1,720,992 research outputs found
Education and experience in the preparation of non-Indigenous researchers working in Indigenous contexts
Full text linkIn order to learn from non-Indigenous researchers who have engaged in respectful relationships with Indigenous communities, this study sought to explore the preparation and experiences of a group of non-Indigenous researchers at the University of Victoria who have sustained research partnerships with Indigenous communities. The existing literature suggests methodologies, processes and procedures that the non-Indigenous researchers should consider when engaging in research with Indigenous communities (Battiste, 1998; Wilson, 2007; Menzies 2004; Fleras, 2004); however, it does not address issues of researcher preparedness or readiness. Through a narrative inquiry process, this study examines the ways non-Indigenous researchers’ personal characteristics, values, knowledge, skills, and prior life experiences contribute to their abilities to research respectfully and sustainably with Indigenous peoples. Findings show that participants in this study embody an ally-based orientation and employ decolonizing methodologies.Graduat
An analysis of lesson plans developed to meet the Japanese Ministry of Education's "English Activities" Mandate
No full textThis project was undertaken to examine one Japanese primary school’s English lesson plans, created to meet the goals of “English Activities” issued by the Japanese Ministry of Education. This project was based on the fact that The Japanese Ministry of Education has not developed concrete curriculum for “English Activities,” even though “English Activities” will be a core subject from 2011 in primary schools.
Four lesson plans were analyzed based on a framework consisting of communicative competence, Communicative Language Teaching (CLT) and language learning in general. In the categories, the following components are included: sociolinguistic and strategic competencies; instructional materials; teacher as facilitator; student-centered learning styles; sociocultural backgrounds; scaffolding and risk-free environments.
In conclusion, it has been shown that teachers in the primary school respond to the government’s goals by designing lesson plans which emphasize communication abilities in English. In addition, in the larger context, it is evident that in-depth lesson plans, teaching materials, learning environments and teachers’ training need more attention. Two critical issues are also proposed: The first is the importance of assessment; the second is the importance of introducing words and phonics. The issues are proposed for better English teaching in primary schools. This project will contribute to moving toward the achievement of the Japanese Ministry of Education’s goal of “English Activities” in primary schools in Japan
A Curious case of "integrating" the integrated: government education policy and the school at Telegraph Creek, British Columbia, 1906-1951
No full textThis thesis explores the unique circumstances surrounding the provincial school at Telegraph Creek in northwestern British Columbia. Initially conceived as a school for the children of white settlers, local trustees permitted the attendance of Tahltan children year after year to maintain the minimum enrollment requirement to receive provincial funding. Combined with an annual tuition grant from the Department of Indian Affairs for the schooling of status Indian children, the Telegraph Creek public school functioned as an integrated school until provincial, federal, and missionary authorities interfered in the 1940s. The research demonstrates how decisions made by both provincial and Indian Affairs education officials leading up to the 1949 cost-sharing agreement to build a new school at Telegraph Creek, were far from benign. Indigenous children in northwest British Columbia became the objects of a post-war educational policy, which promoted integrated schooling and ironically, facilitated segregated schooling.Graduat
Why did you withdraw? Experiences of Chinese international doctoral students in Canada
No full textMobility and migration are features of this global era. Thus, most higher education institutions are increasingly recruiting international students. Host institutions and countries benefit in many different ways from this recruitment; however, the experiences of international students are still under-researched. Although studies examining the linguistic and cultural challenges that are encountered by international students have started to emerge, little attention has been given to those who did not complete their studies, particularly doctoral students. This study sheds light on four Chinese international doctoral students and explores the reasons for their withdrawal from their studies in a Canadian context. Using a narrative methodological approach, data were collected through semi-structured and in-depth interviews in the participants’ native language: Mandarin. Four themes and two sub-themes emerged from the interview data. The themes included: academic interactions and integration; partnership and the perception of gender roles; family of origin and the importance of education; and educational differences between China and Canada. Participants’ experiences during their doctoral studies did influence their decisions to withdraw. Specifically, the incompatibility with supervisors was one factor that directly led to the withdrawal of some research participants. However, other factors played key roles as well. The participants’ intentions and willingness to fulfil their gender roles and family obligations impacted their decisions in various ways. In addition, their past experiences in China and certain aspects of Chinese culture seem to have shaped their expectations about education and the supervisory relationship.Graduate2019-08-2
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Non-Indigenous Teacher Induction in the Northwest Territories: The Survey Findings of a Pre-Service Orientation
Full text linkThis project illustrates why some teachers move to the north and stay for many years, and why many do not. I have experienced many new colleagues over the years. Some choose to stay and build their careers and families in northern communities, while others do not last longer than their first year. This project revolves around a “Six Month In” survey that reflects upon a highly successful initiative, the New to the Northwest Territories (NWT) Educators’ Conference (N2NEC) hosted by the Department of Education, Culture and Employment, Government of the NWT. The conference is meant to induct new/new to the NWT teachers in a manner that aids teachers positive transitions into northern classrooms. The N2NEC provides an introduction to the people of the NWT, their history and experiences in the Euro-Canadian classroom. The purpose of my study was to help create and analyze the data from the post-conference, “Six Months In” survey. Participants reflected upon whether or not they found the sessions valuable, and applicable, to their new classrooms and communities. The survey required new/new to the north teachers to indicate what sessions were impactful. Participants were to make reflections regarding what they found most valid and valuable, after actually experiencing their new northern classrooms and residing in their new NWT community. After examining the data, I concluded that the value of the conference is evident in the responses of the participants. I determine relationship-building with students and the community is imperative to a successful teaching career in the north, as elsewhere. I support induction programs, such as the N2NEC, and make recommendations for other jurisdictions to implement a similar support for new teachers, especially in Indigenous communities.Graduat
Teachers and successful museum field trips
Full text linkThis project was undertaken to examine teachers’ approach to existing field trips, including current opportunities and challenges surrounding museums as free-choice spaces. Observations of the literature revealed a lack of successful strategies, including pre- and post- activities and appropriate questioning. Furthermore, the literature revealed a striking lack of field trip resources for English Language Arts curriculum. In order to address these gaps, a website, Open Book Field Trips, was created as a resource to empower teachers with practical knowledge about free-choice spaces and accessible resources to integrate a field trip to any museum with a poetry analysis and creative writing assignment. The resources are aligned with the British Columbia’s English Language Arts Prescribed Learning Outcomes grades 9-12.Graduat
Beyond the sixties scoop: reclaiming indigenous identity, reconnection to place, and reframing understandings of being indigenous
Full text linkThis study used life experience methods to gather the narratives of seven adult Indigenous transracial adoptees who have reclaimed their Indigenous identities after experiencing closed adoption during the late 1950s through to the early 1980s. Participants had been members of Aboriginal (First Nations, Metis, Inuit) communities at birth but were then raised outside their Indigenous nations in non-Indigenous families. Through analysis of their stories, I identified four themes that marked their trajectories to reclamation: Imposed fracture (prior to reclamation); Little anchors (beginning healing); Coming home (on being whole); Our sacred bundle (reconciling imposed fracture). Their stories of reconnecting to their Indigeneity, decolonizing and healing illustrate their shifts from hegemonic discourse spaces that characterized their lived experiences as “other” to spirit-based discourses that center Indigenous knowledge systems as valid, life affirming, and life changing. This dissertation contributes to the debate on state sanctioned removal of children and the impacts of loss of Indigenous identity in Canadian society. My findings indicate that cultural and spiritual teachings and practices, as well as, the knowledge of colonization and its impacts on Indigenous families, communities, and nations, all contributed to adoptees’ healing and ability to move forward in their lives. Key recommendations include: further exploration of the concept of cultural genocide in relation to settler-colonial relations in Canada; further examination of the intersection of counter-narratives, resistance discourse, and colonial violence; increased investigation of the connections between Indigenous knowledge systems, living spirit-based teachings and educative aspects of community wellness; and more research examining education beyond formal schooling, including the formative effects upon Indigenous youth of social values, public policy, and legal frameworks.Graduat
"It's not just about signing out books!" From Library to Library Learning Commons: A Catalyst for Change
Full text linkThis project was pursued to examine one teacher’s journey to transform a traditional library to a library learning commons and the challenges that were encountered. There was little mention in the literature reviewed of the challenges educators experience when redefining and transforming a library to a library learning commons. Furthermore, literature pertaining to educational change remains separate from the literature documenting the vital role a library learning commons can play in creating a culture of change in a school setting. This project draws from both literatures. In doing so, this project provides insight to School Districts and Provincial policy makers of the potential teacher librarians have as change agents within our education system. It also magnifies the pivotal role a defined, well stocked and well staffed library learning commons can play in pedagogical change. The library learning commons may be the perfect space and place to support the shifting educational paradigm in British Columbia as framed by The British Columbia Education Plan (2011).Graduat
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