Research, Scholarly and Creative Activities (Dissertation)

Investigating Strength-based Practices within a Dual-dimensional Approach to Student Learning (Dissertation)

The central area of inquiry for this research was the exploration of educators’ perspectives and experiences related to specific strength-based concepts and practices essential for supporting a dual-dimensional approach to inclusionary education. Using an Appreciative Inquiry (AI) research design and methods, a purposeful sample of leaders and key influencers involved in the application of inclusive educational practices were engaged in individual interviews and subsequent focus group discussions via Zoom. Data collection activities encompassed a three-phase AI process: Describe, Dream and Design. Inductive thematic analyses revealed a range of themes including the need for a greater integration of strengths into current educational applications, the envisioning of new learning experiences for students encompassing shifts in educational roles, more flexible learning formats, and the emergence of a potential model for elaboration of strength-based methods into inclusionary educational settings. In the discussion (Destiny phase), potential frameworks for promoting readiness for integrating strength-based methods is discussed and a preliminary description of the Strength and Support Response Model (SSRM) is presented. This research effort illuminates specific directions for promoting, building, and embedding strengths within a dual-dimensional view of inclusionary education; however, such directions will ultimately require further introspection, research, and elaboration.

Winter 2022

Practices for Enhancing Student Engagement and Motivation in French Second Language Learning (submitted for peer-review conference)

Second Language (L2) programs, such as French Immersion (FI), have become well established throughout Canada (Dicks & Genesee, 2017). From an early age, students begin to acquire their second language through the use of effective evidence-based pedagogy. Success in these programs requires students to take risks through the application of their learning, by using their oral and written language with their teacher and their peers. More recent perspectives from the field of Positive Psychology highlight the relevance in applying strength-based approaches to encourage student engagement and motivation. Deci and Ryan’s Self-Determination Theory (SDT), also known as the Theory of Motivation, identifies three psychological well-being needs that are essential for individuals to reach their full potential, engaging their personal sources of intrinsic motivation: relatedness, autonomy support, and competency. Using an Appreciative Inquiry research design, SDT was applied as a theoretical lens through which to investigate the use of current strength-based practices within the context of student learning. A purposeful sample of participants was used, having been identified as influencers within the education system for their strength-based perspectives. Data collection activities included individual participant interviews and subsequent focus groups. Following an inductive approach to conventional content analysis, meaningful segments of text from transcribed data were coded. The resulting practices were found to align closely with the psychological well-being needs as delineated by Deci and Ryan. In this proposed presentation, these practices will be shared and expanded upon in terms of the promise they hold in enhancing student engagement and motivation within L2 learning contexts.

Winter 2022

Applying Appreciative Inquiry to Research in the Field of Inclusive Education (accepted by peer-reviewed journal)

Inclusionary educational models affirm that every student can learn. The ever-changing scope of the field of education and the pedagogical practices used to meet the diverse needs in the classroom requires research designs which have the capacity to explore the various facets of the field. This article follows the vein of Action Research and the various designs currently used within educational research. While Participatory Action Research designs and methods typically have a problem-based approach, Appreciative Inquiry reframes such views through a Positive Psychology lens to draw out strengths, promising practices, dreams, and potential innovations in the roles of educators and operational structures for the promotion of student flourishing within the context of inclusionary education. The purpose of this article is to support the increased use of the Appreciative Inquiry research design within current inclusionary education investigations, allowing for active participation, collaboration, co-construction, and an appreciative focus on “what is good” and “what works well” in current practice.

Winter 2022

Defining Inclusionary Education: A Review of Recent Literature (accepted by peer-reviewed journal)

The purpose of this article is to explore the various constructs and perspectives surrounding the integration and application of the inclusive model of education on a global scale. The article begins by exploring the most common definitions of “inclusion” within the context of education and learners within current literature. It then continues its exploration in a discussion of the focus several education systems have placed on support services to address student areas of challenge. The article concludes with a call to action for the continuation of progress in the realm of inclusionary education through the promotion of student strengths. This article imposes critical considerations for the identification, amplification, and application of these strengths in all areas of learning within the inclusionary model of education.

Fall 2021

Le jeu symbolique au primaire en immersion française : Émotion, cognition et langue (accepted by peer-reviewed journal)

Cette étude adoptant un devis de recherche conception examine les possibilités offertes par le jeu symbolique auprès de jeunes élèves débutant dans des programmes d’immersion françaises.  Des élèves de la première année de deux classes intactes et leur enseignante ont participé à cette recherche.  Ils ont été observés et filmés pendant des périodes de jeu symbolique autonomes. De l’analyse des transcriptions, des notes de recherche, des entrevues avec les enseignantes et des artéfacts, deux thèmes principaux ont émergé : les possibilités sur le plan de la pédagogie de la petite enfance et celles sur le plan de la pédagogie de la L2. Les résultats démontrent que le jeu symbolique créent des conditions d’apprentissage optimales sur plusieurs plans : social, affectif, cognitif et  langagier.

Fall 2021

The Role of School Administration in Promoting a Strength-based School Culture (submitted to professional journal)

Current research on the adoption and implementation of strength-based approaches details the positive impact such practices can have on both student and educator engagement, success, and well-being. These strength-based approaches consist of practices which identify, highlight, and amplify individual’s existing areas of strength, interest, and ability to promote their continued development in other areas which may present a degree of challenge.  Schools are on the ground level where the impacts of this shift in paradigm and practice will be the most noticeable. For such a change to be effective and sustainable, it needs to be fully embraced by the educators within the schools. Administration plays a key role in the promotion and operationalization of a shift towards a strength-based approach to inclusive practice within their school’s culture through their own professional practice as well as in providing support and encouragement to the learners and educators of their schools. Throughout my doctoral research, investigating the current use of strength-based practices within inclusionary models of education (Garrett, 2021), participants of my study identified several ways in which school administrators can apply these strength-based concepts and practices, promoting wellbeing among the students and staff of their school community (Deci & Ryan, 2008). This article serves to share these findings, providing very practical examples of how administrators can promote the concepts and practices of a strength-based approach within their schools to encourage the flourishing of their staff and students.

Fall 2021

Applying Pretend Play in Bilingual and Multilingual Classroom Settings for the Promotion of Oral Language Production (accepted by professional journal)

In 2018, I was one of a group of Grade 1 French Immersion (FI) teachers approached by the Second Language Research Institute of Canada (L2RIC) to participate in a study exploring the possibilities that pretend play could offer in the L2 classroom among students in the first year of second language (L2) learning, as it related to oral production and interaction (Le Bouthillier & Bourgoin, 2018). My dedication to the L2 learning spans across almost three decades having been an FI student myself, and now being both the mother of two FI students as well an active elementary FI teacher for the last 10 years. This article shares some of the key insights gleaned from my experience implementing play within my Grade 1 L2 literacy centres.

Spring 2021

A Day in the Life of an Immersion Teacher

I was approached by l'Association Canadienne Professionels de l'Immersion (ACPI) to represent French Immersion teachers in Atlantic Canada, collaborating on the creation of a promotional video that would depict what a typical day as an immersion teacher looks like. This campaign initiative is in place to encourage pre-service teachers to consider training in the area of second language learning as well as to promote teacher retention.

Summer 2019

The Strengths and Limitations of Applying Appreciative Inquiry Research Methods (comprehensive exam paper)

This work included the completion of a written paper and subsequent research forum presentation on the strengths and limitations of applying Appreciative Inquiry methods within action research endeavours in educational settings.

Spring 2019

Strength-based Frameworks within Inclusionary Education (comprehensive exam paper)

This paper encompasses the production of a written manuscript investigating contemporary strength-based educational frameworks within inclusionary educational models.

Fall 2018

The History of Inclusionary Education: A Literature Review (comprehensive exam paper)

This paper comprises an analytical literature review of the history of inclusionary educational systems, frameworks and models used in Canadian and international contexts.

Spring 2018

An Overview of Outcomes from Animal Assisted Interventions in the Inclusive Classroom (capstone project)

This research endeavour comprised a comprehensive literature review on the use of animal-assisted interventions within the field of inclusive education, professional conversations targetting specific advantages, challenges and practices associated with the incorporation of animals in the classroom and finally a synthesis of findings resulting in the creation of promising practice statements to further this area of research and practice. This article was accepted for publication with "People and Animals: The International Journal of Research and Practice".