Search
Skip to Search Results- 2Campbell, Katherine
- 2Kenny, Richard F.
- 2Schwier, Richard A.
- 1Asamoah Ampofo, Evelyn
- 1Barton, S.
- 1Beck, Jaime L
- 34Graduate and Postdoctoral Studies (GPS), Faculty of
- 34Graduate and Postdoctoral Studies (GPS), Faculty of/Theses and Dissertations
- 2Equity Diversity Inclusion Community (EDI)
- 2Nursing, Faculty of
- 1St. Stephen's College
- 1St. Stephen's College/Department of Psychotherapy and Spirituality (St. Stephen's College)
-
Negotiating identities: A narrative inquiry into the experiences of people living with HIV in Kenya.
DownloadFall 2015
This paper-based dissertation is a culmination of my personal journey of inquiring into the experiences of people living with HIV (PHAs), a curiosity that began as a Registered Nurse caring for dying clients who were HIV positive at a hospital in Kenya in 2003. At the time, witnessing PHAs die in...
-
Science Communication in Transition: Genomics Hype, Public Engagement, Education and Commercialization Pressures
Download2014-11-14
This essay reports on the final session of a 2-day workshop entitled ‘Genetic Diversity and Science Communication’, hosted by the CIHR Institute of Genetics in Toronto, April 2006. The first speaker, Timothy Caulfield, introduced the intersecting communities that promulgate a ‘cycle of hype’ of...
-
Fall 2016
Scientific literacy is an important goal of science education but one that has been difficult to define. The definition of scientific literacy has changed over its 60-year history in response to changing societal needs. These definitions have ranged from basic levels of scientific understanding...
-
Seeds Sown into Me: An Autobiographical Narrative Inquiry into the Leisure Experiences of one Community Gardener
DownloadFall 2013
This autobiographical narrative inquiry takes the reader alongside my familial stories of gardening and my lived experiences across three community gardens in Edmonton. By focusing on my experiences of gardening I demonstrate the power of narrative inquiry (Clandinin & Connelly, 2000) as an...
-
Shifting from Stories to Live By to Stories to Leave By: Conceptualizing Early Career Teacher Attrition as a Question of Shifting Identities
DownloadFall 2012
Up to 40 per cent of early career teachers in Alberta, Canada, and elsewhere, leave teaching in Kindergarten to Grade 12 schools in their first five years of teaching. My research puzzle was shaped by wonders about the experiences of 3 early career teacher leavers. I engaged with the participants...
-
2021-01-01
My work alongside trafficked women in Southeast Asia situates my interest in advancing our understanding of their experiences. Driven by my practice, questions arose about how women, who have been trafficked, negotiate their health and wellbeing across their lives. Playing with notions of touch...
-
Stories We Live By, With, and In: A Narrative Inquiry into the Experiences of Canadian Muslim Girls and their Mothers
DownloadFall 2017
Drawing upon my experiences as a Canadian Muslim woman, mother, and researcher, I engaged in a two-year multiperspectival narrative inquiry (Houle, 2012; Huber, Clandinin, & Murphy, 2011) alongside three Canadian Muslim girls and their mothers as girl co-inquirers transitioned into adolescence....
-
Fall 2016
Research exploring teacher experiences remains significant for informing teacher education, teacher induction, and teacher professional development initiatives. This narrative inquiry began with a wonder about how the experiences teachers have in their induction years continue to influence their...
-
The critical, relational practice of instructional design in higher education: An emerging model of change agency
Download2007-12-05
Campbell, Katherine, Schwier, Richard A., Kenny, Richard F.
This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities revealed how, through reflexive critical practice,...
-
Fall 2012
This study, primarily theoretical in nature, explores a philosophically and pedagogically reasonable way of addressing nature of science (NOS) in school science. NOS encompasses what science is and how scientific knowledge develops. I critically evaluate consensus frameworks of NOS in school...