Education, Faculty of
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- ItemSupii-po'omaaksin: seeding reciprocal understanding through hermeneutic encounters in Indigenous-led eco-action research(Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2025) Weighill, Brett W.; University of Lethbridge. Faculty of Arts and Science; University of Lethbridge. Faculty of Education; Pelech, SharonHow does reflecting on hermeneutic encounters allow educators to better approach mutual understanding between traditional Blackfoot perspectives and science education? The topic upon which this interpretive inquiry research will focus is a greenhouse sweetgrass project carried out under the direction of elders, Piikani Nation Secondary School leadership, and the Piikani Nation Lands Department, partnering with The Resilience Institute and federal agricultural scientists to explore how Piikani students can contribute to scientific achievements and literature without departing from traditional language, culture and values. Sweetgrass was grown by students and staff and transferred under traditional Piikani protocol for published research on its role in the carbon cycle to further support natural revitalization efforts in the community. As a non-Indigenous educator, expanding my understanding of the importance, process, and protocol of including culturally responsive pedagogy within environmental education supported my own and students’ growth and development by guiding us towards a sustainable, iterative, Indigenous-led, eco-action research program focused on the youth as the most valuable renewable resource, instead of economic or energy output. The semiotic role of sweetgrass in bridging, braiding, translating and teaching diverse concepts of cultural and ecological values was explored, revealing a pathway of good practices for myself and other educators seeking to authentically include Indigenous ways of knowing and being in the curriculum.
- ItemLeading professional learning: comparative perceptions of teachers and school leaders(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2025) Good, Brandon; Adams, Pamela; Wood, KevinA 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.
- ItemTeaching 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, DawnThis 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.
- ItemCanadian psychologists' and psychology graduate students' perceptions of psychedelic therapy(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2025) Cobuz, Victoria D.; University of Lethbridge. Faculty of Education; Luft, Toupey M.The field of psychedelics has seen a revival in recent years that has yielded preliminary evidence for their therapeutic benefits. As clinical trials of psychedelic therapy increase, it is essential to understand psychologists' perceptions of this treatment, as these are likely to influence the future implementation and accessibility of psychedelic therapy. The current study aimed to explore the perceptions and knowledge of psychedelic therapy among psychology graduate students and registered psychologists, and to assess how perceptions varied based on registration status, knowledge, and demographic factors. An online survey was employed to gather data on 137 participants’ perceptions and knowledge of psychedelic therapy. Results revealed a general consensus on the therapeutic potential of psychedelics, with no significant differences between students and psychologists. Participants highlighted a notable lack of formal education on the subject, yet most expressed a desire for psychedelic therapy to be included in psychology training. The findings also revealed that higher levels of knowledge were associated with more favourable perceptions of psychedelic therapy. Personal experience with psychedelics was associated with both more favourable perceptions and higher levels of knowledge. Gender did not significantly impact perceptions or knowledge. These insights emphasize the need to address the shortage of trained providers and incorporate psychedelic therapy into psychology curricula so that that future psychologists are well-equipped with the necessary knowledge and skills to incorporate this emerging field into their practice. The current findings provide important insights into the current understanding and attitudes toward psychedelic therapy within the field of psychology, particularly in Canada.
- ItemThe life skills mental health connection in sport(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2024-11-12) Gross, Landon; University of Lethbridge. Faculty of Education; Rathwell, ScottLife skills are important outcomes for positive youth development (PYD). Sport participation offers unique opportunities for youth to develop life skills, potentially impacting mental health outcomes. This study examined the relationship between life skills development through sport and mental health functioning, investigating the potential mediating role of life skills transfer. Four research questions guided this study: (a) what are the relationships between life skills and mental health? (b) what are the relationships between life skills and life skills transfer? (c) what are the relationships between life skills transfer and mental health? and (d) does life skills transfer mediate the relationships between life skills and mental health? Given Portugal’s strong youth sport culture and recent initiatives to focus on mental health, a sample youth athletes aged 12-18 from Portugal completed measures of life skills, life skills transfer, and mental health functioning. Results indicated associations between life skills, life skills transfer, and mental health as well as which life skills were most associated with mental health and subsets of mental health (i.e., subjective, social, psychological). Mediation analysis revealed which life skills depend on the ability to transfer the skill to other areas of life to impact mental health outcomes in sport. Findings offer actionable guidance for working professionals and extend previous theoretical perspectives. Implications for counselling/sport psychologists and sport clubs are discussed.