Educational Studies

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

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

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

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

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

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

The number of post-secondary programs for students with intellectual disabilities has been on the rise since the early 1990's (Plotner & Marshall, 2015). However, research focused on student experiences within these programs has been predominantly from faculty, mainstream students and parent's perspectives without accounting for what the students themselves are experiencing. This thesis however utilizes critical narrative inquiry as a methodology to listen the stories of students with disabilities, in conjunction with the researcher's personal and professional experiences to reconceptualize the CICE program at Fleming College in Peterborough Ontario in order to provide students with more responsive and inclusive educational experiences. Six themes emerged from interviews conducted in the research: friendship/social opportunities, career/goals, supports, barriers/challenges, independence/freedom and finally identity/inclusion. A critical exploration of these themes is provided to develop programmatic, college and community level changes that forward a reconceptualized view of post-secondary education for adults with disabilities.

Author Keywords: Critical disability theory, Critical narrative inquiry, Post-secondary programs for students with disabilities, Student voice

This study examines critical pedagogy as a novel approach to diversity, equity and inclusion (DEI) education at Peterborough Police Service (PPS). To begin, the present study examines hypermasculinity and isolationism as cultural traits in policing that serve as barriers to DEI education. Later, results of focus groups with PPS members that investigated negative and positive experiences with DEI training, barriers to meeting DEI education outcomes and, perceived goals of future DEI education at PPS are discussed. Drawing from findings from the literature review and focus groups, this thesis argues that critical pedagogy offers a useful framework to explore divisive subjects like systemic racism, power and privilege, colonialization, etc. and contributions of police in maintenance of the status quo. Raising the critical consciousness of PPS members by unveiling systems of domination may provide a starting point for enhancing police service to groups that are racialized and minoritized. Education of this kind may also involve a reconceptualization of the role of police as allies to marginalized communities.

Author Keywords: Community, Critical Pedagogy, Diversity, Education, Police, Police Culture

This thesis is written in three parts and supported throughout by feminist critical pedagogical analysis and a narrative methodological approach. In Part I I lay a theoretical groundwork that weaves the Freirean roots of critical pedagogy with its more contemporary theories in application to K-12 schooling, and with feminist thinking, most notably Sara Ahmed whose work has moved me both as a human and a teacher. In Part II, I take a deep dive into autoethnography (Bochner, (2017), Ellis, 1999). In Part III, I offer a memoir of my experience as a classroom teacher over a nearly 20 year period. The story of my work as an activist elementary school teacher oscillates between phases of hope and despair around the potential for forwarding a broad range of social and ecological justice ends through teaching and learning in the Ontario public school system. Finally, in Part IV, I return to conceptual analysis to reflect on the key themes of my memoir including teacher burnout, teacher efficacy, teacher resilience, and the ways in which these interact with teacher learning communities, school cultures and the relationships that underpin the work of teachers and educators.

Author Keywords: Activist, Autoethnography, Critical Pedagogy, Resilience, Social-Change, Teaching