Teaching robotics programming in conjunction with virtual simulation software: An evaluation of learning behaviors in secondary students

Studies have indicated a positive correlation between teaching robotic programming using a virtual platform with speed of learning and deeper level understanding. We will study how students learn when provided with just physical robots, just virtual robotics software, and both in conjunction with each other. This study will also attempt to assess indicators of learning that are more in line with the direction of the Next Generation Science Standards (NGSS), under the assumption that they will be more relevant to modern students, educators, and the corporations in relevant fields.

The land should lead us: Acknowledging community viability to practice Indigenous health sovereignty in northern Manitoba

In Canada while health disparities in Indigenous communities are getting much attention and Indigenous peoples are determining the path to healing using land based knowledge, the approach to health is still holding the reductionist and paternalistic global health philanthropy with the idea of the poor, traditional societies in need of charity and technology for better health. This contrasts with the growing realization that Indigenous health problems have strong sociocultural, political, and economic determinants that demand comprehensive approaches.

Costing Educational Inequity: The Case for a "Social Determinants of Education"

While often imagined as "great equalizer," recent research affirms that students from mariginalized and racialized backgrounds are particularly affected by educational inequity. Nowhere is this more evident than Jane and Finch in northwest Toronto where Success Beyond Limits (SBL) has been working toward addressing these longstanding barriers. By employing the SBL Graduation Model - a combination of wrap around supports and mentoring throughout secondary school, SBL has worked toward addressing barriers marginalized students face in schooling.

Building and supporting healthy educational communities: From kindergarten through university

Health and education have been shown to be interconnected and co-dependent. This research project will connect the work being done on Comprehensive School Health in the K-12 setting with similar work beginning in the post-secondary setting. Ever Active Schools has collaborated with school health teams for over 10 years (Healthy Active School Symposia - HASS). The data they have gathered from students, teachers and administrators will be an invaluable asset to the developmental process of embedding comprehensive school health in the Faculty of Education at the University of Alberta.

2017 Neighbourhood Small Grants Program Evaluation

The 2017 Neighbourhood Small Grants Program Evaluation will deepen understanding of grassroots grant making through an analysis of program outcomes and participant feedback from the Vancouver Foundation’s 2017 Neighbourhood Small Grants (NSG) program. Using data collected by the Vancouver Foundation, the project intern will produce a report that highlights the outcomes, opportunities, challenges, and lessons learned from the program activities of the 2017 granting year of the NSG.

Exploring the connection between design and computational thinking across industry and educational contexts

In today’s fast-paced, technologically-driven world, it is of paramount importance that we take advantage of different ways to solve problems, to generate the most efficient solutions. One way to accomplish this goal is to adopt different ways of thinking about how we solve problems. It may be of great value to base problem-solving that we teach in education using basics of design thinking and computer science, two existing disciplines. However, research has not yet assessed how these types of thinking may be related across different contexts, like education and industry.

A Professional Learning Community of Coaches (PLCC): supporting science teaching in Chinese international education

One of the main concerns in modern educational research is how to implement classes that are interactive and to provide a better learning environment for students. Among these trends, ambitious teaching refers to a set of principles that emphasize student-centered and investigative learning. However, teachers need support from their trainers to successfully implement these ideas. In this project, we aim to investigate the benefits of using a professional development training called Professional Learning Communities among science coaches to improve teachers' practices.

Stories without borders: A Canadian/Mexican study of translation practices and Indigenous language literacy

“Stories Without Borders” is a collaborative educational project between a Canadian and a Mexican research team, with the support of the Canadian NGO Education without Borders (EwB). The research problem addressed is: How can children’s stories written in English and other Indigenous languages for Indigenous children in Canada best be translated into Indigenous Mexican languages for Indigenous children in Mexico?

Effectiveness of EarlyDetect, a psychiatric assessment program, using a mobile APP interface - Phase 2

Mental health illness cost over $50 billion in the Canadian economy annually, and is prevalent at workplace. The cost and prevalence of menial health illness can be greatly mitigated with early detection and intervention. EarlyDetect is a program developed by Chokka Center for Integrative Health for convenient, accurate and reliable self-assessment of mental illness, and has been validated in a pen-and-paper form.

Investigating the effectiveness of mental health services offered through the Zebra Centre: Assessing what works for children who have been abused

This project will serve as the first formal program evaluation for the Zebra Centre, which has been serving victims of abuse in Edmonton and the surrounding area for 15 years. Program evaluation would open up opportunities for the Zebra Centre to learn about their strengths and areas of need in regards to their ability to support families who have undergone childhood trauma.

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