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Skip to Search Results- 2Carson, Terrance R.
- 2Charles, Christopher
- 2Cheng, Yeewah.
- 2Clarke, Bryan
- 2Couture, Jean-Claude
- 2Cui, Jing
- 16Education
- 16Learning, Psychology of
- 12Mathematics--Study and teaching (Secondary)
- 11Teaching
- 9Curriculum
- 9Hermeneutics
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A Narrative Inquiry Into the Experiences of Korean Immigrant Mothers’ Familial Curriculum Making in Canada
DownloadFall 2020
This study sought to provide an understanding of Korean immigrant mothers’ experiences of familial curriculum making. The research puzzle focused on the experiences of Korean immigrant mothers as they engaged in familial curriculum making with their children and as they interacted with school...
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Spring 2020
This study explores the connections between the writer’s workshop approach and high school students’ perceptions of their own resilience. The research includes multiple-case studies of student participants being taught in a high school writer’s workshop, as well as one teacher participant. The...
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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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Fall 2020
Through this study, I sought to explore the change in students’ calibration in a Grade 11 mathematics classroom. The intention was to inquire about the extent to which students’ self-estimations of task performance aligned with their actual task performance on classroom tests. Such alignment is...
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Queering High School: An Ethnodramatic Inqueery on Youth Experiences of Homophobic, Biphobic and Transphobic Harassment and Bullying
DownloadFall 2020
“Queering High School,” was a queer ethnodrama on the lived experience of LGBTQ youth in Alberta high schools that explored their experiences of homophobia, biphobia and transphobia. This ethnodrama, conducted through a queer lens, which I refer to as an ethnodramatic inqueery, was grounded in...
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Indigenous Perspectives in the Alberta Science Classroom: the factors that impact how teachers incorporate Indigenous perspectives in their science classroom
DownloadSpring 2020
In Alberta, there has been renewed focus on the integration of Indigenous perspectives in the classroom within curricular and teacher quality documents. While research has been done to explore how and why Indigenous perspectives should be included in the classroom, there is a lack of research...
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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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How do Teachers’ Perceptions of their Agency and Engagement Change after Participating in Self-directed Professional Development?
DownloadSpring 2021
One defining feature of a profession is control over decision-making with respect to professional development (PD). This study of three schools in an Alberta school district in Canada allowed teachers the option to opt out of centrally organized PD in order to pursue self-directed professional...
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Connecting Epistemic Beliefs about Physics Knowledge and Curriculum Concerns in Saskatchewan: A Mixed Analysis Study
DownloadSpring 2021
According to the Saskatchewan Ministry of Education, curriculum documents indicate what is to be learned by students by the end of a school year. As Canadian provincial governments mandate new curriculum documents, it is assumed that teachers will teach these courses as indicated. Despite...
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Fall 2021
I see assessment as a continuous and dynamic process and practice of sitting beside one-another and co-creating evidence of learning mathematics in a way that contributes positively to the strength, wellness, value and worth of the student, the students learning, and the discipline of...