Elliott, Paul

Green Leadership in the Classroom: Investigating Teachers' Environmental Leadership, Well-Being, Impressions of Nature, and Motivation to take Students Outdoors

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Creator (cre): McCutcheon, Renée, Thesis advisor (ths): Nisbet, Lisa, Degree committee member (dgc): Elliott, Paul, Degree committee member (dgc): Reis, Giuliano, Degree granting institution (dgg): Trent University
Abstract:

Concerns about climate change means that there is an urgent need to understand teachers' role in educating students about environmental issues and sustainability. However, little is known about teachers' environmental leadership and how that affects their competencies in the classroom, their general well-being and connections with nature, or what kinds of personality characteristics shape these teachers. A sample of current, future, and past Canadian teachers (N = 260) completed an online survey which included quantitative and qualitative questionnaires. Correlational and regression analyses determined teachers who possess environmental leadership qualities have a greater connection with nature, more positive well-being, and are more confident in their abilities to teach students outdoors. Furthermore, positive personality traits predict teachers' environmental leadership. Qualitative data revealed both structural and psychological barriers reduced the likelihood of teachers taking students outdoors and that greater support, resources and training are needed to enable teachers to implement more nature-based learning.

Author Keywords: competence, environmental leadership, nature relatedness, personality, teachers, well-being

2023

Indigenous Knowledge in Contemporary Public Education: Issues and Guidelines for Educators

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Creator (cre): Dueck, Catherine Anne, Thesis advisor (ths): Elliott, Paul, Degree committee member (dgc): Bocking, Stephen, Degree committee member (dgc): Davis, Lynne, Degree granting institution (dgg): Trent University
Abstract:

This study provides important perspectives and guidance for educators in Ontario to assist in integrating Indigenous content into public education programs – both in schools and other community educational settings. It explores how Indigenous worldviews provide unique insights for holistic education and learning how to live sustainably in place. The study also focuses on approaches to education, comparing Eurocentric and Indigenous philosophies and pedagogies, as indicators of differing value systems. Through a combination of literature review and personal interviews with eleven influential Indigenous and non-Indigenous educators in the Peterborough area, the study explores the potential for Indigenous perspectives to enhance the wellbeing and personal learning journey of all students, regardless of their backgrounds. The research concludes with recommendations for educators on how to begin integrating Indigenous Knowledge throughout programming in appropriate, respectful ways that celebrate diversity, develop positive relationships and build healthier, more sustainable communities.

Author Keywords: Education, Environment, Indigenous Knowledge, Pedagogy, Reconciliation, Worldviews

2019

Enhancing interpretive trails with technology: The value of a smartphone-guided interpretive trail

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Creator (cre): Lake, Whitney Anne, Thesis advisor (ths): Elliott, Paul, Degree committee member (dgc): Niblett, Blair, Degree committee member (dgc): Hill, Stephen, Degree committee member (dgc): Pendleton Jimenez, Karleen, Degree granting institution (dgg): Trent University
Abstract:

Enhancing interpretive trails with smartphone technology may enrich the visitor's educational experience by stimulating deeper engagement and enjoyment that will improve immediate knowledge and help promote the development of environmental literacy. This connection between technology and environmental education can only be considered successful if enhanced enrichment and educational value is found in the integration. Currently there is a substantial gap in research on the incorporation of technology into an interpretive trail experience. For this study, information on the local fauna and flora was produced and linked to Quick Response Codes (QR codes) installed along an outdoor trail. The QR codes were designed to be read using the participant's personal smartphone. Immediately after completing the trail participants could volunteer to describe their smartphone-led experience through a self-administered cross-sectional questionnaire offered in hard copy at the study site. A non-experimental quantitative research methodology was employed to evaluate the survey data and determine the educational and enjoyment value of the experience. This research is of potential benefit to educators of science, technology and the environment. The research may also assist parks and recreation facilities wishing to offset the costs of building and maintaining traditional interpretive trails by eliminating the need for the printing of booklets, maps and signage.

Author Keywords: education, environment, interpretive trails, science, smartphone technology

2020

What Nature is Best?: Testing the Effects of Green and Blue Space on Mood and Environmental Concern

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Creator (cre): Lachance, Danielle, Thesis advisor (ths): Nisbet, Lisa, Degree committee member (dgc): Summerfeldt, Laura, Degree committee member (dgc): Elliott, Paul, Degree granting institution (dgg): Trent University
Abstract:

Connecting with nature benefits human and environmental health, however it is unclear whether certain types of nature influence people differently. Research has primarily focused on green spaces (vegetation-rich areas), but recent cross-sectional studies suggest that green spaces with blue space (natural water elements) may have additional well-being benefits. A quasi-experimental design compared the effects of green spaces with or without water on mood and environmental concern. Students (N = 193) were randomly assigned to walk along campus green (drumlin) or blue (river) spaces. Both walks improved students' mood, especially for those who had a stronger preference for the area. Students in both conditions reported more sustainable behaviours when followed up one week and one month later, but decreased in nature contact and well-being. These findings highlight the challenges of promoting regular nature contact as a mood regulation strategy. Implications and future directions are discussed.

Author Keywords: blue space, green space, nature connectedness, well-being

2020

Farmer knowledge exchange about climate change adaptation in the Peterborough region of Southern Ontario

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Creator (cre): Noyes, Indra, Thesis advisor (ths): Elliott, Paul, Thesis advisor (ths): Hutchinson, Tom, Degree granting institution (dgg): Trent University
Abstract:

Agricultural adaptation is a significant component of the larger challenge humans face in adapting to the impacts of climate change. There are extensive studies of agricultural adaptation, however little is known about how farmers in Ontario share knowledge about effective adaptation practices. This qualitative research study contributes to the understanding of the educational context within which Ontario farmers meet the demands of extreme weather on their farms. The research investigates how farmers exchange knowledge about climate change adaptation. Eight semi-structured interviews were conducted in the context of a grounded theory research approach and coded according to the systematic design. Results suggest that knowledge transfer is two-fold: farmers adapt to stresses through experimentation and engage in knowledge exchange through informal and non-institutional formal education. This study outlines the mechanisms by which adaptation and knowledge transfer occur. Implications of the research are discussed in relation to academic literature and policy.

Author Keywords: agricultural adaptation, Climate change, education, farming, grounded theory research, knowledge exchange

2018

A review of the first- and second-year experience of a group of Trent University students admitted below admission requirements

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Creator (cre): Nicholson, Eliza, Thesis advisor (ths): Bruce, Catherine, Degree committee member (dgc): Smale, William, Degree committee member (dgc): Elliott, Paul, Degree granting institution (dgg): Trent University
Abstract:

This study used qualitative research methods to explore the first- and second-year experiences of Trent University students who were admitted below admission requirements in September 2015. Through review of an on-line questionnaire completed by 13 students and two-rounds of semi-structured interviews completed by 5 students, information was gathered on the students' experiences, specifically regarding self-efficacy for academic achievement, self-efficacy for self-regulated learning, locus of control, student engagement, and sense of belonging. The major findings of this case study were grouped into four driving themes: self-awareness as a learner, goal-setting and motivation, the Trent community, and course experience. Participants of the study felt that the inclusive social and learning environments at Trent University enhanced their sense of belonging within the university community. These findings are not meant to be generalized, as they arose from this specific group of students at Trent University.

Author Keywords: first-year experience, locus of control, post-secondary, self-efficacy, sense of belonging, student engagement

2018