Graduate Theses
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- ItemTurning the Dial: A Quantitative Discourse Analysis to Study the Opportunities and Limitations for Women in Podcasting(Mount Saint Vincent University, 2022) Venas, KateThis graduate research project was conducted to survey the opportunities, constraints, and limitations for women participating in podcasting, while querying the historical opportunities and limitations available to women involved in radio. Are the opportunities for women in podcasting in juxtaposition or in tandem to the history of gender in radio? To identify these queries, a thematic discourse analysis was conducted with the texts of the 2017 Werk It Women’s Podcast Festival, supported by an overview of the current state of the relationship between gender and podcasting. Seven themes were subsequently identified and interpreted based on the gendered history of radio, the present and future of podcasting, and my own experiences working as a young woman in commercial radio.
- ItemThe Acute Effect of a Pizza Meal with Partial or Complete Replacement of All-Purpose Wheat Flour with Lentil Flour of Similar Particle Size on Postprandial Blood Glucose, Subjective Appetite, and Food Intake in Healthy Young Adults(Mount Saint Vincent University, 2022-12) Thamotharampillai, GowshiggaLentil consumption has been associated with a lower glycemic response. Previous in vitro study has shown that the larger the particle size of lentil flour, the less glucose is produced in the process mimicking the digestion in the gastrointestinal tract (Kathirvel et al., 2019). With the limited information reported on particle size in studies comparing various food flours and powders, it was unknown whether the differences detected in metabolic responses were determined by a difference in particle size, or composition, or both. The objective of this study was to investigate the effect of a pizza meal formulated with either lentil flour or wheat flour of similar particle size or their combination on postprandial blood glucose, subjective appetite, physical comfort and food intake. We hypothesized that the partial or complete replacement of wheat flour with processed lentil flour of similar particle size in a formulated pizza would result in lower blood glucose and subjective appetite due to a higher content of resistant carbohydrates and protein in lentil flour compared to wheat flour.
- ItemSupporting Teachers Working With Children With Attentiondeficit/Hyperactivity Dissorder in the Inclusive Classroom.(Mount Saint Vincent University, 2022-12) Rath, MariaStudents with attention-deficit/hyperactivity disorder (ADHD) often present with behavioural, academic, and social difficulties in the school context. Teachers are often not adequately trained to address the varied needs of students with ADHD, which can result in impairment and a lack of support. The purpose of this implementation study was to assess an online intervention designed for use by classroom teachers of students with ADHD. Teachers were recruited from across Canada to participate. 151 teachers were enrolled in this study and as such were given access to the ADHD module of Accessible Strategies Supporting Inclusion for Students by Teachers (ASSIST) and asked to respond to a variety of questionnaires assessing effectiveness, implementation, satisfaction, and possible impacts of the COVID-19 pandemic. Data was collected using a mixed-methods approach. Descriptive statistics, computer-generated statistics, paired-sample t-tests, and content analyses were used to examine the data using the RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework. Analysis showed that recruitment resulted in a diverse sample of teachers whose attitudes and beliefs about students with ADHD improved significantly after completing the program. Participants reported being highly satisfied with ASSIST for ADHD but that the COVID-19 pandemic imposed some barriers to the implementation of ASSIST strategies in their classrooms. The results of this study suggest that ASSIST has enormous potential to become an affordable and accessible way to provide teachers with evidence-based strategies for supporting students with ADHD in the inclusive classroom.
- ItemSupporting Teachers When Working With Students With Autism Spectrum Disorder in the Classroom(Mount Saint Vincent University, 2022-12) Trask, MaggieASD symptomology can make aspects of the general inclusive classroom challenging for students with the disorder, and classroom teachers report lacking the knowledge and the skills necessary to provide adequate instruction to their students with ASD. The Accessible Strategies Supporting Inclusion for Students by Teacher (ASSIST) program introduces evidence-based strategies for teachers of students with neurodevelopmental disorders in an adaptable, feasible, accessible, and manageable way. This study explores the implementation, effectiveness, and satisfaction of the ASSIST for ASD module using the RE-AIM framework while considering the impact of the COVID-19 pandemic. Method: Data was collected from Canadian classroom teachers using a mixed methods approach. Results: After completing the program, teachers reported using many of the ASSIST strategies semi-regularly and continued to do so 6-months post-intervention. There was no indication of clinical effectiveness and teachers were overall satisfied with the program. However, results were likely impacted by the COVID19 pandemic as engagement was an issue. Clinical implications and future directions were discussed.
- ItemSupporting Teachers Working with Students with Learning Disabilities in the Inclusive Classroom(Mount Saint Vincent University, 2022-12-15) Villars, KelseyTeachers have reported lacking the training and knowledge to support students with learning disabilities (LDs), thus the Accessible Strategies Supporting Inclusion for Students by Teachers (ASSIST) has been developed to support teachers in their work with students with LDs. This hybrid implementation-effectiveness study employed the RE-AIM framework to address research questions on the implementation, effectiveness, satisfaction of the ASSIST for Learning Disabilities (LD) program, and the effects of COVID-19 on implementation. Method: Data was collected from Canadian general classroom teachers using a mixed-methods approach. Analysis: Descriptive statistics, computer-generated statistics, paired-sample t-tests, and content analyses were used. Results: After completing the program, teachers’ attitudes and beliefs about students with LD significantly improved and teachers were highly satisfied with ASSIST for LD. ASSIST for LD was able to reach a wide array of teachers, was implemented with fair fidelity, but COVID-19 proved to be a major limitation to implementation. Conclusions: It is hoped that the results of this study encourage the use of ASSIST among teachers to support them in their work with students with LD.