Faculty of Education Projects (Master's)

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    A cultural autoethnography: a settler’s journey towards decolonization through self-reflexivity
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2022) Luck, Chloe; University of Lethbridge. Faculty of Education; Victor, Janice; McKenzie-Jones, Paul
    Before colonization, Southern Alberta was home to the Siksikaitsitapi or the Blackfoot confederacy. From the moment of contact, relations with Settlers have impacted the lives of the Blackfoot people. The enactment of the Indian Act, the formation of reserve lands, and the enforcement of residential school systems are some of the historical methods used to eliminate Indigenous culture (Mitchell, 2020). Indigenous people continue to face a disproportionate amount of trauma and discrimination (Currie, Schopocher, Laing, & Veugelers, 2012). The federal government has focused on reconciling its relationship with Indigenous people, but this must include a decolonization of colonial mentalities. Through an autoethnographical method, I explore my understanding of the Blackfoot culture to evoke change on the individual level. Intentional self-reflexivity is applied to promote a cultural awakening. Through the analysis of personal story, the process of decolonization is initiated and through story encourages the reader to initiate their own decolonization.
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    An attachment parenting group for caregivers of adolescents who self-injure
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2022) Swan, Shaylah I. R.; University of Lethbridge. Faculty of Education; Mattatall, Chris
    Collected Parenting: Using Attachment to Care for Self-Injury is an eight-week psychoeducational counselling group that was designed to support those who are caring for an adolescent who engages in non-suicidal self-injury (NSSI). The group content was developed based off of a comprehensive literature review on self-injury and attachment informed parenting. The Collected Parenting Group was developed to provide caregivers with education about NSSI, a space for them to receive support from peers and mental health professionals, as well as education about attachment informed parenting and practical strategies for using it to care for and manage NSSI. A group leader’s manual is provided to guide the organizing, content structure, marketing and facilitation of the Collected Parenting Group.
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    Mothering during COVID-19: an online psychoeducational workshop on stress management and postpartum depression
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2021) Seefeldt, Courtney Elizabeth; University of Lethbridge. Faculty of Education; Piquette, Noëlla
    Women face many challenges during the transition to motherhood. The transition to motherhood may be even more challenging in the current context of the global COVID-19 pandemic as public health measures have disrupted daily life, resulting in increased stress levels and social isolation. Due to the fact that high levels of stress and low levels of social support are associated with the development of postpartum depression, this final project presents a workshop aimed at providing mothers with psychoeducation on postpartum depression and stress, as well as providing them with strategies with which to independently manage their stress. Such a workshop may help to mitigate the negative effects of the COVID-19 and improve mothers’ well-being.
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    How can we create empowered early childhood classrooms?
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2022) Perreaux, Christine; University of Lethbridge. Faculty of Education; von Heyking, Amy; Bright, Robin M.
    The world has changed a great deal over the past one hundred years. Our classrooms for the most part however have remained relatively the same. The movement to engaged students was a step in the right direction when looking at modernizing the way we teach but it wasn’t a big enough step. When we talk about engagement we really are still talking about compliance. In this project I explore six guiding principles that will allow kindergarten classrooms to become places of empowered learning. The six guiding principles are grounded in the work of Bailin and Battersby (2016), Bransford et al. (2000), Burke (2019), and Resnick (2018). They have a foundation in student-centred teaching practices as presented by Martin (2018) and Weimer (2013).These principles are purpose, peers, passions, projects, portfolios, and play. By using these 6 Ps as a guide when planning kindergarten programs we can create classrooms of critical, creative, and collaborative thinkers.
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    It takes a village: communication and parent engagement
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2021) Flowers Samari, Umuaiman; University of Lethbridge. Faculty of Education; Adams, Pamela; Mombourquette, Carmen
    Effective communication facilitates educational partnerships between home and school, which impacts student learning. This research explored the following question: in what ways does a teacher’s communication with parents influence the nature of parent engagement? Throughout this study, open-ended discussions engaged parents in communication. This took place over the course of one school year between a teacher and parents from two kindergarten classes. These discussions happened through various media: weekly online surveys, where parents answered questions about their children’s learning; parent-teacher interviews, where both educational partners set in-person student learning goals based on each child’s needs; and anonymous end-of-year participant surveys. The participant surveys provided the qualitative data for this study. The surveys revealed that there should be emphasis given to parents’ roles as educational partners in the school culture. This is an essential responsibility of school leaders, as they play a key part in facilitating home and school communication.