Graduate Theses

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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.
Breastfeeding Adult Learning Experiences: Women’s Stories
(Mount Saint Vincent University, 2001-01) Brann-Barrett, Mary-Tanya
Breastfeeding is a form of life sustaining work that only women can perform. It is learning and doing that exist within the lifeworld. Much of the work done by women in the homeplace and in their roles as mothers is valuable sustenance labor performed in society. Yet, like other work performed by marginalized people it is often undervalued by those who control the systems in power (Hart, 1992). The knowledge, the language and the understanding women need to help create a successful breastfeeding experience has, in some cases been buried (Dettwyler, 1995; Palmer, 1988). Despite these obstacles there are many mothers who develop methods to breastfeed their children. After years of decline, current statistics boast an increase in the numbers of women who choose to breastfeed in Nova Scotia. While the numbers are still lower in the Cape Breton region there has been a significant increase since 1979. An increased understanding of the value of breastfeeding and the technique required to breastfeed most certainly has influenced the decision of many women to breastfeed. However, a mother’s success is influenced by a myriad of factors. For women who choose to breastfeed, learning the practice of breastfeeding can be a significant adult learning experience. The purpose of this thesis is to explore the adult learning experiences of women living in Industrial Cape Breton, Nova Scotia. The focus is twofold. First, adult learning strategies women used to inform themselves about breastfeeding as an infant feeding choice are determined and, second, how these strategies impact the success of their breastfeeding experience is explored. Focus group interviews were selected as the best method of data collection for this particular study. They allow for a substantial amount of data to be collected while also creating a group setting where women could share their stories with other women. Two focus groups of four women from Industrial Cape Breton were conducted. The participants were white, middle to upper-middle income women with varying levels of post-secondary education. Based on the data generated by the women in the study, a breastfeeding adult learning model was developed. It shows the adult learning appeared to progress along a chronological continuum that began when the women first contemplated breastfeeding as an infant- feeding choice and continued often past the weaning stage. There emerged three distinct phases along this continuum: 1) the initiation phase, 2) the lived experience phase, and 3) the retrospection phase. Throughout each phase the women appear to utilize a number of learning approaches which involve knowing, feeling, doing and retrospection, enabling them to learn how to breastfeed and how to tackle the obstacles that they face throughout the process.
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.
A Critical Assessment of the Development Process for a HACCP Implementation Manual for a Healthcare Foodservice Operation - The Dartmouth General Hospital
(Mount Saint Vincent University, 2001-10) Corbett, Lesley Erin;
The use of a food safety program in a healthcare foodservice operation is instrumental in safeguarding the health and welfare of patients, their families and staff from foodbome illness. The Hazard Analysis Critical Control Point (HACCP) system has become the most widely accepted program for controlling food safety. HACCP was designed by the food industry; however implementation of a HACCP program is relatively new to the foodservice industry. Objectives: To assess the HACCP readiness of the six sites comprising the Central Regional Health Board (CRHB), now known as the Capital District Health Authority (CDHA); to assess the food safety knowledge and practice of foodservice employees; to develop a HACCP implementation manual and HACCP education and training materials for the pilot site - Dartmouth General Hospital; to determine the relevance of the change management approach to HACCP implementation. Subjects There were five managers who participated in the study. A total of 78 questionnaires were distributed throughout the CDHA; 35 were completed and returned yielding a 45% response rate. Experimental method: Semi-structured interviews were conducted with the managers of each foodservice operation, followed by an on-site audit of each facility according to HACCP prerequisite guidelines. A practice and knowledge questionnaire was developed and administered to the foodservice staff of CDHA to determine their current food safety knowledge and practices. Findings & statistical significance: All sites were investigated on a site-by-site basis, and there were inadequacies detected in each area of the HACCP prerequisite programs. If HACCP certification were sought at the point in time when the on-site audit was conducted, no site would have satisfied the requirements. There was no formal sanitation program in place at any facility of the CDHA, nor was there a policy on training and/or retraining of employees in terms of food safety, hygiene and sanitation. There was no significant difference between both average practice and average knowledge scores at each site. Ninety-seven percent of respondents had completed the provincially recognized safe food-handling course. There were HACCP implementation tools developed to help ease the transition into a HACCP compliant establishment. Conclusions & implications: Based on the findings of this study, there needs to be an in- depth review of each site’s prerequisite programs, as they comprise 70% of an effective HACCP program. There also needs to be a sanitation program developed and implemented to protect against areas of contamination that may not be corrected or prevented by a HACCP program. The change management approach involves introducing a substantial change in the working environment of employees; therefore education, training and employee input are essential keys to success and compliance of the program. The more they participate, the more pride they will have in their HACCP program, therefore making the transition easier.
Living in Canada: Experiences of Newcomer Youth from the Former Yugoslavia
(Mount Saint Vincent University, 2004-04) Karlovic, Valerija
An increasing number of studies and personalized accounts recognize significant issues of Canadian immigrant children and youth as they and their newcomer families adjust to living in Canada. Challenges involved in learning English as a second language, adapting to the Canadian public education system, facing possible isolation and loneliness, and experiencing difficulty building new friendships in Canada are some of the impediments Canadian newcomer children and youth encounter following arrival, regardless of their particular cultural background and affiliation. These and other adjustment challenges are often compounded for immigrant and refugee children and youth from countries tom by conflict, and who, understandably, bring with them the impact of their extraordinary pre-immigration circumstances, their separation from, or loss of, cherished familial and other relationships, and uncertainty about their lives in a new country. The present research, utilizing qualitative inquiry, elicited the voices, attitudes, perspectives, and opinions of newcomer youth from the Former Yugoslavia, for the purpose of exploring, discovering, and understanding their earlier and current adjustment experiences while living in Canada. Three focus groups (two with younger youth, 13-15 years old, and one with older youth, 16-18 years old) and four individual interviews were conducted with 26 volunteer participants recruited from the Former Yugoslavian community in the greater Halifax Region Municipality. The interview sessions were audio-taped and collected data were transcribed, translated (one individual interview was conducted in Serbo-Croatian), and analyzed utilizing systematic cross-comparative coding, by which the researcher eventually organized the findings for discussion within four major categories: Cultural Affiliation/ Retention, Pre-Immigration Experiences, Newcomer Experiences, and Supports and Services. Recommendations, in accordance with the research findings, are presented for the participant youth and various significantly related/ impacted groups (parents, schools, media, community, educational and government sectors).
Women-Centred Sensitive Practice Guidelines for Weight Issues: A Proactive Primary Prevention Approach
(Mount Saint Vincent University, 2004-12-16) Thille, Patrica H.
Weight preoccupation and body dissatisfaction affect the majority of Canadian women and can foster behaviours that adversely affect their well-being. Rather than understanding these attitudes and behaviours as the problem s o f individuals, socio cultural, models argue that the environments in which we live influence these experiences. The cultural institution of Western medicine has been named as one socio-cultural contributor to the idealization of thinness and weight discrimination. The purpose of this research is to highlight how the behaviours of health care professionals influence women’s sense of body satisfaction and weight preoccupation as well as their health care access and health outcomes. This study critically examines the discursive patterns in fifteen women’s stories of weight-related discussions with health care professionals and presents an alternative model for clinical care (“sensitive practice guidelines”) that responds to concerns articulated by the ‘health at every size’ approach and by broader critiques o f the culture of medicine.
Food-related Beliefs, Attitudes, Knowledge, Eating Patterns and Intended Classroom Food Practices of BEd Students
(Mount Saint Vincent University, 2005-03) MacEwen, Melissa
Children and youth are at an impressionable age, and their eating habits and nutritional health are influenced by a variety of people in their immediate environment. Children and youth learn by example and the eating habits they acquire early in life are often carried into adulthood. Teachers are key role models for children and youth, and through daily routines they are given the opportunity to model and communicate valuable nutrition information. It is important to focus on Education students as they will become role models for children and youth. It is crucial to raise awareness of how their own healthful habits can have long term benefits on the health of children and youth. This research project explores the association between the food related beliefs, attitudes, knowledge, eating patterns and intended classroom food practices of BEd students. Each of these factors can potentially affect the development of heartily behaviors of children and youth. Teachers have the ability to play an important role to better the students’ day-to-day lifestyle at school. However, since health courses for education students are elective; many future teachers must rely on their previous knowledge and values for this important issue, whatever their perception may be. One hundred and three students (79% response rate) enrolled in both the elementary and secondary BEd program at Mount Saint Vincent University completed a self-administered questionnaire adapted from the TEENS Teaching Staff Survey. Univariate statistics were used to describe the variables involved, while mixed model analysis of variance was used to examine tlie association between the variables. Bandura’s Social Cognitive Theory (SCT) and Bronfenbrenner’s ecological model provided a theoretical framework for understanding the influence of social environmental factors on the development of health behavior. Study findings show that although 93% BEd students confirmed the importance of a healthy school food environment, two-thirds intended to use unhealthy classroom food practices (candy in particular), 65% reported high-fat or very high fat intakes and most (72%) respondents had mid-to-low nutrition knowledge levels. Respondents who demonstrated ‘less support for a healthy school environment’ were more likely to promote unhealthy classroom food practices. As well respondents who had high fat intakes and low perceived health were approximately 3 times as likely to use the cafeteria, canteen or vending machines than those with low fat intakes and high perceived health. Overall, results suggest that BEd students in this study recognize the importance of a healthy environment; however, they report knowledge, attitudes and behaviors which may act as barriers to their having a positive impact on student’s eating habits in their future role as teachers. It is important that school and health professionals continue to campaign for the development and implementation of policies and programs that support teachers in creating a healthy school environment. Research suggests that attention to the health related needs of teachers is required if significant and sustainable changes in the comprehensive school food environment are to be achieved. It is also important that teachers succeed as positive role models and contribute to normative practices that support the development of healthy eating behaviors. Study findings reinforce the need to have policies and programs that support teachers in establishing healthy classroom practices and compulsory nutrition education training for BEd students.
Childhood obesity in the family environment: Family rules and the diet quality of New Brunswick school children
(Mount Saint Vincent University, 2005-04) Young, Margaret Hilary

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