Browsing by Author "Ottmann, Jacqueline"

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    Brockton Preparatory School: A Case Study on Educational Leadership in the Establishment and Sustaining of a Private, Nonprofit, University Preparatory School in North Vancouver, British Columbia
    (2013-07-31) Cortina, Alexander Pedro; Ottmann, Jacqueline
    The following is a single case study that looked at the establishment and sustainment of Brockton Preparatory School, a private, nonprofit, university preparatory school in North Vancouver, British Columbia. Within a constructivist paradigm, this study utilized a qualitative approach within case study methodology. The unit of analysis was a single bounded case limited to Brockton Preparatory School. Interviews were conducted with 26 educational leaders who were involved in the establishment and sustainment of this organization from 2004 to 2012. Participants included current and previous educational administrators, Board Directors, parents, faculty, and staff. School documentation was analyzed to assist in examining convergent lines of inquiry. Interviews were conducted to explore how and why educational leaders were successful in the establishment and sustainment of Brockton Preparatory School. This study used the work of Bloomberg and Volpe (2008) to assist in the development of a conceptual framework that focused on the data analysis process. This conceptual framework helped to determine the themes that emerged in the study by establishing initial categories that directly related to the research questions, with descriptors based both on reviewed literature as well as my own observations and conceptualizations. The findings suggested that the establishment and sustainment of Brockton Preparatory School was achieved through a dedicated and intense educational entrepreneurial effort primarily attributed to: (a) the high levels of parent leadership demonstrated throughout the foundation and sustainment years; (b) the success of the school’s founders in being able to offer an enhanced learning experience; (c) the sustained and high level of overall teacher, administrative, volunteer, and parent leadership; (d) the sustained ability on the part of the school governors and administrators to successfully maintain a high level of resource and human capital efficiency; and finally, (e) a high level of commitment demonstrated towards the establishment of the endeavour. The study concludes with the presentation of: (a) specific recommendations for educational entrepreneurs who are particularly interested in establishing a parent-based organization, and (b) a new parent-based educational entrepreneurship model. This study contributes to the emerging picture of educational entrepreneurship in the private, nonprofit K-12 realm.
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    Creating Belonging for Aboriginal Learners in Elementary Schools
    (2017) Edwards, Karen; Ottmann, Jacqueline; Hare, Jan; Mendaglio, Salvatore; Patterson, Margaret (Peggy); Walsh, Christine
    The purpose of this study was to uncover and to understand perceptions related to belonging and how a sense of belonging is fostered for Aboriginal learners at the elementary school level. It explored the phenomenon of Aboriginal learners’ sense of belonging in elementary schools, how it is created, and how leaders can facilitate it. The goal was to garner specific suggestions or ideas for what leaders and educators can do to facilitate spaces of belonging for Aboriginal learners via qualitative instrumental case study (Stake, 2008) which included interviews with those working within a school district and Aboriginal learner family members. The findings of this study found that: Belonging is a holistic term involving the entire school community with particular attention being paid to the child and their world, parents are a part of the school’s community and fundamental to the child’s success, and that leaders are key in the inclusion of children and families. Flowing from this was, and is, the hope that this information will be used in elementary schools to foster spaces of belonging, specifically in regard to elementary Aboriginal learners, that will translate into greater engagement in and with school and, as such, increase the likelihood of leading a life of their choosing in the future.
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    Developmental Strengths, School Bonding, and Academic Achievement in First Nation's Youth
    (2016) Winterflood, Harriet; Schwartz, Kelly; Climie, Emma; Ottmann, Jacqueline
    The present study explored the developmental strengths that youth from Tsuut’ina Middle and Senior High school possess. It explored what developmental assets - internal and external – are self-reported by a sample of Tsuut’ina First Nation youth, as well as the degree to which students are connected to their school (i.e., school bonding). Correlational analyses were conducted to determine whether school bonding and developmental assets were related to one’s academic achievement. Results revealed that both internal and external assets were deemed to be within the ‘fair’ range. Middle school students reported greater levels of total assets compared to senior high school students. Further, Tsuut’ina First Nation youth reported moderate level of school bonding, reporting strong attachment, and moderate belief in school rules and commitment. There were few significant associations found between developmental assets and academic achievement, or school bonding and academic achievement. Interpretations and implications of these results are provided.
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    Engaging Aboriginal Perspectives in the Alberta Social Studies Classroom: A Sociocultural Investigation Into Conceptual Possibilities and Teacher Beliefs
    (2016) Scott, David; Lund, Darren; Field, James; Ottmann, Jacqueline; Lowan-Trudeau, Gregory; Ng-A-Fook, Nicholas
    This doctoral thesis offers a sociocultural investigation into how one male Euro-Canadian social studies teacher interpreted and pedagogically responded to the curricular directive in Alberta to address Aboriginal perspectives, including the history of residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada. Employing case study methodology, the teacher’s practice was examined during a 10-2 social studies unit in which he was actively attempting to take up Aboriginal perspectives with his students. Data were collected from several channels including classroom observations, field journal notes, classroom documents, as well as ongoing semistructured interviews. Of note, the research participant avoided a number of resistances to engaging with Aboriginal perspectives that prior research had identified. Drawing on resources that honoured the voice of Indigenous peoples in ways that were not filtered through Euro-Canadian lenses, the teacher offered viable possibilities for engaging Aboriginal perspectives. Despite these positive developments, an overreliance on transmission-based pedagogies tied to the officially mandated textbook inhibited this teacher’s ability to sustain this work in his classroom. Further, a multicultural discourse where Aboriginal peoples are afforded opportunities to become benevolently integrated into the Canadian nation caused the research participant to significantly misrecognize the nature of Indigenous philosophies and hindered his ability to faithfully represent these perspectives to his students. Noting that these same tensions have been present in other studies, I argue that Canadian educators will be unable to engage with Aboriginal perspectives in qualitatively different ways without an alternative model or story to understand Aboriginal–Canadian relations. Drawing on insights from the work of Dwayne Donald, throughout the thesis I advance a number of relational possibilities for reconceptualizing Aboriginal–Canadian relations that draw inspiration from the Haudenosaunee Gus-Wen-Tah, or two-row wampum, as well as Cree understandings of the treaties. However, due to the First Nations–centric nature of these relational models, I ultimately argue that the purpose may not be to try to agree on one particular understanding of the relationship, but rather to place the nature of Aboriginal–Canadian relations at the centre of classroom deliberations.
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    Exploring Aboriginal Student Experiences with Post-Secondary Education through Photography and Story
    (2019-08-15) Coble, James; Louie, Dustin William; Ottmann, Jacqueline; Pratt, Yvonne Poitras; Steeves, Phyllis; Walsh, Christine Ann; Pidgeon, Michelle
    Post-secondary completion rates are lower for Aboriginal Canadians compared to non-Aboriginal Canadians. This phenomenon has received a lot of attention in the research literature. Reports and peer-reviewed research have identified a number of barriers that contribute to these rates. Such barriers often include things like financial pressures, academic readiness, and cultural differences among others. Many of these barriers can be attributed in varying degrees to the residential school era, the intergenerational effects of which have contributed to not only current education outcomes, but also comparatively low socioeconomic and health related indicators. Despite this, a decolonized education is considered central to improving the lives of Aboriginal Canadians. Post-secondary institutions have a role to play in achieving this goal. The purpose of this qualitative study was to explore Aboriginal student experiences with post-secondary education in a community college setting. The issue was explored using methodologies and data collection methods that lend themselves to Aboriginal ways of knowing and doing. Three Aboriginal women took part in the study. These women were asked to take photographs over a four-week period of those factors they believed influenced their respective educational journeys. The photographs were then discussed at length using personal interview and focus group formats. The results are presented in narrative (i.e. storied) form. Common narrative threads include stories of identity, culture, resilience, connection, family and stories of the “other.” There were also experiences unique to each participant. It is concluded that a majority of the factors such as relying on cultural teachings contributed positively to persistence. When situated within the context of the research literature, several recommendations are presented that might further contribute to Aboriginal student persistence and completion.
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    Exploring First Nations Youth’s Strengths and School Engagement
    (2016) Young, Jenna M.; Schwartz, Kelly; Schwartz, Kelly; Ottmann, Jacqueline; McCrimmon, Adam
    The present study examined the positive developmental factors of First Nations youth. Online surveys were administered to 18 First Nations youths to measure their developmental assets (i.e., personal, social, family, school, and community strengths), school engagement (i.e., behavioural, emotional, and cognitive), and cultural identity. Results reveal that middle school students demonstrate higher degrees of all variables measured compared to high school students. Findings also indicate that this sample of First Nations youths possess a relatively low amount of developmental assets. Furthermore, it was found that the more developmental assets this sample of First Nations youth possess, the more they are engaged at school. Lastly, results indicated that school engagement was not related to the First Nations youths’ cultural identity. Interpretations of these findings along with implications, limitations, and suggestions for future research are provided. Keywords: Indigenous youth, First Nations youth, Positive Youth Development, School Engagement, Cultural Identity
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    Impacts of Industrial and Resource Development on the Wholistic Health of Akwesasronon: A Human Responsibility/Rights Solution
    (2018-09-21) Jacobs, Beverley Kim; Koshan, Jennifer; Frideres, James; Ottmann, Jacqueline; Lickers, Henry F.; Walsh, Christine Ann
    This dissertation demonstrates how wholistic health of the Akwesasronon is directly connected to Ohen:ton Karihwatehkwen (Thanksgiving Address), which reflects the healthy relationships and connection between all living things including human beings and the natural world. Using a Haudenosaunee Research Methodology with Community Based Participatory Action Research methodologies, including Photovoice with Akwesasne community members and interviews with Knowledge Holders, I show how wholistic health includes healthy relationships and connections with self, family, community, Mother Earth, The Waters, The Fish Life, The Food Plants, The Medicine Herbs, The Animals, The Trees, and finally, the Four Winds, the Thunderers, the Sun and the Moon, the Starts and our Teachers (all aspects acknowledged in Ohen:ton Karihwatehkwen). I also argue that wholistic healthiness of Akwesasronon is protected through the practices of Haudenosaunee Laws. I present the impacts of industrial and resource development that have had detrimental effects upon the mind, body and spirit of Akwesasronon and on all aspects acknowledged in Ohen:ton Karihwatehkwen. The impacts also included many losses of emotional, spiritual, physical, mental well-being of Akwesasronon and the environmental well-being of the natural world. Despite the impacts, I acknowledge the resiliency and strength of Akwesasronon that shines through because they have been able to maintain the practices of Haudenosaunee Laws that protect their wholistic health. I explain and utilize Kuswentah theory to establish the different ways of thinking and analyzing between Haudenosaunee laws and Euro-Canadian laws. Haudenosaunee laws represented in their canoe, focus on the roles and responsibilities of human beings within the bigger picture of the natural world and natural laws. Euro-Canadian laws, represented in their ship, focus on the rights of human beings, and - specific to this study- on how the rights of Aboriginal peoples in Canada are defined under section 35 of the Constitution Act, 1982 of Canada. I argue that the right to self-determination based on the practice of Haudenosaunee laws that protect wholistic health of Akwesasronon is protected as a Kuswentah right under section 35. Nevertheless, Akwesasronon Knowledge Holders shared their hesitancy in litigating their section 35 rights, leading to my discussion of reconciliation and decolonization of Euro-Canadian laws.
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    Improving Academic and Personal Success for Native Learners Seeking Culturally Relevant and Authentic Anishinaabe Knowledge as Shared by a Knowledge Keeper
    (2018-04-06) Poitras-Collins, Tracey Jeanne; Ottmann, Jacqueline; Louie, Dustin William; Steeves, Phyllis; Spencer, Brenda L.
    This study of culturally relevant and authentic Anishinaabe Knowledge was possible through the discussions with a well-respected and well-known Knowledge Keeper who comes from the community that call themselves Runners. He does not consider himself an Elder in my observation as he is too humble and wishes not to be identified to ensure his privacy. With the arrival of the European ideologies and degradation of Native cultures, mores and education systems, the Runners were given the responsibility to retain their Knowledge. This Anishinaabe cultural system, that the Runners have retained, has existed since time immemorial and sustained the people of Turtle Island for millennia. Native education is a land and sky, creation and cosmos-based learning system that is as applicable today as it was four hundred years ago. However, the teachings of our ancestors are being lost and very few remember the authentic teachings. Through the documentation of the oral land and sky teachings, these teachings will continue for another millennium. Using a combination of Indigenous and narrative inquiry methods, teachings of the Knowledge Keeper have been recorded and shared as truth. This knowledge will be available for all who wish to learn it. By balancing this ancient Anishinaabe education system and today’s Eurocentric and English-based education system, the academic attainment of Native learners and the education of non-Native people may be supported. The term Native has been selected for this dissertation based on the Knowledge Keeper’s explanation where he shared, “Native is from the land”. This dissertation is the documentation and dissemination (storytelling) of an Anishinaabe Knowledge Keeper who shares traditional teachings of the natural organization related to Native education.
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    Preventative Education for Indigenous Girls Vulnerable to the Sex Trade
    (2016) Louie, Dustin; Ottmann, Jacqueline; Lund, Darren; Steeves, Phyllis; Brandon, Jim
    Indigenous women in Canada are drastically overrepresented in the sex trade (Cler-Cunningham & Christensen, 2001; NWAC, 2014; Saewyc, MacKay, Anderson & Drozda; Sethi, 2005; Totten, 2009), while the phenomenon is simultaneously overlooked in academia. This dissertation investigated the potential of formal education systems in preventative education for Indigenous girls vulnerable to the sex trade. Five Indigenous sex trade survivors and nineteen service providers from a partner organization in Prince Albert, Saskatchewan, participated in individual unstructured interviews to collaborate in unearthing the life experiences creating vulnerability, methods of recruitment, and preventative education recommendations. The case study methods of this dissertation are steeped in the principles of Linda Tuhiwai Smith’s Decolonizing Methodologies (1999). Based on interviews, organizational documents, and scant academic literature, the life experiences creating vulnerability to the sex trade for Indigenous girls were found to be: sexual abuse, transition from reserves, prison systems, violentization, substance abuse, family disorganization/out of home placements, family in the sex trade, poverty, and poor relationship with services. Indigenous girls are recruited into the sex trade by: gang recruitment, boyfriends, female recruitment, family recruitment, meeting basic needs, substance abuse, social media, and reserve recruitment. Prevention education will be targeted to Indigenous girls from 7-13 years old in on-reserve schools. A combination of teachers, female community members, elders, role models, and service providers could teach preventative education using love, engagement, patience, and understanding. Entire families should be included in the education process as much as possible, which should apply local cultural education and ways of knowing as much as possible.
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    Siksikaitsitapi Parenting of Children with Disabilities
    (2020-09-22) Yellow Old Woman, Pearl; Hughson, E. Anne; Milaney, Katrina J.; Roach, Pamela M.; Leason, Jennifer; Ottmann, Jacqueline
    Canada has a dark colonial history with her relationship with the Indigenous population that entered the national consciousness through the Truth and Reconciliation Commission final report findings released in June 2015. It illuminated and informed Canadians about the Indian residential school survivor experience when many Indigenous children were forcibly removed from their families and communities to attend these schools. The traumatic impact to survivors was detrimental to their health and Indigeneity, which compromised Indigenous family systems and influenced parental skills. Research suggests that disability among Indigenous people is rising within the general Canadian population and recommendations are consistent in addressing the dearth in literature to comprehend Indigenous experiences of impairment, disability, health, education, marginality, oppression and colonization related to parenting practices. Today, Indigenous parents continue to endure many challenges, in particular, achieving health service equity in provision for the needs of their children who have disabilities. Despite facing adversarial predicaments, there are Indigenous parents who demonstrate resilient strength-based approaches to parenting. This Indigenous community-based study explored the parental stories of Siksika (Blackfoot) parents to comprehend how they parent a child with a disability within their community. An Indigenous framework informed by Siksika ontology and epistemology guided the project. The collaborative story analysis gathered from parental stories were interpreted and discussed according to the teachings of the Siksikaitsitapi. A decolonizing theoretical approach utilizing an Indigenous methodology contributes to the scholarship of Indigenous knowledge, identity, parenting and creates an understanding that can inform and enhance culturally competent health care for Siksika children.
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    Storytelling as a foundation to literacy development for Aboriginal children: Culturally and developmentally appropriate practices
    (Canadian Psychological Association : Canadian Psychology, 2008-05) McKeough, Anne M.; Bird, Stan; Tourigny, Erin; Romaine, Angela; Graham, Susan; Ottmann, Jacqueline; Jeary, Joan
    There is substantial evidence that Aboriginal youth face serious challenges in schooling, in general, and in literacy development, specifically. Thus, it is essential to design early literacy programmes that engage Aboriginal children and produce positive outcomes. In this article, the authors propose that such programmes include oral storytelling by teachers and students because it is a precursor to reading and writing across cultures and a traditional Aboriginal teaching tool. Moreover, storytelling fits with Aboriginal epistemology -- the nature of their knowledge, its foundations, scope, and validity. The authors begin by reviewing a representative sample of the research that has examined the outcomes of early literacy instruction with Aboriginal children. Next, the authors describe Aboriginal epistemology, highlighting the role of the oral tradition. Finally, the authors describe an ongoing study aimed at supporting early literacy development through a developmentally and culturally appropriate oral storytelling instruction programme.
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    Supporting urban aboriginal social justice in education: a case study of the educational leaders' roles, responsibilities, and relationships as care providers
    (2012) Dupuis, Jenny Kay; Ottmann, Jacqueline
    The purpose of this research study is to examine the educational leaders' perceived role as they become caregivers (i.e. mentors and role models) in response to meeting the individualized needs of urban Aboriginal youth in the Canadian public and separate school systems. The qualitative study explored an ethic of care and sought to understand the leadership models in place that guide the decision-making processes to identify how the caregivers recognize and address issues that target social justice in terms of not just academics and culture, but also social and economic issues at the school level. The proposed study looked at how educational leaders perceived their role as caregivers; the challenges in becoming a caregiver to a marginalized community; the limits or conditions that educational leaders put on themselves in providing an ethic of care; as well as, the approaches to caring that unite or divide people at the provincial, board, school, and community levels. More specifically, the study aimed to understand the perceived caregiving roles, responsibilities, and relationships that educational leaders need to realize before leading successful school-community change in an urban city centre. In so doing, the study analyzed transcripts from interviews, field notes from interviews, and notes from documents. The data collected helped to achieve a deeper understanding of the existing issues from historical and contemporary viewpoints that further took into account the existence of a double understanding between Aboriginal and non-Aboriginal societies. A case study approach was taken whereby a social constructionist stance was used that takes into account the models of an ethic of care as a conceptual framework, and looked at social justice (harmony and balance) as the lens. Data was collected from one educational program with programming being delivered at three different educational settings in a Canadian city centre. It also involved members of various community-based Aboriginal service delivery organizations. The participants included educational leaders (i.e. administrators, teachers, program coordinators, classroom teachers, resource teachers, community-based volunteers, and mentors) who were responsible for the design and deli very aspects of the urban Aboriginal school programming. The results of the study examined and compared similarities and differences in the responses to formulate a culturally relevant educational leadership framework that defines caring relationships, as well as aimed to provide guidance and support to educational leaders who are faced with the challenges of reforming and/or enhancing programming to inspire and motivate urban Aboriginal learners to increase rates of student participation, engagement, and success. Through the distribution of results, this study will provide educators and organizations focused on advancing Aboriginal education in urban communities with an opportunity to initiate meaningful conversations and thoughtful planning with regard to the needs and future implications for the direction of urban Aboriginal education programming models and future research initiatives.
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    Weaving Instructional Leadership and Indigenous Knowledge: An Exploratory Case Study
    (2018-04-11) Kraushaar, Ryan David; Louie, Dustin William; Lowan-Trudeau, Gregory; Cottrell, Michael; Ottmann, Jacqueline; Donlevy, James Kent; Spencer, Brenda L.
    This study focused on the research question “What constitutes instructional leadership from a First Nation community school perspective?” The purpose of the study was to find out what constitutes instructional leadership through a First Nation and school community perspective. The hope of the research is that by weaving together Indigenous knowledge teachings and instructional leadership student outcomes would be improved. This qualitative case study implemented focus groups and semi-structured interviews that were respectful of local Indigenous protocols. Focus groups were used for teachers and semi-structured interviews were held for school leadership. Information was obtained through semi-structured questioning, and both focus groups and interviews were recorded then manually analyzed. The research study involved an extensive literature review on instructional leadership theories and practices, and Indigenous knowledges. The study found that instructional leadership in a First Nation school setting should: 1. Draw from First Nation teachings; 2. Focus on developing relational trust with students; 3. Demonstrate an ethic of care for the students and the community; 4. Have strong evidence of active and ongoing efforts to learn about First Nation teachings by the school community (e.g., teachers, staff, school leaders). It is recommended that instructional leaders in First Nation school contexts include Elders and community members in school planning and decision-making processes, and that instructional leaders create bridges between Indigenous and non-Indigenous knowledge teachings and content in curriculum.