Master Theses & Projects (FEDU)

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Abbott Elementary’s principal Ava Coleman - a contrast for Black female administrators
(2022-11-01) Elango, Gillian; Petrarca, Diana
Using Mikos’ (2014) film analysis technique, the role of Ava Coleman in the mockumentary sitcom Abbott Elementary is dissected and contrasted to the researched experiences of Black women principals. The research on Black Female administrators provides a starting point of contrast in examining stereotypes and leadership styles. Further, comparisons are also reviewed based on findings of media portrayals of Black women and school principals. All thirteen 23-minute episodes of the series' first season provide the data source for research. Using Hill Collins's (2000) Black Feminist Theory framework, implications regarding the ability of the role to offer a differing narrative of what it means to be a Black woman in educational leadership are realized.
Academic integrity policy and support provisions: are Ontario colleges setting international and multilingual learners up for success?
(2022-07-01) Gibson, Steacy D.; Eamer, Allyson
With the meteoric rise of international students on college campuses across Ontario, institutions must be committed to provide support and continued discourse around multiple educational and cultural perspectives. One area of concern that has been overlooked in the literature is how international students are supported in understanding academic integrity from a western perspective. Through a mixed-methods approach, an investigation of the academic integrity policies and available support was conducted on each of Ontario’s 24 publicly funded colleges. Additionally, relationships between regional international enrolment and academic integrity support were analyzed. Findings suggest that most colleges in Ontario do not meet the exemplary elements of academic integrity policy and fail to support their international students to access and understand academic integrity policy. It is suggested that colleges invoke a more holistic approach to academic integrity, involving the voices of the international community to encourage a more anti-deficit and equitable understanding of academic integrity from a western perspective.
Academic success courses at Ontario colleges: a qualitative analysis of syllabi
(2020-07-01) Parsons, Jesse A.; Campbell, Brian; Hunter, Bill; Stokes, Joe
Ontario Colleges expanded enrolment and reached into populations that traditionally did not attend post-secondary (Rae, 2005). The challenge has been to support students who were not prepared for college-level academic work (Habley, Bloom & Robbins, 2012). Lennon, Skolnik and Jones (2015) pointed out that colleges have been providing curriculum arguably of high school equivalency. First-semester academic success courses have been a curricular response to these challenges. Academic success courses are a combination of learning skills, involvement, metacognition, motivation, and self-regulated learning (Tebe, 2007; Burchard & Swerdzewski, 2009; Rasmussen, 2013; Hoops, Yu, Burridge & Wolters, 2015). There does not exist a set or taxonomy of skills and student development concepts described in academic success course outlines from across the Ontario colleges. To fill this gap, I qualitatively categorized skills and student development concepts described within academic success course outline documents from across Ontario. The first step was a comprehensive scan of college program websites to determine the programs that incorporated an academic success course. Fifty-nine course outline documents were acquired for a content analysis of course descriptions and learning outcomes. The categorization of skills and concepts was based on a synthesis of literature on academic success, academic competencies, and the demands of industry. 304 programs incorporated an academic success course. Academic success courses were used in all college credentials. Results suggested that courses are widely used, though less so in the advanced credentials. Some courses were structured generically and applied across a range of programs while other courses were offered within programs using discipline specific language (e.g., business, heath). A qualitative content analysis revealed dominant course themes of academic skills and personal development. Learning outcomes seldom expressed reading and writing skills. Learning outcomes seldom expressed connecting to the college environment or services. Learning outcomes seldom expressed aspects of resourcefulness or resiliency. Recommendations for curriculum designers to address gaps in learning outcomes are offered. Further research is suggested to clarify the nature and use of academic success courses at the Ontario colleges.
AI Adventure Camp: developing critical thinking and ethical artificial intelligence literacy through design fiction and digital constructionism
(2023-04-01) Butler-Ulrich, Tess; Hughes, Janette
Artificial intelligence is an increasingly influential aspect of our lives. From GPS to Siri and Amazon Echoes, our data is collected, stored, and analyzed throughout the day. Despite the ubiquity of AI, most STEM curricula omit the social and ethical dimensions of interacting with AI and instead focus on developing digital skills, such as coding and programming. This may lead to a disparity between critical thinking and technical competency. It is urgent for youth to develop a balanced understanding of AI and the biases it can propagate to develop equity in STEM and propel comprehensive AI literacy in youth that blends technical competencies with critical thinking. Using the graphic novel Meehaneeto as a vehicle for these conversations, AI Adventure Camp aimed to facilitate conversations surrounding understanding the deeper implications of ethical and critical AI use through graphic novel narrative and building technical competency through coding challenges. This thesis explores the shifts in thinking that occurred over the course of the camp and examines the design challenges and successes of the first iteration of AI Adventure Camp.
An analysis of the freedom of expression policy in higher education
(2020-05-01) Batra, Charanjeet Singh; vanOostveen, Roland
This study examines free speech policy in general and specifically the free speech policy at one institution of higher education in Ontario, Canada, in order to better understand the complex interconnectedness between human rights and freedom of expression. The detailed, rigorous analysis of free speech policy was guided by Pal’s (2014) policy analysis framework, which encourages investigations of the normative, legal, logical and empirical aspects of a policy. The normative policy aspects include basic values and ethical principals underlying free speech policy. Also included here are Rogers’ (1969, 1995) freedom to learn within the context of humanistic education theory. The legal aspects include an examination of human rights and legal rights in Canada and Ontario. Logical analysis considers the paradoxes such as the paradox of tolerance (e.g. Habermas, 2003). The empirical elements of this study include a survey of students at one university asking about free speech and empathy. Students were also invited to engage in a knowledge co-creation activity working in an online community. This policy analysis framework provided a comprehensive way to investigate free speech. One unique contribution of this research is its cross-disciplinary approach to existing fields such as policy, law, humanistic education and technology. It explored new hitherto less-investigated relationships of free speech with empathy. The findings of this study indicate that a cross-disciplinary approach provides a comprehensive lens to understand the complexities of free speech and to inform related education research and policy analysis.
Analysis of the Integration of Universal Design for Learning (UDL) in PowerPoint Artifacts in an Ontario College Trades Course
(2020-12-01) Christopher, Deandra; Stokes, Joe; Barber, Wendy
Through a quantitative case study analysis of learning artifacts used in a skilled trades course at an Ontario community college, this research project examined PowerPoint presentation artifacts designed by a college instructor and assessed how they aligned with principles of UDL and the tenets of UDL curriculum design. Specifically, the artifacts were examined using the overarching three principles of the Center for Applied Special Technology’s UDL framework: (a) multiple means of representation (b) multiple means of action & expression and (c) multiple means of engagement, and within each of these then examined the four tenets of curriculum design (i) goals (ii) methods (iii) materials (iv) assessments.
Analyzing the impact of BYOD in secondary school English classrooms
(2018-08-01) Schellenberg, Derrick; Kay, Robin
There is limited research on Bring Your Own Device (BYOD) programs. This study explored the impact of a BYOD program on secondary school students’ engagement, learning process, and learning performance in English classrooms. Five grade 9 English classes (n = 80) from a suburban high school, with students between the ages of 13 and 16 years old, participated in the study. A mixed-methods design was used, with quantitative and qualitative data collected from four surveys administered throughout the course. The results indicated that students were positive about the impact of the overall BYOD program. Students reported that computer use positively-impacted engagement, but also asserted that computer use resulted in some distraction. Students indicated that the learning process improved in a BYOD setting, with contributing factors including increased accessibility, understanding, communication, management, collaboration, and feedback. Some students noted that several technical issues impeded their learning process. Finally, students reported that computers enhanced learning performance, including student productivity, the overall quality of student work, and student writing. Future research should explore the impact of specific teaching and learning strategies in a BYOD program on students’ engagement, learning process, and learning performance in K-12 classrooms in a broader range of subject areas.
Assessing the impact of a virtual lab in an allied health program
(2016-01-01) Goulding, Helene-Marie; Kay, Robin; Li, Jia
Demonstrating laboratory skills and competency in a hands-on laboratory requires effective pre-laboratory preparation, knowledge, and experience, all of which can be difficult to achieve using traditional teaching methods. The virtual lab is intended to facilitate effective preparation and to aid in the acquisition of skills in the microbiology laboratory. The purpose of this study was to investigate the effectiveness of an online virtual lab as a learning tool in an allied health program. Both qualitative and quantitative data were collected and analyzed to assess student attitudes towards the virtual lab. A convergent parallel mixed method design was chosen to compare the data from a Likert survey, open-ended questions, and a think-aloud protocol. The data converged to support the assertion that students had a positive attitude towards using the virtual lab. The virtual lab made skill acquisition easier and faster, helped them prepare for hands-on laboratory sessions, and was a tool they would use again without the need of extrinsic motivational factors. The key benefit of the virtual lab was that it enabled students to visualize procedures and reactions outside of the traditional laboratory setting. The study supports the conclusion that prior student visualization of procedures and reactions enhanced preparedness and performance in the laboratory environment.
“Can we keep blogging?”: Analyzing blogging in a grade six classroom as a trauma-informed practice for students and educators
(2024-02-01) Allum, Heidi M.; Laffier, Jennifer
Trauma-informed practice is a high-profile term in education, with multiple definitions and implementation strategies for classroom practice. Through phenomenological and case study methods, this study examines how one teacher uses blogging as a trauma-informed practice micro-move. Through blogging, trauma-informed practices address student safety, choice, and empowerment. The teacher changed trauma-informed practices based on student feedback from students' blogs. Results showed that blogging could be a trauma-informed practice. The teacher made subtle, yet powerful, changes in practice based on student feedback through blogging. More research is suggested for implementing trauma-informed micro-moves in the classroom and their impact on student well-being.
The challenges and benefits of assistive technology and educational programs for educators, caregivers, and youth with multiple exceptionalities/special needs
(2023-08-23) Ivan, Paula M.; Hunter, William J.
Assistive technology (AT) is a process that provides opportunities for youth with multiple exceptionalities/special needs to learn, grow, and discover meaningful avenues in order to navigate through an evolving digital world. A growing body of research literature suggests that when assistive technology is introduced into the educational curriculum by teachers, included in the educational system by stakeholders, and made accessible in the learning community; it has the potential to enhance digital literacy, language, and numeracy skills for youth with multiple exceptionalities/special needs. Assistive technology also has the potential to augment cognitive development, language development, social development, and physical development, while improving the overall well-being of youth with multiple exceptionalities/special needs. This systematic literature review is qualitative by nature and seeks to explore the broad question, “what are the challenges and benefits of assistive technology and educational programs for educators and families of youth with multiple exceptionalities/special needs in the educational system?”
ChangeMakers: exploring social consciousness through making and the Internet of Things
(2021-12-01) Robb, Jennifer A.; Hughes, Janette
Since the advent of the computer, digital technologies have transformed our engagement with society. Not only are technological competencies required for economic participation, they also facilitate creativity, self-expression, and personal fulfillment. Technology has also broadened citizenship beyond our local communities, necessitating the development of social consciousness and skills to navigate global challenges. Given the need for tools that facilitate digital competencies and social action in schools, this study investigated how passion-based making with the Internet of Things (IoT) could facilitate students’ involvement with citizenship and social justice. Over the course of a five-day makerspace camp, this study employed a qualitative multiple case study design to explore the IoT learning and social participation of ten elementary school students. The findings revealed meaningful development in participants’ understanding of concepts and concerns related to IoT, as well as thoughtful engagement with societal challenges through the construction of socially oriented IoT artifacts.
Children’s perceptions of mindfulness apps for enhanced learning
(2021-03-01) Eadie, Gillian; Laffier, Jennifer
Mindfulness, a practice that focuses on controlling breathing and the flight or fight response, has been used in schools to support students. This study explored student and teacher perceptions of a mindfulness app, Smiling Mind, used in a grade four ESL classroom over 16 weeks to develop emotional regulation to support learning. A mixed-method approach was used to answer the research questions: (1) did the students enjoy the mindfulness app and (2) did they perceive any influences from the app on their behaviour or learning? The results indicate that the students enjoyed and felt calmer using the app. Improvements in on-task behaviour and emotional regulation were also observed.
Co-designing instruction in virtual learning environments using AI
(2023-12-01) Ganesh, Aishwarya; Hunter, William
The literature was explored to determine how artificial intelligence (AI) systems and algorithms are currently being used in the co-design of learning within virtual learning environments. Through the analysis of literature, the study aims to retrieve multiple methods of AI assistance to ease or uplift the educator’s role in online learning design. The study determined a variety of themes that determine methods of AI use in online instruction, such as prediction, providing feedback, adaptive learning, and providing visualization of student data on learning management systems (LMS). The study also determined the importance of a repository of various student data input in AI algorithms, and the collaboration of educators and experts in the process of using AI systems. The key implications suggest the importance of bridging feedback immediacy and formative approaches to improving student performance in online environments. Furthermore, the study also determines the changing roles of stakeholders in the education process. Finally, it also suggests the potential to create a multifaceted AI system and an effective LMS that supports such features.
A comparative study of braille as a tactile orthography with the auditory orthography oval to teach reading to preliterate, English as an additional language, adult learners who have visual disabilities
(2022-12-01) Strutzenberger, Michelle J.; Eamer, Allyson
The purpose of this study was to investigate the affordances of the tactile orthography of braille in comparison with the newly developed auditory orthography of OVAL for teaching reading to preliterate, English as an Additional Language, adult learners who have visual disabilities. Seven adults who have visual disabilities, who learned braille after the typical reading development stage, that is, after the age of 10, and who are learning English as an Additional Language (EAL) joined the study from six different countries. The mixed-methods research assessed OVAL audeme retention after a period of training, surveyed and interviewed the participants on their attitude and perspectives towards both orthographies, and included observations by a certified braille and EAL instructor. Results showed a 71.29% average level of accuracy for OVAL audeme retention among the seven participants. For two participants, a comparison between OVAL audeme and braille letter retention yielded the following results: 100% for OVAL and 44.50% for braille. Survey and interview responses showed participants holding mixed views on the potential in OVAL. From the certified braille and EAL instructor perspective, both OVAL and braille meet the identified criteria and considerations of beginner reader programs for preliterate, EAL adults who have visual disabilities, although OVAL as an auditory orthography holds the potential to reduce at least some barriers and challenges inherent in a tactile orthography.
Conceptual videos in mathematics: theory to practice
(2023-03-01) Allen, Rachel K.; LeSage, Ann
This project begins by providing an overview of the research on the purpose and criteria for creating quality educational videos and the development of a conceptual understanding of proportional reasoning. The paper then shifts from theory to practice, illustrating how I used research to create a four-part video series titled Is it Proportional? Designed for middle school students, the videos demonstrate identifying and solving proportional and non-proportional situations. The videos are analysed through the lens of technological design, content and pedagogical choices, focusing on the practical application of theory. The issues and successes of putting research into practice are critiqued, finding potential for conceptual videos in the middle school classroom, with a need for content and pedagogical understanding and acknowledgement of barriers such as time and access to technology.
A contextual approach to digital citizenship, digital literacy, and student voice
(2019-09-01) Casa-Todd, Jennifer; Kay, Robin; Hughes, Janette
Reluctance to embrace the use of social media in the K-12 classroom means there is limited research on the extent to which a guided approach to using social media might support students in an educational context. This narrative inquiry study focuses on the Ontario Educational Student Chat (ONedSschat) to determine the extent to which students who were part of the organizing team developed proficiency with digital citizenship and digital literacies, as well as student voice and agency, in order to demonstrate digital leadership skills. Data examined includes student tweets, archived webinars, interviews with two adult mentors and one student, podcasts and webinars. With few exceptions, students on the ONedSschat team exhibited a high degree of digital citizenship, used tools and platforms with greater fluency, had full agency over the project, and demonstrated digital leadership as a result of teacher mentorship. The greatest gains in terms of digital citizenship, literacies, and student voice were made by younger students.
Critical digital literacies used by adolescents and young adults with mental health diagnoses while consuming TikTok: a scoping review
(2024-07-01) Slongo, Lea; Morrison, Laura; Hughes, Janette
Teens and young adults with mental health diagnoses utilize social media for information related to their diagnoses and experiences. The design and operationalization of social media platforms can be both helpful and detrimental to this population. TikTok requires that adolescents and young adults have and utilize digital literacy skills to navigate content. This scoping review is interested in exploring how teens and young adults utilize critical digital literacy skills when navigating mental health information on TikTok. As this is an emerging technology and area of study, a large gap in the literature was identified as an opportunity for future research.
A critical discussion of the impact of internationalization on Ontario colleges
(2019-04-01) McGregor, Adam; Hunter, Bill
Internationalization of Ontario colleges is a strategic mandate dictated from both the federal and provincial governments to address declining domestic enrollment, labour market shortages, and the evolving needs of 21st century post-secondary students. The growth in numbers of international students in Ontario colleges has been particularly rapid over the past five years, and existing literature on internationalization and Ontario colleges was limited. While there are existing literature reviews consolidating literature on internationalization and higher education, none are focused on Canadian higher education, let alone Ontario colleges. Inclusion criteria were developed to prioritize literature that was most pertinent to the policy environment Ontario colleges operate in while also including work from countries with cultural similarities to Ontario. The results of this wide-ranging analysis of internationalization in the Ontario College system indicate a probable need for additional research, funding, training, and policy changes to ensure a sustainable future.
Dance and vlogs: creating pathways to STEM identity for marginalized girls
(2024-03-01) Nathan, Amy; Ruttenberg-Rozen, Robyn
Girls tend to start losing interest and confidence in their STEM talents in their adolescence and start dissociating themselves away from STEM. Research shows that alternative learning practices have been useful and been able to increase STEM exploration, engagement and support STEM learning. In this paper, I explore the impact of STEM learning from two alternative practices: dance and video logging to determine if there is a connection to STEM identity development of marginalized girls.
Defining inclusive education in India through the perspectives of educators
(2017) Srikantha, Dhurka Janani; Robertson, Lorayne
This project investigates how policies and teaching practices in India affect educators’ definitions of inclusive education. Eight educators from private schools in India participated in open, semi-structured interviews to examine their understandings of equity and inclusion policies, the practices that facilitate inclusive education, the barriers that influence effective practices, and reflections on professional development. The teachers’ experiences and perspectives, through interviews, revealed their practices of inclusive education. The research analysis employs two theoretical frameworks: UNESCO’s Dakar Framework for Action; and Banks’ (1993) five dimensions of inclusive education. The findings indicate that the educators articulate early stages of the implementation of inclusive education in India. They understand the need to address existing prejudices, to differentiate learning, and to offer student-centered learning. The findings highlight that an empowering environment needs to be built to address stereotypes that exist within the school community and the society. Additionally, there is a need for community among schools of diverse backgrounds so that educators can continue to participate in professional development through mentorship and reflection.

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