MA Educational Leadership and Management Theses

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    Developing Physical Literacy and Self-Efficacy: Supporting Student Autonomy in High School Physical Education Through Assessment
    (2024) Taylor, Matt; MacLeod, Kevin
    This study addresses concerns surrounding the decline in engagement in optional physical education programs. To enhance student engagement, the study aimed to align physical education courses with principles of self-determination theory, focusing on the role of competence in supporting autonomy. The intervention involved the assessment of competence through various fitness tests. Particular instruments, such as the Vertical Jump and 30 Meter Sprint Tests observed high levels of student preference and perceived significance. Interestingly, while the Multistage Fitness Test was identified by students as a reliable indicator of physical fitness, it garnered limited student selection. Additionally, the study incorporated movements from the Functional Movement ScreenTM to cultivate student awareness of common movement pattern intricacies. While specific movement recommendations are not outlined, the findings underscore several noteworthy considerations. Notably, various factors influence student choices in student-selected fitness assessments, and purpose-driven fitness assessments can contribute to student motivation. The study's insights provide valuable guidance for structuring physical education programs to foster engagement and autonomy among students. Lastly, this study highlights the potential of alternative methods such as co-teaching and amalgamation to deliver responsive and differentiated physical education instruction, addressing resource limitations, and promoting enhanced student engagement and skill development.
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    Tlʼë chin Trʼë jè l : coming together to explore our Trʼondë k Hwë chʼin epistemology of leadership
    (2023-05-04) Flynn, Melissa; Lamoureux, Kevin
    The Trʼondëk Hwëchʼin people have a rich history connected to land and people, at the confluence of the Klondike and Yukon Rivers. This study explored our Trʼondëk Hwëchʼin epistemology of leadership in hopes of applying its findings to transformative change in educational leadership in our community, in the current public school system. The use of a Critical Theory framework and the application of a combination of Participatory Action Research and an Indigenous Research Methodology, allowed me as a Trʼondëk Hwëchʼin citizen to respectfully ask Elders and Knowledge Holders to collaborate with me in this research. Through multigenerational focus groups, we engaged in conversation around leadership, decision making and values that guide us as Trʼondëk Hwëchʼin citizens. Conversations centered around cooperative decision making cradled in caring, respectful relationships among multi-generational members of community. Stories were shared of how knowledge and responsibility are passed down through listening, reciprocity and mentorship and how all of these relationships are deeply tied to place.
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    Local perceptions of bilingual education : examining local staff experiences of bilingual education at an Eastern Chinese international school
    (2023-01-20) Eid, Amr; Fovet, Frederic
    This research investigated Chinese teachers' perceptions of bilingual education through a post-colonial lens at an Eastern Chinese international school. I initially planned to ask the teachers about their experiences with bilingual education and working with foreign colleagues at their campus. Once I began collecting data through flexible participant-centered interviews, the contributors gave a profound meaning to this work by presenting their lived experiences and the associated emotions, shedding light on realities that have gone overlooked at their bilingual school. The research began with an introduction to the investigated school, followed by a literature review on the themes associated with bilingual education in China. The data was then collected and analyzed through an ethnographic lens using interviews and interview-based participant observations. Once collected, the data generated key themes and subthemes that led to outcomes that connect participant contributions to the themes reviewed through the literature. The study includes recommendations relevant to bilingual educational institutions in China and countries with similar policies and styles of governance.
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    Crisis communication by school leaders during the COVID-19 global pandemic
    (2022-08-29) Braun, Simon; Fovet, Frederic
    Schools are not immune to crises. Whether it be earthquakes, wildfires, shootings, or global pandemics, schools will always be required to react quickly and efficiently to crises (Liou, 2015, p. 248). One large component of this reaction is communication. Therefore, school leaders need to be prepared to communicate quickly, efficiently, and effectively both internally and with the broader community during times of crisis. The coronavirus pandemic of 2020 created an exceptional urgency for schools to practice and refine their crisis communication as they dealt with the ongoing pandemic (Government of Canada, 2022). In British Columbia, the pandemic caused a state of emergency that has lasted nearly a year and a half (Lawson et al., 2021). During this time, schools went through many different situations of crisis, including short-term emergencies and long-term sustained stress. Schools also needed to react quickly to changing government guidelines, community exposures and public health directives (BC Ministry of Health, 2021). The purpose of this study is to examine the opportunities and challenges that arose as school leaders attempted to develop best practices, processes and procedures that amounted to effective communication during an unprecedented international health emergency.