Bruce, Catherine

This study investigates the potential for a responsive model of professional development in mathematics education which acknowledges how teachers perceive the value of professional learning, and examines how those perceptions are connected to teacher efficacy. Three fields of educational research ground this study: (i) professional development strategies in mathematics education, (ii) teacher efficacy, and (iii) self-determination theory and andragogy. Data collection and analysis involved four detailed case studies and a cross-case analysis of similarities and distinctions among the cases, in an instrumental-multiple-case study design. Results suggest: (1) some characteristics of professional development were consistently designated as high or low value, independent of efficacy ratings, (2) other professional learning experiences were valued relative to the participants' sense of efficacy at different times in their careers, and (3) characteristics of professional development designated as high value during periods of low efficacy were fundamentally teacher-centric, but during periods of high efficacy, they were fundamentally student-centric.

Author Keywords: efficacy, mathematics education, mathematics teachers, professional development, professional learning, teacher efficacy

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

Forensic epistemology is the study of knowledge as it relates to forensic science and can be broken into four sources; intuitive, authoritative, logical and empirical. In a four-phase research approach, I explored reasoning skills (logical knowledge) used by crime scene experts and methods (empirical knowledge) for forensic case-specific experimentation. First, the reasoning skills of crime scene investigators (CSI) and bloodstain pattern analysts (BPA) were tested, correlated to demographics and reasoning categories were compared. Practitioner's with graduate level education performed better on the reasoning test, however, significant differences were not found between test scores and years of experience. Similarly, there was no difference between test scores and employment status (specifically, police or civilian employees), for the CSI group nor within the BPA group. This information suggests that level of education plays the most important role in the development and use of reasoning skills, whereas experience and employment status are not as influential. Second, I investigate potential strategies in selecting data types for case-specific experimentation in pattern-interpretation disciplines within forensic science. I also examined the epistemic status of practitioner case experimentation in forensic science. Practitioners were more confident in a mixed-method approach when conducting case-specific experimentation. In addition, there is a knowledge gap in experimental design for some forensic practitioners. Third, is a reprint of the introductory section of my published book entitled The Scientific Method in Forensic Science: A Canadian Handbook that abridges knowledge gained from this dissertation with further evidence-based literature review and experiential examples. This phase summarizes the scientific method in forensic science and provides guidance for forensic science students and practitioners. The final phase merges the findings from the primary studies with a literature review; offering scientific evidence supporting suggested research and pedagogic strategies that can help increase the epistemic status of forensic science.

Author Keywords: case-specific research, epistemology, forensic science, hypothetico-deductive reasoning, logic, research models

This study used qualitative research methods to develop an understanding of the landscape of undergraduate academic advising in Ontario universities as well as deeply explore the experiences and practices of five full-time academic advisors. Phase one of the study consisted of a document analysis of Ontario universities' public-facing websites. Phase two of the study consisted of five interviews with five undergraduate academic advisors from four Ontario institutions. The findings of the study demonstrated a variable landscape of academic advising across universities with responsibilities of advising ranging from solely course selection to a much broader role inclusive of helping students navigate their educational journey. Additionally, a relationship between external influences including institutional mission and organizational structure, and internal influences including advisors' values, beliefs, and theoretical knowledge was identified. This relationship informed current advising strategies. These findings were used to develop a praxis of academic advising as well as five promising practices.

Author Keywords: Academic Advising, Practice of Advising, Strategies of Advising, Universities