This decommissioned ERA site remains active temporarily to support our final migration steps to https://ualberta.scholaris.ca, ERA's new home. All new collections and items, including Spring 2025 theses, are at that site. For assistance, please contact erahelp@ualberta.ca.
Theses and Dissertations
This collection contains theses and dissertations of graduate students of the University of Alberta. The collection contains a very large number of theses electronically available that were granted from 1947 to 2009, 90% of theses granted from 2009-2014, and 100% of theses granted from April 2014 to the present (as long as the theses are not under temporary embargo by agreement with the Faculty of Graduate and Postdoctoral Studies). IMPORTANT NOTE: To conduct a comprehensive search of all UofA theses granted and in University of Alberta Libraries collections, search the library catalogue at www.library.ualberta.ca - you may search by Author, Title, Keyword, or search by Department.
To retrieve all theses and dissertations associated with a specific department from the library catalogue, choose 'Advanced' and keyword search "university of alberta dept of english" OR "university of alberta department of english" (for example). Past graduates who wish to have their thesis or dissertation added to this collection can contact us at erahelp@ualberta.ca.
Items in this Collection
- 2Swai, Calvin
- 1Charles, Christopher
- 1Deogratias, Emmanuel
- 1Marynowski, Richelle M
- 1Mayar, Ratera
- 1Ngalawa, Athanas A
- 3Tanzania
- 2Mathematics
- 2Mathematics Education
- 2Teacher Education
- 2Teacher Leaders
- 2Teacher Leadership
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Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula
DownloadSpring 2016
This inquiry engages with the complexity of bringing Indigenous and Western ways of knowing, being, and doing together; both in K-12 science curricula and research. It responds to Canadian provincial/territorial policies and programs, adopted since the turn of the century, that mandate...
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Comparing the effects of two inquiry-based teaching strategies on secondary students’ conceptual understanding and achievement in mathematics: A mixed-methods approach
DownloadSpring 2020
In a recent study conducted in the Commonwealth of Dominica, Charles (2015) concluded that Dominican secondary mathematics teachers do not sufficiently expose students to inquiry-based approaches in teaching mathematics. One inquiry-based approach to teaching mathematics is through Investigations...
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DEVELOPING MATHEMATICS FOR TEACHING THROUGH CONCEPT STUDY: A CASE OF PRE-SERVICE TEACHERS IN TANZANIA
DownloadSpring 2019
This descriptive qualitative case study investigates the question “In what ways does developing mathematics for teaching through concept study contribute to the professional knowledge and skills of pre-service teachers?” The concept studies were conducted in a classroom driven by five conditions:...
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Exploring the Implementation of Concept-Rich Instruction (CRI) with University Mathematics Pre-Service Teachers (PSTs): A Tanzanian Case
DownloadSpring 2020
This qualitative case study explored the research questions: How does concept-rich instruction (CRI) reveal the way that Tanzanian university mathematics pre-service teachers (PSTs) express their understanding of a mathematical concept? How do PSTs plan to teach a concept given their...
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From Frustration to Understanding: An Inquiry into Secondary Mathematics Teachers’ Experiences with Government Mandated Examinations
DownloadSpring 2014
The purpose of this study was to develop an understanding of secondary mathematics teachers’ experiences in a context of government-mandated examinations (GMEs). Having had my own experiences teaching mathematics courses where students wrote a GME, I had my own understandings of GMEs. From...
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Post Ujamaa School-community Connectedness in Tanzania: Exploring Learning Communities in Rural Areas
DownloadSpring 2015
This study explores how do schools and communities work together to generate learning communities. One community case in remote rural areas of Tanzania was selected for the study. The community was selected on the criterion that it showed hopeful practices of school-community connectedness and of...
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Spring 2018
A multisite case study, grounded within constructivist philosophical stance, was undertaken to explore experiences of mathematics teacher leaders (MTLs) in leading the professional learning of mathematics teachers in rural and remote communities in Tanzania. Shaped by notions of symbolic...
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Spring 2018
A multisite case study, grounded within constructivist philosophical stance, was undertaken to explore experiences of mathematics teacher leaders (MTLs) in leading the professional learning of mathematics teachers in rural and remote communities in Tanzania. Shaped by notions of symbolic...