Browsing by Author "Gereluk, Dianne T."

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    Emotional Intelligence and Depressive Symptoms in Children with Attention-Deficit/Hyperactivity Disorder
    (2020-07-29) Ee, Bethany; Climie, Emma A.; Gereluk, Dianne T.; Hindes, Yvonne L.
    The current study investigated the relationships between emotional intelligence (EI) and levels of depressive symptoms in children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). Measures of both Ability EI (the knowledge of what to do) and Trait EI (the actual behaviours and actions carried out) were included to compare and examine differences between the distinct conceptualizations as well as to capture a more comprehensive representation of EI. The current study included a final sample of 56 children between the ages of 8- to 12-years-old, 22 with ADHD (M = 10.51 years, 59.1% male) and 34 typically developing (M = 10.00 years, 58.8% male). The Mayer-Salovey-Caruso Emotional Intelligence Test – Youth Research Version (MSCEIT-YRV) and Bar-On Emotional Quotient Inventory: Youth Version, Short (BarOn EQ-I:YV [S]) were used to measure Ability EI and Trait EI respectively, while the Children Depression Inventory – Second Edition, Self-Report Short Version (CDI 2:SR[S]) was used to assess depressive symptoms. The present study confirmed that children with ADHD indicate significantly greater depressive symptoms and lower levels of Trait EI. In addition, Trait EI was found to be a significant predictor of depressive symptoms in children. Contrary to what was hypothesized, the current study did not find any differences between the Ability EI of children with and without ADHD. Similarly, no associations were found between Ability EI and depressive symptoms in children. Finally, the present study demonstrated that Trait EI was a significant mediator of the relationship between ADHD and depressive symptoms in children. Implications for practice and future research directions are discussed.
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    Evaluation of the Millennium Development Goal on Universal Primary Education in Nigeria
    (2020-06-12) Edino, Rachael Ileh; Gereluk, Dianne T.; Burns, Amy; Larsen, Marianne A.; Gereluk, Dianne T.; Stapleton, Timothy J.; Eaton, Sarah Elaine
    This research addressed the question: What have been the constraints and supports to enable Nigeria to meet the Millennium Development Goal (MDG) 2 on universal primary education? This second of eight MDG goals is concerned with achieving universal primary education and ensuring that by 2015, children everywhere will be able to complete a full course of primary schooling. The MDG launched by the United Nations in 2000 was the largest global human development mobilization. The focus of this research was on primary schools in Nigeria in alignment with MDG 2. Primary education is an important component in the educational system of every nation as it is the institution upon which all other levels of education and educational achievements are built. Epistemologically, the research was guided by the interpretivist’s worldview, and a case study methodology, with interviews and document analysis as methods. The participant sample comprised of 24 purposefully selected administrators of public primary schools to understand their views on the drivers and constraints associated with the implementation of the MDG 2. They were selected as leaders responsible for teacher supervision, facilitating teaching and learning, stakeholder management, and implementation of government programs. The study finds, and argues that the relationship between the drivers and constraints to the implementation of the MDG on universal primary education is complex. Four overarching findings emerged from the study. First, the implementation of the Millennium Development Goal (MDG) 2 on universal primary education in Nigeria was influenced by a disconnect between policy and practice at different levels. Second, sociocultural factors also influenced the effectiveness of implementation. Third, there were several socioeconomic drivers and constraints to the implementation of the MDG 2. Finally, sociopolitical factors equally emerged among the findings from the data. Taken together, the nature of the findings suggests that the official policy of the MDG 2 is inextricably tied to the political, economic, and local lived experiences in both urban and rural Nigeria. While policy and programme initiatives established to facilitate the implementation of the MDG 2 are commendable, there appears to be a disconnect in practice. This is because some of the information gathered from research participants in relation to realities on ground do not reflect the content and spirit of the initiatives. That notwithstanding, the research found that the initiatives made certain positive contributions to the implementation of the MDG. The findings of this study could help to situate the condition of primary education in Nigeria within the global context, while informing policy on universal primary education.
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    Examining the Experiences of Students Who Transfer from Private Career Colleges to Degree Programs in University
    (2019-06) Lee, Walter Williams; Gereluk, Dianne T.; Donlevy, James Kent; Winchester, Ian
    The purpose of this qualitative study was to explore the self-perceptions of academic success in degree-level study of a group of 6 private career college graduates who transferred courses from a private career college diploma to a university degree program. I conducted 3 semi-structured interviews with each participant and 2 focus groups with all participants using grounded theory methodology and the constant comparison method, combined with initial, focused and thematic coding, to analyze the collected data. I designed this research to help educators and researchers better understand these students’ experiences, their self-perceptions of academic success or lack thereof, and the conditions that contribute to or impede that success. Participants were all first-generation university students whose working-class upbringing and community impacted their early decisions around university education. In the context of current social and economic disruption that limits the traditional material assets afforded the working-class, university degrees are seen as necessary bridges to improve their economic and social positions. Thematic constructs emerged that suggested the model of habitus was a suitable lens through which to view their experiences. Although habitus can constrain social movement from disadvantage to advantage, the participants’ habitus may be supporting their movement towards advantage without compromising or disavowing their identity.
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    The Experiences of Youth from Immigrant and Refugee Backgrounds in a Social Justice Leadership Program: A Participatory Action Research Photovoice Project
    (2019-03-11) Ko, Gina; Gereluk, Dianne T.; Lenters, Kimberly; Poitras Pratt, Yvonne
    Research about the negative experiences of youth from immigrant and refugee backgrounds commonly emphasizes a lack of English language proficiency, criminal activity, and underachievement. More recently, a strengths-based, resilient, and social justice lens has been used to look at this historically oppressed population. In this research, I examined the experiences of immigrant and refugee youth in their involvement in a social justice leadership club in a secondary school in Calgary, Canada. I drew from Iris Marion Young’s theoretical framework using her five faces of oppression: exploitation, marginalization, powerlessness, cultural imperialism, and violence; and her four normative ideals of a deliberative model of democracy: inclusion, political equality, reasonableness, and publicity. I used photovoice and semi-structured interviews as part of the research design to work collaboratively with six female high school youth between 16 and 17 years of age to share their social justice initiatives with educational powerholders. The themes of identity and belonging, advocating for social justice, mental health awareness, and aspirational stance to dream emerged from photovoice participant analysis and interview data. I share the overarching themes of resiliency, self-efficacy, and empowerment; troubling Islamophobia; and reshaping the narratives of the school and community despite pressures to conform to the dominant culture. I also present future directions and recommendations to support youth from immigrant and refugee backgrounds in their social justice endeavours.
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    Integrating Sustainability into Business School Curriculum: Understanding the Impact
    (2020-07-27) Fearon, Lois Patricia; Gereluk, Dianne T.; Lock, Jennifer V.; Groen, Janet Elizabeth
    This multi-case study examined the impact of integrating sustainability in two different undergraduate business programs at Royal Roads University. The research considered how including sustainability in business school curriculum contributed to changes in students’ conceptualization of sustainability and their sustainability-related attitudes and behaviours. Data was collected through semi-structured interviews and document analysis. Findings emerged that suggest a combination of approaches to integration are most effective in enhancing students’ sustainability orientations. Although sustainability was, for the most part, conceptualized in a multidimensional manner, an environmental bias was evident as was a tendency to frame the concept from within the business paradigm. Stronger, more robust conceptualizations were lacking. Recommendations include: (a) maximizing integration by embedding sustainability throughout the curriculum in both disciplinary and cross-disciplinary coursework; (b) moving beyond a disciplinary conceptualization and introducing students to deeper sustainability discourse and varied conceptualizations; (c) introducing powerful sustainability pedagogies that maximize experiential learning and cultivate deep connections to place and; (d) ensuring that the formal and the informal curriculum mutually reinforce a positive sustainability agenda by paying careful attention to context and institutional commitment.
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    Mapping the Disaster Competency Landscape in Undergraduate Nursing: A Case Study of Nursing Educators in British Columbia, Canada
    (2018-11-22) McKenzie, Wendy M.; Calvert, Ann; Roy, Sylvie; Brandon, Jim; Drolet, Julie Lynne; Gereluk, Dianne T.
    The province of British Columbia in Canada is experiencing an increase in both natural and human made disasters as evidenced by recent forest fires, floods, and avalanches. Nurses are known to be one of the largest groups of health care workers and are often challenged to care for members of the public during these events. Many nurses have stated that they do not have enough education to provide quality care in a disaster role, as they received no education in their undergraduate nursing degrees. This qualitative case study explored four questions through the lens of ten British Columbia Nursing Educators using an adult learning framework. These questions are: How are disaster competencies currently taught? How do educators determine relevant content, learning activities, outcomes, and assessment criteria? What challenges, supports, and resources that have influenced educators in designing and integrating disaster competencies into their curricula? What recommendations can be offered for other educators? The findings from this study indicated that disaster nursing knowledge is taught either within an existing global health course or rarely is levelled throughout the program. Content is determined by the educator and is delivered by expert guest speakers, as well as didactic lectures, or simulation; however, no specific model is used. Many challenges exist to educators, which include lack of resources, workload, and instructor knowledge. Recommendations include the development of a British Columbia generalist undergraduate disaster nursing model to enhance educator and student learning and the development of context specific content.
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    Pioneering STEM Education for Pre-Service Teachers
    (International Journal of Engineering Pedagogy, 2016-11-01) Francis, Krista; Friesen, Sharon; Preciado-Babb, Armando Paulino; Takeuchi, Miwa; Alonso-Yañez, Gabriela; Gereluk, Dianne T.
    While there have been numerous initiatives to promote and recruit students into postsecondary studies in science, technology, engineering and mathematics (STEM) around the world, traditional programs of studies for both K to 12 school and teacher education still lack an integrative approach to these disciplines. Addressing this concern, the Werklund School of Education of the University of Calgary started to offer a course in STEM education for the undergraduate Bachelor of Education program. The purpose of this article is to document the first iterations of this course. We draw from narratives of four instructors, including the coordinator of the course, and administrators who were actively involved in creation and approval of the course. We describe the course and its connection to the philosophy of the program, examine the context in which this course was conceived—including both national and provincial policy—and address some challenges and possibilities experienced by administrators, instructors and students during the creation and implementation of the course.
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    Reciprocal Citizenship: Settling into the Responsibilities of Living on Indigenous Lands
    (2024-09-04) Bodnaresko, Sulyn; Poitras Pratt, Yvonne; Lacerda-Vandenborn, Elisa M.; Domene, José F.; Gereluk, Dianne T.; Chung, Stan Sae-Hoon
    This study examined newcomer-settler citizenship as a personal and scholastic response to the Truth and Reconciliation Commission’s Call to Action 94. With the guidance of Indigenous principles, including relationality, respect, interconnectedness, and reciprocity, I engaged with newcomer-settlers and Indigenous peoples working in the immigration and settlement sector to consider, “How can I be the best relative that I can be, and learn from others, while living on these Blackfoot, Stoney Nakoda, Tsuut’ina, and Métis lands that my settler-colonial family and I call home?” This Indigenist, interpretative, mixed methods research study has helped me to more fully understand the costs paid by Indigenous peoples to support my standard of living and comfort on these lands. Through relationships and this research process, I have also come to recognize an ethical and decolonizing way of being—called reciprocal citizenship—whereby non-Indigenous peoples can challenge settler-colonialism’s inherent oppression by centering Indigenous truths, dignity, and liberty in their thoughts, actions, and words. Reciprocal citizenship is about the ethical acts of giving back for the gifts of living on these lands, and seven actions revealed through this study include: respecting Indigenous-settler relationships; critically self-reflecting on oppression in Canada; acknowledging one’s own moves to innocence and comfort; seeking to learn; growing settler-colonial awareness; imagining shared futures; and actioning personal responsibilities that are guided in relationship with Indigenous peoples, knowledge systems, and the land. Reciprocal citizenship brings together citizenship education, transformative learning, and reconciliatory education. It asks both newcomer-settlers and established-settlers to step into their citizenship responsibilities, so that all can live in mutual respect and flourish on these lands that that we now call Canada.