Master Theses & Projects (FEDU)
Permanent URI for this collectionhttps://hdl.handle.net/10155/395
Browse
Recent Submissions
Item The use of mobile devices to help young children learn about Indigenous perspectives through environmental inquiry(2024-11-01) Walsh, Angela; LeSage, AnnTechnology is part of everyday life for many young children in Canada, and the use of technology in early childhood education has been progressing. This research explores how mobile devices can support young children in learning about Indigenous perspectives through environmental inquiry. Learning about Indigenous perspectives is an ongoing effort towards truth and reconciliation in Canada. Early childhood educators (ECEs) can gain confidence in planning and implementing teaching practices related to Indigenous content when they understand teaching about Indigenous perspectives. A case study design was used to investigate ECEs’ perceptions of mobile device use in early childhood education. Semi-structured interviews were used to gather information from the seven ECEs who took part in this study. The findings revealed meaningful experiences and barriers for integrating mobile devices in early learning. This research contributes to a new space in early childhood education, with technology, Indigenous perspectives, and environmental inquiry being considered collectively.Item Black male school leaders: a scoping review of K-12 leadership experiences(2024-08-01) Cousins, Roy; Petrarca, DianaBackground: School leadership is broadly studied and critical to students’ achievement and their overall well-being. However, the race-neutral position of traditional leadership theory fails to account for the intersecting identities of school leaders and the influences on the enactment of leadership (Smith, 2021). This review critically examines school leadership based on the intersecting identities of Black Male K-12 school leaders, as existing research specific to this group is limited (Bass, 2020). Objective & Design: This review explores the scope and range of literature documenting the experiences and leadership enactment of Black male school leaders in Canada and the United States, using a scoping review methodology (Joanna Briggs Institute, 2024) and the Preferred Reporting Items for Systematic Reviews and Meta-analysis extension for Scoping Reviews (PRISMA-ScR) (Tricco et al., 2018). Utilizing the framework of Critical Race Theory (CRT), school leadership is examined with consideration specific to the experiences and professional practices of Black male K-12 school leaders influenced by their identity. Results: This scoping review resulted in 45 total sources of evidence consisting of 10 peer-reviewed journal articles and 35 dissertations, published between 2002 and 2023. Only one and a half of the 45 studies reviewed were Canadian-based, and all but one study incorporated qualitative methodologies (e.g., phenomenological approaches). Most of the studies typically centred on a small number of participants who shared their leadership experiences within the context of their intersectional identities. While researchers studied a range of questions, common themes centred on the leadership approaches that differed from European American school leaders and challenges and outcomes related to the underrepresentation of Black males in K – 12 school leadership. Findings also revealed that Black, male K - 12 school leaders experienced and enacted leadership that differed from Eurocentric norms based on their intersectionality. Several implications for research, practice, and policy are identified, including: the need for Culturally Responsive School Leadership within school leadership programs; enhanced professional development for all school staff regarding anti-Black racism and systemic barriers that marginalize some groups of students; foci on recruitment, support, and retention of Black, male teachers and administrators; and continued research related to Black, male, K - 12 school administrators and leadership within the Canadian context is needed. Conclusion: The intersectionality of Black school leadership, though underrepresented in research, is a crucial field of study. Understanding the characteristics of effective practices, particularly those that promote inclusive perspectives from marginalized and historically oppressed groups, can impact school leadership and student outcomes. This study reinforces the essential role of the identity of Black male school leaders in all aspects of leadership, particularly in reducing achievement disparities among Black students.Item 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, JanetteTeens 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.Item Enhancing nursing education: the role of emotional engagement in e-learning(2024-06-01) Mnaymneh, Marvin; van Oostveen, RolandThis study at Ontario Tech University explores the impact of e-learning on nursing students' professional learning, focusing on digital literacy, emotional engagement, and satisfaction. Utilizing a mixed-methods approach, the research involved a Basic Demographic Survey (BDS), a Digital Competency Profiler (DCP) survey, and e-learning training sessions. Key findings indicate a positive correlation between satisfaction and perceived efficacy, with valuable and user-friendly e-learning platforms enhancing satisfaction. Emotional engagement, influenced by multimedia elements like videos and simulations, significantly impacted satisfaction. The study underscores the importance of incorporating emotional intelligence into e-learning design, recommending user-friendly, interactive e-learning environments to improve learning outcomes.Item Examining impact and perceptions: a literature review on instructor feedback strategies and English Language Learners writing performance(2024-03-01) Sultan, Wejdan; Eamer, AllysonOver the years, researchers have conducted empirical studies to investigate the impact of various instructor feedback strategies to enhance English Language Learners (ELLs) writing performance. The present study synthesizes the findings of 46 articles, including both past and current publications. While greater focus was put on corrective feedback strategies, alternative feedback approaches were also considered; overall, the findings confirm that all instructor feedback positively impacts students' writing performance, albeit to different degrees. Moreover, my research indicates that ELLs believe instructor feedback contributes to their writing development. When attempting to gauge students’ specific feedback preferences as well as examine the differential effects of feedback strategies, I found that the benefits of feedback interventions were contingent on and influenced by different variables. Pedagogical implications and areas for further research are discussed.Item Dance and vlogs: creating pathways to STEM identity for marginalized girls(2024-03-01) Nathan, Amy; Ruttenberg-Rozen, RobynGirls 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.Item Drawing back the curtain: a scoping review of backchannel communication use in adult education environments 2001 to 2023(2024-03-01) Byers Reid, Tracy; Morrison, LauraSocial interactions during the learning process encourage engagement and enrich the learning experience. Frequently, larger classes, student dispositional barriers, and time constraints in adult educational settings impact student interactions with peers or professors. This scoping literature review explores how educators and students leverage digital communication backchannels in adult educational environments to facilitate learning, participation, and engagement. By reviewing literature from 2001 to 2023, this paper uses a longitudinal approach to provide a comprehensive understanding of the required technology affordances, implementation practices, and instructional strategies for backchannel use in adult education.Item Supporting registered early childhood educators through online collaborative professional practice discussions (CPPD project)(2024-04-01) Hope, Ashley; van Oostveen, RolandThis study examines the digital competence and technology use of a small sample of Registered Early Childhood Educators (RECEs) in an attempt to gauge their readiness for fully online professional learning. A multi-phase mixed-methods approach was used to gather data on RECE digital practices. Findings suggest that fully online collaborative discussions meet RECEs' professional learning needs despite identified gaps in their digital awareness. Participant experiences highlight the importance of considering emotional intelligence, social interaction, technological awareness, and personal adaptability when designing fully online professional learning experiences for RECEs. The study positions fully online learning communities (FOLCs) as a solution to the logistical challenges of professional learning due to their ability to offer RECEs flexibility and continuous support. However, it is recommended that future investigations explore how FOLCs can support RECEs in completing their CPL portfolios to close the training and compensation gap in the sector.Item Enhancing early mathematical professional learning with fully online learning communities (FOLC) and collaborative action research(2024-02-01) Branch, Jessie; van Oostveen, RolandEarly math skills are fundamental to children’s development and significantly impact later academic success. The purpose of the study was to examine how collaborative action research (CAR) in fully online learning community (FOLC) environments affects RECEs’ early mathematical knowledge and instruction. The study used a mixed-methods approach consisting of the phase one surveys and phase two workshop and interview sessions to seek evidence related to the research questions. The surveyed RECEs possessed average digital competence concerning processes congruent with everyday practices. Findings suggest CAR as a potential mechanism for RECE professional learning as it provides opportunities to connect with others on issues related to one’s practice. Additionally, FOLC environments, emphasizing equitable, learner-centred experiences, provided participants with an accessible space for discussing authentic problems and solutions to achieve transformative learning.Item Exploring flipped classroom instructional design in health sciences(2024-04-01) Banks, Laura; Kay, RobinThe effectiveness of the flipped classroom in undergraduate studies has been studied, however, limited research has been conducted on instructional design. This study explored student satisfaction related to the instructional design of a flipped classroom in human anatomy and physiology courses at Ontario Tech University. One hundred forty-six students enrolled in first- and second-year courses completed three surveys on their flipped classroom experiences. Most survey respondents positively perceived the asynchronous lecture videos, asynchronous lecture video interactions, and flipped synchronous classroom activities. A large effect size was observed, with Year 2 students reporting significantly higher satisfaction than Year 1 students in viewing pre-recorded lecture episodes, lecture episode quantity, and duration. Differences between Year 1 and Year 2 students may be rooted in cognitivism, social constructivism, cognitive load, and metacognition principles. Future research is warranted to explore the influence of other demographic variables on student satisfaction in a flipped classroom design.Item “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, JenniferTrauma-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.Item Volunteer educators' perceptions of mentorship involvement: grades 9-12 robotics(2023-12-01) Walsh, Katlin; Hughes, JanetteAs non-educators increasingly support volunteer-based STEM programs, adopting pedagogically aligned mentorship training is required to support developing and retaining subject-specific mentorship practices and volunteer engagement with equity, diversity, and inclusion in STEM communities. This research aimed to understand how informal educators develop their personal mentorship practice and investigate volunteer’s understanding and engagement with equity, diversity, and inclusion within competitive FIRST robotics competition teams. Using a qualitative, collective case study, eight volunteer mentors participated in virtual interviews, using constructed personal artifacts for self-reflection and presentation, concluding the 2021-2022 mentorship season. A conceptual framework of constructionism, project-based learning, and communities of practice guided this study, using an inductive thematic analysis process to interpret the findings. The study's results highlight that artifacts guided mentors’ communication related to mentorship as a practice and increased acts of authentication through subject-specific language.Item Mastering tribunal forms: teaching students in law-related programs using public legal education and information(2024-01-01) Smith, Sandra K.; Hunter, Bill; Campbell, BrianLaw clerks and licensed paralegals in Ontario prepare standardized tribunal-issued forms, such as those for the Landlord and Tenant Board (LTB), on behalf of their clients. Training paralegal candidates and law clerk students to produce these complex forms is a core part of their education in residential landlord and tenant law courses in Ontario’s community college programs. The LTB and Community Legal Education Ontario (CLEO) have created resources to assist the public to complete the forms without the assistance of legal professionals. The purpose of these resources aligns well with the learning outcomes of the curricula for educating law clerks and paralegals, in that the goal of both is to facilitate the production of complete, accurate and effective documents that can commence a claim before the Tribunal. This study examines the challenges that students in a community college encounter in learning to complete the forms; proposes that the age, languages spoken, and educational background of the students affect their success; and suggests that resources used by the public can support students as they learn.Item Co-designing instruction in virtual learning environments using AI(2023-12-01) Ganesh, Aishwarya; Hunter, WilliamThe 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.Item Instructional design and development tools for online adult education: a literature review(2023-12-01) Elbaghdadi, Ziad; Hunter, WilliamThis paper examines the intersection of online learning, adult learning theories, and instructional methods in adult education. Through a comprehensive literature review, it analyzes prominent adult learning theories and models, emphasizing their implications for designing effective learning experiences. The study also explores adult learners' unique characteristics and needs, addressing key features such as self-directedness, experience, intrinsic motivation, and external factors influencing learning. Additionally, the paper discusses instructional design methods for online adult learners and identifies key principles, including the importance of feedback, engagement through collaborative activities, and personalized learning experiences. The analysis covers experience-based learning, scaffolding, blended learning models, and the role of technology, with a focus on learning management systems. The study also explores the significance of online communities of practice for collaborative adult learning, emphasizing factors influencing engagement and success. Overall, the findings provide valuable information for educators, instructional designers, and researchers seeking insights into online education for adult learners.Item Ontario Ministry of Education’s Policy/Program Memorandum 140: a review and critique of current resource allocation and practices for supporting autistic students in elementary classrooms(2023-12-01) Conway, Kathleen M.; Power, RobA review of recent literature on Applied Behaviour Analysis (ABA) and alternative evidence-based therapies for autistic students, as well as data extracted from Ontario school boards’ recent financial reports. Information from this review is used to conduct a critique of Ontario's Policy/Program Memorandum 140 (PPM 140) by scrutinizing current funding models to determine whether they allow the policy to be implemented in a way that facilitates execution of Applied Behaviour Analysis (ABA) methods that align with best practice recommendations. The critique determines that most of Ontario’s school boards are currently underspending from their Behaviour Expertise Amount (BEA) allocations, which are intended to fund ABA training for educators, ASSD programs for students, and school board hiring of behaviour experts. Data reviewed as part of this critique revealed that half of Ontario’s school boards employ two or fewer full-time behaviour experts. Based on best-practice guidelines, this behavioural expert-to-student ratio makes the mandated requirement of integrating ABA methods into the IEPs of students unsustainable and likely means that autistic students are not receiving the required support. Underspending in ABA training for educators indicates that limited teacher-focused educational opportunities are available, creating a divide between policy and practice. The current approach to PPM 140 in Ontario schools renders genuine and authentic application of ABA principles difficult, if not impossible, to implement and indicates a need for improvements moving forward. This critique and review of the literature reveals that PPM 140 could be more efficient if new oversight and monitoring protocols could be developed, including standards and quality indicators used to establish training requirements for education staff, behaviour expert hiring practices that align with board enrollment numbers, and accessible data collection protocol to monitor implementation and to measure student outcomes.Item 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?”Item Stressors in early learning environments and their impact on the mental health and well-being of early childhood educators(2023-08-04) Probert-Gilhooly, Melissa; Jacobs, Brenda; Petrarca, DianaEarly childhood educators (ECEs) are experts in early learning for young children. This study aimed to identify the stressors ECEs experience in the early learning sector and their impact on the mental health and well-being of ECEs. Using a mixed-methods approach, an online questionnaire was administered using Facebook to gather data on Google Forms. One hundred ECEs, ranging in age from 18 to over 60, responded to the survey. The findings revealed that many ECEs felt they did not have sufficient education or support to effectively cope with the stressors experienced. The results of this study indicate the need for enhanced education and support systems to promote the mental health and well-being of ECEs working in the early learning sector.Item Exploring the impacts of media use in the classroom and trauma(2023-08-01) Westley, Madison; Laffier, JenniferResearch has repeatedly shown that media can create trauma responses in viewers, but little has explored how classroom-based media can adversely affect students’ wellbeing. There is a significant gap in trauma-informed training for educators, and teachers do not feel equipped to support students with a history of trauma or implement trauma-informed care principles. Therefore, this qualitative study sought to contribute to this gap by investigating the impacts of media used in classrooms on trauma responses in students to inform trauma-informed care practices for educators using media. Data was collected from social media to analyze the lived experiences of students who have had adverse reactions to media shown in classes. Findings demonstrated that media in classrooms can elicit trauma responses in students. Problematic topics were explored, as well as trauma-informed recommendations that can be used to inform educator pedagogy and trauma-informed care training for teachers using media as a teaching tool.Item Exploring the perceptions and concerns of Canadian international students (IS)(2023-07-01) Parmar, Nagina; Hunter, William; Stokes, JoeHigher education institutions may not fully understand the challenges faced by international students (IS), such as housing, mental health, and discrimination. The present study looked at factors that influence IS’s decision to study abroad, using a push-and-pull framework. The study began after approval from Ontario Tech and Toronto Metropolitan University ethics boards. 95 students completed an online questionnaire and 10 were interviewed for more details. Our findings suggested various factors, which can either attract or deter IS, and impact their decision to pursue their education in this country. Information collected will be used to shape policies and practices at participating universities.