Creating a global consciousness throught the driver model of curriculum development

The purpose of this study was to investigate the effect a human link through the One World Youth Project has on a global education program, if a human connection through the program enhances a student's ability to develop a critical consciousness of global issues, and the etTectiveness of thc constructivist-based Driver Model of Curriculum Development, which served as the curriculum model in this study. An action based research cycle was chosen as this study's research methodology and incorporated 5 qualitative data collection instruments: a) interviews and questionnaires, b) artifacts, c) teacher journal, d) critical friend's observation forms, and e) my critical friend's postobservation interviews. The data were conected from 4 student participants and my critical friend during all stages of the action research cycle. The results of this study provide educators with data on the impact of human connections in a global education program, the effects these connections have on students, and the effectiveness of the Driver Model of Curriculum Development. This study also provides practical activities and strategies that could be used by educators to develop their own global education programs. The United Nations drafted the Millennium Development Goals in an effort to improve the lives of billions of people across the globe. The eight goals were developed with the support of all member nations since all human beings are global citizens who have a responsibility to make the world a better place. Students need to develop a critical consciousness of global issues so that they can work with others to eliminate them. Students who are taught to restate the opinions of others win not be prepared to inherit a world full of challenges that will require new innovative ideas to foster positive change.

Wild Civility: Cultivating the Foundations of Social Justice through Participation in a Wilderness Program

This heuristic inquiry examined if the foundations of social justice knowledge and beliefs were developed as a result of participation in a wilderness program and what knowledge and beliefs were developed. There were six participants in this study. Data collection involved participants completing pre- and post- program interviews and daily journals during the program. Through inductive analysis six themes emerged. Three of these were related to the development of certain foundations of social justice: (a) experienced conflict development and resolution; (b) experienced relationship change and development; and (c) shift from “me” to “we” mentality. The remaining three themes were included as additional findings: (a) experienced personal change and development; (b) identification of specific factors of the program responsible for changes; and (c) bringing learning back to everyday life. Results highlight wilderness program impacts on participants’ social justice knowledges and beliefs and inform wilderness program providers and social justice educators.

EXPLORING THE DEVELOPMENT AND PSYCHOSOCIAL CORRELATES OF SPIRITUALITY /RELIGIOSITY ACROSS ADOLESCENCE

The goal of the four studies that comprised this dissertation was to examine how spirituality/religiosity (SIR), as both an institutional and personal phenomenon, developed over time, and how its institutional (i.e., religious activity involvement) and personal (i.e., sense of connection with the sacred) components were uniquely linked with psychosocial adjustment. In Study 1, the differential longitudinal correlates of religious service attendance, as compared to involvement in other clubs, were evaluated with a sample of adolescents (n=1050) who completed a survey in grades 9, 11 and 12. Religious attendance and involvement in non-religious clubs were uniquely associated with positive adjustment in terms of lower substance use and better academic marks, particularly when involvement was sustained over time. In Study 2, the direction of effects was tested for the association between religious versus non-religious activities and both substance use and academic marks. Participants (n= 3993) were surveyed in grades 9 through 12. Higher religious attendance (but not non-religious club involvement) in one grade predicted lower levels of substance use in the next grade. Higher levels of nonreligious club involvement (but not religious service attendance) in one grade predicted higher academic achievement in the next grade, and higher academic achievement in one grade predicted more frequent non-religious club involvement in the next grade. The results suggest that different assets may be fostered in religious as compared to nonreligious activities, and, specifically, religious activity involvement may be important for the avoidance of substance use. The goal of Study 3 was to assess the unique associations between the institutional versus personal dimensions of SIR and a wide range of domains of psychosocial adjustment (namely, intrapersonal well-being, substance use, risk attitudes, parental relationship quality, academic orientation, and club involvement), and to examine the direction of effects in these associations. Participants (n=756) completed a survey in grades 11 and 12. Personal and institutional dimensions of SIR were differentially associated with adjustment, but it may only be in the domain of risk-taking (Le., risk attitudes, substance use) that SIR may predict positive adjustment over time. Finally, in Study 4, the goal was to examine how institutional and personal aspects of SIR developed within individual adolescents. Configurations of mUltiple dimensions of spirituality/religiosity were identified across 2 time points with an empirical classification procedure (cluster analysis), and sample- and individual-level development in these configurations were assessed. A five cluster-solution was optimal at both grades. Clusters were identified as aspirituallirreligious, disconnected wonderers, high institutional and personal, primarily personal, and meditators. With the exception of the high institutional and personal cluster, the cluster structures were stable over time. There also was significant intraindividual stability in all clusters over time; however, a significant proportion of individuals classified as high institutional and personal in Grade 11 moved into the primarily personal cluster in Grade 12. This program of research represented an important step towards addressing some of the limitations within the body of literature; namely, the uniqueness of religious activity involvement as a structured club, the differential link between institutional versus personal SIR and psychosocial adjustment, the direction of effects in the associations between institutional versus personal SIR and adjustment, and the way in which different dimensions of SIR may be configured and develop within individual adolescents over time.

The Meaning of the Virtual YMCA After School Program for Former Participants: An Exploratory Study

Research has shown that after school programs can provide children with opportunities that help foster positive development and adaptation. Current research meets the need for identifying short term outcomes, program standards, and short term evaluation techniques, however less understood is the lasting meaning of participation for previous participants after their participation. The purpose of this study was to explore the meaning and perceived impacts of participation in a preventative, skill-building after school program for former participants. Using an exploratory case study approach, interviews were conducted with six previous participants of the Virtual YMCA and a former school principal. Reconstructed narratives and analyzed transcripts show that participants do still derive meaning and significance from their participation in the program, although highly individualized. Significant aspects of the program are identified, as well as the participant’s perceived impacts which are still present today. Discussion for practitioners, researchers, and funders is provided.

The Impact of a Text-Reader Support Program on Intermediate Students' Reading Comprehension

This study examined the efficacy of providing four Grade 7 and 8 students with reading difficulties with explicit instruction in the use of reading comprehension strategies while using text-reader software. Specifically, the study explored participants' combined use of a text-reader and question-answering comprehension strategy during a 6-week instructional program. Using a qualitative case study methodology approach, participants' experiences using text-reader software, with the presence of explicit instruction in evidence-based reading comprehension strategies, were examined. The study involved three phases: (a) the first phase consisted of individual interviews with the participants and their parents; (b) the second phase consisted of a nine session course; and (c) the third phase consisted of individual exit interviews and a focus group discussion. After the data collection phases were completed, data were analyzed and coded for emerging themes, with-quantitativ,e measures of participants' reading performance used as descriptive data. The data suggested that assistive technology can serve as an instructional "hook", motivating students to engage actively in the reading processes, especially when accompanied by explicit strategy instruction. Participants' experiences also reflected development of strategy use and use of text-reader software and the importance of social interactions in developing reading comprehension skills. The findings of this study support the view that the integration of instruction using evidence-based practices are important and vital components in the inclusion oftext-reader software as part of students' educational programming. Also, the findings from this study can be extended to develop in-class programming for students using text-reader software.

Sport for Development Organizations: An Analysis of Stakeholder Dynamics

Sport for Development (SFD) uses the power of sport to support international development initiatives that affect social change and empower under-resourced communities (Levermore, 2008a). Currently, there are more than 1,000 SFD organizations globally (Doyle, Payne, & Wolff, 2011) working to enact change and development initiatives in the least developed regions of the world. Stakeholders are key components of the long-term sustainability, development, and success of these SFD organizations. The purpose of this research is to examine the relationships between SFD organizations and their stakeholders through the lens of social responsibility (SR). Through the analysis of interviews conducted with SFD leaders and their stakeholders, this research offers a modified version of Carroll’s (1979) four categories of SR. This modified version addresses the differences that exist with SFD stakeholder relationships from the perspectives of the organizations and their stakeholders. Further, broader implications will be discussed in terms of compatibility and long-term sustainability.

Niagara Parks Commission School of Gardening Graduation Program, 1956

The Niagara Parks Commission School of Gardening was organized in 1935 in order to help fill the Commission’s need for skilled gardeners to maintain the extensive parkland owned by the Commission. In 1959 the School was renamed the Niagara Parks Commission School of Horticulture. The name changed again in 1990 to the Niagara Parks Botanical Gardens and School of Horticulture to better reflect the development of the program.

Evaluation in Sport for Development: A Case Study of the Gansbaai Project, Football Foundation of South Africa, From A Critical Perspective

The purpose of this case study was to determine the effectiveness of sport for development (SDP) evaluation within one program in Gansbaai, South Africa through critical, independent participant inclusive program evaluation. Qualitative research was conducted on the Football Foundation of South Africa (FFSA), where semi-structured interview data were collected from administrators and participants, as were data from direct participant observations and organizational documents. Data analysis followed, according to Kvale and Brinkman’s (2008) methodology. FFSA goals were found, as were themes of social impact (i.e., regarding coach-player relationships, trust, and coaching impact on social integration). A further theme related to evaluation components and procedures. Further themes included life skill development, competition within programming, participants’ home life and social integration. Findings contribute to the SDP literature relating to program evaluation research and to FFSA administrators by providing an understanding of SDP program shortcomings, limitations, and suggested improvements.

SAVOURING ABILITIES SCALE (SAS): THE DEVELOPMENT OF A STRENGTHS - BASED ASSESSMENT FOR THERAPEUTIC RECREATION PROFESSIONALS

The purpose of this study was to develop and evaluate an assessment that measured savouring leisure. The assessment items developed were reviewed for content validity by eight international therapeutic recreation (TR) educators and administrators as well as eleven TR practitioners. An exploratory factor analysis was conducted to determine the most suitable items for the assessment. The results suggest that the original three subscale design needed to be modified to five. The reliability of the total assessment is α=.84. Statistical analysis for construct validity reveal 58.52% of the variance explained, and a moderate correlation was found between this study and other savouring assessments. The implications of the shift in conceptualization are reviewed through discussing factor analysis issues, the lived experience of savouring leisure, and the impact of the content validity process. This study contributes to the ongoing dialog of savouring leisure. Recommendations for future research are discussed.

Effect of a high fat maternal diet on body composition and bone development in male offspring

Direct high fat (HF) feeding has adverse effects on body composition and bone development in rodents. However, it is unclear whether maternal HF feeding has similar effects in male rat offspring. The objectives of this thesis were to determine if maternal HF feeding altered body composition, plasma hormones, bone development, and bone fatty acid composition in male offspring at weaning and 3 months of age. Maternal HF feeding increased bone mass and altered femur fatty acid composition at weaning, without differences in fat mass, lean mass, plasma hormones, or bone mass (femur or lumbar vertebrae). However, early differences did not persist at 3 months of age or contribute to lower bone strength – following consumption of a control diet post-weaning. These findings suggest that maternal HF feeding can alter body composition and bone development in weanling male offspring, without long-lasting effects if a healthy control diet is consumed post-weaning.

Best Practices of Sport For Development: A Case Study of An African Organization

Sport-for-development is the active practice of achieving social ideals through the use of sport and other traditional development programs. The purpose of this thesis was to evaluate SFD best practices from the context of an African organization development project. The case was a development organization in Zambia, Africa that was utilizing sport within its strategy. The data collection and analysis framed using Curado and Bontis (2007) MIC Matrix, the Sport For Development International Working Group’s (2007) best practices model, and B. Kidd’s (2011) Sport-in-Development Logic Model. The research supports that a SFD project is multi-faceted and should include the employment of strategic community programming on the basis of collaborative and integrative sport, health care and education. Further, the researcher found that the best practices include setting specific goals and objectives, as well as instituting regular monitoring and evaluation strategies

The Influence of Motivational Behaviours and Goal Profiles on Positive Youth Development

Positive Youth Development (PYD) research has started to shift focus onto how different internal factors such as temperament, dispositions, and/or personality characteristics could influence levels of PYD for youth participating is organized sport. The purpose of this study is to examine how different goal profiles, specifically categorized by diverse levels of task and ego orientation, can influence levels of PYD in an organized youth sport setting. One hundred youth sport participants (mean age = 16.8) completed the short form Youth Experiences Survey for Sport (short form YES-S; Sullivan et al., 2013) to measure PYD, as well as the Task and Ego Orientation in Sport Questionnaire (TEOSQ; Duba 1989) to assess each athlete’s goal profile. A TwoStep Cluster Analysis was used to classify each individual’s personal goal profile into 3 statistically different cluster groupings. Results indicated significant interaction between the PYD outcome factor of Initiative vs. Clusters [F(2,95)= 10.86, p < 0.001, p2= 0.19] as well as Goal Setting vs. Clusters [F(2,95)= 3.95, p < 0.05, p2= 0.08]. Post-hoc analyses provided results that suggest that those athletes who are more task oriented have fostered more positive outcomes from sport, therefore having more goal setting skills and initiative.

Supporting social-cognitive development in the elementary years: The role of executive function and self-regulation

Every day we make decisions that have repercussions. Sometimes the effects are immediate and intended; other times the effects might be unintended or might not be apparent for years. As parents or educators, part of our role is to support the development of children’s decision-making skills, helping them to develop patterns of adaptive decision-making that will serve them well in their current lives and into the future. Part of successful decision-making involves self-control, a system served by the brain’s executive functions (EF). This involves the ability to put aside immediate reactions and base decisions on a variety of important considerations. Social-cognitive development, the ongoing improvement of the ability to get along with others and to understand others’ emotions, expressions, motivations, and intents, relies, to a large degree, on the same EF systems. The current paper explores the interaction of these two factors (the role of EF in social-cognitive development), explores the research to determine the most effective approaches to improving both factors, and develops a handbook providing activities for educators to use while supporting the growth of both EF and social-cognitive skills. Results of a needs assessment reveal that the majority (59%) of educators surveyed had never used a social skills improvement program in their classrooms, while a full 95% believed that social skills are important or very important for a student’s academic success.