Education, Faculty of

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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.
Academic outcomes following sexual assault: the function of post-traumatic stress
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2023) Molstad, Taylor Dale; University of Lethbridge. Faculty of Education; Luft, Toupey M.
Sexual assault is a common experience among post-secondary students, with significant and long-lasting impacts such as the development of post-traumatic stress disorder (PTSD) and difficulties in academic performance. This study aimed to investigate the relationship between sexual assault, PTSD, and academic outcomes. In addition, social support was tested as a potential moderator in this relationship among post-secondary students. Post-secondary students in Alberta, Canada (N = 100) who had experienced sexual assault since the age of 18 completed a survey on non-consensual sexual experiences, PTSD symptoms, social support, and academic success. The study found that sexual assault was significantly associated with higher PTSD symptom severity, which, in turn, was linked to lower academic success. The hypothesis that social support would moderate the relationship between sexual assault, PTSD, and academic outcomes was not supported. These findings underscore the importance of addressing PTSD symptoms in post-secondary students who have experienced sexual assault to support their academic success.
Accuracy of horse affect assessments: a comparison of equine assisted mental health professionals, non-equine assisted mental health professionals, and laypeople
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2023) Fox, Sebastian A.; University of Lethbridge. Faculty of Education; Greidanus, Elaine
In order to know whether a horse’s welfare has been compromised, the professional needs to be able to assess the animal’s behaviour and meaningfully interpret it. Misinterpretation of a horse’s mental state may lead to further misunderstandings of the animal’s behaviour, breakdowns in horse-human communication, and jeopardized wellbeing (Gronqvist et al., 2016; see also Horseman et al., 2016; Mcbride & Long, 2001; Merkies et al., 2018). This study investigated the abilities of (EAMHPs) to assess the affective states of horses. First, an instrument for measuring accuracy was developed by showing a panel of 12 equine behaviour experts 20 videos of horses and asking them to describe the emotional states of the animals. Using the QBA and FCP method, the 10 videos with the highest inter-observer consensus and their associated terms (used to create answer keys) were retained. In the prediction testing phase, those 10 videos were shown to EAMHPs (n = 55), laypeople (n = 94), and non-equine assisted mental health professionals (NEAMHPs; n = 51), who were also asked to generate affectively descriptive terms. These three groups were then graded using the answer keys and awarded total assessment accuracy scores representing how similar their answers were to those of the experts. The participants of the three groups also self-rated their perceived level of horse experience and filled out a related questionnaire. The results found that EAMHPs and laypeople scored significantly higher than the NEAMHPs. However, when horse experience scores were controlled for, the EAMHPs no longer scored significantly higher than the NEAMHPs. Profession and horse experience scores significantly accounted for variation in the total assessment accuracy scores, and the horse experience scores were positively correlated with self-rated levels of horse experience. Those participants who believed they had a high level of horse experience scored significantly higher than those who said they had no horse experience or a low level of experience. The finding that EAMHPs and NEAMHPs score similarly, yet laypeople (significantly) outperform the latter and the former (non-significantly) when assessing the affective states of horses is perplexing. More research is needed to further investigate the involvement of horses in equine assisted therapy practices to ensure that their use remains ethical and that their welfare is not being compromised in exchange for aiding clients.
Aging out of the child welfare system: transition to adulthood from the service provider perspective
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2020) Nixon, Sarah; University of Lethbridge. Faculty of Education; Hudson Breen, Rebecca; Sanders, James
The challenges associated with the transition to adulthood for former foster youth are well documented within the current literature, but there is limited knowledge available on service providers’ perspective on this transition. Semi-structured interviews were conducted with six service providers, and the transcripts were analyzed using Interpretative Phenomenological Analysis. Three master themes were discovered: Unprepared and underserviced transition to adulthood; Insecure attachment with the service system; and Ability of the interpersonal relationship with service providers to meet attachment needs. The results demonstrated the influence of past support experiences on present interactions with the service system and how addressing the interpersonal relationship between former foster youth and service providers is essential in increasing engagement with services. Service providers have a unique role in the lives of former foster youth, and this connection could support former foster youth to overcome past negative experiences and create healthier patterns of attachment.
Aistimatoom: the embodiment of Blackfoot prayer as wellness
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education., 2014-07-16) Grier, Angela; Chambers, Cynthia
The purpose of this thesis was to identify culturally appropriate means of engaging with Blackfoot and Indigenous clients seeking counselling. Blackfoot prayer is symbolic of the entire sacred worldview and universe of the Blackfoot people. This research intended for a holistic understanding of wellness to emerge from the study of Aatsimoiskaan (Prayer). This thesis employed an Indigenous research paradigm to ensure that the methodology was culturally appropriate. The research question was, “What does prayer say about wellbeing?” The researcher interviewed four members of sacred societies within the Blackfoot Confederacy. The interviews were qualitative and interpreted hermeneutically. The research identified five aspects of Blackfoot wellness to guide clients towards living a meaningful Indigenous life. Prayer provides practitioners with: 1) key ingredients of Blackfoot citizenry; 2) co-creation and autonomy in self healing; 3) decolonization of identity, self, and life; 4) conscious purpose; and 5) healthy identity formation. The findings of this research have practical use for counsellors who work directly with Indigenous clients. Any changes in practice and program delivery, which include these findings, will result in better outcomes for Indigenous, specifically Blackfoot, people seeking counsel.
An examination of work-related stress and resilience in Canadian teachers
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2023) Edge-Partington, Moriah; University of Lethbridge. Faculty of Education; Gunn, Thelma
Teachers are susceptible to work-related stress, including burnout, secondary traumatic stress, and vicarious trauma. Yet, little is known about how resilience may serve as a protective factor and the prevalence of work-related stress in teachers. The aim of the current study was to examine work-related stress and resilience among K-12 Canadian teachers. Participants (N = 313) completed an online survey assessing work-related stress and resilience. Moderate to high work-related stress and significant associations with resilience were found among teachers. Significant differences were also found for teachers with low, intermediate, and high resilience. Furthermore, resilience significantly predicted lower work-related stress. These findings suggest resilience may serve as a protective factor. Analysis of short-answer responses highlight the challenges teachers are facing, and coping mechanisms for managing burnout and stress. These findings demonstrate a need for individual and systemic supports to help reduce vulnerability to work-related stress and promote resiliency in teachers.
An exploration of family achievement guilt among Canadian university students
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2023) Sanghera, Harleen; University of Lethbridge. Faculty of Education; Gunn, Thelma; Dixon, Sandra
As an understudied topic with no peer-reviewed Canadian literature, family achievement guilt is the socioemotional experience related to having educational opportunities not afforded to one’s family members. In this study, 852 university students completed an online questionnaire that measured students’ family achievement guilt, maladaptive outcomes, empathic concern, and cultural congruence. First-generation students and racialized students were found to have higher levels of family achievement guilt compared to continuing-generation students and White students, respectively. Correlation analysis showed that family achievement guilt had a positive association with depression, anxiety, stress, and empathic concern. Moreover, a negative correlation was found between family achievement guilt and cultural congruence. Using thematic analysis, seven themes were created to capture the qualitative data from the short answer question. Overall, the emerging area of family achievement guilt research calls for the attention of researchers, post-secondary institutions, and mental health professionals to better support a diverse student body.
Anxiety, depression and hopelessness in adolescents : a structural equation model
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2005, 2006) Cunningham, Shaylyn; University of Lethbridge. Faculty of Education; Gunn, Thelma; Alladin, Assen
This study tested a structural model, examining the relationship between a latent variable termed demoralization and measured variables (anxiety, depression and hopelessness) in a community sample of Canadian youth. The combined sample consisted of data collected from four independent studies from 2001 to 2005. Nine hundred and seventy one (n=971) participants in each of the previous four studies were high school students (grades 10-12) from three geographic locations: Calgary, Saskatchewan and Lethbridge. Participants completed a battery of self-report questionnaires including the Beck Anxiety Inventory (BAI), Beck Depression Inventory-Revised (BDI-II), Beck Hopelessness Scale (BHS), and demographic survey. Structural equation modeling was used for statistical analysis. The analysis revealed that the final model, including depression, anxiety and hopelessness and one latent variable demoralization, fit the data (chi-square value, X2 (2) =7.24, p<. 001, goodness of fit indices (CFI=0.99, NFI=0.98) and standardized error (0.05). Overall, the findings suggest that close relationships exist among depression, anxiety, hopelessness and demoralization. In addition, the model was stable across demographic variables: sex, grade, and location. Further, the model explains the relationship between sub-clinical anxiety, depression and hopelessness. These findings contribute to a theoretical framework, which has implications with educational and clinical interventions. The present findings will help guide further preventative research in examining demoralization as a precursor to sub-clinical anxiety and depression.
An archetypal inquiry into the gambler's counterfeit quest for wholeness : a phenomenological-hermeneutics investigation
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006) Solowoniuk, Jason; University of Lethbridge. Faculty of Education; Nixon, Gary; Gunn, Thelma
A phenomenological-hermeneutic method of study was employed to ascertain whether archetypal psychology could contribute to the biopsychosocial model's understanding of gambling pathology. After analysis, four-stage process was brought to light, consisting of 16 themes. These themes chronologically illustrated the journey of becoming and recovering from pathological gambling disorder from inception to the present day. Equally, these themes illustrated developmental aspects of the individuation process and displayed how the archetypes' manifestation and integration helped to restore ego functioning leading to an established and sustained recovery process. In all, these stages demonstrate and suggest that archetypal psychology can make a viable contribution to the biopsychosocial model's understanding of gambling pathology. Therefore, the study's findings may support further study between archetypal psychology and gambling pathology, as this perspective may have important insights toward helping pathological gamblers gain a foothold on their addictive process leading to a meaningful and purposive future.
Athlete's perceptions of sport and education : a comparision of high school 4A basketball players and midget AAA hockey players in Alberta
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003) Morgan, Robert; University of Lethbridge. Faculty of Education; Roscoe, Keith; Loewen, Craig
This study focused on student athletes' perceptions of sport and education. The following research question was used to establish a framework for this thesis: Is there a significant difference in athletes' perceptions of sport and education between 4A varsity basketball players and midget AAA hockey players in Alberta? The independent variable was the sport category (hockey or basketball) and the dependent variable was the athletes'responses to the survey. A self-developed survey instrument entitled Sport and Education Survey (ESS) was utilized to gather information. The survey drew upon thirteen statements that were grouped according to their relevance to each hypothesis. Five additional statements were included for the purpose of categorization, description and discussion. The survey was administered to a sample of 158 males who played either hockey or basketball and were currently in grades 10, 11 or 12. An approximate equal representation was reached by surveying four hockey teams and eight basketball teams. Three hypotheses were examined and tested: H1) There is a significant difference in perceptions of education between 4A varsity basketball players and midget AAA hockey players in Alberta. H2) There is a significant difference in perceptions of sport between 4A varsity basketball players and midget AAA hockey players in Alberta. H3) There is a significant difference in perceptions of post-secondary education between 4A varsity basketball players and midget AAA hockey players in Alberta. Testing the hypotheses required the used of the Chi-square test in cross tabulations. H1 and H3 are rejected: the findings indicate that both groups are concerned about their performance in education and they plah to attend post-secondary education. H2 is supported: 76.3% of hockey players at the midget AAA level were planning to become professional athletes, while only 35.4% of 4A basketball players were planning to become professional athletes. Upon high school graduation most midget AAA hockey players' choose to apprentice in the junior hockey ranks in hopes of becoming a professional athlete or to receive an athletic scholarship. Whereas the priority most 4A basketball players is to immediately attend college or university on a failure basis with or without an athletic scholarship.
Athletic career transition and transferable skills
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2007, 2007) McKnight, Kerbi; University of Lethbridge. Faculty of Education; Bernes, Kerry B.
This study investigated how active female hockey players at the high school, university/college, and national/elite levels perceive that the skills acquired in sport transfer to another career or other facets of their lives. One hundred and seventeen athletes were surveyed. The Transferable Skills Survey was comprised of four parts. Athletes provided responses that included general information, identity, career transition, and transferable skills. The findings indicate that there is a need for psychologists to be involved in the athletic career transition and that the best way to help female hockey players represented in this study may be to teach their parents the skills to assist their daughters through the career transition. Further, the findings reveal that transferable skills aid in successful career transition out of sport.
Autistic youths’ experiences with emergency remote learning during COVID-19: a perspective on well-being
(Lethbridge, Alta.: University of Lethbridge, Faculty of Education, 2022) Batta, Millie; University of Lethbridge. Faculty of Education; MacCormack, Jeffrey W. H.
School closures due to the COVID-19 pandemic resulted in a shift to emergency remote learning, particularly affecting autistic students who experienced disruptions to school-based supports and social interactions. This mixed-methods study explored the experiences and perceptions of autistic youths and their mothers of emergency remote learning during the first several months of the COVID-19 pandemic (March to June 2020), with a focus on well-being. Data was gathered from nine autistic youth (ages 10 to 17), alongside their mothers, through questionnaires and semi-structured interviews. Autistic youths and their mothers reported that remote schooling came with a spectrum of benefits and challenges. The youths’ experiences of remote schooling are described through three common themes: (1) social, (2) emotional, and (3) academic. In considering the interactions between the youth and their context, their challenges of remote schooling seemed to be influenced by the anxiety levels, severity of social responsiveness restrictions, and their comfort with technology. Limited social opportunities, teaching supports, and classroom structure seemed to negatively impact the youths’ well-being and supportive relationships. The use of technology did not substitute in-person social interactions during remote schooling, but did offer youths an alternative approach for connecting with others. Professionals who work with autistic youths may benefit from understanding their remote schooling experiences using a thriving framework to better support their social, emotional, and educational needs during the recovery from the pandemic and beyond.
Better queer than dead! : positive identity in Latin American gay men in Canada
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2015-07-03) Avelar, Ricardo; University of Lethbridge. Faculty of Education; Fowler, Leah
This study explored the lived experiences, narratives, and perceptions of Latin American Gay men in Canada. Participants included three foreign-born men, who immigrated to Canada in adolescence or early adulthood. The interview questions were designed to consider each participant’s life through various developmental stages, including feeling different, coming out, and establishing a positive identity. Positive identity in gay men can be defined as (a) being fully out to family and friends, unless it is dangerous to do so, (b), being able to deal and cope with homophobia well, and (c) seeing oneself in a positive manner more often than not (Alderson, 2002). Voices are qualitatively presented to contribute to the vast number of quantitative data in the research literature regarding sexual minorities. Through narrative inquiry and analysis, themes emerged regarding (a) sexual identity, (b) ethnicity, and (c) positive identity. The findings and implications of this study can inform teaching and counselling practices with sexual and ethnic minorities and contribute to understanding the role that positive identity plays in the development of healthy, contributing citizens in our communities.
Blackfoot healing curriculum through storytelling and art: Faceless Dolls, a young-adult illustrated novella
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2023) Heavy Shield, Hali; University of Lethbridge. Faculty of Education; Hasebe-Ludt, Erika
The study “Blackfoot Healing Curriculum Through Storytelling and Art: Faceless Dolls, a Young-Adult Illustrated Novella” is an arts-based dissertation of creative exploration in which I sought healing through storytelling and visual art pedagogy. K-12 programs of study and post-secondary education that incorporate the arts have effectively engaged and connected with teachers and students, particularly with youth. In this thesis, I explored the research question: “How can an illustrated novella that expresses Blackfoot storytelling pedagogy promote learning and healing from trauma?” I chose a qualitive arts-based approach and methodology that aimed to create meaning from written and visual text and to expand my own and my audience’s understanding of my research question. This framework recognizes that art can convey truths about knowledge of the self and others. I included 25 of my own artworks to convey such truths together with the written narrative. Under the umbrella of arts-based research, I engaged in fiction-based research, namely “social fiction” based on Patricia Leavy (2017), to write a realistic and authentic portrayal of a Blackfoot youth’s experience in my home community of the Blood Tribe in southern Alberta. I based my creative and scholarly work on four Blackfoot values: aatsimoyihkaan (spirituality), kimapiitpitsinni (kindness), ikakimaat (do your best) and kakoysin (being aware/observant). I found that my own arts practice, based on these Blackfoot teachings enabled me to experience transformational change through imagination, creativity, and holistic learning and knowing. Colonization and the Residential School system have left a devasting legacy of woundedness and trauma. In doing the research for the novella, I have identified how both traditional and contemporary Indigenous art and storytelling practices can be modes of survival and recovery, heal woundedness, and garner spiritual wisdom and well-being by attending to Blackfoot values in a K-12 education context.
Bookmarks : girlhood reading that marked us women
(Lethbridge, Alta : University of Lethbridge, Faculty of Education, 1995, 1995) Arelis, Deanna L.; University of Lethbridge. Faculty of Education; Runté, Robert; Smith, David
This thesis is contained within the frame of a plot diagram, since it is a story about telling stories about stories. The conflict was initiated when it struck me that I had been living unawares inside a contradiction: I called myself a feminist, yet I loved and promoted the "Great Works of Western Literature", a canon reflecting patriarchal metanarratives. This conflict shaped the question, "What does it mean to say that we are gendered by what and how we read as girls?" I looked for clues by re-searching my graduate coursework, amongst the discourses of critical pedagogy, postmodernism, interpretive inquiry, and feminist literary criticism. Translating theory into rising action, I adopted as my approach the memory-work techniques described in Female Sexualization (1987), an exemplary work of feminist research. I formed the BookMarks Collective, comprising an affinity group of six women, including me, who met and responded to the question for five months by writing, critiquing, and rewriting memory-stories about their girlhood reading. The experience of collectivity itself became the story's climax: together we opened the door to a world we would not have discovered alone or lived theoretically. Together we brought to life the belief that change in ourselves preceeds pedagogic change, our conversations having sparked insights about our beliefs and practice that none had come to on her own. Together, we re-read "gendering" as a process within a complex and contradictory constructed reality in which we both act and are acted upon. Together, we recognized the power of collective consciousness-raising to enable us to re-view the textual meanings of our lifestories, allowing us to become conscious agents in their ongoing construction.
Boys in the background : the impact of sports on males growing up in a small town
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003) Pilling, Michael; University of Lethbridge. Faculty of Education; Winzer, Margret
In a small town in a Canadian prairie province where spots, particularly football and basketball, are the chief activities, many young men in school define their self-worth based on their thletic ability. To determine the impact that sports had on the young men in this particular town, 20 boys between the ages of 15 and 19 were selected for interviews. Due to the importance placed upon sports in the school and the small size of the school, all 20 of the boys had some association with football and basketball. They either played on one of the sports teams but spent much of the time sitting on the bench, or they desired to play but failed to qualify for team play. Only one of the boys had never tried to play on one of the teams. The boys were interviewed about how they fit into the circle of sports and how their participation or non-participation has influenced them. It was determined that sports did influence their self-esteem. Many of the boys, both those who were part of the team and those who had been cut from the team, felt left out and began to dought their abilities and their worth. The study confirms much of the current literature. Recommendations include making coaches and administration aware that boys were being negatively influenced by a successful sports program, as well as calling for further research to determine the extent and depth of the negative influence of sports on boys who are not the stars of the team.
By the rivers of water : writing the roots of curriculum
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001, 2001) Squance, Maria; University of Lethbridge. Faculty of Education; Butt, Richard
This thesis portrays an attempt to write and learn from the whole of life within and through the framework of a thesis. Written in the place- and space-times of three years it both questions and searches for the meaning of curriculum as the "running of the course," the purpose and methods and frameworks by which I live and write. Part of an ongoing personal journey to understand inclusion, the thesis begins with an understanding that change towards a more inclusive world involves change in my self, and the desire and intent to practice a different way of knowing my own interrelatedness with others and world. Both the content and form of the thesis explore the main themes of relationship and expression; how the hidden and unwritten parts of past, of self, of other, belong in the present and can be brought to birth. It is presented as a layered portrait showing the many forms through which I come to understand and articulate the world over time. My own words—poetry, autobiographical pieces, journal entries, letters, and interpretive pieces-are the means to bringing lost themes in my life to meaning on the pages of a thesis. But writing and life are more than self-expression. Through the words and presence of others, through living with and reading and responding to the other, I learn a more meaningful course of action. Writing and living in relation to others as woman, graduate student, teacher, family member and immigrant, I come to an understanding of my self and my place with others in the world as one of responsibility and response. In writing the meaning of my curriculum I also write possible meanings for education. Through mindful presence a teacher can look below the surface to see the worth of another, and give a response that will birth and nurture a curriculum waiting to be born. Writing personal experience in the framework of a thesis, while problematic throughout, in the end I found necessary to bring outside to inside, objectivity to subjectivity, interpretation to art, and tentative, uncertain conclusion to radical questioning. In the very end I find silence. The mystery of the unknowable, the eloquence of the inexpressible in its presence. Yet always the longing, the reaching, to understand and give voice. And so I sit at the side of the river writing, leaf by leaf, layer by layer, the roots of curriculum.
Canadian counselling psychology graduate student knowledge of women problem gamblers
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2016) Becker, Mackenzie; University of Lethbridge. Faculty of Education; Piquette-Tomei, Noëlla A.
Problem gambling affects many people. Certain individual characteristics, like gender, may predispose individuals to become problem gamblers (PGs) at higher rates than others. For instance, women problem gamblers (WPGs) present with different gambling motivations than their male counterparts. Traditionally, gambling research has focused on males, leading to a dearth of WPG information and a potential knowledge deficiency among practitioners working with WPGs. Gaps in training should be addressed to improve the experiences of WPGs seeking treatment. This study aimed to ascertain the knowledge and training that graduate students in Canadian counselling psychology programs receive regarding problematic gambling, specifically gender differences. An online survey was administered in order to address five research questions focusing on demographics; knowledge and training for alcohol use, gambling, and gender differences in PGs; competence and comfort levels in working with PGs; and willingness to learn more about PGs, all with a specific focus on WPGs. Overall, 104 participants completed the survey. Few participants reported a program training focus on addiction (21.2%), alcohol use disorders (12.5%), with none on gambling, and little on gender differences among PGs. Less than 10% reported feeling trained to work with PGs and WPGs. Those who had engaged in extra training reported increased competence, comfort, and preparedness. Many indicated a desire for additional training, which could result in more effective and tailored treatments for gambling populations and ultimately ameliorate the experiences of WPGs. Future directions include additional surveys, challenging the view that PGs are homogenous, and developing training materials for gambling populations.
The chemistry of education : a periodic relationship
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003) H-Duke, Michelle; University of Lethbridge. Faculty of Education; Fowler, Leah
The purpose and focus of this research is to examine a chemistry of education and to build a metacognitive bridge between the two disciplines, chemistry and education, through autobiographical narrative development of a relational periodic table for education. The elements of teaching are integrated using the actual model of the chemical periodic table of elements as a working metaphor to re-understand teaching and education. Through the narrative analysis of the inter-and intra-relationships (the educational chemical reactions), this thesis posits a new understanding of the complex matrical relationships of education and thus expands this relational knowledge toward developing new and better methods for teachers, students and for all investors of education to engage in and experience the chemistry of education.
Childhood physical activity engagement: a qualitative bioecological investigation of children and their parents' perceptions and experiences
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2021) Schaerz, Simon; University of Lethbridge. Faculty of Education; Balderson, Daniel
Many Canadian children are not meeting the minimum physical activity guidelines that are associated with healthy growth and development. The mechanisms that underpin childhood physical activity are complex and vary by child. Few researchers have broached this complexity through bioecological approaches that directly source children and their parents. I sought to hear directly from children and their parents about the factors they feel are important in promoting and deterring childhood physical activity; and to learn about the mechanisms by which these factors promote and deter childhood physical activity. The 16 children and 11 parents that participated commented extensively about the importance of coactivity; that is, physical activity with others. Their perceptions and experiences suggest that personal, contextual, and temporal factors affect physical activity by way of promoting or deterring coactivity. Childhood physical activity research should strive to further incorporate coactivity-oriented, bioecological perspectives.

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