published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

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The purpose of this study was to investigate the links among children's representations of attachment and their intelligence and academic achievement. John Bowlby's attachment theory is the framework used in this study to understand and explain differences in children's intelligence and academic achievement. Bowlby maintained that the quality of children's attachment to their caregivers exerts a strong influence on their ability and interest in investigating their environment. According to attachment theory, the quality of children's attachment to their primary caregivers would be expected to be associated with their intelligence and scholastic achievement. The findings from this study suggest that attachment patterns are significantly related to children's crystallized intelligence, which involves learning, knowledge and skills that are accumulated from past experiences. Attachment patterns were not significantly related to children's global intelligence or their academic achievement. The results of this study are relevant not only to attachment researchers but also school psychologists, parents, and teachers.

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The objective of this dissertation was to advance the knowledge about mathematics instruction regarding the use of exploratory graphical embodiments in Pre-K to College levels. More specifically, the study sought to find out which graphical representations generate the highest learning effect sizes as well as which teaching method is the most supportive when graphical representations are applied. The dissertation is organized into three coherent research studies that correspond to different schooling levels. The primary method of data analysis in this study was meta-analysis supported by synthesis of qualitative and comparative studies. A total of 73 primary studies (N = 9055) from 22 countries conducted over the past 13 years met the inclusion criteria. Out of this pool, 45 studies (N = 7293) were meta-analyzed. The remaining 28 studies (N = 1762) of qualitative or mixed method designs where scrutinized for common themes. The results support the proposed hypothesis that visualization aids mathematics learning. At the primary level, the mean effect size for using exploratory environment was ES = 0.53 (SE = 0.05, 95% CI: 0.42-0.63), the mean effect size for using computerized programs at the grade levels 1-8 was ES = 0.60 (SE = 0.03, 95% CI: 0.53-0.66), and the results of applying congruent research techniques at the high school and college levels revealed an effect size of ES = 0.69 (SE = 0.05, 95% CI: 0.59–0.79). At each of the teaching level, implementing an exploratory environment generated a moderate effect size when compared to traditional teaching methods. These findings support a need for a broader implementation of exploratory learning media to mathematics school practice and provide evidence to formulate a theoretical instructional framework.

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Educational success eludes many Aboriginal students today. They are not graduating at the same rate as non-Aboriginal students in Canada and in Manitoba. Métis students, although faring a bit better, are still struggling academically, socially and economically. The literature up until now has mainly focused on Aboriginal education and there is limited research on Métis education. Across Canadian society there is a high level of consensus that education is central to individual economic, socio-cultural, and psychological well being, and to the country’s well being. Many factors contribute to their lack of success including racial discrimination and stereotyping of the first peoples of our nation. This qualitative study focuses on student voice and data from six interviews of three male and three female former Métis graduates from a rural Manitoba high school and their perceived impact of school factors related to successful Métis education. This study offers insight for educators and policy makers by highlighting factors that the former students state themselves including elements such as the importance of cultural programming, accessible and caring teachers, parental involvement, and hands-on authentic learning experiences.