Ongoing changes in values, pedagogy, and curriculum concerning sustainability education necessitate that strong curricular elements are identified in sustainability education. However, quantitative research in sustainability education is largely undeveloped or relies on outdated instruments. In part, this is because no widespread quantitative instrument for measuring related educational outcomes has been developed for the field, though their development is pivotal for future efforts in sustainability education related to STEM majors. This research study details the creation, evaluation, and validation of an instrument – the STEM Sustainability Engagement Instrument (STEMSEI) – designed to measure sustainability engagement in post-secondary STEM majors. The study was conducted in three phases, using qualitative methods in phase 1, a concurrent mixed methods design in phase 2, and a sequential mixed methods design in phase 3. The STEMSEI was able to successfully predict statistically significant differences in the sample (n= 1017) that were predicted by prior research in environmental education. The STEMSEI also revealed statistically significant differences between STEM majors’ sustainability engagement with a large effect size (.203 ≤ η2 ≤ .211). As hypothesized, statistically significant differences were found on the environmental scales across gender and present religion. With respect to gender, self-perceived measures of emotional engagement with environmental sustainability was higher with females while males had higher measures in cognitive engagement with respect to knowing information related to environmental sustainability. With respect to present religion, self-perceived measures of general engagement and emotional engagement in environmental sustainability were higher for non-Christians as compared to Christians. On the economic scales, statistically significant differences were found across gender. Specifically, measures of males’ self-perceived cognitive engagement in knowing information related to economic sustainability were greater than those of females. Future research should establish the generalizability of these results and further test the validity of the STEMSEI.

Transition plans and services can have positive benefits on post-school outcomes for students with intellectual disabilities (ID). School psychologists have much to contribute to the transition process, but previous studies have indicated they often have limited involvement in this domain. A national survey was conducted to assess school psychologists’ knowledge, attitudes, and behaviors in regards to transition services for students with ID. Respondents included 176 practicing school psychologists from 21 states. Based on Ajzen’s (1985) Theory of Planned Behavior (TPB), the survey used in the study focused on school psychologists’ transition-related knowledge, attitudes, and behaviors. To understand the role of school psychologists in transition services for students with ID, data collection and analyses addressed (a) the underlying factor structure of the transition survey; (b) the relationship between school psychologists’ frequency of involvement in transition services and their self-reported transition knowledge, attitudes towards transition activities, and background experiences; and (c) the relationship between school psychologists' perceived importance of transition tasks and their transition knowledge and background experiences. An exploratory factor analysis was conducted to verify the survey’s factor structure, and three factors supporting the TPB framework were identified: Knowledge, Attitude, and Behaviors. Scores for the instrument and subscales demonstrated acceptable reliability. A backward multiple regression was conducted with transition involvement as the criterion variable and respondents’ self-reported transition knowledge and attitudes, and background experiences as predictor variables. Attitude, knowledge, and previous experience with the ID population were found to be significant predictors of performance of transition tasks, accounting for 63.9% of the variance combined. A backward multiple regression also was conducted with attitudes toward transition as the criterion variable and respondents’ self-reported transition knowledge and background experiences as predictor variables. Knowledge was found to be the only significant predictor of respondents’ attitudes, accounting for 26.9% of the variance. Implications for practice and policy include increasing school psychologists’ specific knowledge of transition services and transition needs of students with ID, evaluating graduate programs and school districts’ openness towards school psychologists performing transition tasks, and advocating for special education reform to modify the roles and responsibilities of school psychologists.

Despite concerted research effort over the last thirty years, social capital remains a variably, and at times, ill-defined concept. A lack of a clear causal theory has made social capital difficult to explore in an empirical setting. In addition, limited understanding of the concept’s operation has restricted its ability to provide valuable insight into policy development. The three papers that compose this thesis examine the concept, measurement, and consequences of social capital. The first provides a theoretical discussion of the conceptual origins of the term, its common criticisms, and suggests an alternative approach to its understanding. The second applies this alternative approach to an empirical model of child enrolment in post-secondary education. Finally, the third critically examines a recent federal policy research initiative related to social capital, identifying key policy development advantages to this thesis’s alternative approach. This thesis argues that antecedents to the modern social capital literature along with more recent criticisms suggest a dual approach to understanding social capital. This dual approach involves two distinct frameworks for understanding the concept – one literal and one figurative. These frameworks guide alternative approaches to empirical social capital work, demonstrated through the analysis of social capital’s impact on child post-secondary enrolment. It further identifies how the two frameworks provide more relevant information on the operation of social capital, facilitating prospective policy development. Overall, the thesis concludes that the literal and figurative approaches represent a more useful way of understanding and applying the social capital concept.

Inconsistencies in alcohol use measurement across studies and broad conceptualizations of post-secondary education experiences of young adults impede the comparison of research findings and our understanding of age-related shifts in alcohol use during emerging adulthood. This dissertation uses data from the Victoria Health Youth Survey (V-HYS), a 5 wave longitudinal study following 662 Canadian youth across the ages of 12-27. Study 1 examined the longitudinal associations among four measures of alcohol consumption (frequency, quantity, frequency of heavy episodic drinking and volume) from ages 15-25 and compared the ability of these measures to predict alcohol-related problems in emerging adulthood. Levels and rates of change across alcohol dimensions were moderately associated over time. However, measures of alcohol involvement significantly differed in their average rate of growth and in the prediction of alcohol-related problems in emerging adulthood. Heavy episodic drinking and volume showed the strongest associations in developmental trends and were similarly predictive of alcohol-related problems. The findings from this study support using measures of heavy episodic drinking or volume for assessing alcohol use and alcohol-related problems during emerging adulthood. Building on Study 1, Study 2 compared the trajectories of heavy episodic drinking during adolescence and emerging adulthood among youth in four different educational pathways: two-year college students, four-year university students, transfer students, and terminal high school graduates. This study also examined whether individual level factors could account for group differences in heavy drinking among the education groups. Terminal high school graduates consistently had the highest levels of alcohol use over time compared to all three post-secondary groups. Two-year college students had significantly higher levels of heavy drinking than university or transfer students when they enrolled, but university students had the greatest increases in heavy drinking after enrollment. However, differences in heavy drinking between post-secondary groups were completely accounted for by variations in the age at the time of enrollment. Taken together, the current findings illustrate that enrolling in post-secondary education, regardless of the type of institution, is associated with an increase in the frequency of heavy drinking during emerging adulthood and that this increase is greatest for younger students. However, the rates of drinking never exceeded that of the terminal high school graduates over time. These studies illustrate that the conclusions drawn about alcohol use trends during emerging adulthood may be contingent on the alcohol consumption measure used and conceptualizations of educational experiences. The results of the current studies provide recommendations to researchers about which measures of alcohol involvement to select for inclusion in future studies, and inform the optimal timing, targets, and contexts for alcohol prevention and intervention efforts during emerging adulthood. / Graduate / 0620

No description available.

The transition from an industrial to a global knowledge-based economy has put universities in the spotlight of public policies as the new drivers of innovation and sustained economic growth. Consequently, societal expectations towards the academic community have changed and so has, under the influence of neo-liberal ideas, the public governance of higher education. This is particularly true in federalist systems, such as Germany, Australia and the European Union, where the roles of each government level in governing the higher education sector had to be renegotiated and clarified. In Canada, however, despite repeated recommendations by policymakers, scholars and international organisations, the respective responsibilities have not yet been clarified and, to date, there are still no mechanisms to coordinate the post-secondary education policies of the federal and provincial governments. This paper inquires into the reasons for this exception. In the academic literature, this has generally been explained in terms of Canada’s uniqueness with respect to its federalist system and the decentralized higher education sector. We attempt to go beyond this traditional federalism, state-centered approach, which is predominant in the Canadian higher education literature. Instead, based on interviews and official documents and inspired by the Advocacy Coalition Framework (ACF), we shall be looking at the belief systems of the major actors in the policy process and the degree of coordination among them. Our analysis comes to the conclusion that, on the one hand, proponents of a pan-Canadian approach are divided over their fundamental beliefs regarding the compatibility of inclusiveness and excellence. Some argue that the federal government must legislate common standards to ensure equal opportunities for all Canadians. Others propose a New Governance-inspired approach to create a differentiated and competitive university sector that meets the demands of the global knowledge-based economy more efficiently. On the other hand, even though the provinces differ in their beliefs regarding the equal opportunity versus economic efficiency debate, they share the same strong belief with respect to the role of the federal government. According to this view, post-secondary education is exclusively a provincial responsibility and the role of the federal government is solely to help them ‘fix the problems’. Moreover, contrary to the proponents of more intergovernmental collaboration, the provinces have successfully strengthened the coordination among themselves to block further perceived federal intrusions into provincial jurisdiction. We come to the conclusion that the absence of intergovernmental mechanisms to govern post-secondary education is a consequence of the diverging belief systems and the establishment of formal coordination structures among the provinces to block – as they perceive - further federal intrusions. Also, there is less of a sense of urgency to act compared to, say, health care. Finally, remembering the near-separation of Quebec in 1995, there is very little appetite to reopen the constitutional debates. Therefore, based on our analysis, we argue that contrary to suggestions by some higher education scholars, the establishment of intergovernmental coordinating mechanisms appears unlikely in the near future.

Implementing the legal mandate to accommodate students with impairments in higher education, particularly in fieldwork settings, poses a significant challenge to retaining academic integrity (Pardo, 1999). Currently, there is no consistent way of determining which academic requirements are “bona fide” (OHRC, 2004), and might not be altered for students with disabilities, and those which can be accomplished using a different method. Situating accommodation and accessibility within the Environmental Factors domain of the World Health Organization’s International Classification of Function, Disability and Health (ICF) as a theoretical framework, a set of questions are presented to determine whether academic requirements in fieldwork can be accommodated or not, and why. Combining an occupational therapy perspective on the importance of task analysis (Ashworth, 1995) with the means of identifying discrimination laid out in the human rights case law provides the required tools for such an analysis. This dissertation examines the intersection of legislated mandates for accommodation and academic integrity, by applying human rights legislation to higher education. Using the three-step test of discrimination set out in Meiorin (1999) and an additional question based on Granovsky (2000) to analyze academic tasks and requirements of fieldwork, bona fide requirements can be determined. The resulting model for determining accommodation for students with impairments is applicable to accommodation of disability in primary and secondary education, as well as in the employment sector and accessibility planning, and contributes to standards of practice in academic accommodation planning, a need identified by Reed, Lund-Lucas, & O'Rourke (2003). Following the introduction, six distinct chapters explore 1) the background of accommodation in post-secondary education, 2) the weaving together of models of disability with legislated requirements and curricula, 3) the human rights paradigm itself, 4) accommodation policies, 5) an experimental focus group investigation of the proposed model, and 6) an explication of when accommodation might not be appropriate. The conclusion draws these various threads together into a lifeline for accommodation analysis and planning. / Thesis (Ph.D, Education) -- Queen's University, 2013-02-04 19:28:14.838

There are many Aboriginal (First Nation, Métis and Inuit) students attending Canadian universities who remain resilient despite the multiple challenges that arise during their first year of studies. This thesis focused on six undergraduate Aboriginal students attending the University of Saskatchewan who learned about resilience as it was demonstrated in Aboriginal novels, plays, poetry and short stories, taught in their university courses. Aboriginal literature with a fictional or non-fictional autobiographical voice demonstrated characters and people who prevailed over hardships without giving up. A combination of Indigenous methodology and grounded theory methods were used in this qualitative study, to analyze how Aboriginal students were learning from Aboriginal literature about their own resilience. Resilience in this study is defined by the Nehiyaw (Cree) concept of Miyo-Pimatisiwin (The Good Life), which refers to relying on traditional Aboriginal concepts, values and perspectives in striving for a good life and being attentive to wholistic growth and balance of the four areas of self: physical, emotional, mental, and spiritual (Hart, 2002, p. 13). This study found that Aboriginal students’ resilience is influenced by Aboriginal literature taught in undergraduate courses in three valuable ways: coping with personal and academic challenges, engagement in university learning with a sub-theme of approaches of professors validating Aboriginal literature and experiences, and personal growth and transformation. The University of Saskatchewan has recently announced initiatives aimed at increasing Aboriginal student retention and success, and this study lends support to the development of measures to increase the University of Saskatchewan’s aspirations in this regard.

The main goal of post-secondary prison education programs is to increase the education level of prisoners and improve their chances of success upon release. However, in order to accomplish this goal of success after release, prisoners must first participate in the education programs. This is especially crucial for female prisoners, many of whom enter prison more socially, economically, and educationally disadvantaged than male prisoners. This analysis aims to determine whether there is a difference is male and female participation in post-secondary prison education programs. In addition, this analysis also aims to determine what factors make male and female inmates more likely to participate in post-secondary prison education programs. The results demonstrate that sex alone is not a significant predictor for participation in post-secondary prison education. However, when combined with other factors sex does become a significant predictor of participation. Factors that are significant predictors of participation for both males and females include previous education, income prior to incarceration, receiving visits from children, time served on the current sentence, participation in a racial or ethnic group, participation in parenting classes, and participation in life skills or community adjustment programs.

Foster care youth face significant challenges to postsecondary educational success, especially while enrolled at four-year institutions. Foster care youth are absent of family support that their non-foster peers receive throughout the college experience. Without family support, foster care youth encounter greater challenges to persevere through college and reach graduation. Postsecondary education provides a fundamental opportunity for foster care youth to achieve positive life outcomes. Policy makers, social welfare agents and educators continue to advocate on behalf of foster care youth and have made it possible for them to attend college; however, lack of preparedness and support prevent foster care youth from staying in college. Skills necessary for college success are often gained in early stages of life. For many foster care youth it is in this early stage of life that they have been separated from biological family and placed in the foster care system. This research sought to answer the question: how does the family milieu influence postsecondary educational success for foster care youth? According to research, parents play a significant role in the accrual of educational, social and cultural skills needed for children to have success in later stages of life. Additionally, research supports that schooling becomes increasingly complex as life success becomes increasingly dependent on college success.