MSVU e-Commons

The MSVU e-Commons is the institutional repository for Mount Saint Vincent University. It allows MSVU faculty, students, and staff to store their scholarly output, including theses and dissertations. Works in the e-Commons have permanent URLs and trustworthy identifiers, and are discoverable via Google Scholar, giving your work a potential local and global audience.

In addition to free storage, the e-Commons provides Mount scholars with an open access platform for disseminating their research. Depositing your work in the e-Commons complies with the requirements for open access publication of work supported by Tri-Agency funding (CIHR, NSERC, SSHRC).

If you would like to deposit your work in the e-Commons, or you have any questions about institutional repositories, copyright, or open scholarship, please contact the MSVU Library & Archives.


Recent Submissions

Does How We Measure Vocabulary Breadth Influence its Relationship to Reading Comprehension in Young Elementary School Students?
(Mount Saint Vincent University, 2022) Innes, Olivia
A large body of research exists supporting the relationship between vocabulary and reading comprehension, and for younger children between vocabulary and phonological awareness. Vocabulary is frequently measured using the Peabody Picture Vocabulary Test (PPVT), and several recent studies have used shortened versions of the PPVT in explorations of oral language contributions to reading comprehension. This study examined whether these shortened versions of the PPVT are as strongly predictive of reading comprehension (in a sample of first and second grade students; N = 62) and of phonological awareness (in a sample of kindergarten and first grade students; N = 45) as the full test. A second focus of this study was on the relationship between children’s reaction times to correctly identifying items on this vocabulary measure and reading comprehension, as it has been suggested that speed of recognition may account for unique variance in children’s understanding of texts. It was found that the two shortened forms and the full version of the PPVT-5 were not differentially predictive of phonological awareness (in kindergarten and first grade students) or of reading comprehension in first grade students. However, for the second-grade students, one shortened version (every fourth item included) was not as strongly related to reading comprehension as the full version of the PPVT. Turning to the second focus of this study, reaction times to recognize vocabulary items did not explain unique variance in reading comprehension in equations which accounted for the variance explained by grade, word reading, and vocabulary breadth. Overall, the findings from this study raise questions about substituting shortened versions of the PPVT in examinations of the relationship between vocabulary and other reading measures. Furthermore, individual differences for recognizing vocabulary items may not be meaningfully related to reading comprehension in young first and second grade students; a question to be further explored in future research.
Voices of Child Marriage Survivors: Understanding the experiences of child marriage through the first voice perspectives
(Mount Saint Vincent University, 2022) Kazungu, Jeanine
This qualitative thesis explored and interpreted the experiences of child marriage survivors through their first voice perspectives (former child brides) and examined the exit strategies that they used to escape their unions. The study examined five video data recordings published on the YouTube platform in the form of recorded testimonies voiced and narrated by child marriage survivors. Video recordings were transcribed verbatim, and an inductive approach was used for coding and organizing themes that emerged from the data. Simone de Beauvoir's feminist theory, plus a child's right-based approach, along with other feminists' perspectives, were utilized as the theoretical framework to interpret the findings. The findings indicated that child marriage is a gendered problem that undermines the rights of girls and has detrimental outcomes on the young bride's health. Four themes emerged: The coercion of parents and these women’s lack of agency in decisions to marry; experiences of interrupted education, childhoods and health consequences; and society's failure in preventing their marriages, or in supporting them while in the union. The analysis also found that – apart from acquiring an education and police involvement - there were no common elements, or a direct path, in the ways in which the child brides escaped. The routes used varied according to the severity of their experiences and the influences of the environment in which they lived. Listening to the voices of former, current and potential child brides was deemed to be central in the movement against the practice of child marriage and in their protection.
Exploring Food Insecurity, Gender, and Familial Foodways of Female Spouses of Canadian Armed Forces (CAF) Personnel
(Mount Saint Vincent University, 2022) Littler, Catherine
CAF families are composed of ~68,000 regular members and 27,000 reservist members (Department of National Defence, 2021). Military life can be particularly difficult for military spouses who adapt routines, living situations, employment, and parental responsibilities, while managing deployment stress of their military-member spouse (Norris & Smith-Evans, 2018; Norris et al., 2018). Military family research has focused on family members’ physical and mental health in relation to operational and/or post-traumatic stress (Cramm et al., 2019; Norris et al., 2018; Ostler, 2018; Skomorovsky et al., 2019). Little is known about how military life impacts family foodways.
A Multi-Tiered System of Support for Teacher Professional Development in Social-Emotional Learning in Nova Scotia
(Mount Saint Vincent University, 2022) Lewis, Sarah
This thesis will propose a Multi-Tiered System of Support (MTSS) for sustainable and embedded teacher professional development in social-emotional learning in the province of Nova Scotia. Since teachers in Nova Scotia are now responsible for supporting the well-being of their students after the implementation of the Inclusive Education Policy in Nova Scotia in 2020, there exists a gap in available teacher professional development for social-emotional learning. This thesis will provide an overview of MTSS models, including critical components like being data-driven and using evidence-based practices. After explaining the importance of evidencebased practices, it will provide an overview of the literature on effective professional development and social-emotional learning. The proposed model will consider the resources and structures already in place in Nova Scotia, including the specialization of school psychologists.
The Roles and Responsibilities of Nova Scotia School Psychologists in Inclusive Education
(Mount Saint Vincent University, 2022) Mahoney, Andrea
Inclusive education is a contemporary health issue and has become a central goal of education systems and policies, influencing the roles and responsibilities of education systems and educators. Currently, in Nova Scotia, there is a lack of direction and information on school psychologists' possible roles and responsibilities in inclusion/inclusive education. In addition, there is little information in terms of research and literature that indicate the role(s) school psychologists have in inclusive education. This study aimed to understand and outline Nova Scotia school psychologists' possible roles and responsibilities. In order to outline the possible and potential roles, all Nova Scotia inclusive education documents were collected and analyzed with several factors of analysis. By examining recommendations from seven inclusion documents, several recommendations could be satisfied by the competencies of school psychologists. The frequently appearing competencies outline Nova Scotia school psychologists' possible roles and responsibilities in inclusive education.