DTheses (Athabasca University)
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A HARD LOOK IN THE MIRROR: RECONCILIATION THROUGH COLLABORATIVE INTROSPECTION
Full text linkCanadian education is often characterized as inclusive and multicultural; However, it remains deeply intertwined with colonial structures that have sought to suppress Indigenous knowledge systems for generations. This ongoing colonial legacy is reflected in the continued marginalization of Indigenous ways of knowing, doing, learning, and teaching within provincially-mandated education systems. Despite recent calls for reconciliatory change to include Indigenous perspectives, these changes are often superficial, leaving systemic racism and pedagogical inequities intact. This study explores the perceived challenges faced by non-Indigenous educators in bridging Indigenous ways of knowing and doing into their teaching practices, with a focus on self-reflexivity and introspection as tools for fostering a deeper awareness of power, privilege, bias and unacknowledged racism. Utilizing critical participatory action research, this study examines whether professional development centered on collaborative introspection can reduce the perpetuation of colonial ideologies within teaching pedagogy. By engaging in self-reflective practice, non-Indigenous settler educators can begin to acknowledge their colonial underpinnings and build meaningful relationships with Indigenous knowledge systems. This study aims to contribute to the development of more inclusive, equitable, and culturally responsive educational practices, supporting the bridging of Indigenous knowledge in ways that honor its complexity and significance. Through this work, the research seeks to promote a shift in pedagogical considerations that foster an educational environment where all learners, particularly First Nations, Métis, and Inuit students, can thrive.2025-0
EXPLORING THE EVALUATION OF LEADERSHIP COMPETENCIES IN NURSING EDUCATION: A SCOPING REVIEW
Full text linkNursing leadership is an essential competency that nurses are expected to develop, beginning in nursing education and continuing to develop throughout their careers. Nursing education is a rich environment for developing leadership competence and preparing nursing students for entry-level practice. One of the critical factors in determining leadership growth is through effective evaluative processes in clinical practice. This scoping review explored the evaluative processes used in undergraduate nursing education that determine leadership competency. The Joanna Briggs Institute (JBI) methodology was utilized to conduct this scoping review. The main objective of this scoping review was to identify, summarize, and present the existing literature and the gaps in the literature on this topic. The findings of this study are expected to provide valuable insight into the evaluative processes for leadership competency, contribute to informing the evaluation of leadership in undergraduate nursing practice, and propose2025-0
AN INTIMATE SCIENCE FOR TEACHING’S BEAUTIFUL ART: A (POST)DIGITAL SPECULATION
Full text linkA conventional view of K-12 education is that it is a system for delivering the latest and most important knowledge for students to learn so they can become good or useful citizens as well as the most effective ways that it can be imparted to them by teachers. The role of education research, therefore, is to improve methods for extracting, organizing, delivering and imparting this knowledge – and educational technology is a means to expedite improvements.
If, however, education is viewed, not as a way to make students into something better through better knowledge, but as a promise for their better living in desirable futures, then an entirely different model for education research is necessary that will, in turn, expose other purposes for educational technology as helpmate in that work.
This dissertation research takes up the latter idea and speculates that the promise can only be fulfilled at the point of intimate contact between teachers and children and through teaching’s art. Thinking with John Dewey’s speculations on an educational science and Thomas Kuhn’s analysis for scientific revolutions, this research is an invention of a new model for science, a teacher’s science, that supports its art with resources, organization and connections for the making of better living in the places children learn so they can make desirable futures.
Because this research must develop its new model from within the existing one, it uses speculative fiction to fabulate a world where a teacher, imagining with and through the beauty of her art, is authorized to invent a model of science for it and to test it through thought experiments: education fictions that provoke the seeing/feeling of what is not yet but could be.
This invention, however, is not an argument for an improvement of the conventional model, but is, rather, an invitation to envision – and thereby enact – a world where dreams of renewal and revivification of education for better futures are not only possible but made plausible through intimate and equitable relations between teachings’ art and a science of its own and with the affordances of educational technology in a (post)digital present.2025-0
CIGARETTE SMOKING IN CANADIAN ADOLESCENTS: A CROSS-SECTIONAL EXAMINATION OF PSYCHOSOCIAL DETERMINANTS
Full text linkSmoking cigarettes is often initiated during adolescence. This study used nested hierarchical modelling to examine the psychosocial risk and protective factors associated with cigarette smoking among Canadian adolescents. Data from the 2022/2023 HBSC survey was utilized and both bivariate analysis and sequential hierarchical models were developed to assess adolescents’ odds of having ever smoked in relation to a variety of predictor variables. The bivariate analysis showed significant associations with all the theorized predictor variables, and the fully adjusted hierarchical model showed significant associations between cigarette smoking and other substance use (vaping and alcohol) and higher friend support as significant risk factors, and higher relative family affluence, gender (cis-girls), and family and teacher support as significant protective factors. Using hierarchical modelling, a cross-sectional profile of the psychosocial determinants of Canadian adolescent cigarette smokers was created. Future research should focus on continued monitoring of smoking trends in Canadian adolescents who are trying cigarette smoking, gender differences, and predictors and protective factors in the context of the school environment.2025-0
DEVELOPING HANDS-ON MODEL-MAKING SKILLS REMOTELY THROUGH AUGMENTED REALITY IN ARCHITECTURAL TECHNOLOGY PROGRAM
Full text linkInnovative technologies are transforming human society in unprecedented ways, creating a
digital network that impacts human activities. One of these groundbreaking technological
advancements is immersive technology. Although immersive technology, such as augmented
reality (AR) and virtual reality (VR), provides some degree of a virtual experience for users, in
the education sector, learning hands-on skills virtually and remotely remains challenging. The
Architecture, Engineering and Construction (AEC) industry is at the forefront of adopting
immersive technology in their practice. However, experiments with hands-on skills in distance
learning are still in their early period. With distance education becoming a norm in modern
society, especially after COVID-19’s emergence, learning hands-on skills remotely is an urgent
matter to solve. Drawing from my own teaching practice in the AEC higher education field, I
explored how immersive technology may assist in developing hands-on skills remotely. In
particular, I explored learning architectural model-making skills remotely through augmented
reality in this study. I followed the principles of Morris’ Experiential Learning theory to design
the intervention, which was composed of two technologies available in the commercial and
educational markets. Subsequently, I evaluated the iterative experiment processes through the
Technology Acceptance Model (TAM) and a portion of the SECTIONS (Students, Ease of use,
Costs, Teaching functions, Interaction, Organizational issues, Networking, Security and Privacy)
framework based on my practical situation. Data collected from this study included answers to
three questionnaires and 15 progress reports contributed by five research participants who were
learners in the architectural technician and technology program at Centennial College, as well as
information gathered from my past teaching experience. Findings obtained from the mixed
methods approach indicated that using a specific AR tool within a well-designed intervention could assist students in developing hands-on model-making skills remotely. The quality and
inclusiveness of the adopted AR tool significantly impacted participants’ learning experiences. In
conclusion, this study sheds light on the possible ways of conducting remote hands-on skills
learning in AEC higher education. Most importantly, this research created a prototype of
teaching hands-on skills that other educators can follow if they want to adopt specific AR tools
to teach hands-on skills remotely.June, 202
CUTTING THE TRAIL: STUDENTS' PERCEPTIONS OF DISTANCE LEARNING IN REMOTE POSTSECONDARY EDUCATION
Full text linkDespite the many efforts to improve educational environments for remote postsecondary students, perennial problems of broadband capacity, limited access to programs, and needed supports persist. The geographical distance between students and instructors necessitates the use of distance education to improve access and equity to educational opportunities. Many forms of outreach have been tried, some with more success than others, depending on the location of each student, the pedagogies employed, and the supports provided. Improvements that resolve systemic issues are emerging as understanding of remote postsecondary distance education improves. A growing number of educators and administrators see the potential to improve systemic issues through various pedagogical and broadband solutions; however, understanding which solutions are most equitable at improving fair and accessible solutions to these environments requires a deeper understanding of students, their needs, and their challenges. To promote students’ success, we need to understand what success is, how it is realized, and what gets in the way.
This research focuses on the experiences of an underrepresented population of postsecondary distance education students. Its contribution to knowledge lies in a deeper understanding of remote postsecondary students’ perceptions of learning at a distance, given the various education formats and approaches used. This research seeks to expand understanding about which elements within distance education foster success, with the intention of improving postsecondary environments and including non-traditional, remote student experiences in scholarship. By contributing information about remote spaces, advocacy from this research has the potential to inform, promote, and improve the quality of education in remote communities.
This study is framed within a critical digital pedagogy lens using Laurillard’s (2012) conversational framework. Critical digital pedagogy is a non-neutral approach to teaching and learning that challenges the status quo in education, supporting social change and raising consciousness while shaping society through liberatory praxis. Critical digital pedagogy fosters agency and empowers learners while deconstructing existing hierarchical structures, authorities, and traditional knowledge paradigms; it also advocates for non-traditional methodologies and making space for alternate forms of knowledge by re-developing and re-envisioning student-centered approaches to learning through discussion, practice, and collaboration (Laurillard, 2012; Stommel, 2014).2024-0
THE IMPACT OF THE TEACHER ON ONLINE SECONDARY STUDENTS’ BELIEFS ABOUT MATHEMATICS
Full text linkMathematics is the only universal language. Despite its concrete foundations, it is often associated with strong negative emotions. From an early age, children are taught how to count, measure, add, subtract, multiply, and divide in real-life contexts. With mathematics being integral to communication and foundational knowledge, why do some children develop math anxiety and math aversion? This mixed-methods study examines the mathematics self-confidence and likeability of 85 high school students within a Provincial Online Learning School in British Columbia, Canada. The Community of Inquiry (CoI) teaching presence instrument was utilized in conducting an online survey. The study’s results indicate that there is a perceived relationship between teacher impact and students’ beliefs about mathematics. Therefore, with the rise in the adoption of K-12 blended and online education in Canada, emphasis must be placed on incorporating a strong teaching presence into the design and delivery of online learning. This will ensure young learners are equipped and empowered for the world they will face. Recommendations are made to support mathematical knowledge development through optimal course design and best practices for teachers.
Keywords: Community of Inquiry (CoI), teaching presence, teacher presence, constructivism, blended learning, online learning, distance education2024-0
DIGITAL ETHNOGRPAHY AND HOARDING DISORDER: AN INSIDER’S PERSPECTIVE
Full text linkHoarding Disorder (HD), a psychological condition which impacts an individual’s ability to discard possessions, affects the well-being of the afflicted individual and those around them. Current HD treatment outcomes demonstrate the need to improve intervention strategies, as many HD clients do not find success with current methods. Though many studies about HD have been done, little research from the perspective of those affected exists. Digital social interactions, via online communities, has provided an alternative platform for individuals in/directly affected by HD to connect and relate their experiences. This investigation used a digital-ethnographic approach to explore online communities of individuals with HD, their friends, family members, and the public, to gain more insider-perspective on HD and how treatment modalities may be improved. This investigation has shown that more emotional-focused support, along with a stronger therapeutic alliance, and public-education surrounding the condition, may improve HD interventions.2024-0
THERAPY IS MORE THAN TALK: EXPLORING EQUINE-ASSISTED PSYCHOTHERAPY FOR CHILDREN WITH TRAUMA
Full text linkThe primary objective of this study was to investigate the therapeutic benefits of equine-assisted
psychotherapy (EAP) as an intervention for children under the age of 10 who have experienced
recent trauma from the voices of adults who work with this population. The specified traumas
that children may encounter are kept vague for this research study so as to protect the anonymity
of an already vulnerable population. The aim was to understand how EAP might serve as a
valuable modality for healing and provide support to this specific population. A qualitative
research methodology employed in this study utilizing data obtained through narrative interviews
that focused on participants' experiences of engagement in EAP sessions. The study involved
individuals taking part in four EAP sessions, after which data was collected using individual
narrative interviews and focus groups. The study sample consisted of four adult professionals in
occupations related to caring for and educating children aged ten and younger. The participants
kept from disclosing whether the children they were interacting with had experienced traumatic
events. The insights gained from the interpretations of the participants’ experiences offered
valuable understanding regarding the potential of programs, such as EAP, in providing benefits
to children who have recently undergone traumatic experiences. The thesis findings represent the
perspectives of professionals engaged in fields closely associated with the study and care of
children such as education, justice, social services, and early childcare. This research aimed to
expand psychotherapy options, specifically in Saskatchewan, Canada, enhancing mental health
resources for trauma-affected children.2024-0
WHO'S KEEPING SCORE? MANAGEMENT ACCOUNTING USE AND THE BRITISH COLUMBIA GOLF INDUSTRY
Full text linkThis study investigated how small and medium-sized enterprises implement management
accounting techniques, the reasons for doing so, and whether those techniques and profitability
may be correlated. Past research has largely focused on such implementation in large
organizations. The current study seeks to fill this knowledge gap, using the golf course industry
in Canada as exemplar. Using institutional theory as the framework, semistructured interviews
were conducted with 25 general managers/owners of golf courses to identify the management
accounting techniques golf courses were using and how they used this information to drive
business decisions. Resulting techniques were found to be key performance indicators, variance
analysis, and an informal version of the balanced scorecard. On golf courses whose general
managers/owners consistently used budgets, took ongoing professional development courses,
and had more than 20 years’ experience, ordinal logistic regression found higher earnings before
interest, taxes, depreciation, and amortization as a percentage of sales. Budgets were extensively
used on the golf courses. Proximity to revenue centres created a different way of using budgets.
General managers/owners whose offices were near revenue centres used budgets to confirm preexisting
financial assumptions, whereas those with offices at a distance from revenue centres
used budgets to verify financial information. Over the last decade, the golf course industry in
Canada has suffered great financial stress. More golf course facilities have closed than have
opened, and core golfers are golfing less. A best practice for the golf course industry was
prepared, to address this issue. It added a flexible budget and variable and fixed costs, and
created a one-page dashboard with five key performance indicators to allow for a quick and
efficient way to evaluate the finances of the golf course.March, 202