Graduate Students 2019: Vancouver Island University
Kaur, S. (2019). Academic and vocational education in British Columbia: Educational divide and social stigma. (Unpublished master’s thesis). Vancouver Island University, Nanaimo, BC, Canada.
Abstract:
This research examines the elements related to stigma within post-secondary Vocational Education and Training (VET) sector. The thesis describes the primary components that obtain stigma in vocational education system. A number of factors such as the perceptions of public and students about VET programmes, parental influence, levels of support for students and the attraction to employment, contribute to the relatively weak success of these programmes. The researcher examined common concern behind the stigma, initiative taken to overcome the stigma, factors that increase this stigma and explored the presence of stigma in this date. The semi-structured interviews were conducted with young students who are pursuing VETprogrammes at Vancouver Island University (VIU). 17 vocational students were interviewed from three different programmes – Automotive, Carpentry, and Electronics Training. The stigma discussed in this research did not pertain in data analysis. However, a distinct kind of stigma was involved in participants’ responses. The final Chapter discusses the significance of this research and makes recommendation for future studies.
Lafrieniere, M. (2019). A website to support the development of self-advocacy skills in high school aged students with learning disabilities in British Columbia. (Unpublished master’s thesis). Vancouver Island University, Nanaimo, BC, Canada.
Abstract:
Lafrieniere's thesis and website can be found at: www.selfadvocacyhighschool.ca
Keywords: self-advocacy, learning disability, high school, digital, educational website.
Tinglin, C. (2019). The experiences of African Canadian families with children in special education. (Unpublished master’s thesis). Vancouver Island University, Nanaimo, BC, Canada.
Abstract:
Canada’s Black population is a heterogenous diaspora of people from many parts of the world. In 2016, Black Canadians represented 3.5 percent of the nation’s population. The Black community in Canada is relatively small. But small communities are not undeserving of our attention and focus. The special education community is also a relatively small community in Canada, when compared to the general population. Therefore, it is safe to assume that the number of Canadians who belong to the Black community and the special needs community, is minuscule. Why then, is it important to study such a tiny population? Because if society and the law considers all Canadians to be equal, all Canadian voices should be heard. Yet there is little to no research available about the perceptions and experiences of Black Canadian parents of children receiving special education services. Similar research in the Black American context is plentiful, however Black American and Black Canadian cultures are not the same. Is it possible that by not knowing or understanding this population, we have failed to effectively serve this community of Canadians? This phenomenological study explores the experiences and perspectives of five Black Canadian parents, who participated in the special education allocation process. within the last four years. Parents from Ontario and British Columbia agreed to participate in this study. Five semi-structured interviews were conducted over the course of one month, which produced detailed and extensive participant descriptions, organically developed into themes which captured the meaning and essences of participant experiences. Findings indicate race and culture were significant factors that influenced the quality and quantity of special education designation processes and services. This study contributes to a scant body of Canadian research concerning Black Canadians and special education. This and future research in this area will benefit educators and administrators interested in equitable special education services.
Zdrilic, J. (2019). The Importance of Continual Professional Development Opportunities Being Offered to Educational Assistants within the Catholic Independent Schools of Vancouver Archdioceses in Both Elementary and High Schools. (Unpublished master’s thesis). Vancouver Island University, Nanaimo, BC, Canada.
Abstract:
The research thesis provides a brief history and background knowledge regarding the lack of clear roles and responsibilities for educational assistants within today’s British Columbian school system. Educational assistants within the Catholic Independent Schools of Vancouver Archdiocese (CISVA) completed an online survey regarding their prior knowledge and training that relates to their current students. 43 educational assistants also comment on their own perspectives and needs regarding professional development opportunities within the CISVA. A mixed method approach was used which included qualitative and quantitative research questions that stated that educational assistant within the CISVA would like more relevant professional development opportunities to be offered. Base on the study’s results, it is recommended that the CISVA and the public schools within British Columbia offer more professional development opportunities to their educational staff during school hours. It is also recommended that more schools hire certified educational assistants and have the certified educational assistants work with the students who have special needs. This is deemed important because of their background knowledge and prior training which directly affects the students learning success.
Keywords: Paraprofessionals, educational assistants, Catholic Independent Schools, online survey, mixed-methods analysis, paraprofessional development opportunities
Zhou, Y. (2019). The high dropout rate in Chinese rural schools and its reasons – A handbook for
parents’ engagement and learning environment. (Unpublished master’s thesis). Vancouver Island University, Nanaimo, BC, Canada.
Abstract:
Compulsory education has existed all over China for 32 years, and the Chinese Central Government also gives students who are receiving compulsory education in rural areas priorities especially in reducing the burden of tuition and other fees so that some students from poor families are able to get a free education. However, many students in rural China that choose to drop out of school because of the lack of emotional support from their parents, the tough learning environment, as well as the shortage of teaching resources. In this thesis, a handbook was designed and created that explores the reasons for the high dropout rate in Chinese rural schools as well as solutions to this problem. The purpose of this project was to research the reasons for low attendance in Chinese rural schools. Meanwhile, this project was created to inform the local government officials that the tough learning environment has affected many rural children to drop out of school and they should invest more money to promote the development of the learning environment in rural China. Also, this handbook was created to inform rural parents who frequently left their children at home that their lack of involvement in education has influenced children’s attitude towards learning, and they should create more communication with their children and pay more attention to the mental health of their children.
Keywords: High dropout rate, Left-behind children, Gender inequity, Teaching resource, Rural China
Abstract:
This research examines the elements related to stigma within post-secondary Vocational Education and Training (VET) sector. The thesis describes the primary components that obtain stigma in vocational education system. A number of factors such as the perceptions of public and students about VET programmes, parental influence, levels of support for students and the attraction to employment, contribute to the relatively weak success of these programmes. The researcher examined common concern behind the stigma, initiative taken to overcome the stigma, factors that increase this stigma and explored the presence of stigma in this date. The semi-structured interviews were conducted with young students who are pursuing VETprogrammes at Vancouver Island University (VIU). 17 vocational students were interviewed from three different programmes – Automotive, Carpentry, and Electronics Training. The stigma discussed in this research did not pertain in data analysis. However, a distinct kind of stigma was involved in participants’ responses. The final Chapter discusses the significance of this research and makes recommendation for future studies.
Lafrieniere, M. (2019). A website to support the development of self-advocacy skills in high school aged students with learning disabilities in British Columbia. (Unpublished master’s thesis). Vancouver Island University, Nanaimo, BC, Canada.
Abstract:
Lafrieniere's thesis and website can be found at: www.selfadvocacyhighschool.ca
Keywords: self-advocacy, learning disability, high school, digital, educational website.
Tinglin, C. (2019). The experiences of African Canadian families with children in special education. (Unpublished master’s thesis). Vancouver Island University, Nanaimo, BC, Canada.
Abstract:
Canada’s Black population is a heterogenous diaspora of people from many parts of the world. In 2016, Black Canadians represented 3.5 percent of the nation’s population. The Black community in Canada is relatively small. But small communities are not undeserving of our attention and focus. The special education community is also a relatively small community in Canada, when compared to the general population. Therefore, it is safe to assume that the number of Canadians who belong to the Black community and the special needs community, is minuscule. Why then, is it important to study such a tiny population? Because if society and the law considers all Canadians to be equal, all Canadian voices should be heard. Yet there is little to no research available about the perceptions and experiences of Black Canadian parents of children receiving special education services. Similar research in the Black American context is plentiful, however Black American and Black Canadian cultures are not the same. Is it possible that by not knowing or understanding this population, we have failed to effectively serve this community of Canadians? This phenomenological study explores the experiences and perspectives of five Black Canadian parents, who participated in the special education allocation process. within the last four years. Parents from Ontario and British Columbia agreed to participate in this study. Five semi-structured interviews were conducted over the course of one month, which produced detailed and extensive participant descriptions, organically developed into themes which captured the meaning and essences of participant experiences. Findings indicate race and culture were significant factors that influenced the quality and quantity of special education designation processes and services. This study contributes to a scant body of Canadian research concerning Black Canadians and special education. This and future research in this area will benefit educators and administrators interested in equitable special education services.
Zdrilic, J. (2019). The Importance of Continual Professional Development Opportunities Being Offered to Educational Assistants within the Catholic Independent Schools of Vancouver Archdioceses in Both Elementary and High Schools. (Unpublished master’s thesis). Vancouver Island University, Nanaimo, BC, Canada.
Abstract:
The research thesis provides a brief history and background knowledge regarding the lack of clear roles and responsibilities for educational assistants within today’s British Columbian school system. Educational assistants within the Catholic Independent Schools of Vancouver Archdiocese (CISVA) completed an online survey regarding their prior knowledge and training that relates to their current students. 43 educational assistants also comment on their own perspectives and needs regarding professional development opportunities within the CISVA. A mixed method approach was used which included qualitative and quantitative research questions that stated that educational assistant within the CISVA would like more relevant professional development opportunities to be offered. Base on the study’s results, it is recommended that the CISVA and the public schools within British Columbia offer more professional development opportunities to their educational staff during school hours. It is also recommended that more schools hire certified educational assistants and have the certified educational assistants work with the students who have special needs. This is deemed important because of their background knowledge and prior training which directly affects the students learning success.
Keywords: Paraprofessionals, educational assistants, Catholic Independent Schools, online survey, mixed-methods analysis, paraprofessional development opportunities
Zhou, Y. (2019). The high dropout rate in Chinese rural schools and its reasons – A handbook for
parents’ engagement and learning environment. (Unpublished master’s thesis). Vancouver Island University, Nanaimo, BC, Canada.
Abstract:
Compulsory education has existed all over China for 32 years, and the Chinese Central Government also gives students who are receiving compulsory education in rural areas priorities especially in reducing the burden of tuition and other fees so that some students from poor families are able to get a free education. However, many students in rural China that choose to drop out of school because of the lack of emotional support from their parents, the tough learning environment, as well as the shortage of teaching resources. In this thesis, a handbook was designed and created that explores the reasons for the high dropout rate in Chinese rural schools as well as solutions to this problem. The purpose of this project was to research the reasons for low attendance in Chinese rural schools. Meanwhile, this project was created to inform the local government officials that the tough learning environment has affected many rural children to drop out of school and they should invest more money to promote the development of the learning environment in rural China. Also, this handbook was created to inform rural parents who frequently left their children at home that their lack of involvement in education has influenced children’s attitude towards learning, and they should create more communication with their children and pay more attention to the mental health of their children.
Keywords: High dropout rate, Left-behind children, Gender inequity, Teaching resource, Rural China
Graduate Students 2018: Vancouver Island University
Ashworth Clarke, D. (2018). The benefits of outdoor education: The pros and cons of teaching in an outdoor space as observed by French immersion teachers and experienced by children. (Unpublished master’s thesis). Vancouver Island University, Nanaimo, BC, Canada.
Abstract:
This study examines the benefits or lack thereof of outdoor education as observed by teachers and experienced by students. Outdoor education is any student learning that takes place outside of the classroom. The author conducted a one-time survey involving one elementary school where teachers reported out their observations of their students and the benefits they may have exhibited when participating in outdoor education.The research resulted in a one-time survey given to one local Nanaimo Elementary school that reported out on the level of benefit they observed from their students when teaching in an outdoor environment Other views, perspectives and research were referenced throughout this paper to compare and generate more thought around outdoor education and its multifaceted approaches. This paper will illustrate the perspectives of First Peoples of Canada, the Norwegian perspective, specifically Sweden and Denmark, and the United States for a broader view of what outdoor education is and how it relates to the curriculum in places around the world. This project was researched and written with the intention of enlightening teachers to the benefits of outdoor education.
Keywords: Outdoor Education, friluftsliv, udeskole, outdoor space, outdoor learning, benefits, ethnography
Myhre, S. (2018). Teachers: Agents of brain change in British Columbia. (Unpublished master’s thesis). Vancouver Island University, Nanaimo, BC, Canada.
Abstract:
Research in brain science has discovered many principles about the learning process. Yet practical applied educational research in this topic has been lacking. This project contains workshop materials to apply these learning principles in classroom teaching through Hardiman’s Brain Targeted Teaching model. Materials use educational neuroscientific principles to construct a professional experience that explores the scientific brain processes that occur in student learning. The main goals of the workshop are to learn about brain-based teaching targets and strategies that can be used to teach in ways the brain learns most effectively and to engage in learning that uses brain-based teaching principles to model educational practices. The workshop materials were made in prezi and can be found at: https://prezi.com/view/WOxYsCoezZLHY3lMY3MN/.
Keywords: Brain research, Targeted Teaching Model, brain & learning, accommodations
Abstract:
This study examines the benefits or lack thereof of outdoor education as observed by teachers and experienced by students. Outdoor education is any student learning that takes place outside of the classroom. The author conducted a one-time survey involving one elementary school where teachers reported out their observations of their students and the benefits they may have exhibited when participating in outdoor education.The research resulted in a one-time survey given to one local Nanaimo Elementary school that reported out on the level of benefit they observed from their students when teaching in an outdoor environment Other views, perspectives and research were referenced throughout this paper to compare and generate more thought around outdoor education and its multifaceted approaches. This paper will illustrate the perspectives of First Peoples of Canada, the Norwegian perspective, specifically Sweden and Denmark, and the United States for a broader view of what outdoor education is and how it relates to the curriculum in places around the world. This project was researched and written with the intention of enlightening teachers to the benefits of outdoor education.
Keywords: Outdoor Education, friluftsliv, udeskole, outdoor space, outdoor learning, benefits, ethnography
Myhre, S. (2018). Teachers: Agents of brain change in British Columbia. (Unpublished master’s thesis). Vancouver Island University, Nanaimo, BC, Canada.
Abstract:
Research in brain science has discovered many principles about the learning process. Yet practical applied educational research in this topic has been lacking. This project contains workshop materials to apply these learning principles in classroom teaching through Hardiman’s Brain Targeted Teaching model. Materials use educational neuroscientific principles to construct a professional experience that explores the scientific brain processes that occur in student learning. The main goals of the workshop are to learn about brain-based teaching targets and strategies that can be used to teach in ways the brain learns most effectively and to engage in learning that uses brain-based teaching principles to model educational practices. The workshop materials were made in prezi and can be found at: https://prezi.com/view/WOxYsCoezZLHY3lMY3MN/.
Keywords: Brain research, Targeted Teaching Model, brain & learning, accommodations