Queen's Graduate Projects

Permanent URI for this collection

https://hdl.handle.net/1974/6132

Students who contribute a research project, master's essay or major research paper rather than thesis in fulfillment of their degree requirements, may submit these works to the Graduate Projects Collection. Submissions are limited to officially registered Queen's University graduate students.

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Now showing 1 - 5 of 294

‘Keeping Mum’: A Historical Examination of the Andrew Mercer Reformatory and its Contemporary Legacy Through a Framework of Motherhood
(2024-08-31) Dowd, Annie
This cognate essay is anchored in the history of the Andrew Mercer Reformatory for Females. A conceptual framework of motherhood is employed to examine the interplay between experiences of motherhood and experiences of incarceration through the institution. A temporal scope spanning from approximately 1920-1960 encompasses shifts in social and legislative attitudes, as well as a range of historical sources and experiences. This research engages with a variety of primary sources including annual reports on the Mercer, certain provincial and federal legislation, newspaper reports, and a published memoir. An intersectional methodology recognizes the unique experiences of racialized women, and particularly, Indigenous women. Oral interviews conducted with three descendants of the Mercer provide the foundation for this research. This cognate essay aims to expand on and address gaps in the current literature by incorporating descendant experiences, highlighting the continued impact of the Mercer in the present and possibilities for redress in the future. Broadly, this research analyzes how women were regulated as potential and/or actual mothers, experiences of motherhood within the Mercer, experiences of lost motherhood through the Mercer, and the relevance of this history in the present. This research acknowledges an incomplete historical record and hopes to encourage new directions for future scholarship. Its intended purpose is to position mothers, children, and descendants at the center of this history and highlight its contemporary legacy through a lens of social justice. Social and legislative calls to action voiced by descendants are offered in conclusion.
Embedding the Emerging Evaluator, Evaluation as Learning in Community Arts
(2024-08-29) Marion, Clare
Sistema Kingston (SK) is an El-Sistema inspired intensive aQer-school music program that focuses on positive social change through the pursuit of free, group-centred music instruction. I have been invested with the program personally and professionally since its inception in 2015. Following suit of similar programs across Canada and the world, SK initiated an evaluation process to address concerns surrounding the program's future consistency and sustainability. Though some may not consider consistency to be preferable if the status quo is not always effectively serving students, families, and communities, I interpret this concern raised by the program director to refer predominantly to a current lack of transferable continuity and flow between the teaching methods and curriculum content actioned by transient teaching team members. Combining my scholarly interest in evaluation and assessment, with a desire to support SK, this project saw me as an embedded external formative evaluator who developed tools and instruments to build capacity within SK and collect data to answer questions prioritized by SK. The process evaluation conducted using developmental evaluation techniques unearthed rich qualitative data, that when analyzed by thematic coding revealed four overarching areas of program consideration around which recommendations could be generated, including Representation and Voice, Staff Recruitment, Curriculum, Assessment and Group Structure, and an effusive SK Genie. The evaluation questions were addressed by elaborating on the recommendations, and an evaluation report offered to the directorship of Sistema Kingston, in the hope that the knowledge will be mobilized to secure the future of the program. By reflecting on the experience of designing and undertaking an evaluation process, extracting, and analyzing data, and reporting findings to a community partner, I have learnt and grown as a researcher and academic, as well as progressing my emergence as an evaluator.
Equity in Education: Examining the HPCDSB Resource Hub a Mechanism for Teacher Professional Learning about Equity
(2024) Chowdhury, Antara Roy
This project examines the development of the Equity, Diversity, Inclusivity, and Anti-Racism (EDIAR) Resource Hub at the Huron-Perth Catholic District School Board (HPCDSB) of Ontario. The Resource Hub is an online platform which is designed to assist educators and school leaders by providing access to a comprehensive depository of resources which includes articles, policy documents, and training modules. Its primary goal is to promote equity in education and facilitate professional development in alignment with Ontario’s Equity and Inclusive Education Strategy (2009) and the Equity Action Plan (2017). The project investigates how the Resource Hub aligns with these strategic frameworks and analyzes its effectiveness in transforming classroom practices, school environments, and leadership approaches within the HPCDSB. By analyzing the development of the Resource Hub, the study explores its contribution to advancing inclusivity and social justice within the educational setting. The project highlights how the Hub supports the development of equitable teaching practices and fosters a culture of inclusivity among staff and students. The project underscores the Resource Hub’s significance in enhancing the accessibility of resources for educators and approaches effective recommendations for refining its functionality and broadening its access. These insights aim to reinforce the Resource Hub’s scope to support educators in their professional growth and drive systemic changes towards greater equity, diversity, and inclusivity in education.
The First Ten Days of Literacy Instruction in the Junior French Immersion Classroom: A Lesson Plan and Guide to Achievement
(2024-07-20) Klymchuk, Sophia
French Immersion enrolment is becoming increasingly popular for families interested in immersing their children in a second language (Canadian Parents for French, 2023). At the same time, a public inquiry on literacy achievement, the Right to Read Report, has highlighted the need for effective literacy instruction among regressing reading achievement in the province of Ontario (OHRC, 2019). This report has pushed the Ministry of Education to restructure its literacy programs to reflect appropriate teaching practices (Ontario Ministry of Education, 2024). Despite these findings, there is a lack of appropriate resources for literacy instruction in French Immersion classrooms, particularly in the junior grades (Grades 4-6). The purpose of this project is to address this gap by creating a 10-day lesson plan that is meant to set up a successful literacy program in the junior classroom. By using the Scarborough Reading Rope (2001) as an instructional framework, the lesson plan addresses the integral components of literacy achievement: phonemic awareness and phonics, reading fluency, oral language, listening and reading comprehension, vocabulary and morphology. This project also considers the nuances of teaching in a French Immersion setting and offers guidelines on improving literacy instruction in a language learning context. Ultimately, this project aims to support French Immersion educators in their literacy instruction journey by providing a practical resource to set the school year up for achievement.
Developing Dibaaknigewin & Kinoogaagoziwin: An Anishinaabe perspective in Indigenous Special Education
(2024-05-29) Peltier, Nicole
The purpose of this research project is to outline a comprehensive study focused on improving Indigenous Special Education in the Wiikwemkoong community. This research project is aligned with the unique needs and cultural context of the Anishinaabe people and aims to address the disparities in special education outcomes through a two-eyed seeing approach in the development of a Anishinaabe Individual Education Plan model. The education of Indigenous students with special needs is a critical aspect of inclusive and equitable education systems. However, the existing special education frameworks often fail to address the cultural, linguistic, and socio-economic needs of its learners. The recommendations presented have significant implications for policy development, teacher training, and the overall improvement of Wikwemikong Board of Education special education programming. Recommendations will contribute to the development of culturally responsive practices that honor Indigenous knowledge systems, language, and cultural values. The recommendations will inform policy makers, educators, and stakeholders to create culturally rich educational environments for Wikwemikong students with special needs, leading to improved educational outcomes and holistic development.

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