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UP School of Nursing - Nursing Data Entry and Retrieval Service
No full textNDERS (Nursing Data Entry and Retrieval Service) is a web application that helps nursing professors evaluate students’ ability to perform medical procedures in a lab setting. Previously, online learning platforms or pen and paper were used to evaluate students’ performance in lab, but this was not very time efficient. The we are not nurses capstone team created the NDERS application to help the UP School of Nursing staff to quickly and effectively evaluate UP nursing students’ mastery of nursing concepts while maximizing their valuable time.https://pilotscholars.up.edu/egr_project/1043/thumbnail.jp
Investigation of Action Research within a Professional Learning and Development Model
Get PDFThere is not a single professional learning and development (PLD) model that is effective for all educators. Student and teacher needs vary from classroom to classroom, and it is essential to consider all these needs when creating a PLD plan. This study examined the extent to which educators perceive action research as having the capacity to facilitate engagement in Teaching Quality Standard (TQS) Competency 2, or engagement in “career-long professional learning and ongoing critical reflection to improve teaching and learning” (Alberta Education, 2018c, p. 4). More specifically, this study sought to understand teacher perceptions of the process of planning, executing, and evaluating a research-based process within their practice. This mixed-methods study contributed to the body of knowledge around PLD and action research through observations (n = 25), surveys (n = 38), and interviews (n = 6). The importance of this study is the high school educators’ (teachers, counsellors, and administrators) perspectives and experiences about the supports, the challenges, and how responsive action research was to TQS Competency 2.
This study led to important findings regarding action research as a potential model. A teacher leader implemented the action research model, and over 23 hours and 40 minutes were allotted for educators to work on their action research projects. The key findings of this study are: (a) action research must be job- embedded, (b) action research decisions were evidence-informed, (c) the action research process must be an ongoing process supported with time, (d) action research enhances teaching practices, and (e) collaboration supports action research. Finally, action research can be an effective and potential PLD model in education
Teachers’ Experience in Applying Hope Theory in Upper Elementary Educational Practice
Get PDFThe prevalence of issues adversely affecting people’s mental health has become a matter of growing concern in Canada. Unfortunately, only one in four young people affected with mental health problems receive professional help (Sawyer, et al., 2000). However, Gallagher and Lopez, (2009) found that being hopeful is favourably associated with the growth of positive mental well- being. In support, a more recent study found that hope has a unique value in schools that strive to promote their students’ overall well-being (Idan & Margalit, 2013). Thus, the purpose of this qualitative study was to describe educators’ experience on applying Snyder’s tenets of hope theory: goals, pathways, and agency, within the context of their educational practice, at the elementary level of an Islamic school in Alberta.
A qualitative descriptive research methodology was most appropriate for the nature of this study through utilization of three research questions describing (1) the extent, and in what ways were educators able to apply hope theory in their education practice (2) what did educators observed as impactful on the students’ learning and their teaching practice and, (3) what suggestions do educators have for other educators or for themselves for applying the hope theory approach in their educational practices. Eighteen educators voluntarily participated in this study during the 12-week application period. For orientation on the construct of hope theory and how it relates to their educational, the educators were invited to participate in professional learning at the initial stage, followed by ongoing support throughout the 12-week period.
Data collection for this qualitative descriptive study was directed toward understanding educators’ experience in applying hope theory in their educational practice based on how the theory was applied, what impact educators observed and what suggestions they proposed. A bi- weekly memo was used to annotate unstructured, reciprocal dialogue in addition to responses from the three structured open-ended questions after the 12 weeks of application by way of a Google form. All data were aggregated to reflect a holistic description of the phenomenon.
The first question that explored the extent, and in what ways were educators able to apply hope theory in their educational practice found that (a) there was variation in the extent to which hope theory was applied, (b) hope theory was applied for positive reframing, (c) as a construct to appreciate barriers and (c) as a framework for proactive thinking. The second question sought to describe what educators observed as impactful on students’ learning and their own professional learning. Educators described that hope theory (a) influenced students’ self-confidence, (b) engaged parents’ support in their children education and (c) inspired their students and themselves to be reflective in thinking. The third question described the suggestions proposed upon the completion of their 12-week implementation of hope theory. The first general suggestion is professional learning on hope theory should be an ongoing process. In their suggestion of ongoing professional learning, educators emphasize the need to have more resources to support their understanding of hope within an Islamic context, to observe how their colleagues in other grade level apply hope theory and to have extended time to consult with others who have experience in applying hope theory in their classrooms. In their second suggestion, educators observed that hope theory hope theory can cultivate positive changes in education if educators are ready to rethink instructional practices. By this suggestion, educators explained the need for themselves and other educators to model hopeful thinking for students. Additionally, educators explained the hope theory should be taught in stages introducing goal setting, followed by pathways thinking and finally, teach students how to develop agencies to overcome barriers. An important point that derived from the second suggestion is for educators to complement hope theory with another mindfulness theory such as growth mindset or literature form the faith (Islam) to help students to make the connections.
This study was just one step toward exploring the impact of hope theory in the context of Islamic schools through the lens of elementary educators. The implications of this study for educational practice include (a) educating students on the inevitability of challenges to life, (b) coaching students to build resilience in the face of challenges (c) teaching students positivity (d) investing time to apply educational theories in pedagogical practices and (e) strengthening theories (for example hope theory) with other philosophies and literature for more effective results.
It is important to point out that applying hope theory within educational practice will not resolve mental illness. However, cultivating habits of hope through the application of hope theory may support the three out of four affected students navigate through obstacles and secure the desired goods through alternative means (Shade, 2006), benefiting themselves and their communities
Perceived Social Support and Compensatory Consumption Using High-Status Products
No full textThe present study examines how manipulating perceived social support influences purchasing behavior (as a proxy for status-seeking). The results provide evidence against one model of self-concept (self-gifting theory), because participants in the low social support group did not rate items at a significantly higher rate than those in the control or high support groups
Raw elevation grids of experimental eroding landscape
No full textThe zeroth -order response of eroding topography to changes in base-level is driven by patchy and intermittent mass flux, both on hillslopes and in channels. However, most models of landscape evolution use continuously differentiable equations that average over these patchy first-order transport processes. Because of the limited time- and space-resolution of field observations, the relationship between zeroth-order landscape evolution and first-order fluctuations about the zeroth-order state due to patchy, intermittent transport remains unclear. Here, we use five physical experiments of an eroding experimental landscape to examine how the signature of first-order transport, as described by autocorrelation functions of local elevation time series, varies as a function of the vigor of hillslope transport relative to channel incision. Our results show that experiments with higher hillslope transport efficacy have higher autocorrelation coefficients, suggesting that differences in zeroth-order transport coefficients may be driven by differences in patchy, first-order transport processes. These higher autocorrelation coefficients also imply that in landscapes where hillslope transport dominates, landscape dynamism is reduced and landforms are more persistent over time
Plague and Progress: An Analysis of Giovanni Boccaccio’s Decameron and Reform during the Initial Outbreak of the Black Death
Get PDFExploring Pedagogical Leadership in Alberta’s Early Childhood Education and Care
Get PDFEarly Childhood Education and Care (ECEC) focuses on young children’s early learning and well-being, as mighty learners and citizens. Making curriculum decisions that reflect guiding principles that view children as active, co-constructors of knowledge is challenging work. This way of working requires integrating theoretical and practice-based knowledge in pedagogical processes to create meaningful learning opportunities that reflect children’s everyday experiences and encourages children’s theory building. Pedagogical leaders play a vital role in the pedagogical process by creating transformative shifts in EC practice and curriculum decision making. Now seems to be the moment when views of ECEC leadership are broadening to include a focus on leading practice and learning,and inspires a vision that situates pedagogy as the core of leadership. This research examined the not yet well-defined and sometimes misunderstood role of the pedagogical leader in ECEC in Alberta by exploring participants’ perspectives on leading practice within ECEC teams.
Wenger\u27s Social Learning Theory (1998) helps to situate pedagogy and leadership, and their emerging connectedness within the context of the ECEC. Building on Wenger\u27s notion of a community of practice described as an assembly of people with a common pursuit to interact to improve learning (Wenger, 1998), highlights the collaborative nature of shared meaning making. Wenger’s (1998) notions of communities of practice was an apt lens to explore the dynamics of pedagogical leadership within ECEC centers.
This qualitative study used semi-structured interviews, a focus group dialogue, and a follow-up questionnaire to explore how pedagogical leaders described the pedagogical practices used to support and engage EC educators in curriculum decision making.
Findings illustrated how formal leadership often began with practice experience and recognition of leadership potential, as participants drew parallels between the pedagogical process used with children to the process used while supporting educator in curriculum meaning making. Findings also illustrated the various conceptions of leaderships, levels of formal leadership that emerge within organizations and the pedagogical enactments that leaders use. Participants detailed the need for formal and informal learning opportunities to further animate their work. The implications for practice focus on creating formalize pathways to leadership; expanding local practice circles for pedagogical leaders to collaborate with one another, and professional learning opportunities focused on pedagogy and leadership specific to ECEC contents