur with existing literature on writing instruction and the role principals play in literacy instruction.
Emerging Views on Making: Fibre Graduates Reflect on their Practice
Keywords: craft theory
craft education

This narrative research examines the ways in which craft is conceptualized from the perspective of five recent graduates from the Material Art and Design Fibre Program at a prominent Canadian art and design university. Recognizing the cultural currents that have excised acts of making, including Western de-industrialization and abundant access to offshore labour markets, this research looks at the role of maker within a new societal context. A nascent theoretical platform for craft, shaped by artists and academics, counters a dearth of voices that has characterized the field’s history. Here, craft is posited as a methodology, characterized by embodiment, subjectivity, resistance, and skill. The experience of emerging makers, and their reflection in relation to this theoretical framework, allows for a broader consideration of present-day craft practice, and a renewed consideration of material arts curricula.
Critical Civic Education: When History Becomes Geography
Keywords: critical civic education, global citizenship education, protoglobalization, microglobalization, triglobalization, superfrontier, species-space

This tri-theoretical study of globalization attempts to contribute to the limited scholarly research on global citizenship in education. Utilizing three important critical theories: neo-Marxism, gender and postcolonialist theory; this study analyzes in-depth the hidden process behind the formation of current global citizenship education. The findings reveal that it is possible to teach global citizenship education through critical civic education; however, a better understanding and application of critical theory and especially the critical sociology of space is required in current curriculums. In the absence of resources, motivation and infrastructure within school boards to implement a more state-guided critical citizenship education within their global citizenship education programs, assimilation of critical theory by teachers becomes absolutely necessary.
Working Memory Training in Post-secondary Students with Attention-deficiti/Hyperactivity Disorder-pilot Study of the Differential Effects of Training Session Length
Keywords: ADHD
Working Memory Training
Post-secondary Students
CogMed
Working Memory
Randomized Controlled Trial

This thesis evaluates the effectiveness of study components in order to aid in design refinements for a larger randomized controlled trial (RCT). A total of 38 post-secondary students with Attention-Deficit/Hyperactivity Disorder (ADHD) were randomized into a waitlist control group, or standard-length (45 minute) or shortened-length (15 minute) WM training group. Criterion measures included the WAIS-IV Digit Span (auditory-verbal WM), CANTAB Spatial Span (visual-spatial WM) and WRAML Finger Windows (visual-spatial WM). Transfer-of-training effects were assessed using indices of everyday cognitive functioning. Participants in the standard- and shortened-length groups showed greater improvements at post-test on auditory-verbal WM and reported fewer cognitive failures in everyday life than waitlist controls. Participants in the standard-length group showed greater improvements in visual-spatial WM at post-test than participants in the other two groups. Preliminary findings suggest that shorter training may have similar beneficial outcomes as documented for the standard-length training, indicating that a larger-scale RCT is warranted.
Swing Beam: My Father's Story of Life on the Farm and the Barns He Loved and Lost--An Arts-informed, Life History Perspective
Keywords: arts-informed
narrative
elderly
farmers
Canadian
farm
dismantling
barn
loss
poetic
visual
inquiry
life
history

Through narrative, poetic, and visual inquiry, this arts-informed thesis reclaims the silenced voices and life histories of both our elderly farmers and of our elderly architecture--the barn. Using the life history model of research (Knowles & Cole, 2001), I engage in informal "chats" (Archibald, 2008, p. 377) with my elderly father to seek out the meaning and significance of his life spent on the farm--and his emotional response to the taking down of his two bank barns after the sale of his farm. What results is a "responsive" (Knowles & Cole, 2001, p. 10) representation of data, an alternative type of meaning and knowledge that is known as arts-informed qualitative representation.
Attitudes Towards Native and Non-native French Speaking Teachers in Ontario
Keywords: French as a Second Language
Native Speaker
Non-native Speaker
FSL
Teacher

Through the implementation of a closed and open-item questionnaire, parents&rsquo; (N=40) perceptions of and attitudes toward native and non-native French-speaking teachers (NFSTs and Non-NFSTs) of French as a Second Language in the Greater Toronto Area were investigated. Participants defined the native French speaker predominantly as someone who learned French as a first language and who learned French in informal environments &ndash; namely home and community. Descriptive statistics of 24 Likert-scale items revealed preference for NFSTs to teach oral-aural aspects, the written system of French and form better student relationships. Non-NFSTs were preferred to teach reading, vocabulary, learning strategies and make connections between English and French more salient. Parents stated a variety of strengths and areas needing improvement for both NFSTs and Non-NFSTs, which suggested complimentary and complementary views of these teachers.
East Asian International Students' Experiences in High School Mathematics Classrooms
Keywords: mathematics
international students
high school
model minority
Asian
discourse

This qualitative study of five Chinese or Korean international high school students takes place in the Greater Toronto Area and explores, from a sociocultural perspective, their discourse on the topics of differences between their home countries and Canada on matters of school structure, home life, and views on the model minority myth of Asian students excelling academically. The model minority myth is defined as homogenizing Asian students as an encompassing group of students whose academic success is attributed to their ethnicity. Through semi-structured interviews, it was discovered that most of the participants agreed that Asian students who had been educated outside of Canada were stronger academically in the subject of mathematics due to earlier and more rigorous training. These students also expressed their changing identities as independent students, the relevance of mathematics to their future academic and career goals, and their parents' support of them following their own goals.