Faculty of Education Projects (Master's)

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3D computer animation course development
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001, 2001) McKenna, Shaun; University of Lethbridge. Faculty of Education; Steed, Marlo
Over the last ten years a new industry has grown and developed as the world's technology became faster, more powerful and affordable. This industry is 3D Computer Animation. Whether you watch movies or television, read magazines or newspapers, it is a rare day when you do not see 3D computer images of one type or another. While post secondary institutions have recognized the need to offer training in this industry, the public school system has almost all but ignored it. The cost of developing 3D Computer Animation programs in schools is now at an affordable level. As more schools in Alberta start offering 3D Computer Animation as part of the Career and Technology Studies program concerns become evident. One concern is that there are few teachers who are trained in this area and the other concern is that the curriculum and credits for a program of this type is almost nonexistent. This project addresses these concerns. This document outlines objectives for teachers who wish to teach 3D Computer Animation and would like to know what skills need to be taught. Four proposed introductory courses for the Career and Technology Studies program are presented. The author intends to approach Alberta Learning with completed courses for their consideration and acceptance as official Career and Technology Studies courses.
4MAT : applying a learning style system to create interesting and innovative presentations
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000) Craven, Sandra E; University of Lethbridge. Faculty of Education; Pollard, Michael
Unlike a large percentage of the population, I have always found it very comfortable and natural to be in front of an audience. Therefore, I am constantly surprised at the negative and often fearful reactions of many when they are required so to do. Effective oral communication and teamwork skills are essential and invaluable tools in both the education system and the workplace. This is evidenced by the fact that Department of Learning has mandated Speaking and Representation as part of Alberta's Language Arts Curriculum. Furthermore, the Conference Board of Canada's Employability Skills Profile lists teamwork as one of the three critical skills required for success in the Canadian workplace. (Appendix 1)1 firmly believe that the 4MAT System provides a vehicle by which these skills can be acquired, therefore it has been incorporated into my Language Arts/Social Studies Program both at the planning stage and at the student level. Implementation of Dr. Bernice McCarthy's 4MAT System at the student level, specifically as it relates to making oral presentations, is the focus of this project. Because students at the Junior High level are extremely self-conscious, therefore reluctant to be singled out, students are introduced to oral presentations using the 4MAT System in a less threatening situation, that of cooperative learning. The purpose of this project is three fold: 1) to improve student communication and presentation skills using the 4MAT System. 2) to teach students to honor their own learning styles while becoming more adept in the other three quadrants of the 4MAT System. 3) to improve teamwork skills in a cooperative learning environment.
Aboutreach : one practitioner's narrative analysis of teaching in a secondary outreach school in rural Alberta
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002, 2002) Isberg, Lori Christine; University of Lethbridge. Faculty of Education; Townsend, David
This project is about teaching in an Outreach school in rural Alberta. It is a personal, narrative journey that reflects on theoretical practice and the pedagogical shifts that I made as I came to further understand my teaching practices in an outreach school. My focus is not on the story itself but on the reflections that are generated by the story. It is my hope that these reflections will further the conversation about outreach education at the school, jurisdictional, and provincial levels. My work in outreach education has changed me. I have witnessed a shift in my pedagogical focus and so I set out to find the Why. For this project I decided to sift through my journal writings, notes, and gifts of words from students, colleagues and professors. I looked at the changes I have made at the school and what impact the process has had on me. I wrote about the stories of my professional growth and on what is at the heart of teaching in an outreach school.
Accountability 2.0
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1990, 1990) Percevault, John Edward; University of Lethbridge. Faculty of Education; Fisher, Mel
No abstract.
Achieving scientific literacy: an integrated curriculum approach to enhancing scientific literacy for students
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2019) Scott, Jennefer Dawn; University of Lethbridge. Faculty of Education; Slomp, David H.
This paper describes the development and implementation of an innovative high school science course to improve students’ scientific literacy. The goal was to create a rigorous and thought-provoking course to engage students in contextually relevant learning focused on the core concept of scientific literacy. The challenge was to teach the prescribed Programs of Study for Science 10, Mathematics 10 Common, and Chemistry 20 in the time normally needed to teach only two of those courses so students would make connections and apply knowledge across the disciplines. This has been achieved through interdisciplinary projects throughout the year. This successful project was named Scimatics. I encourage others to create similarly meaningful courses for their own students using their and their students’ passions and expertise to guide them.
Addressing parenting and child stress : three workshops for parents of preschool children
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2013, 2013) Tone, Danielle; University of Lethbridge. Faculty of Education; McBride, Dawn L.
The intent of this project is to inform others about stress, parental stress, and highlight the negative consequences of stress on children by directly providing information to parents of infant and preschool children in the form of a psychoeducational workshop. Given that the early years of life have many critical periods of development and that during these years children are especially vulnerable to the exposure of stress, early intervention to reduce the damage from stress is of high importance. This project is comprised of two parts. Part 1 includes a literature review that guides and provides in-depth information to support Part 2 of this project. Part 2 of the project is a standalone manual for three workshops that counsellors and facilitators can use to educate parents about the impact of stress on children and equip them to recognize and reduce the impact of stress on themselves and their children. The workshop manual includes three comprehensive lesson plans, handouts, activities, and detailed facilitator instructions. The three workshops are titled Stress Management for Adults, The Effects of Stress on Children, and Nurturing Ourselves and Our Children. These workshops may be presented to parents independently or as a series. The last chapter of this project identifies the strengths, limitations, and areas of future research related to helping parents manage their stress and the stress of their preschool children.
Administrators' workload and worklife
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004) Tink, Garry C; University of Lethbridge. Faculty of Education; Townsend, David
The primary purpose of this project was to investigate the extent to which schoolbased administrators in Foothills School division spend their time attending to matters of instructional leadership, organizational leadership, and human resource leadership. A secondary purpose was to ascertain whether the expectations for school-based administrators are consistent with the roles and responsibilities outlined in policy; if policy actually guides administrators' work lives; and the scope and quality of any discrepancies between expectations and reality. Administrative participants in this project completed an initial survey, and then engaged in writing a journal of daily activities for a period of two consecutive weeks. Data were analyzed qualitatively (thematically) and quantitatively. The study findings show that the job of a schoolbased administrator is unique to its context, multifaceted, and unpredictable. The results also show that policy is in place to provide structure and legitimacy, but does not appear to have much influence on the day-to-day events of administrators' worklives. School based administrators spent the greater part of their day focusing on instructional leadership but, for a majority of the participants in this study, over half of this time was spent in their own classrooms, teaching in isolation. Teaching loads for administrators are increased in smaller rural schools, making it even more difficult for them to spend the amount of time they felt they should spend on the other areas of instructional leadership. Organizational leadership time was focused on student supervision and discipline, building school-community connections, school plans, and internal communication with staff. Human resource leadership time was mainly focused on the school's professional development plan and the hiring and orientation of new staff members. Personal professional development was reported as being sparse, most often occurring in isolation from individual schools and staffs. The study shows a need for administrators to set time aside in their daily schedule for instructional leadership, and to have this instructional leadership evolve from system goals, filtering down into school goals, and into individual growth plans. An unanticipated outcome of this study was that, before they paid close attention to their use of time, most administrators were unaware of how much time they spent on certain activities, and most were unaware of just how much work they attempted and accomplished in a two-week period. The results of this study have implications particularly for all school jurisdictions in which administrators have teaching responsibilities.
Adolescent bereavement
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002, 2002) Kozlowski, Ryszard; University of Lethbridge. Faculty of Education; Magnusson, Kris C.
Bereavement is a state or feeling of loss. At some point in everyone's life, tragedy occurs, triggering feelings of bereavement. The adolescent's experience with bereavement is unique from other age groups for a number of reasons. This document examines the research describing adolescent bereavement and exposes some of the myths maintained by our North American culture regarding the adolescent grieving process. Adolescence is an extremely exciting period of change and development for an individual. With these developments, there are issues the adolescent must face. These issues, when combined with bereavement complicate the lifestyle of the adolescent and become compounded when influenced by society's myths. These circumstances may lead to reducing the care shown to a bereaved adolescent and without this needed attention, an adolescent's unchecked grief can lead to a decline in their emotional and physical well being. One of the primary purposes of this document is to communicate bereavement issues to the adolescent. The two literary forms chosen to convey this information is a comic book in combination with a storybook. Using these two formats, it is the aim of this writer to motivate the adolescent to reflect on their loss and foster within the adolescent an understanding and an acceptance of their bereavement. When an adolescent acquires an understanding of bereavement, they are more inclined to explore the resources available to them. The concluding section of this document offers the bereaved adolescent a variety of readily accessible resources. Through such resources the adolescent is extended an offer of hope and the healing process is initiated.
Adolescent perceptions of career concern and how these perceptions change from grades 7 through 12
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004., 2004) Code, Michael; University of Lethbridge. Faculty of Education; Bernes, Kerry B.
A qualitative approach was used to research adolescents' perceptions of career concern and how these concerns change from Grades 7 through 12. Recently, there has been increased involvement of students in adolescent needs assessment research. This is a recognition that including students' perceptions may increase the accuracy of results, as adolescents may be the bast source for identifying their own needs. The students involved in the study attend schools throughout selected communities of Southern Alberta; 9,502 students in Grades 7 through 12 responded to the CCNS (Comprehensive Career Needs Survey) and comprised the total population of participants. Student responses to the research question, "What discourages you when you think about your career?" in the CCNS ware randomly extracted from this population. Communities ware separated into sample sizes with populations of under 1000, between 1000-10,000, and more than 10,000. Within each community category, twenty randomly selected responses were collected, analyzed and compared to generate broad themes from each grade level. Twenty-seven themes emerged from the participants' responses, which were then compared and reviewed as to their frequency relative to each theme. A grounded theory approach to data analysis was used and revealed that adolescents confront a system of core thematic issues that arise in response to their dealing with age-graded development tasks, social expectations, and personal projects. These core themes ware discovered to stem from extrinsic and intrinsic forms of concern that adolescents consider to be problematic along than career paths. Those concerns include distinct issues related to (1) learning, (2) security, (3) satisfaction, (4) failing, and (5) commitment. The implications for career professionals are discussed and directions for future research are suggested.
Adopt, adapt and develop : the work of the Science Implementation Committee of Chinook's Edge Regional Division #5
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1997, 1997) Sims, Sharon J; University of Lethbridge. Faculty of Education; Mrazek, Rick
No abstract.
Adoption and heritage in the Canadian context
(Lethbridge, Alta. :|bUniversity of Lethbridge, Faculty of Education,|c2011, 2011) McKay, Susan L.; Piquette-Tomei, Noëlla A.
This project on Adoption and Heritage in the Canadian Context explores the potential meaning and impact of the loss of heritage experienced by many adopted persons in Canada, a country in which preservation of culture and heritage, and equality of citizens, are recognized in the Canadian Multiculturalism Act and Canadian Charter of Rights and Freedoms. A bioecological approach is applied that involves reviewing literature on the psychology of adopted persons and then exploring how the Canadian socio-cultural context may impact this experience. At the level of the individual experience, topics covered include adoption loss and the meaning of heritage, adoptive identity development across the lifespan, adjustment to adoption, diversity among adopted persons, and motivations associated with seeking birth family and heritage. Recognizing the broader socio-cultural context of Canada, issues related to adoption and heritage (e.g., access to confidential adoption information) are explored with reference to the influence of public opinion, current adoption legislation and policy, and applications of national and international law. As well, ethical analyses of conflicting interests and controversies pertaining to seeking birth family and heritage are conducted by applying ethical principles in biomedicine, counselling, and psychology. For counsellors, this project presents questions, guidelines, and considerations for the purpose of developing adoption-sensitive counselling. For other professionals in psychology (e.g., educators and researchers) and the management of adoption (e.g., policy analysts), opportunities are discussed for increasing participation in social justice activities that contribute to ameliorating distress and facilitating the well being of adopted persons and their families.
Adult career development and counselling intervention guide
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003) Edelstein, Patricia; University of Lethbridge. Faculty of Education; Magnusson, Kris C.
The field of career counselling has undergone substantial change since its inception. It has evolved from a developmental, trait-and-factor focus to encompass a holistic, career/life path approach. A literature review examines adult developmental theory and career development and counselling theory that support a life-space, life-span career counselling approach based on an Adlerian perspective. Magnusson's (1992) Five Critical Career Counselling Processes model is used as a framework for the interventions presented in each phase of the career counselling process. A variety of non-traditional interventions are presented, while references are provided for a sampling of standardized tools and assessment instruments. Finally a list of relevant resources provides information to facilitate access to useful career counselling handbooks, articles, research, interventions, and websites.
Adult ESL : current communicative approaches
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004) Jager-Vanderwal, Deb; University of Lethbridge. Faculty of Education; Mazurek, Kas
Adult English learners comprise a large segment ofthe population that enrols in education programs in Canada. There has been an increased need for education programs that will meet the increased demand for English as a second language (ESL) instruction. The foci of this project are an examination of adult English language learners and the current ESL instructional methods employed. This project first provides an overview of adult ESL and adult learners, the principles of adult learning theory and second language acquisition theory, and implications for learning and teaching. Next, the project provides an historical background ofthe search for a language teaching methodology leading to a focus and exploration of contemporary communicative approaches to language teaching appropriate for adult ESL learners. Lastly, a discussion of the post-methods era is considered with an emphasis on formulating an informed, eclectic approach.
Adult learners : knowledge and use of learning styles
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1995, 1995) Worthen, Natalie; University of Lethbridge. Faculty of Education; Campbell, Cathy
In the realm of adult education it is imperative that the responsibility for learning be relinquished to the learners so that they, in turn, can become effective in initiating continued learning. One way to accomplish this is to make adults more aware of their learning strengths and weaknesses in terms of their personal learning styles and how to adapt these styles to new situations. This information will make learners more comfortable and thus less frustrated in the different learning situations in which they find themselves. The intent of this project was threefold: 1) To prepare instructional materials that would enable students to identify their learning style (using Richard Rancourt's K.A.M.I., 1988); to organize and adapt incoming information according to their preferred style; and to maximize learning effectiveness in any setting through an awareness of other styles and to be able to function at least marginally within them. 2) To pilot the materials as part of a voluntary workshop. 3) To determine through participant feedback the effectiveness of the materials and presentation. The materials were piloted with a group of Lethbridge Community College upgrading students in the winter of 1995 through an informal workshop format. Feedback, in the form of participant journals and a concluding questionnaire, indicated that providing this learning style information to students was instrumental in increasing their feelings of responsibility for the learning process. A structured less formal presentation was preferred and it was suggested that the workshops should occur within a more condensed period or else be integrated into already existing courses. The project results indicated that students benefited from the materials and appreciated the form of presentation.
Against the current : a historical novel and teaching unit authored for use in an integrated junior high classroom
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1995, 1995) Ryder, Dan; University of Lethbridge. Faculty of Education; Townsend, David
No abstract.
Age in grade one and academic success
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004) Wheeler, Grieg; University of Lethbridge. Faculty of Education; Townsend, David
Alberta provincial legislation allows each School District to establish a specific cut-off date, within a given range, that regulates when a student may start Grade one. A child must turn six years of age between September 15t and February 28th of the school year. The range of start dates granted by the Provincial Government spans 180 days. It would be reasonable to anticipate that this range could have a direct impact on almost fifty percent of the student population. Given family mobility, children are able to start school in one jurisdiction and move to another jurisdiction often with no regard for the age of entry. If a child moved from a district with a February 28 cut-off date, to a district with a September 1 cut-off date, the age difference between two students in the same class could be as extreme as one day short of 18 months! This study presents quantitative research that examines the question, "Does the age of entry into grade 1 have an influence on the academic success of students at the conclusion of their first year in grade 3." Provincial Achievement Test results in Language Arts and Math of 40 grade 3 students have been examined to determine relationships between age of school entry into grade 1 as well as achievement between genders. Contrary to previous studies, age has little effect on achievement. Among the 21 girls in the group, younger students outperformed their older classmates, yet not at a statistically significant level. Among the 19 boys in the group, older students outperformed their old younger classmates, yet not at a statistically significant level. Gender achievement appears to be a greater issue than does the difference in age.
Analysis of portfolio assessment as pedagogy in technical writing instruction
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000) Speakman, Carolyn; University of Lethbridge. Faculty of Education; Winsor, Pamela
Portfolio assessment-as-pedagogy, as implemented in a college writing course, is examined in light of the themes present in the literature concerning portfolio assessment. The instructional processes used in English 155, Scientific and Technical Writing, at Lethbridge Community College, are described; and ten students' portfolios are analyzed, with primary emphasis on students' learning as expressed in their final reflective letters. Consideration is also given to their reflection worksheets and to drafts and revisions of individual projects. Together, these documents reveal the students' insights into their development as writers and into the significance of their writing products. Grounded in a constructivist view of learning, a portfolio classroom fosters social construction of knowledge. When students develop a sense of community, their participation in collaborative writing and peer revision can become an important part of composing. Because portfolios are informed by process theory of composition, they are not only a means of assessing writing, but they also guide student learning by documenting their writing processes and giving them a voice in interpreting their development. This reflection helps students identify themselves as writers who have ownership over their work and their learning. Portfolios also give the instructor a window into students' rhetorical awareness, perceptions of thinking and writing, and sentence skill development. Although this project was limited to one course, the depth of learning demonstrated by the students suggests that they may benefit from increased power in creating and assessing their portfolios. Other future possibilities include collaborative assessment among writing instructors and program-wide applications of portfolio assessment.
An analysis of the variables involved in mathematics placement at the Lethbridge Community College
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996) Torry, Jamie L; University of Lethbridge. Faculty of Education; Townsend, David
No abstract.
The anorexic self vs. the authentic self : a systematic and integrative guide in the adult treatment of anorexia nervosa
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, 2008) Morgan, Kelly J.; University of Lethbridge. Faculty of Education; Kutlesa, Natasha
Anorexia nervosa is a serious and persistent mental health disorder that has the highest mortality risk and suicide rate of any psychiatric illness in the Western world. Anorexia nervosa presents a challenge to understand on almost every level. Treatment outcomes for anorexia nervosa are often not optimistic, and treatment efficacy has been under-researched. Informed by an extensive literature review, a systematic and integrative guide addressing the anorexic self in anorexia nervosa was designed specifically for adult women currently struggling with the disease. Cognitive behavioural, interpersonal, and narrative therapeutic techniques attempt to uncover the nature of the anorexic identity and the extent to which it takes over a client’s sense of self. A therapeutic guide targeting the commonalities and uniqueness of anorexic clients provides a treatment alternative for clients who continually struggle with the anorexic identity. By initially treating the anorexic identity, clients may be able to identify cognitive distortions and recognize the control that the anorexic identity has over psychological, social, and behavioural wellbeing. The hope in designing and implementing an alternative approach for treating anorexia nervosa is that we will gain the ability to identify the core issues of the anorexic thought process and provide a unique healing experience for those involved in treatment.
The application of Print Shop and related software in the production of instructional transparencies : an instructional package
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1989, 1989) Wikjord, Wilmar E; University of Lethbridge. Faculty of Education; Ganske, Ludwig
The purpose of this study was twofold: 1. To investigate how Computer Manuals are designed. 2. To prepare an Instructional Package that would be helpful to teachers in preparing overhead transparencies. Computer Manual Design was researched to help determine the components that should be included in the Instructional Package and to help determine how this package should be evaluated. The major emphasis was a review of the literature on computer manuals and how manual design could be improved. The Instructional Package produced contains the Print Shop Users' Club Software, directions on how to produce transparencies, and specific directions on how to use the various Print Shop and Print Shop Companion Menus to print graphics and text for use in the transparency making process. The Instructional Package was evaluated by teachers in the field who used a questionnaire that was developed to determine the strengths and weaknesses of the package. The results of the questionnaire were used to revise the Instructional Package into its final form. (See Appendix E: the Instructional Package which accompanies this paper).