Theses

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Browsing Theses by Author "Adams, Pamela"

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    "A matter of my heart": teachers' experiences with inquiry-based professional learning
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2023) Fitchett, Aaron B.; University of Lethbridge. Faculty of Education; Adams, Pamela; Mombourquette, Carmen
    Teacher participation in professional learning and growth activities varies for myriad reasons including, but not limited to, the efforts of educational leaders within schools and school system leaders more broadly. The purpose of this study was to gather insight into what reveals, or is essential to, the role of inquiry in teachers’ experiences of professional learning and growth. Within the study, nine teachers from a mid-sized urban school division in Alberta, Canada were interviewed using a semi-structured interview process. Phenomenological processes were employed to design methodology and data analysis approaches that exposed the essence of participant experiences. Findings showed the relevance of relationships, identity, autonomy, resources, collaboration, and reflection, to the responses participants shared. This research study illuminates the lived experiences of participants for the purpose of generating essential understandings, while simultaneously avoiding judgment, interpretation, or criticism. Deriving that which is the essence of teachers’ experiences was the primary objective of this study; however, recommendations are shared for both the purpose of future research and the professional reflection of educational leaders seeking insight on the role of inquiry in teacher professional learning and growth.
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    The impact of outdoor education on executive function in adolescents
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2020) McKenzie, Jared Patrick; University of Lethbridge. Faculty of Education.; Adams, Pamela
    This mixed-methods study investigated the nature of the impact of a multi-day outdoor education camp on the executive functions of sixth grade students (n = 29) in Alberta, Canada. The participants demonstrated statistically significantly improved reaction time in four of seven trials, and statistically significantly improved accuracy in three of eight trials, after camp. There were no statistically significant differences in either measure in a third round of testing approximately one month later. The improvements were not linked to parental education, previous experiences, or scores on the Amsterdam Executive Function Inventory. As well, eight participants were interviewed about their experiences. Three themes emerged from this analysis: the perceptions of learning, the importance of physical comforts, and the outdoors as a source of wildness. Here, I argue that these impacts to executive functions are linked to the three themes above, suggesting that elements of outdoor education can indirectly support executive functions.
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    Leading professional learning: comparative perceptions of teachers and school leaders
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2025) Good, Brandon; Adams, Pamela; Wood, Kevin
    A comparison of responses from teachers and school leaders is used to assess the effectiveness of various leadership strategies in facilitating teacher professional learning. Analysis used t-tests at a 95% confidence level to determine significant differences between the responses of the two groups. Results about effectiveness of strategies used by school leaders show agreement between the teachers and school leaders, and confirm existing research about their efficacy. However, results about the frequency that school leaders use these strategies show statistically significant differences between teachers and school leaders’ experiences of their use. These strategies include the use of school leader/teacher collaboration on professional learning, professional learning that is directly applicable to a teachers’ classroom, and the use of inquiry in the learning process. Additionally, significant differences were reported in the frequency with which school leaders observe teachers teach.
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    The nature of parent participation at the high school level: an investigation
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2019) Lal, Rita D.; University of Lethbridge. Faculty of Education; Adams, Pamela; Mombourquette, Carmen
    Given the lack of research in Canada in the area of high school parent participation, the goal of this study was to gain insight into their perceptions of the following: participation, advantages, changes, and barriers. Data was gathered from an urban high school in Alberta, Canada, using interviews from three randomly selected participants from each grade level (10, 11, 12), for a total of nine respondents and used a qualitative, narrative, and descriptive study design. Findings revealed that volunteering, attending activities, academic support, school council, and surveys constituted types of participation; provision of information, emotional support, and academic guidance were advantages; change was evident; barriers were classified as child-based challenges, school-based challenges, and parent-based limitations. Research concurred with previous literature, that parent participation decreased as their children aged. Based on the findings in this study, recommendations were made for high school principals wishing to enhance parent participation at their schools.
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    Perspective on instructional leadership throughout a pandemic
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2023) Hughes, Sandi Darlene; University of Lethbridge. Faculty of Education; Adams, Pamela; Mombourquette, Carmen
    This study investigated the primary research questions of: What is the nature of instructional leadership on practices during the COVID-19 pandemic? and What were teachers’ and principals’ perceptions of the most effective and/or helpful instructional leadership practices throughout the pandemic? It was conducted through qualitative methodology using semi structured interviews of two principals and two teachers. The themes identified by participants as being the most effective leadership practices during the pandemic included: fostering effective relationships with the school community, maintaining relational trust, focusing on the wellness of staff, and uniting the staff to work together towards a common vision of what is best for students. These leadership practices are also supported by literature and the LQS. Whether it is another pandemic, a time of crisis, or simply supporting one staff member who is going through a tough personal time; focusing on these leadership practices will help a principal through the situation. As Leithwood, Harris, and Hopkins (2008) claimed, principals have an impact on teachers’ emotions, motivations, commitments, beliefs, and in how supported they feel in their practice which in turn impacts student learning. Through fostering effective relationships with the school community, maintaining relational trust, focusing on the wellness of staff, and uniting the staff to work together towards a common vision of what is best for students; principals can engage in effective instructional leadership.
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    Rural teachers’ perceptions of leadership practices influencing efficacy
    (Lethbridge, Alta. : University of Lethbridge,Faculty of Education, 2020) Desrochers, Kathryn Marie; University of Lethbridge. Faculty of Education.; Adams, Pamela; Mombourquette, Carmen
    Teacher efficacy and resilience have been shown as influential in teacher retention, achieving student outcomes, and educational change. This study sought to gain insights into leadership practices that highly efficacious teachers perceived to impact their effectiveness. Nine highly efficacious teachers from a rural school division in Alberta were interviewed. Data were analyzed using a phenomenological thematic approach. Findings revealed the importance of relationships, collective responsibility, clear direction, positive reinforcement, investment, communication, learning, and feeling part of a team. Recommendations outline key leadership characteristics and practices that may influence teacher efficacy, including: developing strong personal relationships; being visible and present to remain connected to classroom practices and pedagogy; cultivating trust; utilizing strong communication skills to support and guide teachers, as well as set direction and expectations; effective and responsive instructional leadership; and providing structures to support teacher collaboration.
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    Student Experiences with High School Redesign: Investigating the Perspectives of Diverse Students in a Personalized Learning Environment
    (2017) New, Daniel; Adams, Pamela; Mombourquette, Carmen
    Highly specialized workforces, technological advancements, and increased global competition have prompted 21st Century high school reform characterized by personalized learning environments. This reform has spurred the implementation of the High School Redesign Project across the province of Alberta. The Redesign Project is designed to increase student engagement, improve student achievement, and enhance teacher practice through the development of flexible and student-centered learning environments. This study explores how High School Redesign has impacted student learning within three Alberta high schools. Qualitative data was collected by interviewing school principals and conducting focus groups with students from three experienced High School Redesign schools. This data describes how Redesigned schools have impacted students academic success, relationships, and goals within and beyond high school. The findings of this research illustrate how flexible and personalized learning environments are providing students with improved relationships in school, which ultimately lead to improved student outcomes.
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    Teaching and learning foundational knowledge about First Nations, Métis, and Inuit
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2024) Morrow, Melanie K.; University of Lethbridge. Faculty of Education; Adams, Pamela; Burleigh, Dawn
    This study examined the primary question of: What characteristics of professional learning do elementary teachers perceive to be influential in relation to increasing confidence in applying foundational knowledge about First Nations, Métis, and Inuit people? A qualitative research approach was employed, using semi-structured interviews with ten elementary school teachers from a Southern Alberta school division. The study incorporated elements of Indigenous methodology, an interpretivist approach, and thematic analysis as described by Neuman (2014) for data coding. Drawing on relevant literature and frameworks such as the Leadership Quality Standard (LQS) and the Teaching Quality Standard (TQS), the research emphasizes the profound moral and professional responsibility of educators in effectively teaching and learning about First Nations, Métis, and Inuit foundational knowledge. The findings reveal significant challenges faced by educators, including fear, pan-Indigeneity, and differing perspectives from colleagues and parents/guardians. Despite these challenges, several key characteristics of professional learning were identified as particularly impactful: collaboration, experiential learning, immediate applicability, credible facilitators, alignment with teacher needs and passions, learning alongside, and the ability to sit in discomfort. These insights highlight the need for school leaders to actively support teachers in building confidence and competence in teaching Indigenous knowledge, while providing clear guidance and resources to help them succeed.
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    The Teaching Quality Standard and learner engagement: High school students’ perceptions
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2021) Evans, Karie Jean; University of Lethbridge. Faculty of Education; Adams, Pamela; Mombourquette, Carmen
    What indicators of quality teaching, as defined by the Teaching Quality Standard (TQS) (Alberta Education, 2018c), are perceived by Alberta high school students to be of importance to their intellectual engagement? Do students of varying grades place different value on indicators of quality teaching? Indicators from the TQS were scored in a quantitative survey, using a Likert-type scale, as to their importance to students’ intellectual engagement. Participants rated their teachers’ demonstration of respect highest of the 51 indicators as a whole cohort as well as when disaggregated by grade levels. They scored teacher engagement in career-long learning highest of the competencies, and items related to teachers’ growth mindset and belonging mindset (Rattan, Savani, Chugh, & Dweck, 2015; Yeager et. al, 2019) were of greatest importance to participants, including: the provision of feedback, equality, response to student strengths and areas for growth, and the provision of a safe and welcoming classroom.