Faculty of Education -- Graduate Theses

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https://hdl.handle.net/10587/592

Graduate theses completed in the department of Education as part of:

Master of Education (Concentrations in: Lifelong Learning, Curriculum Studies, Educational Foundations, Educational Psychology, Elementary and Middle School Education, Literacy Education, School Psychology)
Master of Arts in Education (Research)
Master of Arts in Education
Master of Arts in School Psychology

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Now showing 1 - 10 of 306

Resisting Readin’, Writin’ and ‘Rithmetic: Stories from Inside a Classroom Panopticon
(12-20-2012) Sales-Driscoll, Heidi
This study is an account of teacher resistance in an intermediate classroom. It is an examination of the ways in which resistance to dominant school Discourses was possible, and sometimes not possible. This study involves four main stories of resistance. The first story in the introduction shows how and why I became resistant to many of the dominant Discourses controlling my classroom Panopticon. In the second story, I find space within my classroom to resist the dominant Discourse of standardized tests, by acting on students’ questions of and disdain for them, despite feeling the pressure of surveillance. In the third story, I demonstrate how resistance was possible within the constrictive structures of Teacher Performance Appraisals (TPAs) and Professional Learning Communities (PLCs). The final story outlines how I, being in relations with others, also exercise power, and that others will resist this, namely, my students. This study ends with reflections on the dynamics of power and resistance, and outlines the current dominant Discourses I face.
Race, Class, and Gender: A Snapshot of African Nova Scotian School Experiences
(Mount Saint Vincent University, 2001-03) Bernard, Candace
This thesis explores multiple oppression based on race, class, and gender in relation to the school experiences of African Nova Scotians. An Africentric paradigm guides this exploratory, qualitative study. It attempts to extend a single foci analysis based on race to include a perspective that examines the school experiences of African Nova Scotians based on a multiaxal system of oppression. Twelve African Nova Scotians males and females between ages 18-35 were interviewed. They were all educated in the Nova Scotian public school system. Participants were asked to reflect on their educational experiences, and answer specific questions about race, class, and gender oppression during individual interviews. Many participants presented a clear analysis of how each form of oppression i.e., race, class, and gender frames their lives, in particular their educational experiences. However, race was the primary focus of the participants’ narratives and it was a challenge to articulate the experience of multiple oppression. This thesis explores the complexities, which arise when the concept of multiple oppression is applied to an analysis of African Nova Scotian school experiences. It attempts to bring new insights into the current discourse on African Canadians and schooling.
Rethinking the Nature of Youth Smoking Behavior: Investigating the Biopsychosocial Factors
(Mount Saint Vincent University, 2001-08) Clark, Jennifer L.
The purpose of this study was to investigate the biopsychosocial factors that influence youth smoking behavior. Sixty-four high school students completed surveys for one phase of the study. Thirty-six other students participated in an interview phase, which in addition to questions on the influence of biopsychosocial factors, included questions pertaining to perceptions of other smokers and recommendations for school programming around youth smoking. Analysis of the data indicated that a combination of biological, psychological and social factors influence youth smoking behavior across smoking classifications (current smokers, ex-smokers and nonsmokers) and across gender although this was less apparent. Student perceptions of other smokers tended to focus on the notion that smoking is a personal choice as well as on the reality of smoking’s negative health effects. Student’s recommendations for schools centered on the following themes: real life examples, prevention, and support during the quitting process. The author also provides recommendations.
The Relationship Between Selective Aspects of Metalinguistic Awareness and Degree of Second Language Acquisition in Emergent Readers
(Mount Saint Vincent University, 2001-09) Clare, Lauren
The purpose of this study was to determine whether knowing a second language would be related to having greater phonological and word awareness skills than their monolingual peers. Three groups of kindergarten children, of varying levels of second language experience participated in a variety of tasks examining their phonological and word awareness skills. One group was fluent in French and English (bilingual), one group was in a French immersion program (immersion), and the other group spoke English and had no exposure to a second language (monolingual). Results indicated similar abilities among the three groups of children in terms of their phonological awareness abilities, with the exception of segmenting syllables and phonemes. The bilingual group scored significantly higher than the immersion group when manipulating syllables and the immersion and monolingual group scored significantly higher than the bilingual group when manipulating phonemes. In the “moving word” word awareness task, both groups of children with a second language background performed significantly better than chance, whereas the monolingual group did not differ from chance. The findings suggest that by the end of the child’s first year of formal literacy instruction, second language advantage may only exist in the area of manipulating syllables and increased awareness of print. Therefore, children possessing a second language have some increased metalinguistic skills which may be beneficial in learning to read.
The Dalhousie University Medical Humanities Program
(Mount Saint Vincent University, 2005-05) Geldenhuys, Laurette
Although interest in the role of the humanities in medical education is increasing in Canada, literature on the subject is scanty. The following is a case study that describes and analyzes the Dalhousie Medical Humanities Program. The aim of this study is to add to the literature on the humanities in medicine; provide information for others elsewhere in Canada and internationally who would like to develop their own medical humanities programs; illustrate the benefits of the program to encourage ongoing support for the program; and enable participants to set new goals for the program. Review of the literature reveals a renewed interest in the medical humanities. This thesis identifies reasons for, obstacles to, and models for introducing the medical humanities into medical curricula. A detailed description of the history and components of the Medical Humanities Program at Dalhousie University illustrates that, in keeping with the trend elsewhere in the world, there is a strong presence of the medical humanities at Dalhousie University. The program was the first of its type in Canada, and the only program in the world that boasts a well-developed medical music program. Review of the results of a survey of the medical community on their awareness of, involvement in and opinions on the program, shows that among the responders there was great enthusiasm for the program. Survey participants felt that the program was excellent and essential. Dalhousie was seen to be a national leader in the medical humanities, and the program is a great attraction for some prospective medical students. Compared to other medical schools in Canada, Dalhousie is indeed a leader in the medical humanities in Canada. Future opportunities for the program include developing a stronger presence of the history of medicine in the medical curriculum; developing a master’s program in the medical humanities; and formal evaluation of the program. A more in-depth study of medical humanity activities at other medical schools is needed in order for us to place ourselves in the context of our peers, and for us to learn from one another in order to continually improve the quality of medical education in Canada.
Cultural Learning in Medicine
(Mount Saint Vincent University, 2005-06) Doering, Michele
Many papers have indicated that the medical school experience has a negative impact on the attitudes of medical students (Becker, 1958; Knight, 1981; Muller, 1984; Retzel, 1974; Rosenburg & Silver, 1984; Weinstein, 1983; Wolf, 1989). The social structure of medicine and the culture of medicine each make a significant contribution to the development of students as they develop their identities as physicians. This thesis attempts to enrich current formulations of the forces that influence the development of the medical student by utilizing literature and research from education, anthropology and psychology. Individuals grow and develop by participating in a culture and simultaneously the culture evolves because of the participation of individuals. The medical culture exerts a powerful influence on the student to develop along acceptable trajectories within the medical culture. A major task for medical students is to develop their identities as physicians. As they follow their trajectory through medicine, they must reconcile past experiences with present ones as they create identities for themselves. The medical school class forms a community of practice where significant learning occurs. Taken together, the different communities of practice of medicine form a constellation of communities, which constitute the culture of medicine. Medical students occupy a unique position not only within their medical class community of practice, but also within the communities they visit and within the overall culture of medicine. Understanding these social relationships may help us understand better the forces that direct the development of students. Changes to the medical culture can occur and this may be facilitated by changes in medical education. Hopefully this thesis can stimulate further discussions about the struggles that students face when exposed to the culture of medicine and the potential curriculum changes that could better support student development.
Start With the Child Developing Potential in Education
(Mount Saint Vincent University, 2005-06) Gallant, Christine
The Nova Scotian Public School Program has identified the development of individual potential as essential to their primary mandate. From personal classroom experience, I have found a considerable lack of attention to the needs and learning styles of many students, leaving them without the tools to uncover or capitalize on their particular potential or strengths. To discover how schools have ended up with a narrow view of student potential, I have researched the evolution of schools in Canada, a system that grew alongside a new and developing country. I also examine some of the individualities students are bringing to the classroom and what potentials are being overlooked. This thesis investigates systemic production and reproduction of racial, gender, ability, and class-based inequities through an education process that has seen little change since its inception over one hundred years ago. I conclude by discussing some of the changes that our school system must consider in order to meet the needs of all students’ potential. Reproduced
The Everyday Lived Experiences of People with Cervical Dystonia: A Qualitative Approach
(Mount Saint Vincent University, 2005-06) Williams, Joanne Nathanson
Cervical dystonia (CD) is a chronic neurologic disease which has been extensively studied in terms of diagnosis and treatment and treatment outcomes. The resulting psychological manifestations of chronic diseases is well- documented. The majority of the studies on CD take a post-positivist quantitative approach therefore there is a lack of rich descriptive research done in this area from the perspective of the person living with this disorder. The aim of this study is to add to the body of literature on CD by providing a description of the impact that CD has had on the lived experience of people with CD. This was accomplished by performing two open-ended long interviews with people with CD. The data was transcribed verbatim and analyzed using thematic analysis looking for key themes relating to the impact of CD on lived experience in their daily lives. It was found that CD greatly impacted the participants’ daily lives in terms of limitation of activities because of social embarrassment, pain and physical limitations. Those with more severe CD were most impeded in their activities of daily living but over time were able to make adjustments in their lifestyle to accommodate their disease and find deeper meaning in everyday experiences.
Exploring Teachers’ Perceptions of Psychological Reports and Their Decision to Read Reports and Implement Recommendations
(Mount Saint Vincent University, 2005-07) Hull, Angela
The current study used a questionnaire to explore 15 elementary school teachers’ perceptions of psychological reports. Teachers indicated the extent to which internal variables (those inherent to reports, such as clarity) and external variables (those external to reports, such as the school psychologist’s experience) impact their decision to read reports and implement recommendations. Overall, teachers rated all variables as having at least somewhat of an impact on their decision to read reports and implement recommendations. As well, all teachers indicated that they perceive all sections of reports as at least somewhat useful, and that they attempt to implement recommendations at least some of the time. Most teachers reported typically reading entire reports, and all teachers reported typically reading the majority of report sections. Teachers predominantly mentioned external variables related to classroom workings when listing factors that impact the frequency with which they attempt to implement recommendations.
Teaching Students at Disadvantage: Successful Strategies Implemented by Teachers in the Classroom
(Mount Saint Vincent University, 2005-07) McGrath, Joan T.
This qualitative, phenomenological thesis investigated and examined successful strategies for teaching students at disadvantage in Nova Scotia classrooms. Three elementary teachers participated in this research study. These participants (a resource teacher, a resource / administrator, and a classroom teacher) were interviewed using a structured interview format and audio taped. Once transcribed, data was analyzed through qualitative means using the Grounded Theory Approach. My main focus was literacy instruction in the elementary school including grade primary to six. Across these grade levels, I inquired into how participants balance their teaching strategies to include students at disadvantage, what successful strategies they found enhanced their learning, how they measured success for students at disadvantage, what these teachers thought the parent’s role was in their child’s education, what concerns or challenges these teachers faced in their classrooms on a daily basis, and what part administrators played in helping teachers cope with students at disadvantage. All three participants demonstrated mixed feelings about the word disadvantage. The literature denotes several meanings. Participants agreed that respect for the learner was the first essential step in teaching students at disadvantage for success. All teachers felt it is a team effort including administrators, classroom and learning center teachers, parents, program assistants, specialists, outside agencies, including the health care system, working together for the success of students at disadvantage. Another factor important for their success was to allow them to become critical thinkers. I describe what participants do to recognize and teach students at disadvantage successfully in Nova Scotia classrooms. In other words, what constitutes exemplary practices being carried out in Nova Scotia classrooms?

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