VIURRSpace (Royal Roads University and Vancouver Island University)
Not a member yet
25170 research outputs found
Sort by
Merging two worlds: how my identity as a Canadian military spouse/mother influenced my identity as a special education teacher: an autoethnography
No full textCurrent research demonstrates that living a transient lifestyle is challenging for military families. In this autoethnographic study, I reflect and share my unique experiences identifying with two communities; firstly as a military spouse/mother navigating the challenges of numerous relocations and secondly as a special education teacher navigating employment in differing provincial educational systems, particularly unique special education programs and policies. The analysis of my reflections exposed that perseverance, resilience, and advocacy; skills gained through lived experiences in a military lifestyle were also skills that were essential when navigating employment in special education. The importance of building relationships and community connections that were crucial to my personal well-being as a military spouse/mother, also proved to be a necessity in establishing an inclusive educational environment, to support collaborating with parents, students, classroom teachers and specialists. The complexity of navigating these two identities, my identity as a military spouse/mother and my identity as a teacher, particularly a special education teacher, while sometimes competing with one another, often revealed to be complementing one another, contributing to my overall well-being as a person and the continued pursuit of successful employment as a Special Education teacher.https://viurrspace.ca/bitstream/handle/10613/27353/Baines.pdf?sequence=3&isAllowed=
Hearing our students’ voices: an exploration of young adolescent students’ perspectives on inclusive classroom teaching practices
No full textThis research study seeks to understand the perceptions and perspectives of young adolescent students related to the use of inclusive learning strategies in their learning. The purpose of the knowledge created by this study is to provide insights about inclusion and inclusive strategies to enhance the practice of teachers. It addresses the research question, ‘How do early adolescent students perceive inclusive teaching practices?’ To answer this, both qualitative and quantitative data was collected using mixed methods research methodology with an on-line survey to adolescent students in grades 5, 6 and 7. The survey was offered to students in seven classrooms in grades 5-7 in an elementary school. Questions on the survey focused on students’ perceptions of research-based Universal Design for Learning strategies teachers are using, specifically those strategies used to teach in a variety of ways, to give students choice within their learning, and to give students opportunities to show what they know in a variety of ways. An analysis of the data revealed five themes: 1. Early adolescent students value choice within their learning; 2. There is considerable diversity in the way in which early adolescent students want and need to receive information. Therefore, it is important that teachers teach in a variety of ways; 3. Early adolescent students value being given the opportunities to show what they know in a variety of ways, but either are not offered this opportunity, or are unaware when they are; 4. There is significant variability between the perspectives and perceptions of early adolescent students about what creates a feeling of belonging in a classroom and; 5. Teacher care and kindness is important for fostering a feeling of well-being in inclusive classrooms. Implications from this study and recommendations for further research are discussed.https://viurrspace.ca/bitstream/handle/10613/27252/Hansen.pdf?sequence=3&isAllowed=
A drowning prevention policy framework
No full textIn this work, I demonstrate the novel application of the “ʈiič-mɑɫ-ɴi” (living and surviving with water) teaching to a practical challenge, at this time, there is no drowning prevention policy in Canada. Through a narrative-research-design, I conducted sixteen research interviews with aquatic professionals, Indigenous community members who live in aquatic contexts, and people working within Indigenous-health-leadership (2021-09-20 to 2022-08-04). The primary exploratory research question is, “How can First Nations or Indigenous populations or communities be supported in the areas of injury and drowning prevention programming?”. This work resulted in eight principles. 1. Colonization is a probable contributor to the inequity in drowning mortality. 2. Historical relationships with water have been disrupted by colonization, segregation, geographic relocation, poverty of opportunity, socioeconomic inequity, cultural barriers, racism, and lateral aggressions. 3. Community needs assessments and lived experiences and data should inform prevention efforts. 4. Community members should be leaders, teachers, and facilitators. 5. Measures of success should be determined by the community. 6. Community skill building, resilience, safety recreation and emergency response may be considered key objectives. 7. Mutual respect building with the 5 elements teaching, and community-members should be core values. 8. Address unintentional injury (drowning) as a public-health issue and a specific cause of death in First Nations communities causing excess mortality. The author shall continue to consult with multi-sectorial stakeholders to address real-world gaps in knowledge and priority areas that inform a drowning prevention policy framework
Considerations for inclusive education in secondary schools: a case study
Get PDFAbstract Creating educational inclusive systems of support is complex, time consuming and dependent upon the buy-in of key stakeholders. While many individuals believe in the principle of inclusive education practices, the implementation of inclusive structures, frameworks and practices is challenging and still at the forefront of educational issues in Canada. How has one school in British Columbia implemented structures, frameworks, and policies to support the inclusion of the diverse learning needs commonly seen in secondary schools across Canada? Two administrators and three educators were interviewed about their model of inclusion. Data was collected through semi-structured interviews about interpretations, perceptions, and experiences of the participants in one secondary school in British Columbia. The findings reveal the themes of administration support, collaboration processes, multi-tiered systems of support, on-going professional development, and paraprofessional support are the foundations of providing a successful inclusive education program in secondary schools
“Opening the door” for snowmobiler representative leadership in professional avalanche education
No full textThis research engaged snowmobile-based avalanche practitioners trained in the professional, motorized avalanche education pathways of either the American Institute for Avalanche Research and Education (AIARE) or the Canadian Avalanche Association (CAA). During interviews and a virtual World Café, participants shared sentiments of an ingrained bias towards snowmobile-based practitioners inhibiting their advancement in the avalanche industry. Snowmobile-based practitioners revealed an avalanche industry dominated by a ski-centric culture opposed to snowmobiler inclusion, describing how an exclusive, tight culture within avalanche education has been exacerbated by a ski-centric affinity bias among the gatekeepers of avalanche educational and employment opportunities. Participants believe the organizations controlling the industry seem unable to integrate outsiders into decision making roles and repeatedly called for avalanche education providers to open the door to snowmobile-based practitioners wishing to obtain professional training. This action-oriented study complimented novel projects AIARE was already engaging contributing to a dramatic increase in AIARE’s motorized engagement
Walking together with Indigenous children, youth, and families to achieve the inherent right to culture and connections : evolving Cowichan Valley MCFD Social Worker Practice with Foster Caregivers
No full textThe research determined Ministry of Children and Families (MCFD) front-line social worker (FLSW), walking together practice with Foster Caregivers and Indigenous, First Nations, Métis, and Inuit children and youth in MCFD care to affirm the inherent right to culture and connections. The data revealed that Caregiver and worker relationships are fundamental to the child/youth's connection to their culture/community. Thier success is reliant upon persistent and invested worker practice. The Research Circle participants' data underscored that connection to culture and community are core to the children and youths' sense of belonging and healthy identity formation. A healthy identity, sense of self in context of Indigenous culture/community, and general well-bing of the children and youth in care (aka belonging) is improved through the collaboration of FLSW's supportive, effectice and collaborative relationships with Caregivers. This will inform MCFD, Indigenous Peoples and relevant contract agencies of current and potential future practice
Writing instructional practices in Grades 3-7 inclusive classrooms
No full textWriting is a complex task for typical students and therefore even more challenging for students with dysgraphia. Today’s classrooms are filled with students with diverse needs that require educators to tailor instruction. The purpose of this descriptive research study is to explore how educators currently teach writing to all students in grades 3-7, and how they support the writing growth of their struggling learners. The questions guiding this research are: (1) How do teachers, working with grade 3-7 students in inclusive classrooms, plan effective writing instruction? (2) What strategies do they find effective for writing instruction? and, (3) How are teachers supporting students who find writing challenging and those with specific learning disabilities in written expression (dysgraphia)?” Both quantitative and qualitative data was collected from classroom teachers and learning support teachers in one urban Vancouver Island school district through an online survey and in-person interviews. Through mixed methods analysis the findings revealed that educators are constructing unique writing programs that incorporate a variety of resources, instructional strategies, adaptations and technology. Although this study found that some extra support for struggling writers is taking place in schools, it is not enough to help these students make the growth they need. These findings also identify a number of areas for improvement with instruction, professional development and future research.https://viurrspace.ca/bitstream/handle/10613/27403/Wanless.pdf?sequence=3&isAllowed=
Online membrane sampling for the mass spectrometric analysis of oil sands process affected water-derived naphthenic acids in real-world samples
No full textThis article was originally published as: Monaghan, J., Steenis, D., Vander Meulen, I.J., Peru, K.M., Headley, J.V., Gill, C.G., & Krogh, E.T. (2023). Online membrane sampling for the mass spectrometric analysis of oil sands process affected water-derived naphthenic acids in real-world samples. Separations, 10(4), 1-14. https://doi.org/10.3390/separations10040228Large volumes of oil sands process-affected waters (OSPW) result from heavy oil extraction in Alberta, Canada. Currently, a toxic legacy of ca. 500 Mm3 is stored in tailings ponds under a zero-discharge policy. OSPW is a complex mixture of suspended and dissolved materials including a wide range of inorganic and organic contaminants. Classically defined naphthenic acids (NAs; CnH2n+ZO2) are one of the primary toxic fractions in OSPW and have therefore been the subject of considerable research interest. Most studies employ considerable sample cleanup followed by liquid chromatography and/or high-resolution mass spectrometry (HRMS) for the characterization of these complex mixtures. However, these strategies can be time- and cost intensive, limiting the scope of research and adoption for regulatory purposes. Condensed phase membrane introduction mass spectrometry (CP-MIMS) is emerging as a “fit-for-purpose” approach for the analysis of NAs. This technique directly interfaces the mass spectrometer with an aqueous sample using a hydrophobic semi-permeable membrane, requiring only pH adjustment to convert NAs to a membrane-permeable form. Here, we examine the perm-selectivity of classical NAs (O2) relative to their more oxidized counterparts (O3–O7) and heteroatomic (N, S) species collectively termed naphthenic acid fraction compounds (NAFCs). The investigation of 14 model compounds revealed that classically defined NAs are greater than 50-fold more membrane permeable than their oxidized/heteroatomic analogs. HRMS analysis of real OSPW extracts with and without membrane clean-up further supported selectivity towards the toxic O2 class of NAs, with >85% of the overall signal intensity attributable to O2 NAs in the membrane permeate despite as little as 34.7 0.6% O2 NAs observed in the directly infused mixture. The information collected with HRMS is leveraged to refine our method for analysis of NAs at unit mass resolution. This new method is applied to 28 archived real-world samples containing NAs/NAFCs from constructed wetlands, OSPW, and environmental monitoring campaigns. Concentrations ranged from 0–25 mg/L O2 NAs and the results measured by CP-MIMS (unit mass) and SPE-HRMS (Orbitrap) showed good agreement (slope = 0.80; R2 = 0.76).https://viurrspace.ca/bitstream/handle/10613/26919/GillKroghSeparations2023.pdf?sequence=3This work was supported by an infrastructure grant from the Canada Foundation for
Innovation/British Columbia Knowledge Development Fund (32238 and 40274), an NSERC RGPIN-
2022-05349 (E.T.K.), and graduate CGS-D scholarship (J.M.). Project funding was provided by the
Office of Energy Research and Development
Deepening Our Understanding of Disaster Displacement: A Phenomenological Study of Sulphur, Louisiana
Get PDF2023Climate-related disasters are increasing in the Anthropocene. A common outcome of disasters is displacement which complicates and extends recovery. Housing recovery is crucial to sustainable recovery. This thesis used a phenomenological framework to investigate the experiences of displaced persons in Sulphur, Louisiana, following Hurricane(s) Laura and Delta in 2020. An emphasis was placed on disaster displacement as perceived by those who experienced it to understand and address the challenges disaster survivors face during short and long-term recovery. The literature review provided a precursory explanation of relevant concepts to explain how disaster, vulnerability, resilience, recovery, and displacement were understood within the thesis. Whether voluntary or involuntary, displacement can be impacted by race, health, gender, social capital, and class.The central research question was: is the phenomenon of displacement experienced differentially among disaster survivors living in Sulphur, LA, following 2020’s Hurricane(s) Laura and Delta? The research was structured utilizing a qualitative methodology and an interpretive approach to inquiry. The primary method used was in-depth, semi-structured interviews. Most participants were women, all were white, and approximate ages ranged from 25 to 65. Several key themes arose from the data: social capital, access to resources, COVID-19, health, belonging, and compassion. The results of this study show that displacement was experienced differentially. The differences were caused by access to social and economic resources, health, and location. “Community” was broadly used by participants to discuss their support networks. Some recommendations for research and practice emerged: counseling as a standard practice, investing in social capital, using an equity lens, and further research. In the face of increasingly dangerous climate-related hazards, government assistance is needed to provide health care, basic necessities, and housing. Sustainable recovery requires long-term support networks that can identify and aid those most vulnerable to disaster impacts.
Keywords: disaster, displacement, social capital, class, sustainable recovery, housing, health, community, Hurricane Laura, Hurricane Delta, Sulphur, Louisiana, Covid-1
Rainbow ripple affect inspired by the JEWELS in my classroom
No full textWhile recovering from a lingering global pandemic, social-emotional learning (SEL) is on the lips and in the hearts of many educators and its implementational effects are being witnessed positively in research. Discovering evidence-based programs and rich literature to motivate and inspire learners to be reflective participants in inclusive primary classrooms can be a challenge for teachers, but when used with fidelity, promote connection and learning for all. The use of BC’s Core Competencies (Province of British Columbia, 2016) supports this. The purpose of this project is to inspire both new and reflective experienced teachers to consider the naturally occurring JEWELS: Joy, Empathy, Worth, Efficacy, Love, and Spirit, that can be experienced and witnessed in a typical primary classroom and how they lead to positive connection for all members. Through this project, each aspect is explored and celebrated through others’ research, with applications are provided. A children’s book and a stuffed animal is presented to offer a way of incorporating the learning to all members of the classroom in inclusive and varied ways. Authentic implementation of SEL strategies, including a focus on the JEWELS, can create joyful, reflective, connected classrooms that celebrate each student’s worth and contributions. Social-emotional learning reduces anxiety and promotes equity for all students. Additionally, it enhances enjoyment, motivation, and efficacy for students and their teachers.https://viurrspace.ca/bitstream/handle/10613/27246/Miscavish.pdf?sequence=3&isAllowed=