Browsing by Author "Burns, Amy M."

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    The Ambiguous Nature of Internationalization in Higher Education
    (2021-02-01) Busch, Christopher R.; Winchester, Ian; Brandon, Jim; Chua, Catherine Siew Kheng; Stortz, Paul J.; Burns, Amy M.; Gaffield, Chad
    Internationalization, or the incorporation of an international, intercultural, or global perspective into the mandate of higher education, is becoming more common; however, even as the phenomenon has come of age, there are significant differences in how institutions approach this multifaceted and complicated process, and why. The purpose of this study was to examine the influence of organizational culture on the internationalization efforts of select Canadian higher education institutions to better understand the variability in internationalization within the space, such as perceived differences in the level of adoption, acceptance, recognition, and understanding between Ontario institutions. This research’s conclusions and recommendations surfaced from the research questions and the analysis of the outcomes from both interviews and documents. The six main themes emerging from the research highlight the importance of understanding the historical and cultural context of the institution, the ambiguous nature of internationalization, internationalization as a spectrum, the influence of organizational structure, lived experience of faculty, and barriers of internationalization for the phenomenon to become widely accepted as a part of an institution’s culture - or the shared norms, values and assumptions in how the institution functions.
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    Developing a Faculty-Librarian Community of Inquiry: A Blended Learning Approach to Facilitate Information Literacy Education
    (2018-06-21) Melgosa, Annette Alyce; Jacobsen, Michele; Hayden, Katharine Alix; Kim, Beaumie; Raffin Bouchal, Shelley; Hughes, Janette; Burns, Amy M.
    The purpose of the study was to explore how disciplinary understanding around Information Literacy (IL) might be achieved between faculty members and librarians through the design and implementation of a blended Community of Inquiry (CoI) (Garrison, 2011) Faculty-Librarians CoI Workshop (FacLibCoI) within a social constructivist epistemology. A mixed methods, design-based research (DBR) approach was used to build and test the FacLibCoI prototype and was based on Pool and Laubscher’s (2016) micro/meso iterative-cycle approach to McKenney and Reeves’ (2012) Generic Model for Educational Design Research. An environmental scan of the literature and the university where the study took place comprised phase one of the study. In addition to the review of literature, university reports were reviewed, and focus group interviews were conducted with university faculty members and students. Analysis revealed that faculty viewed research as discovery while students equated it with term papers. Students who had learned IL in general studies writing courses demonstrated good conceptual knowledge but poor implementation skills. Phase Two comprised the design phase. The FacLibCoI was designed to last two months and include three in-person sessions with accompanying asynchronous online discussions. The FacLibCoI workshop was implemented and analyzed in phase three. The design changed to four in-person sessions and two asynchronous discussions. Data included before-and-after participant interviews, transcripts, CoI questionnaires, and group artifacts. All CoI presences and metacognition were achieved in the FacLibCoI. Participants demonstrated group cohesion and disciplinary-based, shared understanding of IL, producing a disciplinary IL Model, IL learning goals mapped to disciplinary and IL standards, and an action plan for IL implementation. A CoI was established in less time than in studies reported in the literature and holds promise for scaling up. The online portion of the design proved unsustainable, and technology platforms and busy schedules were negative factors. Online collaboration between librarians and faculty may prove successful during a later departmental IL implementation phase. This phase should be considered in future iterations. Consulting participants on selection of a technological platform is advised.
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    Facing a Changing World, Reinventing Technical Education and Learning Software Innovation 1969-1989: The Assembly of Two Learning Management Systems
    (2021-01-14) Stephen, Alan James; Clarke, Veronika Bohac; Clarke, Veronika Bohac; Winchester, Ian; Davis, Brent; Burns, Amy M.; Fidyk, Alexandra L.
    Using a sensibility from Actor-Network Theory, this research looks at the social-technical assembly of two early learning management systems from 1969 to approximately 1989. As such, it is more a story of change in post-secondary education rather than a story of software. The research looked at two related cases: Case A – SAIT Reinventing Technical Education: The Southern Alberta Institute of Technology, a polytechnic in Calgary, Canada, faced a changing world in 1969. In response, the President and people across the institution helped reinvent technical education as they created a new learning system by 1977 (competency-based technical education). Out of this assembled a learning management system (heavily influenced by mastery learning), one that was used from Calgary to Melbourne, and places between. Case B – CBTS Reinventing Learning Software Innovation: Facing a stall in innovation of the software at SAIT, key participants in Case A created a company, Computer Based Training Systems Ltd. in Calgary, to design and market a new learning management system. By the early 1990s, this software was being used by Technical Institutes, Colleges, Universities, K-12 education, and industry in Canada, Australia, USA, Ireland, England, South Africa and Zimbabwe. Of note, the users of the software held the first international conference on learning management systems at the University of Limerick, Ireland in 1989. This research makes visible the previously invisible story of the assembly of these two early learning management systems. It may clarify current academic understanding of the history of these systems. More important, this is a first draft of this tale and can act as a foundation for future research—particularly in these cases where there is more to tell. Also, post-secondary leaders and designers of change may find the models of the designers’ thinking (Focus, Flow, Frame and Formative) in Case A useful, with reflective transfer, for projects of designed change today. This design thinking focused on institutional change and contributed to the successful results seen in the two Cases, results that made a difference to students and institutions.
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    The Influence of Leadership on Innovation in Alberta Charter Schools: A Qualitative Case Study
    (2020-03-06) Guglielmin, Melanie Nichole; Burns, Amy M.; Spencer, Brenda L.; Kelly, Robert
    This study used a qualitative, instrumental, multisite case study design to examine the leadership practices of principals of three charter schools in Alberta with significantly different mandates in order to determine how they inspired innovation among their staff. Leadership practices were examined through semistructured interviews with each principal and a member of their teaching staff. Additionally, observations of the physical layout of the interior and exterior of the school were conducted in order to understand the physical context of each school and examination of extant documentation such as websites, school charter documents, calendars, and blogs was completed. These interviews and observations formed the basis of a narrative exploration of the innovative practices at each school and the leadership practices that appeared to support and encourage them. Several themes developed as a result of this research, including relationships built on trust, leaders acting as servants, establishing and communicating a clear vision, distribution of leadership, and creating a culture of innovation. These themes enabled a discussion of the three key research questions focusing on leadership practices, personal creativity, and establishment of a definition of what practices might be seen as innovative. Finally, the conclusion discusses potential steps that leaders and government may take in order to increase and support innovative practices in schools.  
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    Middle School Principals’ Understandings and Practices of Instructional Leadership
    (2018-08-22) Nelson, Michael William; Spencer, Brenda L.; Brandon, James Edward; Burns, Amy M.; Donlevy, James Kent; Viczko, Melody
    The purpose of this case study was to gain insight into how experienced middle school principals understand the concept of instructional leadership and, further, perceive their enactments of instructional leadership to build the instructional capacity of the teachers in their schools. Research into instructional leadership indicates that school principals contribute indirectly to school effectiveness and student achievement through actions (practices) that influence the type and quality of instruction in schools and classrooms; however, there is limited research on this topic that is specific to leadership in middle schools. The study used qualitative case study methodology involving semi-structured interviews with five experienced middle school principals, all from a large, urban public school district in Alberta. The findings of this inquiry revealed six key themes. Middle school principals in this study: (a) have a strong theoretical understanding of leadership for learning, (b) define their practices of instructional leadership through shared leadership, PLC structures, and a focus on relationships, (c) perceive their practices of instructional leadership to include developing leadership capacity of others, (d) share beliefs and understandings, and enact practices of instructional leadership that are strongly influenced by a specific body of leadership literature that is promoted through district-led professional learning initiatives, (e) believe there are contextual differences that impact not just their leadership generally, but their instructional leadership, and (f) have a sophisticated theoretical understanding of instructional leadership and leadership for learning; however, they struggle to provide evidence of how their practices impact teachers’ instructional capacity and student learning. The findings of my study contribute to the growing body of knowledge related to instructional leadership, especially as it focuses on middle schools.
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    The Transition of the Practitioner to the Instructor: Exploring the Possibility of Transformative Learning of Former Police Officers Who Have Become College Justice Studies Instructors
    (2018-07-23) Urasaki, Jim Masaya; Jubas, Kaela; Danyluk, Patricia J.; Patterson, Margaret; Burns, Amy M.; Etmanski, Catherine
    In this qualitative case study, I explored the learning experiences of individuals who have moved from a career in policing to a career in the post-secondary sector. Transformative learning theory as described by Mezirow (1978, 1981, 1996, 1997, 2000, 2003) is a useful paradigm to explore the experience of individuals going through this period of transition, especially when Illeris’ (2009, 2014a, 2014b, 2014c) focus on socially contextualized identity construction is added into the framework. In relation to my findings, I discuss insights into the development of new perspectives and roles that characterize the transformative process experienced by individuals who left their policing jobs to become justice studies instructors. In interviews with 12 participants and a brief review of curricular documents, I found that transformative learning can result in a change in identity while allowing for the maintenance of core identity. After presenting these findings, I close with a discussion of implications of this inquiry for professional programs and instructors in them in the college sector, as well as contributions to the continued development of the transformative learning framework.
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    Understanding the Leadership Role in Literacy Programming of Elementary School Principals
    (2018-09-04) Pelling, Melody Lyn; Lenters, Kimberly A.; Roessingh, Hetty; Broad, Kathryn; Spencer, Brenda L.; Burns, Amy M.
    Elementary school principals play a key role in leading the pedagogy in their schools. Among their many responsibilities is to ensure that all students have access to quality teaching and learning experiences. Arguably, one of the most important skills that an elementary student will learn in school is to become a confident, fluent reader, who can use their literacy skills to navigate in a complex and progressive society. Teaching children to read is multi-faceted and requires educators to have significant background knowledge and skill. Given this context, it is necessary to ask what role principals play in providing leadership and guidance specific to literacy, in their schools. The purpose of this study was to explore the relationship between elementary school leadership and literacy programming in elementary schools. This inquiry was done through a qualitative research approach that employed case study methodology. An anonymous survey, individual semi-structured interviews with five elementary school principals, and a document review were used to explore principals’ perceptions of their role in literacy leadership. The findings of this inquiry revealed principals do have an important role in literacy leadership in elementary schools, and that their work as a literacy leader is often facilitated through a distributed leadership model. This inquiry also revealed that, although principals feel they must understand the literacy process themselves to lead the work, they do not necessarily enter the role of principal with this requisite knowledge. Further to this, principals feel that a large part of their role as literacy leader is building the capacity of teachers’ literacy pedagogy, so that in turn, teachers can respond to students’ literacy needs through the lens of the school’s literacy leadership.