Graduate Works

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14639/4

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Open Access
Leadership Response to COVID-19: Impacts on Workplace Culture in Alberta Schools
(Cape Breton University, 2024) Ossowska, Ania; LeVatte, Lynn
Times of crisis can highlight both the strengths and weaknesses of established systems (Aberle & Hoekstra, 2020; Schleicher, 2020; United Nations, 2020). With the COVID-19 pandemic circumnavigating the globe in multiple waves, Alberta’s education system, including its high schools, has experienced unprecedented pressures on economic, political, social, and psychological levels, revealing both inherent strengths and weaknesses in the functioning of the system (Aberle & Hoekstra, 2020; Alberta Teachers’ Association, 2020a). This mixed methods study uses perceptions of prior and ongoing pandemic work experiences in Alberta high schools to explore administrators’ influence on workplace culture through the research question: How has leadership’s response to shifting work conditions during the COVID-19 pandemic impacted school culture in Alberta high schools? For quantitative data, 17 Alberta high school teachers and administrators responded to a Likert-type survey, and a subset of four were selected through combined purposive and convenience sampling for an interview to gather qualitative data. Both data sets revealed themes of increased levels of stress and decreased levels of workplace satisfaction for both teachers and administrators, with a shift to relying on support from outside of the workplace. While communication patterns remained stable when comparing prior and ongoing pandemic conditions (i.e., effective communication patterns stayed effective; ineffective communication patterns stayed ineffective), trust in leadership broadly diminished for teachers during the pandemic, while self-efficacy increased for both administrators and teachers as solutions to emergent issues were found. With a preference for unstructured, spontaneous, and as-needed support within the workplace, there was a strong indication that pre-existing relationships were the most significant source of sustainable well-being in the workplace for teachers and administrators. While staff flexibility was essential to surviving the multi-factorial impacts of the pandemic, effective, predictable communication patterns and meaningful, authentic relationships were pre-existing conditions that played an important role in sustaining Alberta administrators and teachers during unprecedented times.
Open Access
A Strategic Exploration of Emerging Themes and Language in Digital Ethics Frameworks for Alberta
(Cape Breton University, 2021) Edem Agu, Anthony; Bocatto, Evandro
Given that little theory and research had been conducted on digital ethics in 2020, and that little to no regulatory frameworks are universally recognized in digital ethics, this study aimed to inspire further research across the public, private and third sector for how ethical foundations could adapt to suit our digital landscapes and identities. This study used document review to take a multi-disciplinary and strategic business management approach to further defining digital ethics, and potential pragmatic strategies for implementing solutions. Data collection in this study uses a fee text-mining software “Orange”, to create clusters of terms that were then categorized into the branches of ethics described by (Senges et al.,2019). The study then analyzed the findings to pursue discussions on digital ethics ranging from socio-economic implications to societal values and laws in Canada and Alberta. Finally, the study resulted in a proposed framework for the assessment and analysis of digital ethical frameworks (DEF), titled Jurisdiction Ethics Document Text Analysis (or JEDTA). UsingJEDTA, they study incorporates traditional strategic management approaches of defining organizational problems, through to recommendations of implementation for change and alignment. The study particularly focuses on challenges with digital ethics in the jurisdiction of Alberta, Canada in 2020-2021.
Open Access
‘The way out is in’: Holding space for emotional processing when youth study the climate crisis
(Cape Breton University, 2022) Chesnut, Jennifer; Howard, Patrick
Youth around the world are burdened by the climate crisis, whether or not they have been personally impacted, with many feeling afraid for their future (Hickman et al., 2021). Their eco-anxiety and grief can be further complicated by the silence of the adult world (Hickman, 2020). This thesis aims to investigate how education systems might help youth cope, despite the complexity involved in teaching this topic. While climate change is vital to understand, the accompanying emotional responses are often painful. This inquiry examines how secondary and post-secondary education might deal with the difficult feelings by exploring practices for emotional processing in classroom spaces. Semi-structured interviews were conducted with facilitators from the Work That Reconnects and Plum Village, networks that specialize in helping groups face and move through painful eco-emotions together, with each participant taking part in 90 minutes of interviews. Using reflexive thematic analysis, three benefits from emotional processing in climate education are suggested: increased sense of community, connection to the Earth, and the ability to tune into evolutionary intelligence. However, education systems should be aware that discussing the climate crisis can be overwhelming for students and educators. Alongside emotional processing, a trauma-informed approach is advised. While teaching about what to do with painful feelings is not common in western education, with increased professional development and proper supports put in place, education systems can provide more secure spaces for youth to learn about climate change and cope with their feelings.
Open Access
Utilizing the living schools philosophy, to enhance trauma-informed practice in a high school setting
(Cape Breton University, 2020) Kpnschuh, Michele; O'Brien, Catherine
Healthy students are better learners. We know this intuitively, and research supports it (Basch, 2011). We know schools as environments where students attain the knowledge and skills they need for lifelong health and well-being. However, how do we create healthy schools when our students have, or are, experiencing abuse, neglect and dysfunction? The emotional and behavioural disorders that may be associated with early exposures to trauma, not only impact the child’s ability to thrive and learn, but they can also impact their peers, and the staff in the schools they attend. The attainment of overall school health is influenced if intentional and focused work is not directed towards mitigating the impacts of trauma on our staff and students because it influences brain development, including executive function, self-regulation, baseline physiological arousal levels, and social-emotional learning and skills development. By addressing these issues, schools can begin to bring all students closer to the World Health Organization’s (WHO) vision for schools that are Health-Promoting Schools (WHO, 2009). O’Brien and Howard (2016) developed the concept of Living Schools, inspired by the Living Campus project at Dawson College, in Montreal. Dawson College experienced a communal traumatic event in 2006 when a single gunman injured 16 people and killed one student. In the aftermath, the College created the Living Campus as a restorative and transformative paradigm shift, grounded in the vision of well-being for all, sustainability and the reconnection of people and community to nature. The example Dawson College created allows me to wonder if a high school can incorporate the components of Trauma-Informed Practice, TIP (safety, the impact of trauma on the brain, the importance of relationships, the need to attend to self-regulation and executive functioning skills) (Blaustein & Kinneburgh, 2010) into the creation of a Living Schools environment. The aim of a trauma-informed classroom, according to Pickens & Tschopp (2017), “is to infuse an understanding of the impact of trauma and adverse life experiences on students into the classroom culture and promote a physically and psychologically safe environment to foster student growth” (p. 1). This research explores the feasibility of utilizing the Living Schools Attributes and Practices Framework (Howard & O’Brien, 2018) to enrich TIP. Some of the central elements of the Living Schools Framework1 that were explored are a focus on nature and place-based learning, sustainability education, and pedagogies that contribute to developing a solution-focused growth mindset, assisting students to identify and build on their individual strengths and talents, as well as fostering empathy and compassion for others, and an improved sense of personal well-being.
Open Access
Students' perceptions of formative assessments using Google Forms
(Cape Breton University, 2018) Cormier, Andre-Marc; Snow, Kathy
Careful planning and implementation of using web tools to administer formative assessments is required to assure successful instruction (Cohen, & Sasson, 2016). Therefore, this study has examined the perceptions students have of using Google Forms as an online formative assessment in order to improve future instructional design. Specifically, this study has asked:  What are grade 11 chemistry students' perceptions of using Google Forms as an online formative assessment? Online formative assessments using Google Forms had several advantages: students got immediate feedback, students got to retry as often as they wanted, students were able to use any internet capable device and students were able to complete them at any time. There were 24 participants recruited from a French grade 11 chemistry class at École Aux quatre vents. During the course of this research, data was collected from the online formative assessments of the last module of the chemistry course and students were invited to complete a survey that contained approximately 30 Likert-type statements which were delivered using Google Forms. All of the formative assessments’ data was analyzed and correlations with the perceptions survey and summative assessments were calculated to find tendencies and analyze the results. It was hypothesized that data would emerge and suggest better ways of using and implementing Google Forms as a formative assessment tool and hopefully determine if students found the use of Google Forms as an assessment to be beneficial.The results have confirmed that students do feel that online formative assessments have improved their grade, that they are easy to complete and are not perceived as extra work or a burden. Also, this research has generated new ideas that will improve future online formativeassessments and how they are administered.
Open Access
Fat-Stigmatization in Education
(Cape Breton University, 2024) Sacher, Charlene Dianne; Kreber, Carolin
Fat stigmatization and discrimination is one of the most frequently reported forms of discrimination, yet there is little research on the stigmatization that is experienced by fat students and educators and the impact on their mental wellness. This study looks to further understand the stigmatization directed at students and educators and offer suggestions to dismantle the systems that are in place that uphold these forms of oppression. Using critical theory and fat studies as the theoretical framework, this phenomenological and autoethnographical study explores the experiences of fat educators and adults who are reflecting on their time within the school system when they were students living in a larger body. As often the voices within Fat Studies are focused on white women, the fifteen semi-structured interviews were conducted with individuals across the gender spectrum where 20% did not identify as female, and 40% of the participants were part of the IBPOC (Indigenous, Black, People of Colour) community. The analysis uncovered four themes that were central to the experience of the participants: (1) the effects of minority stress are unique and chronic, (2) the worth and value of a person is seen in their outward body appearance, (3) the impact of marginalization and stigmatization by others with thin privilege is seen in both practice and policy, and (4) allyship and justified anger are necessary to effect change. Participants shared their experiences of being in a large body as students and as educators, and the ongoing social injustice that they frequently face. Through the conversations, suggestions for policies and inclusionary practices at various levels to address this anti-fat hatred were revealed. These suggestions included considerations around physical spaces and equipment, and the importance of representation, education, and allyship. To be trauma-informed, it is important to note that this thesis includes powerful stories and suggestions for change, however, there are many stories included that may be difficult to read and process.
Open Access
Teacher Well-Being and Living Schools
(Cape Breton University, 2021) Willis, Jackie; O'Brien, Catherine
Teacher well-being is a growing concern in the education field as teachers are the foundation of our education system. Unfortunately, teachers are burning out at alarming rates due to the low priority of their well-being in the current hierarchical system. The focus of this research study was to determine factors that influence the state of teacher well-being throughout schools in Manitoba and to determine how the presence of Living School Attributes and Practices (Howard & O’Brien, 2018) can contribute to the well-being of teachers. An explanatory sequential mixed method design was implemented in two phases. The first was a quantitative electronic survey to acquire initial information on teacher well-being variables with 83 participants; a well-being scale based upon Carney’s (2015) well-being model was developed for the survey. The data revealed significant correlations between teacher well-being and Living Schools, Living Schools and New Pedagogies for Deep Learning (NPDL), and Well-Being and NPDL. The second phase employed qualitative one-on-one interviews based upon results from the first survey, with a focus on seven teachers who are thriving within their school environments. Four themes developed from this data and are all inter-related and connected to one another. The four identified themes are: 1) School Climate; 2) Teacher Resilience and Personal Competency, 3) Relationships; 4) Living School Attributes and Practices and Well-Being. The study supported the use of the Living School Framework to help enhance teacher well-being. It indicated that teacher well-being is a very complex topic and can be very individualized for specific teachers, therefore there is not one single solution to enhance teacher well-being; instead using the Living Schools Framework can enhance well-being for all, sustainably.
Open Access
Colleges Supporting Sustainable Well-being through Contributions to Social Infrastructure
(Cape Breton University, 2021) Shapka, Megan; Corscadden, Kenny; Howard, Patrick
This research explored how Canadian colleges are taking action beyond their traditional mandates to support the sustainable well-being of their communities through contributions to social infrastructure and if there are common practices that exist that could be adopted by institutions nationwide to enhance impact. Already catalysts for social development through their mandates for teaching and research, colleges have an opportunity to contribute to social infrastructure, and although admirable efforts have been made by a number of colleges to contribute toward the sustainable well-being of their communities, efforts have been diverse and sporadic, largely driven by the priorities of individual colleges. In order to achieve significant benefit, systemic change is required. This can only occur through the development of robust assessment frameworks, allowing colleges to assess and report their activities in thorough and consistent ways, and leading to the identification of common practices, creating an opportunity for truly transformational change.
Open Access
Champions to Changemakers: Supporting Lifelong Learning for Sustainability in the Workplace
(Cape Breton University, 2023) Karnis, Karen; Ireland, Liza
Education and lifelong learning are critical for achieving just and sustainable societies. Much of the research on learning for sustainability focuses on the formal education system, overlooking the robust day to day learning experienced in other settings. This research focuses on the learning that takes place among adults in their workplaces. The aim of the project is to explore the educational insights we can gain from individuals who see the possibilities for social and environmental innovation at their current employer, given the successes, obstacles, and needs they perceive in trying to drive change from non-senior leadership positions. Qualitative data was collected through semi-structured interviews with 10 participants and analyzed using reflexive thematic analysis with theoretical influences from hermeneutical phenomenology and narrative research. The analysis shows sustainability, creativity, and innovation in the workplace are heavily influenced by transformative learning, collaboration, aligning learning objectives across levels of the organization, feedback, and organizational culture. Using panarchy theory as a framework, this research conceptualized some of the limitations imposed by current mechanistic paradigms within which organizations and learning are designed and operate. A transformation to an ecological systems paradigm is essential for facilitating learning for sustainability, creativity, and innovation across organizational levels. More research is needed from more diverse perspectives to investigate the linkages that help and hinder learning between scales within organizations.
Open Access
Bees in Urban Settings
(Cape Breton University, 2023) Patel, Roopa; LcLarnon-Silk, Mitchell; Le Vatte, Lynn
This research involving urban high school students offers predictions about how pollinator friendly plants and gardens enhance the expansion of bee populations. These studies provide a sustainable rate of growth in helping to increase bee populations in urban areas. I had used qualitative methods research for my methodology for gaining perspectives of six teenaged urban participants from The Farm School, located in Airdrie, Alberta. Quantitative research involved students’ participation in some field work which generated numerical data for pedagogical purposes. The purpose of my research being connected to citizen science along with experiential learning aimed to collect data drawing students’ attention to the effects of dwindling bee populations and the resulting implications on our food supplies. Students were introduced to simple botany and apiculture as related to learning about bees and the benefits of urban gardening. In this research, Husserl’s phenomenological research method provides evidence of lived experiences. The findings of this project were affirmative as active participation of urban high school students could enhance bee populations by contributing to citizen science. This project has scope for replication with various age demographics for foreseeable benefits.
Open Access
School Food Culture and the Future of Plant Menu Choices: A Qualitative Inquiry
(Cape Breton University, 2021) MacDonald, Angela H.; Kuhnke, Janet
School menus in Nova Scotia are predominantly planned around meat-based ingredients. This is of concern as it relates to childhood obesity rates, diabetes and at risk factors for cardiovascular disease; statistics in all of these areas are trending upwards. There is a growing body of research to support plant-based diets to interrupt these trends. A qualitative research study was completed to: A) understand the perspectives of school administrators, head of schools, teachers, food service staff and support staff regarding school community receptiveness to plant-based options; B) to understand the awareness of the connection of plant-based choices to affordability and better human and planetary health outcomes; and C) to understand the existence of food service cooking skills, menu planning knowledge and abilities with plant-based ingredients. The research question was the following: how might school food culture be shifted to incorporate sustainable plant-rich menu planning while learning to improve human, and planetary well-being? The Chronic Care Model frames the study because it focuses on improving health outcomes for people at risk for chronic disease. Using the SWOT categories: strengths, weaknesses, opportunities and threats, data were entered into one of the four categories. The researcher spent considerable time reflecting on the data, repeatedly reviewing the literature and then analyzing the data in effort to identify overarching themes and subsequently create a prioritized list of SWOT strategies that could be implemented by the schools. Themes and strategies were then discussed with participants to verify and to allow them to recommend changes. This process was slow and deliberate in efforts to end up with prioritized strategies that were practical, and usable SWOT strategies that supported the Chronic Care Model approach. A demographic questionnaire and semi-structured interviews were used to gather data from seven school personnel participants from two private schools in Nova Scotia. Participants were able to review summarized research themes and strategies by email for practicability and relevance to school environments. SWOT findings revealed 27 core themes which were carefully analyzed to create 15 strategies to put research findings into action. Strategies included: the creation of a school cooks’ network, local bulk food ordering partnerships, internal plant-based expert lists, school culture cookbook, school menu input forms, plant-based cooking kits, partnering students with school cooks for food skills development, mystery food boxes, an electronic plant-based file, plant-based guest speaker/field trip lists, school and cafeteria plant-based policies, class/family plant-based challenges, plant-based newsletters/posters to source grant opportunities and to track plate waste of vegetarian and non-vegetarian meals. Implications for use of plant-based menu choices in the school system included the possibility for cooperation between educators, students, food service staff, parents and guardians and registered dietitians.
Open Access
Teachers’ insights on the mathematics learning commons as a community of practice
(Cape Breton University, 2018) Hanrahan, Chad; Snow, Kathy
A suggested professional development activity for Mathematics teachers of the Cape Breton Victoria Regional School Board has been daily usage of the community of practice known as the Mathematics Learning Commons (or MLC). This research project was designed to answer the following question: “Which features of a community of practice are supported by the Mathematics Learning Commons?” This research study required Mathematics teachers of the Cape Breton Victoria Regional School Board to participate voluntarily in a quantitative case study that determined which features of a community of practice were supported by the Mathematics Learning Commons. Analysis of their responses indicated that these participants spoke favorably on behalf of the Mathematics Learning Commons for five of the six features; these were Domain, Practice, Motivation, Structure, and Mandate. The responses were inconclusive for the Community feature of the Mathematics Learning Commons as the data set generated a Mode response of Neither Agree nor Disagree, a Median response of Neither Agree nor Disagree, and 44.8% of their responses were Neither Agree nor Disagree. Hence, the results of this project indicated that the MLC supported five of the six features of a community of practice, Domain, Motivation, Practice, Structure, and Mandate; however, the findings were inconclusive on its Community feature.
Open Access
Outdoor learning and teacher well-being
(Cape Breton University, 2019) McIntyre, Holly; O'Brien, Catherine
Teacher attrition and burnout is a significant problem in North American education (Valtierra, 2016). Meanwhile, humans are increasingly disconnected from the natural world, at a time in our history when it is essential that we understand Nature and our place in it. In hopes of promoting and facilitating outdoor learning as a pedagogy in order to both increase our connection to Nature and improve teacher well-being, this study sought to discover how a teacher’s use of outdoor learning contributes to his or her well-being. I also investigate how outdoor learning aligns with the attributes of new pedagogies. An explanatory sequential mixed methods design with a participant selection model (Creswell & Plano Clark, 2018) was used to research the questions. 66 Canadian teachers responded to a survey, which revealed significant correlations between teacher well-being and their use of outdoor and Nature-based pedagogy. The Teacher Flourishing Scale was developed for this survey; results from this measure correlated significantly with a teacher’s use of new pedagogies. Semi-structured interviews with 10 of the 66 respondents revealed three main themes that contribute to an explanation of the quantitative results: 1a) Fulfilment through authentic pedagogies; 1b) Outdoor learning as an authentic pedagogy; 2) Relationships; and 3) Natural spaces and well-being. The study confirmed that outdoor learning is a “new pedagogy” that contributes to relationship-building, fulfilment, meaning and engagement for teachers. It also allows teachers to connect with Nature, which is an essential contributor to well-being. If adequately supported in schools and through curricula and policy, outdoor learning could be a way to counter teacher attrition and contribute to sustainability education and well-being for all.
Open Access
Confronting a Settler’s Position in the Story of Colonization: A Case Study of the Indigenous/Ally Partnership of ICH and Implication for Educators
(Cape Breton University, 2024) Unrau, Dustin; Snow, Kathy; Bernard, Eleanor
This thesis explores the concept that Canada’s history is most often told through the lens of a colonial mindset. Canadian curricula often don’t accurately represent a full historical account as Indigenous perspectives of colonial development are often omitted or only include those that contribute to a colonial agenda. The stories we hear impact the ways we see the world and therefore it is necessary to ensure inclusion of perspectives that challenge the dominant narratives, which perpetuate colonial harm. As a public school teacher, eager to engage in education for reconciliation, I have noticed many colleagues express a hesitation to engage in topics such as treaty education, decolonial education, and Indigenizing a classroom. It has become clear to me that it is necessary for settler teachers to confront their positions in the story of colonization so they can move past that hesitancy. My research was intended to explore the question, how can non-Indigenous educators confront their positions in the story of Canada’s colonial history and participate in education for reconciliation? I interviewed members of the Interchurch Council for Hydropower, an advocacy group consisting mostly of non-Indigenous activists advocating for northern communities in Manitoba impacted by hydro development. The non- Indigenous participants shared their experiences of shifting from a settler mindset to one that was able to confront their positions in the story of colonization. Data was collected from group and individual interviews revealing the following themes for how a settler can transform their mindset: (1) each participant developed a close relationship with an Indigenous person or people impacted by colonial development, (2) each participant was significantly impacted by listening to a personal story of an Indigenous person impacted by colonial development, (3) each participant’s colonial connection to land was affected by early influences in their childhood, (4) each participant experienced post-secondary educational learning opportunities that challenged previously held beliefs about dominant narratives of Canadian History, (5) some participants personally saw the impacts of colonization and destruction of land, (6) each participant experienced a strong emotional response that lingered through and compounded with each of the previously listed experiences. The significance of these findings is that it became clear what experiences other non-Indigenous teachers could have that would help them transform a settler mindset and become better prepared to engage in education for reconciliation. From the data collected, I created a guideline that other non-Indigenous teachers could follow to help them move through the process of confronting their positions in the story of colonization.
Open Access
Immersive outdoor education and mental health in youth: comparing Norway and Canada
(Cape Breton University, 2022) Kazi, Erika; Maher, Patrick
This research explores how immersive outdoor education contributes to positive mental health in youth. As sustainability and environmental protection become more essential with a changing climate in the Anthropocene, society must adapt by instilling said values in their younger populations. Considerations of immersive outdoor educational experiences are explored through interviews with key representatives of this educational sector in both Norway and Canada. Results in this research contribute to the Canadian efforts to mandate outdoor educational experiences in public schools by indicating which mental health developmental needs are met through outdoor educational experiences. Interviews with outdoor educational experts from both countries indicate which of these needs are met through outdoor activities. Interviewees express the relation between a connection with nature and sense of self and community. Students are exposed to challenges and whole-body experiences during immersive outdoor education that may introduce them to aspects of life that they might otherwise lack within a classroom setting. By understanding the role of the Norwegian cultural phenomenon of friluftsliv (literally free-air-life, but more commonly the Nordic celebration of the enjoyment of the outdoors in everyday life) and the differences in approaches and perceived results in such Norwegian approaches to immersive outdoor education in Canada, Canadians can mirror and modify educational efforts for a sustainable future.
Open Access
Student perception of gamification in the classroom
(Cape Breton University, 2018) Cormier, Brad; Snow, Kathy
Open Access
Developmental Financing for Aboriginal Businesses
(Cape Breton University, 2015) Nickerson, Marcia
While there is a growing demand for financing services for Aboriginal small and medium enterprises (SME), those that are seeking support services through mainstream financiale institutions are faced with many barriers. As a result, Aboriginal Financial Institutions (AFI) are now the primary financing source for Aboriginal SMEs that cannot receive suchaccess services through mainstream institutions. The federal government provides financial assistance to AFIs; however each institution is independent, owned by and accountable to their community. AFIs are currently operateing under an unsustainable business model. There is growing demand for loan capital; however, the level of federal government funding is shrinking as the effectiveness, efficiency, and viability of AFIs is being increasingly assessed. In response to these challenges, the National Aboriginal Capital Corporation Association (NACCA) and the federal government have initiated new programs, such as the Aboriginal Developmental Lending Assistance (ADLA) program which compensates AFIs for developmental loan losses. Despite these initiatives, such complex challenges call for further changes within the programming of Aboriginal SME financing and management support services in CanadaThe National Aboriginal Capital Corporation Association (NACCA) is the central voice for AFIs and supports and coordinates those AFIs that hold a membership to the national association.

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