published_or_final_version / Education / Master / Master of Education

published_or_final_version / Language Studies / Master / Master of Arts

published_or_final_version / abstract / toc / English / Master / Master of Philosophy

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

This monograph documents my effort as well as examines the process of developing sustainable support in the use of instructional technology in a consulting project over a ten month period. It is written in a narrative recording the occurrences and my interventions during this ten-month period, along wdth my reflections in italics in light of the review of the literature and the analysis of the narrative. This results in a deeper understanding and insights in the field of instructional technology, and leads to the elaboration of a mission statement, which represents my present thinking about instructional design and consultation.

While a number of recent studies have addressed the overall educational experiences of larger groups of gay and/or lesbian students within institutions of higher learning, there are no in-depth studies which address the experiences of a small number of gay men and/or lesbians who are students in programs of visual art. This comparative case study of two gay male students of visual art considers three primary questions: what are the ways in which individual subjectivities and cultural practices of white, gay, male artists inter-relate; what is the impact of each artist's cultural productions on the broader culture in which they are located; and, what are the experiences of each subject within the postsecondary visual art's program in which each was enrolled. Data was collected through formal interviews, participant-observation, and an examination of the art practices of each subject. This study draws on the contributions, and the inter-relationships, of feminist, postmodernist, and queer theory literatures. In response to the first primary question, this study identifies: a range of denominators by which the subjects name themselves; four categories by which affiliated communities might be identified; a strong positive relationship between individual subjectivities and the practices of art. Second, this study concludes that: public response to the art practices of dissident subjects may vary in terms of mediums and methods; the relationship between language and visual art is variant between the two artists but the embeddedness of language in visual art is recognized; the subjects hold opposing views with respect to the role of the art object within culture, but, in both cases, the art object is seen as being integral, positively or negatively, to individual identities; art is a means to cultural knowledge, that is, visual art may serve as a means of articulating various queered theoretical standpoints; and finally, that the possibilities of camp are a means by which queer identities may be articulated and constituted in visual art practices. In response to the third primary research question, this study concludes that: there is either a lack of gay or queer content matter and expertise, or a strong negative reaction against queer experience in the programs of visual art presently considered; and finally, that the university is a site of cultural practice which continues to be a major legitimizer of social authority. In general terms, with respect to epistemologies, research methodologies, and texts, a number of necessary adaptations emerge which reflect the unique experiences of queer researchers engaged in the production of social knowledges with queer subjects. The research findings suggest that the incorporation of the needs of queer students into the Academy and the Arts would prove valuable, not only to students who so define themselves, but, because different perspectives reflect different and expanded knowledges, would contribute to the learning/living experiences of all post-secondary students of visual art. Recommendations for further research include continuing inquiry which similarly considers the experiences of lesbians in visual arts programs, and for larger scale studies with gay and/or lesbian students which may provide alternate kinds of data.

The primary purpose of this study was to examine the perceptions of southern Alberta nurse educators regarding the concept of collaborative programming as one way of working towards baccalaureate entry into nursing practice (EP 2000). Specifically, answers to the following questions were sought: 1. To what extent do nurse educators support the EP 2000 mandate, and why do they hold these views? 2. To what extent do nurse educators support the concept of collaborative programming, and why do they hold these views? 3. What programming alternatives do nurse educators perceive as desirable for working towards baccalaureate entry to practice? 4. What are the perceived barriers and facilitators to developing a collaborative program? 5. What factors may influence a nurse educator's perception of collaborative programming? A questionnaire was developed and distributed to 112 full-time nurse educators in four dimploma nursing programs (DNP) and two baccalaureate nursing programs (BNP) in southern Alberta. Completed returns numbered 74 (66%). Descriptive statistics, content analysis and the Chi Square statistical test were used to analyze the data. Lewin's (1951) force field theory was used as a guide in inteerpretation of the data findings. The major findings of the study were as follows: 1. Generally, nurse-faculty perceived the system of nursing education to be inadequate in meeting the health care needs of society; in providing for education and career mobility; and in the kind and amount of communication between its educational components. 2. A majority of BNP and DNP faculty support the EP 2000 mandate. Each group identified the need to upgrade professional standards and educational requirements to better serve society (consumers, patients, hospitals, marketplace demands and the profession) and better meet the increased intellectual, technical and judgemental demands required by the expanded roles in nursing practice. 3. A majority of the BNP and DNP faculty support the development of collaborative baccalaureate programsprovi for reasons ranging from professional benefits to pragmatic and economic aspects. However, there were a number of ambiguities and contradictions in the participants' responses. 4. Restricted provincial funds, lack of government support for EP 2000, concerns regarding the academic qualifications of diploma faculty to deliver university transfer courses, the need to protect existing program territoriality, and difficulties in mobilizing inter-institutional processes were perceived as barriers influencing the development of collaborative programs. The EP 2000 position statements, the increased student demands for baccalaureate education, and a desire to retain the strengths and resources of diploma education were preceived as facilitators. 5. The participants' type of employing institution affected certain perceptions of collaborative programming and the baccalaureate as entry to nursing practice. It was concluded that less overt resistance to collaborative programming was found than might have been predicted, given the slow movement in the province toward planned collaboration. The base seems to exist for a concerted, organized, regional effort in this direction, provided that serious attention is paid to the issues identified by the respondents. Finally, the data provide a foundation for developing on educational process and action steps to enhance progress toward collaboration as one option for facilitating EP 2000. Recommendations were presented for nursing education and future research. / xi, 138 leaves ; 28 cm

A constructivist philosophical paradigm and van Manen's phenomenological method were used to understand the lived experience of a purposeful sample of nine novice nursing clinical instructors in the Nursing Education in Southwestern Alberta program in Lethbridge, Alberta. Data were collected using in-depth, semi-structured, open-ended interview questions and were analyzed using van Manen's approach to thematic analysis. The findings revealed how novice nursing clinical nursing instructors experienced this new role; the meaning instructors ascribed to their experience; and how instructors learned about the clinical instructor role. The lived experience of novice nursing clinical instructors was likened to a journey. Three major themes emerged within The Journey: Endeavoring Amid Strife, Enacting Understanding of the Clinical Instructor Role, and Evolving as a Clinical Instructor. Implications included: valuing the lived experience, appreciating struggles, and improving supports and learning resources in the areas of orientation, mentorship, peer support, instructor inclusion in academia, and work-life balance. / viii, 118 leaves ; 29 cm