University of Lethbridge Theses
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- 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.
- ItemIndigenous anarchism: a story of resistance, reconcilliation and becoming through the decolonization of ways of knowing(Lethbridge, Alta. : University of Lethbridge, Dept. of Sociology, 2024) Fox-Grey, Elizabeth K.; University of Lethbridge. Faculty of Arts and Science; Hogue, Michelle M.; Ramp, WilliamABSTRACT The purpose of this thesis is to examine some aspects of what is needed to work reconciliation (healing) into western academic institutions via the art of resistance and the decolonization of methodologies in social science. The decolonization of methodologies will entail freedom to engage in a rigorous effort to engage with Indigenous ontologies and epistemology, and Indigenous selfhood and the spirit, as well as recovering and extending particular Indigenous knowledge systems. The decolonization of methodologies will foster not only better research but also the autonomy of Indigenous graduate students and their agency to embrace their cultural, landed and ancestral selves. Decolonization of methodologies could be a sign of the seriousness of commitment by Canadian universities to reconciliation. Indigenous students need to be able to feel at home on the territory where universities are located – their territories. Decolonization of methodologies will reconcile the precolonial past and the still-colonized present colonization by helping to remove the hegemonic claims of the European Enlightenment to govern all knowledge production. I hope to have demonstrated how I see Michelle Hogue, Kori Czuy, Casey Eagle Speaker, Robin Wall Kimmerer and others as having fostered, in their different ways, new approaches to Indigenous theory and/or research. I take a decolonizing approach to western epistemology, ontology and methods to highlight the way that Indigenous ontology and epistemology can add value to the future of research and scholarship.
- 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.
- ItemRiver metabolism and carbon cycling in a heavily impacted agricultural watershed(Lethbridge, Alta. : University of Lethbridge, Dept. of Biological Sciences, 2024) Janvier, Ilyanna K.; University of Lethbridge. Faculty of Arts and Science; Bogard, Matthew J.Rivers support people in many ways, including for agriculture and irrigation, drinking water, and recreational and cultural uses. Streams and rivers also play an important role in the global carbon (C) cycle as they not only transport C and nutrients to the ocean, but they also store, emit, and transform different sources of C. Consequently, rivers contribute large quantities of carbon dioxide (CO2) to the atmosphere. Human activities can modify food web metabolism and the cycling of C in rivers in complex ways that are hard to predict. For streams and rivers in southern Alberta, one of Canada’s most heavily impacted agricultural landscapes, riverine metabolism and C cycling are not well quantified. Here, I explore these issues in the Little Bow River (LBR) and Mosquito Creek (MCR). I used a combination of methods including both low and high frequency measurements to calculate CO2 flux, microbial incubations to measure C consumption, and whole-river metabolism. My research revealed that concentrations of CO2 were low compared to the global average, and as a result, emissions were also generally low in the river network. I found that modelled rates of metabolism in the river network, on average, were higher for gross primary production (GPP) but lower for ecosystem respiration (ER) than median rates reported for global rivers, and the network was generally on the low side for metabolic rates compared to streams in other agricultural regions. I document a shift in C cycling patterns from headwaters to the lower river, by showing increased coupling of GPP and ER, decreased bioavailability of DOC, and ultimately, elevated pH and lower CO2 emissions downstream. Human controls on flow regimes appeared to be the driving factor for differences between sites throughout the network. My research presents new network-scale patterns of river C cycling in drought-stressed agricultural landscapes.