258 results on '"Thompson, P."'
Search Results
2. Bias and Discrimination against Lesbian, Gay, Bisexual, Transgender, and Queer Parents Accessing Care for Their Children: A Literature Review
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Coulter-Thompson, Emilee I.
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Background: The experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) parents of children with developmental disabilities (DDs) in health and early learning systems are largely understudied. Inclusive, affirming services are critical to timely identification and intervention for DDs. This literature review aimed to establish whether LGBTQ parents experience structural bias and discrimination when accessing care for their children in health and early learning systems. Methods: PubMed, ERIC, and Scopus were searched for empirical research from 1990 to 2020 on: LGBTQ; parents, children, families; bias, disparities, discrimination; and health and early learning services. Themes were analyzed by conceptual model bias levels, participant type, and setting. Results: The search yielded 1,872 unduplicated records (three through hand search). Twenty-nine articles representing 26 studies in health and early learning in eight countries met the inclusion criteria. Biases common across sectors included challenges surrounding LGBTQ status disclosures; lack of acknowledgment of non-biological parents; and heterosexist forms. Knowledge gaps and negative attitudes about LGBTQ families were found among some professionals and students. Conclusion: Some LGBTQ parents experienced bias and discrimination while accessing care for their children in health and early learning systems. Policies and programs to implement and monitor LGBTQ-inclusive health education and evaluate practice changes are recommended to improve professionals' knowledge, attitudes, and behavior. Multilevel workforce development (e.g., accreditation standards, organizational audits, and training) is needed to create and sustain LGBTQ-affirming health and education environments. Honoring LGBTQ family diversity and reducing health and early learning inequities are critical for improving children's health and education outcomes.
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- 2023
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3. Social Norms of College Students Engaging in Non-Medical Prescription Drug Use to Get High: What's Sex Got to Do with It?
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Jason Y. Isaacs, Kara Thompson, Igor Yakovenko, Keith Dobson, Shu-Ping Chen, Amanda Hudson, Ioan Tiberiu Mahu, and Sherry H. Stewart
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Background: Relationships exist between perceived peer and own use of alcohol, cannabis, and tobacco, particularly when peers and participants are sex-matched. We investigated sex influences on social norms effects for college students' non-medical prescription drug use (NMPDU). Methods: N = 1986 college students reported on their perceptions of male and female peers' NMPDU frequency and their own past-month NMPDU. Results: Approximately 3% of students self-reported past month NMPDU, with no sex differences. In a linear mixed model, participants who engaged in NMPDU perceived significantly more frequent peer use. Female participants perceived more frequent peer NMPDU than did male participants, particularly when perceiving male peers' NMPDU. Significant positive correlations were found between perceived peer NMPDU frequency and participants' own NMPDU for all peer-participant sex combinations, with no evidence for stronger correlations with sex-matched pairs. Conclusions: While social norm interventions may be effective for college student NMPDU, sex-matching of these interventions is likely unnecessary.
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- 2023
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4. Task Features Change the Relation between Math Anxiety and Number Line Estimation Performance with Rational Numbers: Two Large-Scale Online Studies
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Marta K. Mielicki, Eric D. Wilkey, Daniel A. Scheibe, Charles J. Fitzsimmons, Pooja G. Sidney, Elien Bellon, Andrew D. Ribner, Mojtaba Soltanlou, Isabella Starling-Alves, Ilse Coolen, Daniel Ansari, and Clarissa A. Thompson
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Math performance is negatively related to math anxiety (MA), though MA may impact certain math skills more than others. We investigated whether the relation between MA and math performance is affected by task features, such as number type (e.g., fractions, whole numbers, percentages), number format (symbolic vs. nonsymbolic), and ratio component size (small vs. large). Across two large-scale studies (combined n = 3,822), the MA-performance relation was strongest for large whole numbers and fractions, and stronger for symbolic than nonsymbolic fractions. The MA-performance relation was also stronger for smaller relative to larger components, and MA relating to specific number types may be a better predictor of performance than general MA for certain tasks. The relation between MA and estimation performance changes depending on task features, which suggests that MA may relate to certain math skills more than others, which may have implications for how people reason with numerical information and may inform future interventions. [This article was published in "Journal of Experimental Psychology: General" v152 n7 p2094-2117 2023.]
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- 2023
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5. SFU Academic Summer Camp for Aboriginal Students 2014-2018
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Jungic, Veselin and Thompson, Sheryl
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The purpose of this note is to summarize and share with the wider academic and non-academic communities our experience over five years, 2014-2018, running the Simon Fraser University Academic Summer Camp for Aboriginal High School Students. In what follows we describe our reasons for developing this outreach activity and provide the goals and objectives of this initiative. To reach out to those members of the community who are planning or already running similar outreach activities, we also provide details about the camp components, including staffing, budgeting, recruiting, and scheduling. In addition, we highlight testimonials by students, parents, and teachers.
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- 2020
6. Supporting Gender Development: A Call to Action for Educators
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Thompson, Laura Jeanne
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The author recently completed a three-year program in early childhood education in BC and became interested in the evolution of gender development in the early years. Findings of this policy and programs research reveal that the work has been done by upper levels of the provincial education system, but the created programming has not translated into the classrooms as a ubiquitous element of planning for students' learning opportunities or environment in their growth toward their personal identity. Greater effort is essential to support full potential in efficacy to the enriching of children of all ages in their journey of self-awareness.
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- 2019
7. Application of Network Analysis to Description and Prediction of Assessment Outcomes
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Thompson, James J.
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With the use of computerized testing, ordinary assessments can capture both answer accuracy and answer response time. For the Canadian Programme for the International Assessment of Adult Competencies (PIAAC) numeracy and literacy subtests, person ability, person speed, question difficulty, question time intensity, fluency (rate), person fluency (skill), question fluency (load), pace (rank of response time within question), and person pace were assessed. Undirected Gaussian Graphical Model networks of the measures based on partial correlations were predictive of the measures as nodes. The population-based model extrapolated well to individual person estimations. Finally, it was shown that the "training" Canadian model generalized with minor differences to four other English-speaking PIAAC assessments (USA, Great Britain, Ireland, and New Zealand). Thus, the undirected network approach provides a heuristic that is both descriptive and predictive. However, the model is not causal and can be taken as an example of "mutualism."
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- 2022
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8. Numeracy and COVID-19: Examining Interrelationships between Numeracy, Health Numeracy and Behaviour
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Lau, Nathan T. T., Wilkey, Eric D., Soltanlou, Mojtaba, Lagacé Cusiac, Rebekka, Peters, Lien, Tremblay, Paul, Goffin, Celia, Alves, Isabella Starling, Ribner, Andrew David, Thompson, Clarissa, Van Hoof, Jo, Bahnmueller, Julia, Alvarez, Aymee, Bellon, Elien, Coolen, Ilse, Ollivier, Fanny, and Ansari, Daniel
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During the COVID-19 pandemic, people across the globe have been exposed to large amounts of statistical data. Previous studies have shown that individuals' mathematical understanding of health-related information affects their attitudes and behaviours. Here, we investigate the relation between: (1) basic numeracy; (2) COVID-19 health numeracy; and (3) COVID-19 health-related attitudes and behaviours. An online survey measuring these three variables was distributed in Canada, the United States (US) and the United Kingdom (UK) (n = 2032). In line with predictions, basic numeracy was positively related to COVID-19 health numeracy. However, predictions, neither basic numeracy nor COVID-19 health numeracy was related to COVID-19 health related attitudes and behaviours (e.g. follow experts' recommendations on social distancing, wearing masks etc.). Multi-group analysis was used to investigate mean differences and differences in the strength of the correlation across countries. Results indicate there were no between-country differences in the correlations between the main constructs but there were between-country differences in latent means. Overall, results suggest that while basic numeracy is related to one's understanding of data about COVID-19, better numeracy alone is not enough to influence a population's health-related attitudes about disease severity and to increase the likelihood of following public health advice.
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- 2022
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9. Making Work Private: Autonomy, Intensification and Accountability
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Thompson, Greg, Mockler, Nicole, and Hogan, Anna
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This paper explores perceptions of work intensification around the world. Underpinning this analysis is C. Wright Mills' (1959) argument that many personal troubles are public issues, and the notion that a significant dimension of the privatisation of public education, a concern of public education advocates worldwide, is the ways in which school work has become a private issue. One hundred and thirty interviews were conducted with education stakeholders across Australia, England, New Zealand and Canada exploring the issues of work intensification, school autonomy and accountability policies. The paper argues that the work done in public schools is increasingly becoming a private problem as a result of policy interventions. It suggests that we need to widen the scope of defining publicness in education beyond that of governance and funding to include consideration of how work is organised and experienced.
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- 2022
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10. Self-Regulation in Early Writing Strategy Instruction
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Klein, Perry, Bildfell, Ashley, Dombroski, Jill D., Giese, Christine, Sha, Kristen Wing-Yan, and Thompson, Serena C.
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Experimental research on strategy instruction for beginning writers has only recently begun. This study investigated the role of self-regulation instruction in Grade 1 strategy learning. In a pretest-post-test quasi-experiment, 120 Grade 1 students participated in a unit of study on personal narrative in one of three conditions: (1) Self-Regulated Strategy Development (SRSD), which included instruction in goal-setting, strategy steps, coping, self-monitoring, and self-reinforcement; (2) strategy instruction only (SO), which focused on the goal and steps of the strategy; (3) a control condition. Students in both strategy conditions, relative to the control, made large, statistically significant gains in text quality, word count, story features, and self-regulation knowledge. The SRSD condition resulted in greater self-regulation knowledge than the SO condition, which resulted in greater knowledge than the control. Pretest text quality did not interact significantly with condition. The effect of instruction on text quality was largely mediated by post-test self-regulation knowledge.
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- 2022
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11. Romancing the Public School: Attachment, Publicness and Privatisation
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Hogan, Anna, Thompson, Greg, and Mockler, Nicole
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In Anglophone countries, narratives of public schooling tend to emphasise generic hopes about schooling as central to the idea of a public good, including fostering community, delivering equality and protecting broad notions of democracy. However, as public systems become more open to privatised logics, these hopes sit alongside fears for the future of 'publicness'. Through analysis of participant interviews in four education systems in Canada, England, New Zealand and Australia, this paper shows that these fears emerge from the specific nature of privatisation evident within specific contexts. Our argument is that while hopes remain in common, parochial policies and histories inform particular fears about how public school systems are losing their 'publicness'. There is evidence of a 'cruel optimism' among participants as they try to hold onto their belief in the good of publicness, even as their institutions become hybridised by creeping privatisation.
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- 2022
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12. Anxiety State: Fears for the Erosion of Comprehensive Schooling in Northern England and Alberta
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Hogan, Anna, Thompson, Greg, Mockler, Nicole, and Johnson, Rebecca
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This paper uses Anderson's notion of 'imagined community' to argue that how people think about the publicness of their school system provides insight into the functioning and flourishing of communities, societies and nations. We focus on the privatisation of public schooling in Alberta, Canada and Northern England to highlight tensions between the provision of public schooling today and a romanticised, historical imagining of the public school providing equality and emancipation for all. We use data collected from 47 semi-structured interviews of education bureaucrats, union officials, school personnel and advocacy group members that asked about what constitutes 'publicness' within their system. Our analysis shows a tension between the realities of public systems opened up through market-oriented policies of 'autonomous' provision and stakeholders who still strongly believed in a public school system that was in the service of society, rather than the more individualist orientation of school choice and autonomy imaginaries.
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- 2022
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13. ComPAIR: A New Online Tool Using Adaptive Comparative Judgement to Support Learning with Peer Feedback
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Potter, Tiffany, Englund, Letitia, Charbonneau, James, MacLean, Mark Thompson, Newell, Jonathan, and Roll, Ido
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Peer feedback is a useful strategy in teaching and learning, but its effectiveness particularly in introductory courses can be limited by the relative newness of students to both the body of knowledge upon which they are being asked to provide feedback and the skill set involved in providing good feedback. This paper applies a novel approach to facilitating novice feedback: making use of students' inherent ability to compare. The ComPAIR application discussed in this article scaffolds peer feedback through comparisons, asking students to choose the "better" of two answers in a series of pairings offered in an engaging online context. In contrast to other peer-feedback approaches that seek to train novices to be able to provide expert feedback (such as calibrated peer review) or to crowdsource grading, ComPAIR focuses upon the benefits to be gained from the critical process of comparison and ranking. The tool design is based on the longstanding psychological principle of comparative judgement, by which novices who may not yet have the compass to assess others' work confidently can still rank content as "better" with accuracy. Data from 168 students in pilot studies in English, Physics and Math courses at the University of British Columbia are reviewed. Though the use of ComPAIR required little classroom time, students perceived this approach to increase their facility with course content, their ability assess their own work, and their capacity to provide feedback on the work of others in a collaborative learning environment.
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- 2017
14. Adolescent Gender Identity, Sexual Orientation, and Cannabis Use: Potential Mediations by Internalizing Disorder Risk
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Buttazzoni, Adrian, Tariq, Ulaina, Thompson-Haile, Audra, Burkhalter, Robin, Cooke, Martin, and Minaker, Leia
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Background/Aims: Adolescents who identify as nonbinary gender or as not heterosexual report higher levels of mental illness than their counterparts. Cannabis use is a commonly employed strategy to cope with mental illness symptoms among adolescents; however, cannabis use can have many deleterious health consequences for youth. Within the frame of minority stress theory, this study investigates the relationships between gender identity and sexual orientation, internalizing disorder symptoms, and cannabis use among adolescents. Method: A national cross-sectional survey of a generalizable sample of high school students in Canada from the 2017 wave (N = 15,191) of the Cancer Risk Assessment in Youth Survey was analyzed in spring 2019. Mediation analyses were completed to examine risk of internalizing disorder symptoms as a potential mediator of the association between (1) gender identity and (2) sexual orientation, and cannabis use. Results: Indirect effects in all models show significantly higher levels of reported internalizing disorder symptoms for female (OR = 3.44, 95% CI [2.84, 4.18]) and nonbinary gender (OR = 3.75, 95% CI [2.16, 6.51]) compared with male students. Sexual minority adolescents had higher odds of internalizing disorder risk relative to non-sexual minority adolescents (OR = 3.13, 95% CI [2.63, 3.74]). Students who reported higher rates of internalizing disorder symptoms were more likely to have ever used cannabis. Patterns of partial mediation are also present among all groups. Discussion/Conclusions: Findings can be used to better inform mental health interventions for adolescents. Future study should explore specific mental health stressors of vulnerable adolescent groups with respect to cannabis use as a coping mechanism.
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- 2021
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15. Exploring Self-Regulation Strategy Use in Adolescents with FASD
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Kapasi, Aamena, Pei, Jacqueline, Kryska, Kathryn, Joly, Vannesa, Gill, Kamaldeep, Thompson-Hodgetts, Sandra, McLachlan, Kaitlyn, Andrew, Gail, and Rasmussen, Carmen
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Adolescents with Fetal Alcohol Spectrum Disorder (FASD) experience a range of cognitive, behavioral, and physical difficulties, including difficulties with self-regulation. We investigated self-regulation strategy use in adolescents with FASD who completed a self-regulation intervention program. The intervention was an adapted version of the Alert Program®, and it was delivered in hospital settings in two Canadian cities. We explored the types of strategies chosen by adolescents in the intervention, reported strategy use outside of the intervention, and feedback from adolescent participants about the program. We used both descriptive statistics and qualitative data to examine self-regulation strategy use in adolescents with FASD. Adolescents with FASD were found to use both sensory and non-sensory strategies to help them regulate at the beginning of each intervention session. Participants reported increasingly using the information they learned from the intervention program outside of the intervention, and the majority of participants reported using the information to help them at school. Overall, 96% of participants reported that they enjoyed the program, and 91% of participants reported that the things they learned in the program are helpful in their daily lives. Three themes emerged from a qualitative analysis of data gathered on the adolescents' experiences in the program: increasing capacity, sharing knowledge, and connecting meaningfully. These themes highlight important components of the intervention program. Implications for the use of a self-regulation intervention for adolescents with FASD are discussed. We specifically note the importance of differentiating between sensory and non-sensory regulation strategies, and the need for more research to increase our understanding of the use and impact of self-regulation strategies in adolescents with FASD.
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- 2021
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16. Temperament Influences the Relationship between Symptom Severity and Adaptive Functioning in Children with Autism Spectrum Disorder
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Lee, Vivian, Duku, Eric, Zwaigenbaum, Lonnie, Bennett, Teresa, Szatmari, Peter, Elsabbagh, Mayada, Kerns, Connor, Mirenda, Pat, Smith, Isabel M., Ungar, Wendy J., Vaillancourt, Tracy, Volden, Joanne, Waddell, Charlotte, Zaidman-Zait, Anat, Thompson, Ann, and Georgiades, Stelios
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Temperament is a construct that is relatively stable over time but varies between individuals. Research suggests that children with autism spectrum disorder have a 'reactive' temperament profile when compared to peers with or without disabilities. However, our understanding of how temperament varies within children with autism and how it relates to child symptoms and outcomes is limited. This study aimed to: (1) explore the variation of individual temperament traits within a sample of school-aged children with autism to determine whether subgroups of children with similar trait profiles emerge; and (2) examine whether temperament influences the relationship between autism symptoms and adaptive functioning outcomes. Results revealed that children with autism can be classified empirically into two distinct profiles -- 'Even' and 'Reactive' temperaments. Correlational and hierarchical regression analyses indicated that both temperament profiles and baseline symptom severity predicted adaptive functioning outcomes 1 year later. There was a significant interaction between temperament and symptom severity, suggesting temperament can influence the impact of increasing symptom severity on adaptive functioning skills in children with autism. Study findings highlight the importance of considering temperament in understanding the individual differences that influence the development of daily functioning and developmental outcomes in children with autism.
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- 2020
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17. Digital Literacy and the ICT Curriculum
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Thompson, Kirsten
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The paper explores the reasons for investing in the digital literacy and education of students. It argues that an ICT curricula that is implemented with purpose and support produces direct benefits for the students, such as enriched learning opportunities, ease of life, and practical post-secondary preparation. The paper also summarizes the initiatives implemented by the provincial and territorial governments of Canada that define the role of ICT for today's youth and showcase the necessity of purposeful education and skill development for all students.
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- 2016
18. Expanding on #YouDoYou: Reflections from the 2015 Cohort of 3M National Student Fellows on Exploring Authenticity in Education
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Baek, Justine, Shah, Wali, Spencer, Vrindy, Thompson, Piper Riley, Young, Karen, and Zowmi, Aniqah
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The fourth cohort of 3M National Student Fellows explores the current state of our post-secondary education system across Canada and opportunities to further tune into practice in order to pursue an authentic and meaningful academic life. Six of the 2015 3M National Student Fellows propose recommendations for decision-makers at post-secondary institutions across Canada to challenge the status quo through embracing varied methods of teaching and learning.
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- 2016
19. An Exploration of Actionable Insights Regarding College Students with Autism: A Review of the Literature
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Cox, Bradley E., Nachman, Brett Ranon, Thompson, Kerry, Dawson, Steven, Edelstein, Jeffrey A., and Breeden, Chase
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A large and growing population of students with autism is increasingly pursuing higher education. Yet, the field has a remarkably small literature base from which to glean actionable insights that might enhance postsecondary success for this population. The examination of 13,000 items published in sixteen journals over a sixteen-year period revealed only 21 articles on the topic; none were published in mainstream higher education journals. The explication of this literature maps the contours of the emerging body of literature on college students with autism, uncovers problematic patterns within that literature, identifies important questions that remain unanswered, and provides explicit guidance for future research on the topic.
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- 2020
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20. The Nature of the Association between Number Line and Mathematical Performance: An International Twin Study
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Tosto, Maria Grazia, Garon-Carrier, Gabrielle, Gross, Susan, Petrill, Stephen A., Malykh, Sergey, Malki, Karim, Hart, Sara A., Thompson, Lee, Karadaghi, Rezhaw L., Yakovlev, Nikita, Tikhomirova, Tatiana, Opfer, John E., Mazzocco, Michèle M. M., Dionne, Ginette, Brendgen, Mara, Vitaro, Frank, Tremblay, Richard E., Boivin, Michel, and Kovas, Yulia
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Background: The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood. Aims: This large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of genes and environments on: (1) individual variation in number line estimation and (2) the covariation of number line estimation with mathematics. Samples: We used over 3,000 8- to 16-year-old twins from the United States, Canada, the United Kingdom, and Russia, and a sample of 1,456 8- to 18-year-old singleton Russian students. Methods: Twins were assessed on: (1) estimation of numerical magnitudes using a number line task and (2) two mathematics components: fluency and problem-solving. Results: Results suggest that environments largely drive individual differences in number line estimation. Both genes and environments contribute to different extents to the number line estimation and mathematics correlation, depending on the sample and mathematics component. Conclusions: Taken together, the results suggest that in more heterogeneous school settings, environments may be more important in driving variation in number line estimation and its association with mathematics, whereas in more homogeneous school settings, genetic effects drive the covariation between number line estimation and mathematics. These results are discussed in the light of development and educational settings.
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- 2019
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21. School Mobility and Educational Outcomes of Off-Reserve First Nations Students
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Statistics Canada, Turner, Annie, and Thompson, Amanda
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School mobility--changing schools--can have a negative effect on children's academic success. Research in the general population has shown that changing schools is associated with difficulties in school (Mehana and Reynolds, 2004; Mantzicopoulos and Knutson, 2000; Demie, 2002; Alexander, Entwistle and Dauber, 1996). A change of schools may affect academic achievement because it breaks up peer groups and requires children to adapt to new teachers and a new learning environment (Alexander, Entwisle and Dauber, 1996). School mobility has been related to socioeconomic status, in that the students most likely to change schools tend to live in lower-income families, lone-parent families, and families headed by parents who are not high school graduates (Wood, Halfon, Scarlata, Newacheck and Nissim, 1993). Studying school changes among First Nations people may be particularly relevant, given their comparatively high residential mobility and less favourable educational outcomes. According to the National Household Survey (NHS), in 2011, 22% of off-reserve First Nations people were at an address different from where they had lived five years earlier; the corresponding percentage for non-Aboriginal people was 18% (Statistics Canada, 2011a). Also, NHS results show that 31% of 25- to 64-year-old off-reserve First Nations people did not have a high school diploma, compared with 15% of the non-Aboriginal population in the same age group (Statistics Canada, 2011b). The Canadian Council on Learning (2008) has identified school mobility as a contributing factor to low high school completion rates among Aboriginal people. Aman (2008) reported that school mobility was associated with dropping out of high school among Aboriginal students in British Columbia, and as the number of moves increased, the likelihood of high school completion decreased. However, research on the impact of school mobility on First Nations students is limited. Based on data from the 2012 Aboriginal Peoples Survey, the aim of this paper is to understand how changing schools for reasons other than regular progression is related to the academic outcomes of off-reserve First Nations students. This study examines the reasons students in Grades 1 to 6 and in Grades 7 to 12 last moved schools (regular progression, residential move, academic performance, or problematic school interactions). Then, the characteristics of movers and non-movers (see Conceptualizing school mobility groups for definitions) are compared: student characteristics (for example, age, sex, registered Indian status); family characteristics (for example, household income, living arrangements, parental education); and school support characteristics (for example, parental involvement in school activities). Finally, movers' and non-movers' school outcomes (grades on last report card, happiness at school, ever repeated a grade, and receipt of help from a tutor) are compared to determine if having one "non-regular" progression school move was negatively related to academic success. Separate analyses are conducted for students in Grades 1 to 6 and those in Grades 7 to 12.
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- 2015
22. International Perspectives and Trends in Research on Inclusive Education: A Systematic Review
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Amor, Antonio M., Hagiwara, Mayumi, Shogren, Karrie A., Thompson, James R., Verdugo, Miguel Ángel, Burke, Kathryn M., and Aguayo, Virginia
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Inclusive education of students with disabilities in general education contexts has been a global movement for at least 30 years. We completed a systematic review of articles published in English- and Spanish-language peer-reviewed journals to obtain an international perspective on the status of inclusive education research and practice regarding students with disabilities, as reflected in the literature from 2002 through 2016. Our literature search, which involved two parallel searches to compare and contrast articles published in the English and Spanish professional literature, yielded 2380 articles which were categorised into seven categories: theory, descriptive, attitudinal, literature review, intervention, and non-inclusive. For both the English and Spanish literature, the most two common article types were theory and descriptive. The number of intervention articles, with findings on the efficacy of interventions to promote inclusive practices, was drastically lower in the Spanish literature. Implications for advancing future research and practice are discussed.
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- 2019
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23. Effects of a Full-Day Preschool Program on 4-Year-Old Children
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Herry, Yves, Maltais, Claire, and Thompson, Katherine
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This study explored the effects of a full-day preschool program on 4-year-old children. The study compared the development of a group of children (N = 403) who attended the preschool program on a half-day basis during the 1999-2000 school year (the last year the half-day program was in place) with the development of a group of children (N = 418) who attended the program on a full-day basis during the 2000-2001 school year (the inaugural year of the full-day program). The instruments used in this study assessed language, academic learning, prosocial behavior, conduct problems, and motor skills, as well as the degree to which parents were satisfied with their children's preschool programs. The results suggest that the full-day preschool program had a positive effect on children's language and academic learning as well as on parental satisfaction with the programming but that the full-day program did not affect prosocial behavior and conduct problems.
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- 2007
24. Cultural Diversity in Outdoor Education
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Thompson, Graham and Horvath, Erin
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At first glance Sioux Lookout is a typical northern Ontario town, situated within an intricate lake and river system, socially focused on year-round outdoor activities, and enveloped by kilometres and more kilometres of undomesticated Canadian Shield landscape. One might think this would be an ideal spot for outdoor education, just as these authors did when they moved here only a couple of years ago. In fact, they specifically envisioned building a not-for-profit business that would fill the need for alternative professional training and youth programming through the use of outdoor experiences. However, as young people ready to bring atypical forms of outdoor education to the culture of Sioux Lookout, the authors were unaware of how the atypical culture of Sioux Lookout would instead expose the need for change in their outdoor education programming. Self-proclaimed as the "Hub of the North," Sioux Lookout is one of the major towns that services over 40 First Nations communities, and therefore has naturally become home to Aboriginal people wanting to live in a town that offers year-round road access and is merely a one-hour drive to the closest Wal-Mart. Riding on a cultural history proven to survive everything from the harsh Canadian climate to the assimilation tactics of political and religious groups, the First Nations culture in town has challenged the authors to continue developing the learning process within outdoor education. In this article, the authors share their collection of observations and anecdotes about lessons they have learned in becoming more culturally fluent facilitators.
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- 2007
25. Learners' Perspectives on What Is Missing from Online Learning: Interpretations through the Community of Inquiry Framework
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Stodel, Emma J., Thompson, Terrie Lynn, and MacDonald, Colla J.
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Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners' perceptions of what is missing from online learning and provide recommendations for how we can continue to innovate and improve the online learning experience. The inquiry was qualitative in nature and conducted from a constructivist perspective. Ten learners who had indicated that they missed and/or would have liked more face-to-face contact following their participation in an online course were interviewed to elicit responses that would provide insights into what it is they miss about face-to-face contact when learning online. Five themes emerged: robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by the other, getting to know others, and learning to be an online learner. Garrison and colleagues' (Garrison, Anderson, & Archer, 2000) community of inquiry framework was used to interpret the findings.
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- 2006
26. Variation in the Relationship Between Nonschool Factors and Student Achievement on International Assessments. Statistics in Brief. NCES 2006-014
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Institute of Education Sciences (ED), Washington, DC., Hampden-Thompson, Gillian, and Johnston, Jamie S.
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This Statistics in Brief describes the differences in the distributions of nonschool factors related to student achievement among 15-year-old students and their families in the United States and other countries at similar levels of economic development. The first objective was to describe how the United States differs from the other countries assessed in terms of the distribution of SES and family characteristics. Generally, the United States did not differ from the other 19 countries in terms of the distribution of SES and family factors on four, but not all, of the characteristics. These were parental education, the number of books in the home, immigrant status, and language spoken at home. There were differences when looking at two characteristics parent occupation and family structure. The United States had a higher percentage of 15-year-olds with parents of high occupational status and a higher percentage of 15-year-olds residing in non-two-parent households compared to the 20-country average. (Contains 12 endnotes, 5 figures, and 6 tables.)
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- 2006
27. Building on Success: Helping Students Make Transitions from Year to Year
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Thompson, Carolyn
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Throughout a student's time in school, a variety of transitions will occur. From home to school, grade to grade, school to school, school to post-secondary training or employment, students experience changes in expectations, responsibilities and routines. This resource provides sample ideas and templates for creating a Learner Profile that students, teachers and parents can use as part of the transition planning process. The Learner Profile is designed to help students, parents and teachers collect and organize information to develop an individualized student profile to share with future teachers. The information and ideas will help new teachers be more informed as to the student's specific learning strengths, needs and challenges and will be better able to help build on students' successes from one school year to the next. Many of the tools would make excellent activities at the beginning of the school year when teachers and students are getting to know each other. Sample profiles and forms are provided; successful learning and testing strategies are identified. Each teacher will be able to decide how to proceed with preparing the Learner Profile. The following steps may be helpful in planning to create a Learner Profile. Students, teachers and parents are involved in the process. With the purchased product, the accompanying CD-ROM includes both PDF and Word versions of each tool. Tools can be downloaded and adapted to address the needs of individual students and classroom contexts. A bibliography is provided. [This document was published by Alberta Education, Learning and Teaching Resources Branch, Alberta. Accompanying CD-ROM is not available from ERIC.]
- Published
- 2006
28. Identity and the Forthcoming Alberta Social Studies Curriculum: A Postcolonial Reading
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Thompson, Laura A.
- Abstract
Beginning in the early 20th century, the role of citizenship as an organizing concept has been significant in the teaching of social studies. The central aim of the social studies was the production of "good citizens," and the main focus of the Alberta social studies curriculum has ultimately become developing "responsible" citizenship. While citizenship has always been the raison d'être of social studies, identity has also played an important role in the formation of young citizens. The author's aim in this article is to explore how and in what ways multiple perspectives can be read in the context of the Alberta Junior High social studies curriculum. After examining the evolving concepts of citizenship and identity from the 1970s to the 1990s, she undertakes a postcolonial reading of the forthcoming Alberta social studies curriculum.
- Published
- 2004
29. Tuition-Waiver Policies for Older Learners in University Courses: Past Practices, Current Developments and Future Prospects.
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Thompson, Gordon
- Abstract
Reviews the literature describing the development and outcomes of tuition-waiver programs for older adults in Canadian universities, reporting the results of the first Canadian national survey of tuition-waiver programs. Despite the widespread availability of tuition-waiver programs in Canada and the United States, such programs have failed to attract significant numbers of older learners and are likely to be widely rescinded or restricted in the near future. (SM)
- Published
- 2003
30. Rule-Based Reasoning Is Fast and Belief-Based Reasoning Can Be Slow: Challenging Current Explanations of Belief-Bias and Base-Rate Neglect
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Newman, Ian R., Gibb, Maia, and Thompson, Valerie A.
- Abstract
It is commonly assumed that belief-based reasoning is fast and automatic, whereas rule-based reasoning is slower and more effortful. Dual-Process theories of reasoning rely on this speed-asymmetry explanation to account for a number of reasoning phenomena, such as base-rate neglect and belief-bias. The goal of the current study was to test this hypothesis about the relative speed of belief-based and rule-based processes. Participants solved base-rate problems (Experiment 1) and conditional inferences (Experiment 2) under a challenging deadline; they then gave a second response in free time. We found that fast responses were informed by rules of probability and logical validity, and that slow responses incorporated belief-based information. Implications for Dual-Process theories and future research options for dissociating Type I and Type II processes are discussed.
- Published
- 2017
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31. Effects of Integrating Conflict Resolution in Mathematics Classes
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Anderson, Susan Rebecca, Joong, Peter Yee Han, and Binns-Thompson, Shandelene Khadine Kedisha
- Abstract
This experimental mixed method research aimed to investigate: 1) the effects of integrating conflict resolution in mathematics on students' achievement in mathematics and knowledge, behaviours, and skills in violence prevention and conflict resolution; and 2) teaching strategies that can be used for the integration. A sample of four classes was conveniently selected from two schools in Jamaica for the study. Treatments were six Mathematics lessons, for example, looking at statistics and charts related to violent incidents at their schools. Findings revealed that there are numerous teaching strategies that can be used to integrate. The integration of conflict resolution significantly increases students' achievement in Mathematics and their knowledge, behaviours and skills in violence prevention and conflict resolution.
- Published
- 2017
32. The Moral Economy of Health Technology Assessment: An Empirical Qualitative Study
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Ducey, Ariel, Ross, Sue, Pott, Terilyn, and Thompson, Carmen
- Abstract
Using data from interviews with Health Technology Assessment (HTA) professionals in Canada, this paper shows their views of the appropriate role of, and evidence required for, HTA are associated with values and norms. Recognizing HTA as a moral economy helps to explain when and why HTA professionals' views of what HTA should and can do are mutable, and may specifically help to explain why there is resistance among some HTA professionals to the inclusion of ethical issues and patients or the public in technology assessment. The moral economy framework furthermore sheds light on the nature of objectivity in contemporary HTA.
- Published
- 2017
33. Authentic Inclusion in Two Secondary Schools: 'It's the Full Meal Deal. It's Not Just in the Class. It's Everywhere.'
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Thompson, S. Anthony and Timmons, Vianne
- Abstract
Inclusive educational practices vary across Canada, and perhaps most especially in secondary schools. Researchers use the term authentic inclusion to describe exemplary inclusive educational institutions. Using an appreciative inquiry framework, two such high schools were identified and profiled within the Canadian province of Saskatchewan. Students with and without disabilities, parents and/or guardians, teachers, educational assistants, and other school-based personnel were interviewed using semi-structured protocols. Data were analyzed and two main interrelated themes emerged; the first, authentic inclusion: "the full meal deal--it's everywhere"; and the second, inclusive pedagogies. Several sub-themes provide greater detail, namely: a) a broad and infused inclusive vision, (b) leadership: implementing the vision, (c) pushing all students beyond comfort zones, (d) no to the new exclusion, and lastly, (d) rejection of false dichotomies: specialized care vs. social inclusion. In the final section, the notion of hope is taken up, as it hearkens back to the appreciative methodology, and more generally, to the promise of authentic inclusive education. We explore the notion of hope-filled schools, and students' hopes for the future. Hope may be a critical element in the practice of authentic inclusion for students with disabilities.
- Published
- 2017
34. Mid-Level District Leadership Influences in Promoting Formative Assessment Practices in Secondary Schools: A Qualitative Multiple-Case Study
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Thompson, Jeff Roland
- Abstract
A growing body of research evidence has suggested Assessment for Learning (AfL) practices represent a powerful intervention strategy that enhances learning for all students. Yet, grades 7-12 teachers in particular, generally continue to rely almost entirely on traditional summative assessment practices. However, some school principals in the Newfoundland and Labrador English School District (NLESD) in Canada have become effective change agents in creating cultures that facilitate greater teacher adoption of AfL practices to improve student success. Important questions about these schools relate to the possible influences of district-level leaders in supporting principals to be effective AfL change leaders. Consequently, the purpose of this qualitative multiple-case study was to explore, through a distributed leadership lens, how mid-level district leadership practices and utilized organizational structures of senior education officers (SEOs) with the NLESD might empower grades 7-12 principals to create AfL cultures among their teachers. As the unit of analysis, each of four purposively selected SEOs who work with secondary school principals who have established an emerging AfL culture were interviewed about their perceived role in supporting these principals. Furthermore, one purposively selected principal within each SEO's family of schools with demonstrated success in fostering AfL practices was also interviewed about the SEO's influences in creating an AfL culture. Analysis of various model and policy documents enabled data triangulation. Data were analyzed through constant comparative analysis, and the findings suggest SEOs use five empowering leadership practices and various structures to create an intensely collaborative workplace to distribute their leadership influence to principals through a defined autonomy approach shaped by non-negotiable goals regarding improved learning for all students. The empowering leadership practices include SEO as collaborator, student advocate, focused/distributive leader, AfL expert/teacher and capacity builder, that collectively create Leadership Enhancing Work Environments (LEWEs) that motivate principals to become effective change leaders to advance the challenging reculturation work necessary to foster AfL practices. Essentially, SEOs help promote AfL practices by intensifying the leadership effect in schools through fostering boundary-spanning communities of practice with their principal counterparts through LEWEs. However, further research is necessary to substantiate the generalizability of the LEWE conceptual framework to other settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2017
35. Women and Poverty in Saskatchewan.
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Regina Univ. (Saskatchewan). Univ. Extension. Seniors Education Centre., Whyte, Jayne Melville, and Thompson, Loraine
- Abstract
A project explored female poverty in Saskatchewan, Canada, and its implications within the framework of Health Canada's Population Health Promotion Model. Data were collected through consultations with 59 women who had experienced poverty, interviews with administrators of agencies and projects that serve poor women, and a literature review. Findings showed that more women lived well below the poverty line than men. Factors that influenced women's poverty were employment, social assistance, and spousal and child support. Female poverty was examined within the context of the nine determinants of health listed in the model. Lower income meant lower social status, loss of control over one's life, and loss of individuality. Children and other women were sources of social support. Women saw employment as a source of increased social status and sense of personal self-worth, but obstacles made it difficult to get and keep work. Stress caused by inadequate housing contributed to physical and psychological illnesses. Poverty affected biology and genetic endowment in prenatal development. Poor women had poorer personal health practices and coping skills. Poverty also affected the children. Health services were difficult to pay for. Several recommendations were made: build health public policy, create supportive environments, strengthen community action, develop personal skills, and reorient health services. (Appendixes include 66 references and instruments.) (YLB)
- Published
- 1996
36. One Incident Is Too Many: Policy Guidelines for Safe Schools in Saskatchewan. A Summary of Saskatchewan School Trustees Association Safe Schools Symposium (Saskatoon, Saskatchewan, Canada, September 19, 1994).
- Author
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Thompson, Loraine
- Abstract
Educators and parents have begun to focus on the environment in which education takes place as well as on the nature of the education that children receive. Children learn most effectively when they feel safe and secure, and when they are free from fear. Behaviors such as bullying and sexual harassment that in the past were assumed to be part of life are today recognized as intimidating and, in some circumstances, illegal behavior. Participants at this Safe Schools Symposium, focused on creating safe school environments, addressed three questions: Is the elimination of violence and aggression in schools a realistic goal? Who should get information about young offenders and high-risk youth and for what purpose? How do we create safe school environments? This document provides background information about safe schools and violence in schools. The document is composed of three sections: Creating Safe Schools; Policy Leadership; and What Can I Do? Each section begins with background information and ends with a summary of discussions from the Symposium. Appendices are: a checklist that school staff can use to assess the environment in their own school; a copy of the Symposium agenda; and a list of boards of education and other organizations sending representatives. (Author)
- Published
- 1994
37. Access by Part-Time Students: A Question of Openness in Canadian Universities.
- Author
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Thompson, Gordon and Devlin, Larry
- Abstract
Effectiveness of methods used to increase access to higher education is investigated in the policies and practices of evening credit programs in seven Canadian universities. In particular, two approaches to internal program organization and administration are examined. Suggestions are made for further research and policies promoting part-time student access. (Author/MSE)
- Published
- 1992
38. School Identity in the Context of Alberta Charter Schools
- Author
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Thompson, Merlin, Gereluk, Dianne, and Kowch, Eugene
- Abstract
The central tenet of this investigation is that educational institutions possess their own school identity. Acknowledging that school identity is influenced by institutional mechanisms and personal dynamics, we examine school identity in the context of 13 Alberta charter schools. Narratives of 73 educational stakeholders across the network of Alberta charter schools reveal a heightening of trust and authenticity as related to school identity. We propose that lessons learned from this study can inform stakeholders within other school settings. In particular, that an explicitly articulated vision of school identity may challenge the entrenched norms and practices typical of large bureaucratic organizations.
- Published
- 2016
- Full Text
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39. Children's Spontaneous Vocalisations during Play: Aesthetic Dimensions
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Countryman, June, Gabriel, Martha, and Thompson, Katherine
- Abstract
This paper explores the phenomenon of spontaneous vocalisations in the self-chosen, unstructured outdoor play of children aged 3-12. Spontaneous vocalisations encompass the whole range of children's unprompted, natural, expressive vocal soundings beyond spoken language. Non-participant observations at childcare centres and on elementary school playgrounds anchor this investigation into the nature and extent of children's spontaneous vocalising, grounded in scholarship that establishes these musical expressions as socially embedded and culturally contingent. Previous research has usually considered these ubiquitous playground soundings from a functional standpoint. Our project examines the potential of applying Dissanayake's artification hypothesis, specifically her five affective aesthetic devices, to examples of children's vocalisations to make tangible the artistry inherent in these spontaneous soundings. Pedagogical implications are considered.
- Published
- 2016
- Full Text
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40. Digital Doings: Curating Work-Learning Practices and Ecologies
- Author
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Thompson, Terrie Lynn
- Abstract
Workers are faced with wider networks of knowledge generation amplified by the scale, diffusion, and critical mass of digital artefacts and web technologies globally. In this study of mobilities of work-learning practices, I draw on sociomaterial theorizing to explore how the work and everyday learning practices of self-employed workers or micro-small business entrepreneurs are changing through the infusion of web and mobile technologies. Drawing primarily on Ingold's notion of wayfinding, Law's collateral realities, and Knorr-Cetina's work on epistemic objects, I examine data from 23 contingent workers in Rwanda, Kenya, and Canada to explore emergent practices of curating learning ecologies (mixtures of technologies, artefacts, activities, and people). I conclude with implications for educators and workers of the growing sophistication of "digital fluencies" that matter: the play of innovation, expertise, and criticality in everyday work-learning practices and a more thoughtful reckoning with the implications of human-technology interactions on practices.
- Published
- 2016
- Full Text
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41. From Exam to Education: The Math Exam/Education Resources
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Bruni, Carmen, Koch, Christina, Konrad, Bernhard, Lindstrom, Michael, Moyles, Iain, and Thompson, Will
- Abstract
The Math Exam/Education Resources (MER) is an open online learning resource hosted at The University of British Columbia (UBC), aimed at providing mathematics education resources for students and instructors at UBC. In this paper, there will be a discussion of the motivation for creating this resource on the MediaWiki platform, key features of the implementation that support student learning (including the evolution of the MER wiki from an exam database to a more-general learning resource), data on student use and response, potential for future development, and a brief description of how the project was implemented. Preliminary correlation data between wiki usage and exam performance are shared along with some preliminary data from an ongoing impact study.
- Published
- 2016
- Full Text
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42. Teaching in Inclusive Classrooms: Efficacy and Beliefs of Canadian Preservice Teachers
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Specht, Jacqueline, McGhie-Richmond, Donna, Loreman, Tim, Mirenda, Pat, Bennett, Sheila, Gallagher, Tiffany, Young, Gabrielle, Metsala, Jamie, Aylward, Lynn, Katz, Jennifer, Lyons, Wanda, Thompson, Scott, and Cloutier, Sarah
- Abstract
This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed.
- Published
- 2016
- Full Text
- View/download PDF
43. 'We Are Inclusive. We Are a Team. Let's Just Do It': Commitment, Collective Efficacy, and Agency in Four Inclusive Schools
- Author
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Lyons, Wanda E., Thompson, S. Anthony, and Timmons, Vianne
- Abstract
Implementation of inclusive education for children with disabilities continues to vary across and within Canadian provinces and territories leading us to question why some schools move forward while others maintain traditional segregated approaches. Drawing from Appreciative Inquiry methodology, this study used semi-structured interviews to gather and document successful practices within four inclusive elementary schools within a Canadian province. Interviews were conducted with students, parents, teachers, educational assistants, and principals. Thematic analysis revealed a common belief in the central importance of learning and relationships for all students, shared commitment to inclusion, general classroom teacher responsibility, and collaborative team work characterised by a belief in collective efficacy. The predominant finding in this study was individual and collective agency that transcended themes. Participants reported ongoing and conjoint processes of planning, teaching, reflecting on current practice, sharing knowledge and ideas, solving problems together, and attending to relationships.
- Published
- 2016
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44. Normative Considerations in the Aftermath of Gun Violence in Schools
- Author
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Gereluk, Dianne T., Donlevy, J. Kent, and Thompson, Merlin B.
- Abstract
Gun violence in American and Canadian schools is an ongoing tragedy that goes substantially beyond its roots in the interlocking emotional and behavioral issues of mental health and bullying. In light of the need for effective policy development, Dianne T. Gereluk, J. Kent Donlevy, and Merlin B. Thompson examine gun violence in schools from several relevant perspectives in this article. The authors consider the principle of "standard of care" as it relates to parents, teachers, and community members in a particular school's context. They posit that normative principles may provide a procedural mechanism appropriate for policymakers and practitioners when contemplating and implementing heightened security measures. Finally, they propose Rawlsian reasonableness as an effective and deliberative democratic process that reduces emotional, reactive responses to school shootings. Through these overlapping concepts, the authors advocate for purposeful discussions regarding gun violence in schools based on the unique pragmatic, educational, social, political, and contextual circumstances of individual schools and their surrounding communities.
- Published
- 2015
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45. Inclusive Education Policy: What the Leadership of Canadian Teacher Associations Has to Say about It
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Thompson, S. Anthony, Lyons, Wanda, and Timmons, Vianne
- Abstract
In inclusive education research, rarely are teacher associations a topic of investigation despite their critical role in its implementation and efficacy. A study was conducted as part of the Canadian Disability Policy Alliance using a "learning collaborative" methodology that explored the extent to which Canadian provincial/territorial teacher association leadership personnel were aware of inclusive education legislation and policy. Using a semi-structured protocol, 14 participants were interviewed, representing 12 Canadian jurisdictions. Results indicated a complex theme with three linked issues: leadership participants stated that their teacher membership was well aware of inclusive education policy, that their membership generally endorsed it, contingent upon adequate resourcing. The particularities of this theme, awareness-endorsement-resources, are contextualised throughout the results, and the implications are raised in the discussion.
- Published
- 2015
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46. Combination of Interventions Can Change Students' Epistemological Beliefs
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Kalman, Calvin S., Sobhanzadeh, Mandana, Thompson, Robert, Ibrahim, Ahm, and Wang, Xihui
- Abstract
This study was based on the hypothesis that students' epistemological beliefs could become more expertlike with a combination of appropriate instructional activities: (i) preclass reading with metacognitive reflection, and (ii) in-class active learning that produces cognitive dissonance. This hypothesis was tested through a five-year study involving close to 1000 students at two institutions, in four physics courses. Using an experimental design, data from student interviews, writing product assessments, and the Discipline- Focused Epistemological Beliefs Questionnaire (DFEBQ) we demonstrate that the beliefs of novice science learners became more expert-like on 2 of the 4 DFEBQ factors. We conclude that a combination of an activity that gets students to examine textual material metacognitively (Reflective Writing) with one or more types of in-class active learning interventions can promote positive change in students' epistemological beliefs.
- Published
- 2015
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47. Base Rates: Both Neglected and Intuitive
- Author
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Pennycook, Gordon, Trippas, Dries, Handley, Simon J., and Thompson, Valerie A.
- Abstract
Base-rate neglect refers to the tendency for people to underweight base-rate probabilities in favor of diagnostic information. It is commonly held that base-rate neglect occurs because effortful (Type 2) reasoning is required to process base-rate information, whereas diagnostic information is accessible to fast, intuitive (Type 1) processing (e.g., Kahneman & Frederick, 2002). To test this account, we instructed participants to respond to base-rate problems on the basis of "beliefs" or "statistics," both in free time (Experiments 1 and 3) and under a time limit (Experiment 2). Participants were given problems with salient stereotypes (e.g., "Jake lives in a beautiful home in a posh suburb") that either conflicted or coincided with base-rate probabilities (e.g., "Jake was randomly selected from a sample of 5 doctors and 995 nurses for conflict; 995 doctors and 5 nurses for nonconflict"). If utilizing base-rates requires Type 2 processing, they should not interfere with the processing of the presumably faster belief-based judgments, whereas belief-based judgments should always interfere with statistics judgments. However, base-rates interfered with belief judgments to the same extent as the stereotypes interfered with statistical judgments, as indexed by increased response time and decreased confidence for conflict problems relative to nonconflict. These data suggest that base-rates, while typically underweighted or neglected, do not require Type 2 processing and may, in fact, be accessible to Type 1 processing.
- Published
- 2014
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48. Testing Expert-Based versus Student-Based Cognitive Models for a Grade 3 Diagnostic Mathematics Assessment
- Author
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Roduta Roberts, Mary, Alves, Cecilia B., Chu, Man-Wai, Thompson, Margaret, Bahry, Louise M., and Gotzmann, Andrea
- Abstract
The purpose of this study was to evaluate the adequacy of three cognitive models, one developed by content experts and two generated from student verbal reports for explaining examinee performance on a grade 3 diagnostic mathematics test. For this study, the items were developed to directly measure the attributes in the cognitive model. The performance of each cognitive model was evaluated by examining its fit to different data samples: verbal report, total, high-, moderate-, and low ability using the Hierarchy Consistency Index (Cui & Leighton, 2009), a model-data fit index. This study utilized cognitive diagnostic assessments developed under the framework of construct-centered test design and analyzed using the Attribute Hierarchy Method (Gierl, Wang, & Zhou, 2008; Leighton, Gierl, & Hunka, 2004). Both the expert-based and the student-based cognitive models provided excellent fit to the verbal report and high ability samples, but moderate to poor fit to the total, moderate and low ability samples. Implications for cognitive model development for cognitive diagnostic assessment are discussed.
- Published
- 2014
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49. Peer Victimization and Internalizing Symptoms from Adolescence into Young Adulthood: Building Strength through Emotional Support
- Author
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Thompson, Rachel S. Yeung and Leadbeater, Bonnie J.
- Abstract
This longitudinal study investigated how changes in peer victimization were associated with changes in internalizing symptoms among 662 adolescents across a 4-year period. The moderating effects of initial levels of father, mother, and friend emotional support on this association were also examined. Gender and age group differences (early adolescent group aged 12-15 years; late adolescent group aged 16-18 years) were tested. Increases in physical and relational victimization were related to increases in internalizing symptoms. Friend emotional support was more protective in reducing internalizing symptoms for adolescent males than adolescent females in both the early and late adolescent groups. Gender differences also moderated the effects of mother and father emotional support. (Contains 6 tables.)
- Published
- 2013
- Full Text
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50. Parental Perceptions of Family Adjustment in Childhood Developmental Disabilities
- Author
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Thompson, Sandra, Hiebert-Murphy, Diane, and Trute, Barry
- Abstract
Based on the adjustment phase of the double ABC-X model of family stress (McCubbin and Patterson, 1983) this study examined the impact of parenting stress, positive appraisal of the impact of child disability on the family, and parental self-esteem on parental perceptions of family adjustment in families of children with disabilities. For mothers, self-esteem and positive appraisal predicted maternal-perceived family adjustment and mediated the relationship between parenting stress and family adjustment. For fathers, while self-esteem and positive appraisal were not significant in directly predicting perceived family adjustment, self-esteem moderated the relationship between parenting stress and family adjustment. These results suggest that interventions that bolster self-esteem in parents may be useful in enhancing perceptions of family adjustment. Similarly, interventions that enhance mothers' experiences of the positive aspects of parenting a child with disabilities hold potential to strengthen family adjustment.
- Published
- 2013
- Full Text
- View/download PDF
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