Education

This paper examines the potential effects of educational background and math anxiety on Teacher Candidates' (TCs') pedagogical beliefs. To investigate this relationship, I conducted a mixed-methods study. Twenty-five TCs were given a quantitative survey consisting of Likert scales to measure their math anxiety levels and their pedagogical beliefs concerning constructivism and traditionalism and an additional question inquiring about their educational experience with mathematics. Six TCs were then selected for follow-up semi-structured interviews. The data were analysed using Values Coding and Focused Coding. The findings suggest that TCs draw upon personal experience when justifying beliefs, adopt flexible approaches to pedagogy, value the highly disputed Theory of Learning styles, and demonstrate that math anxiety is a motivator for constructivist beliefs. This research helps fill a gap in the literature about how educational background and math anxiety affect TCs' pedagogical beliefs and provides further insight into how TCs' beliefs are formed.

Author Keywords: Educational background, Math anxiety, Pedagogical beliefs, Pre-service teachers, Teacher Candidates, Teacher preparation programs

This thesis investigates the tensions, gaps and opportunities presented by outdoor play-based learning. Written by a founder of the Forest School concept in Canada, this exploration revolves around two research questions: How can we (re)conceptualize outdoor play-based learning in formal education for children aged 0-8, and how can we integrate and reinvigorate both pedagogical theory and practice to support educators in embedding outdoor playful learning practices?

The research methodology applies autobiographical experience and conceptual frameworks to historical and current pedagogical theory, in an anti-oppressive and feminist research orientation that challenges received notions of what "counts" as knowledge (Brown & Strega, 2005, p. 6) – much in the same way that play challenges truisms about what constitutes education.

Key findings include situating outdoor play-based learning within the theoretical landscape, understanding outdoor play-based learning as an emerging current of environmental education, defining a set of core principles for outdoor play-based learning, and re-examining the role of the educator.

Author Keywords: Early Learning, Pedagogy, Play, Play-Based Learning, Playful Pedagogies, Risky Play

It is through spending time outside that we develop the ecological literacy and caring attachments to the land that will lead to greater concern and responsibility for the more-than-human world. But intermediate students in the formal education system are taught almost exclusively indoors, especially in winter. If Canadian teachers remain mostly inside when it is cold, they forego many opportunities to connect their students with the land upon which they live and learn. The purpose of this research is to understand the ways intermediate teachers in the formal education system interact with the outdoors in winter during the school day, how they feel about these interactions, and what influences their decisions when it comes to outdoor learning in winter. Understanding the lived experiences of teachers is essential, as it is they who decide whether instruct indoors or out. In the hierarchical education system, teachers' voices are not always considered in policy making. Photovoice is an ideal methodology for this study because it brings the lived experiences of a group who do not have the authority to make policy changes, to those who do. This photovoice study gave eight intermediate teachers the opportunity to document experiences in their own lives, raise their own consciousness about outdoor learning, and to share their voices with policymakers through their photographic art. This study draws four main conclusions: a) teachers need to develop stronger personal relationships with the outdoors in winter; b) schools need to reconsider the traditional recess model as it is often a time of stress for teachers and students; c) the curriculum needs to expect outdoor learning in all seasons; and d) teachers' voices need to be heard in relation to outdoor learning initiatives in schools. The findings are significant because they can influence policymakers to improve outdoor learning in schools which, in turn, will help teachers and students develop more comfortable and caring relationships with the outdoors in winter.

Keywords: winter, outdoor education, environmental education, outdoor learning, photovoice, intermediate teachers, intermediate students, formal education system

Author Keywords: environmental education, formal education system, outdoor education, outdoor learning, winter

This study examined how to incorporate Inuit Qaujimajatuqangit [Inuit knowledge] into elementary life science teaching in Nunavut. Interviews were conducted with Kivalliq teachers and elders to understand what teachers have done to incorporate Inuit Qaujimajatuqangit into their practice and interviewed elders to understand what Inuit Qaujimajatuqangit is, how it was shared, and used prior to the introduction of schools. The researcher used critical narrative inquiry to interrogate their practice in relation to the narratives of the elders and teachers. This research argues that Inuit Qaujimajatuqangit can be incorporated by Indigenizing science learning through content, processes, values, and Inuktut language of instruction; and decolonized by challenging the influences of standard Canadian curriculum. Sharing stories to construct elementary life science curriculum is a viable method for enabling culturally responsive and culture-based science education.

Author Keywords: decolonize, elementary science, Indigenous knowledge, Inuit Qaujimajatuqangit, Inuit science learning, life science education

Prevailing rates of sexual violence have necessitated research on sexual consentcommunication to remedy these issues. Research has found that individuals possess sophisticated knowledge of consent, and that discrepancies between people's attitudes and behaviours are resulting in sexual violence and compliance behaviours. The BDSM community–with its greater diversity and effective consent strategies–possess a model of consent that would be valuable in diminishing rates of adverse sexual outcomes. However, differences in consent between BDSM and non-BDSM individuals have not yet been quantified. 1,118 participants completed measures of consent attitudes, behaviours, and consequences. Results demonstrated negligible differences in consent parameters based on BDSM affiliation; however, BDSM role identity yielded large, significant trends. Dominant individuals were found to have less positive consent attitudes, less consent communication and more instances of sexual compliance compared to submissive or switch individuals. These results highlight the strength of cultural norms in dictating beliefs and behaviours.

Author Keywords: BDSM, Consent, Power, Sexual Scripts

This study examines the lived experiences of refugee students in the Canadian education system and how the barriers they face have influenced their learning and identity. This qualitative study employs critical discourse analysis to bring visibility to the educational experiences of five participants who completed high school in Canada and explores their experiences with resettlement and what would have made their lives better at that time. DisAbility Critical Race Theory informs the researcher on deconstructing and dismantling the deeply entrenched discourses in Canadian schools; to make the implied relationships between language, Western norms, power, whiteness, and race clear. This study is motivated by the researcher's own identity as a newcomer with challenges navigating the Canadian education system, positionalities that have led to the question: Are refugees truly welcome here? Information gathered from this study can support Canadian schools to create just, critically informed, and supportive educational environments for refugee students.

Author Keywords: discourses, identity, power, race, refugees, whiteness

Sexual health education (SHE), specifically formal SHE, can play a key role in offering individuals the necessary information, motivation, and skills needed to maintain and improve their sexual health. This study used a survey-based approach to explore the relationship between Canadians' (N = 675) perceived quality of SHE and their feelings and behaviours related to sexual consent and communication, at two time points. This study was informed by two theoretical approaches: sexual script theory and the theory of planned behaviour. Hierarchical regressions were employed to determine how much the participants' education and demographics explained their attitudes, feelings, and behaviours. Perceived quality of SHE predicted consent feelings, and consent and communication behaviours during participants' first sexual experience, and only verbal communication during their most recent sexual experience. This research has furthered our understanding of the long-term impacts of SHE on feelings and behaviours related to sexual consent and communication.

Author Keywords: first sexual experiences, sexual communication, sexual consent, sexual health education, sexual script theory, theory of planned behaviour

Indigenous children and youth have been exposed to educational institutions and curricula that are detrimental to their identity and cultural journey. This thesis explores the importance of educational institutions and curriculums complementing the needs of Indigenous students during their time in compulsory and post-secondary education. Five self-identifying Indigenous students attending Trent University share their educational experiences using sharing circles. Following this, the findings are analyzed, and recommendations for educational policies are discussed.

Author Keywords: Colonization, Indigenization, Indigenous education, Indigenous identity

This study aimed to develop a culturally responsive teacher framework and evaluation tool for educators at Seabird Island Community School (SICS) and other Stó:lō First Nations community schools in British Columbia. Drawing from the perspectives of educators at SICS, the research sought to provide direction for wise pedagogical practices and establish effective evaluation methods rooted in best practices from the literature (Calliou & Wesley-Esquimaux, 2015). Employing qualitative methods, the study was informed by Wilson's concept of relational accountability (2008) and Ermine's notion of ethical space (2007). The research included interviews with nineteen educators, unveiling a range of opinions on what constitutes effective teaching at SICS. While educators widely recognized the importance of integrating Stó:lō culture into their practice, there was uncertainty about how to deeply embed it as a core element of the day-to-day educational experience. The data revealed four key themes that are essential to promoting effective evaluation: (1) fostering a growth mindset and commitment to lifelong learning, (2) creating supportive and transparent evaluation processes, (3) effective instruction, classroom management, and holistic assessment, and (4) cultural responsiveness, community engagement, and family communication. Moreover, the study highlights that an effective teacher evaluation framework at SICS must prioritize meaningful community engagement and foster solid relationships with students and their families. This suggests that the educator's role in community schools is deeply interwoven with the broader social ecosystem.

Author Keywords: community engagement, culturally responsive teaching, holistic assessment, Indigenous education, Stó:lō, teacher evaluation

Spatial reasoning and spatial structures are relatively new areas of research in mathematics education. In this study of children exploring spatial conceptions of grid structures, twenty-one children (ages 4-9) were given a series of tasks involving square grids during virtual interviews. As a result of an ideal-type analysis of the qualitative data, a typology of conceptions of grids emerged showing five distinct categories sequenced from very early conceptions of square grids (as a series of isolated cells) to more coordinated structuring (as related and intersecting rows and columns). The five categories - Single Cell Structuring, Partial Unit Building, Whole Figure and Parts-of-Figure Noticing, Composite Unit Structuring and Coordinated Structuring - are described through illustrative examples. Students' gestures, language and diagrams were considered together when constructing the types. Interestingly, the spatial structure of grids was not readily apparent to many students and in fact was found to be complex for students to conceptualize. With minimal research on grids as a spatial structure in the mathematics education research field, there is strong potential for further investigation in this area.

Author Keywords: Grids, Mathematics, Spatial reasoning, Young Children