Master of Science / Department of Special Education, Counseling, and Student Affairs / Christy Craft / This master’s report is a study of current textbook trends within higher education. The report looks at multiple methods of textbook delivery for faculty members within the higher education community. The report further investigates a new textbook paradigm created by faculty members at the University of Wisconsin Oshkosh. The author of this report has spent several years researching textbook trends and has presented on this topic on several occasions. By analyzing some qualitative data collected at the University of Wisconsin Oshkosh, the author will provide a partial evaluation of the CoreTxtPlus® paradigm and offer suggestions to future faculty members looking for an innovative way to provide course content to their students.

This research used case study methodology with both qualitative and quantitative research tools to examine the transfer of learning from the classroom to the cooperative education workplace and the relationship of students’ learning styles to this transfer of learning in a Bachelor of Applied Business program at a large comprehensive College of Applied Arts and Technology in Ontario. Kolb’s experiential learning theory was used as the conceptual framework. A purposive convenience sample of six students (28.6%) who had completed the second of three cooperative education work terms in the program participated and completed all components of the study. The research findings led to six conclusions: 1. Foundation skills learned in the classroom, such as communication and technical skills, and in this case general business concepts, are used in all of the cooperative education workplace experiences in this study. 2. The co-op work term experience itself, including the workplace environment and culture, is more important than the student’s learning style in explaining the learning from the classroom that a student is able to transfer to the co-op workplace. 3. Co-op experiences may not challenge students to the level they may be capable of with respect to what they have learned in class. 4. A co-op work term learning plan, opportunity to use previous learning, and a supportive co-op environment are important for students to be able to transfer their learning from the classroom to the cooperative education workplace experience. 5. Perceived barriers to transfer of learning can also provide the opportunity for learning experiences. 6. The program curriculum design plays a role in enabling transfer of learning. Several recommendations related to implications for practice were also identified. These included the need to reinforce the importance of communication and technical skills with students, providing a variety of learning experiences, designing curriculum to link classroom learning with the co-op experience, selecting co-op experiences so as to ensure alignment between the students’ knowledge and abilities and the opportunities available, providing formal orientation and training to cooperative education employer supervisors, and aligning the work term learning plan with the program curriculum.

This case study was conducted in one elementary French-language school in Ontario with 1 administrator, 4 teachers and their culturally and linguistically diverse (CLD) students. Through the integration of bhabha’s (1994) notion of Third space, multiple literacies theory (Cummins, 2001; Masny 2009) and by drawing on interviews, observations, and students’ work samples, I conceptualise an alter(n)ative literacies framework to address growing diversity in French-language schools. The term alter(n)ative is developed to express the intertwined benefit of expanding traditional notions of literacy to include alternative language practices and the potential alter-ative effect of re-envisioning the resources children bring to their literacy and language development at school. This thesis argues that teachers can critically (re)interprete official policies concerning Frenchlanguage schools in order to effectively foster students’ alter(n)ative literacies development. In doing so, teachers affirm the plurality of students’ multiple identities as a foundation for their participation within evolving cosmopolitan franco-ontarian communities.

This thesis explores how three international volunteers taught in rural Indigenous communities in Ecuador. It positions this exploration in the complexities and dilemmas of International aid education (IAE) projects and cross-cultural volunteer teaching. The study uses literature on anti-colonial theories, Indigenous knowledges and culturally relevant teaching (CRT) as a conceptual framework to understanding IVTs perceptions of and approaches towards cross-cultural teaching and its relationship with Indigenous students’ lived experiences. Onsite observations and interviews with international volunteer teachers’ (IVTs) and discussions with local teachers and volunteer program director are used in a cross-comparative analysis, which examines how their teaching was sensitive to and reflective of these Indigenous peoples’ ways of knowing and learning. The findings show that the three IVTs varied greatly in their understanding and enactment of CRT. The thesis concludes by exploring the implications of IAE and sets out recommendations for creating more culturally relevant education for Indigenous students.

This thesis considers the burgeoning development of trans studies and trans policies in post-secondary schools in Canada and the United States. It is concerned with the impact of trans scholarship and trans policies on trans students of colour. The thesis consists of a textual analysis of scholarship, policy documents and newspaper articles. The tendency to prioritize the experiences of white trans people in contemporary scholarship is replicated in trans studies curricula and reinforced through policy documents. These whitening practices affect trans students of colour and limit their ability to find meaning in trans studies. Similarly, these practices limit racialized trans students’ access to university programs and services.

This action-based, qualitative research project involving 7 early childhood educators working in a well-established preschool child care program examined the influences of job-embedded professional development on children’s experiences of mathematics. Data was collected through observations, journals, conversations, interviews, and surveys, and then analyzed using a grounded theory model. A number of themes emerged, the strongest being those related to teachers’ increased awareness, interpretation, and support of children’s explorations in mathematics during play. This project provides an example of a successful model of teacher development for early childhood educators, and contributes to the growing field of research in mathematics education related to teacher noticing, but at the preschool level. Further, with the introduction of full day kindergarten and the emphasis on play based learning this project provides many rich examples of the mathematics present in children's every day play that can be used in future teacher development.

This thesis explores how three international volunteers taught in rural Indigenous communities in Ecuador. It positions this exploration in the complexities and dilemmas of International aid education (IAE) projects and cross-cultural volunteer teaching. The study uses literature on anti-colonial theories, Indigenous knowledges and culturally relevant teaching (CRT) as a conceptual framework to understanding IVTs perceptions of and approaches towards cross-cultural teaching and its relationship with Indigenous students’ lived experiences. Onsite observations and interviews with international volunteer teachers’ (IVTs) and discussions with local teachers and volunteer program director are used in a cross-comparative analysis, which examines how their teaching was sensitive to and reflective of these Indigenous peoples’ ways of knowing and learning. The findings show that the three IVTs varied greatly in their understanding and enactment of CRT. The thesis concludes by exploring the implications of IAE and sets out recommendations for creating more culturally relevant education for Indigenous students.

This thesis considers the burgeoning development of trans studies and trans policies in post-secondary schools in Canada and the United States. It is concerned with the impact of trans scholarship and trans policies on trans students of colour. The thesis consists of a textual analysis of scholarship, policy documents and newspaper articles. The tendency to prioritize the experiences of white trans people in contemporary scholarship is replicated in trans studies curricula and reinforced through policy documents. These whitening practices affect trans students of colour and limit their ability to find meaning in trans studies. Similarly, these practices limit racialized trans students’ access to university programs and services.

This case study was conducted in one elementary French-language school in Ontario with 1 administrator, 4 teachers and their culturally and linguistically diverse (CLD) students. Through the integration of bhabha’s (1994) notion of Third space, multiple literacies theory (Cummins, 2001; Masny 2009) and by drawing on interviews, observations, and students’ work samples, I conceptualise an alter(n)ative literacies framework to address growing diversity in French-language schools. The term alter(n)ative is developed to express the intertwined benefit of expanding traditional notions of literacy to include alternative language practices and the potential alter-ative effect of re-envisioning the resources children bring to their literacy and language development at school. This thesis argues that teachers can critically (re)interprete official policies concerning Frenchlanguage schools in order to effectively foster students’ alter(n)ative literacies development. In doing so, teachers affirm the plurality of students’ multiple identities as a foundation for their participation within evolving cosmopolitan franco-ontarian communities.

This research used case study methodology with both qualitative and quantitative research tools to examine the transfer of learning from the classroom to the cooperative education workplace and the relationship of students’ learning styles to this transfer of learning in a Bachelor of Applied Business program at a large comprehensive College of Applied Arts and Technology in Ontario. Kolb’s experiential learning theory was used as the conceptual framework. A purposive convenience sample of six students (28.6%) who had completed the second of three cooperative education work terms in the program participated and completed all components of the study. The research findings led to six conclusions: 1. Foundation skills learned in the classroom, such as communication and technical skills, and in this case general business concepts, are used in all of the cooperative education workplace experiences in this study. 2. The co-op work term experience itself, including the workplace environment and culture, is more important than the student’s learning style in explaining the learning from the classroom that a student is able to transfer to the co-op workplace. 3. Co-op experiences may not challenge students to the level they may be capable of with respect to what they have learned in class. 4. A co-op work term learning plan, opportunity to use previous learning, and a supportive co-op environment are important for students to be able to transfer their learning from the classroom to the cooperative education workplace experience. 5. Perceived barriers to transfer of learning can also provide the opportunity for learning experiences. 6. The program curriculum design plays a role in enabling transfer of learning. Several recommendations related to implications for practice were also identified. These included the need to reinforce the importance of communication and technical skills with students, providing a variety of learning experiences, designing curriculum to link classroom learning with the co-op experience, selecting co-op experiences so as to ensure alignment between the students’ knowledge and abilities and the opportunities available, providing formal orientation and training to cooperative education employer supervisors, and aligning the work term learning plan with the program curriculum.