School Principals Competencies and their Influence on Student Achievement in Schools Districts in the Province of Saskatchewan: A Phenomenological Approach

School principals have the responsibility of passing on the mission, vision, and values inside and outside of their schools, in a comprehensible manner to ensure the well-being and success of all students (Lambert & Bouchamma, 2019).  This study wants to explore the actual experiences of principals in some school districts in the Province of Saskatchewan regarding the competencies they employ to ensure their students' success through a phenomenological lens. A sample of 20 principals will be interviewed and analyzed.

Implementing Fair, Valid, and Culturally Responsive Accommodations

Students with learning disabilities are a heterogeneous group, and therefore, implementing accommodations can be a challenging task. Key stakeholders, including teachers and school psychologists, need to utilize fair, valid, and culturally responsive accommodations for students with special needs needing accommodations. This research project features a case study involving an indigenous twelve-year-old student with learning disabilities. This case study will be used to design a teacher training module for educators. The goal of this training module is to help educators feel better equipped with skills to select and incorporate fair, valid and culturally responsive accommodations in their inclusive classrooms.

Prohibit, Punish, or Protect: Exploring Relationships Between School Division Policies and Anti-Racist Practice

This presentation is based on an ongoing doctoral research project examining how teachers’ understandings of school policies interact in ways that impact anti-racist practice in Saskatchewan K-12 public schools. It includes findings from a pilot research project that utilized critical race theory and critical policy analysis to examine the policy documents of three Canadian Prairie public school divisions, urban and rural. Findings indicate that race-neutral and ahistorical school policies can be used to maintain White dominance. However, findings also indicate that school division policy review processes, procedures,
and policy interpretation can be used strategically to work towards racial justice.

Queer Social Justice in the Mathematics Classroom

Incorporating 2SLGBTQ+ perspectives into math education fosters inclusivity amidst global anti-queer legislation. By integrating these perspectives, educators create supportive environments for all students, promoting critical pedagogy and equity in learning. Mathematics serves as a tool to empower and dismantle biases, contributing to a more inclusive society. My research aims to develop classroom environments where queer social justice issues are central, deconstructing traditional notions of mathematics and promoting understanding. Through this approach, educators can seek to foster empathy, promote social justice, and empower students to engage critically with the world, creating a curriculum and society that reflect and celebrate diversity.

Impact of Interprofessional education on collaborative practice in healthcare for internationally educated health professionals

This research investigates the impact of interprofessional education (IPE) on collaborative practice among internationally educated health professionals (IEHPs) in Canada, focusing on physicians and nurses. Drawing from existing literature and frameworks such as Canada's National Interprofessional Competency Framework (NICF), the study examines how IPE influences the integration, collaborative practices, and overall effectiveness of IEHPs within the Canadian healthcare system. Additionally, it identifies challenges faced by IEHPs, including credential recognition, language proficiency, cultural adaptation, and understanding of the Canadian healthcare system. Through a comprehensive review, the research aims to provide insights into the role of IPE in facilitating collaborative practice for IEHPs and propose recommendations for enhancing IPE programs tailored to their unique needs. This study contributes to the discourse on interprofessional education and collaborative practice in healthcare, particularly for internationally educated health professionals.

Preparing for the demands of tomorrow: Using AI to improve grade 12 academic writing

Preparing students for the ardours of post-secondary academic writing is an important aspect of secondary literacy education. With the emergence of generative AI, the teaching of writing needs to adapt to include AI literacy instruction so that students can become responsible, adept, and technologically savvy users of AI who are able to effectively utilize technology to bolster -- rather than execute -- their written work. This presentation will discuss the integration of AI literacy into academic writing instruction and show examples of instructional materials that can be used to this end. 

Contribution of Traditional Land Based Knowledge of Cumberland House to Ensure Water Security, Food Security and Ecological Justice. 

The insight and worldview of Indigenous people are closely related to nature around them. The non-human-centric axiological philosophy of indigenous people makes them believe that all objects of the environment are sacred and have energy (Kovach, 2021). Located in the Saskatchewan River Delta, the Cumberland House Village is the oldest community in western Canada. The current water crises within the Cumberland House highlight the environmental issues that have been affecting the Saskatchewan River Delta for many generations. Studies show hydropower dams have the potential to alter the hydrology of deltas (Abu, 2017). This scholar further observes that from the 1960s the operation of three large upstream dams E. B. Campbell Dam, The Gardiner Dam and The Nipawin Hydro Dam have affected the delta and its natural functions (Abu, 2017). These changes have had devastating impacts on several communities downstream including Cumberland House (Abu, 2017). Some of these impacts are highlighted by unpredictable water levels, reduced access to harvesting sites, the destruction of livelihoods, and recently, reduced access to safe drinking water (Dorion & Paquin, 2013).

Reconciliation Between Newcomers and Indigenous People Through K-12 Schools

A Case Study On The Lived Reality Of Senior Indigenous Faculty Following The Truth And Reconciliation’s Calls To Action

It is probably one of the most critical research questions amidst the changing political landscape that speaks to the country’s response to the Truth and Reconciliation’s Calls to Action. There are growing concerns about urbanization and the number of homeless, crime and other social pathologies that are evolving every day. All of these issues have their roots in the Indian Residential School and the intergenerational impact that has on the survivors and their families, coupled with systems that are ill-equipped to deal with them.

Joining Halfway Through: Transition Experience from Secondary to Post-secondary Education among Immigrant/Newcomer Youths in Canada

The transition from secondary to post-secondary education typically marks an important phase in the life of youths and young adults. While the concept of transition in this context has been well researched, not much has been said about transition as it relates to newcomer youths who were enrolled in a Canadian secondary school for three years or less before completing their secondary education. This study utilizes qualitative interviews to investigate the transition experience from secondary to post-secondary education among newcomer youths who had to join the Canadian school system halfway through their secondary education. 

School leaders’ management practices and their influence on parental engagement in teaching and learning.

Experiences of Transgender and Non-Binary Faculty in Post-Secondary Education

Outdoor Free Play: Considering Canadian Parents’ Attitudes

The purpose of this study was to explore Canadian parents’ attitudes toward free outdoor play and how variations in the structure of families and social relationships may influence the extent to which parents allow or restrict their children’s outdoor free play. Six hundred and nine (609) Canadian parents complete the Parental Attitudes Towards Their Child's Recreation (PACOR) scale (McFarland et al., 2011, 2014) to explore attitudes towards outdoor free play, alongside rating their observed community cohesion. Parents of single children reported the lowest comfort level ratings, and parents who had more children reported more positive attitudes towards allowing their children outdoor free play opportunities. These findings can help to improve our limited understanding of Canadian parents’ attitudes toward free outdoor play.

Exploring Post-Secondary Autistic Young Adults’ Perceptions and Experiences of Coresidence with their Parents

What are autistic young adults’ perceptions of, and experiences navigating, their university programs as part of attaining or affirming their adulthood while living with their parents? If universities hope to support all students, examining how coresidence shapes autistic students’ perceptions and experiences of post-secondary education, including their sense of adulthood, is crucial toward illuminating the post-secondary challenges they and others may face. This research expands our understanding of emerging adulthood as well as how universities can better support all students, particularly those on the autism spectrum.

Fostering the Academic Transition of International Students who are Ethnoculturally and Linguistically Diverse in Postsecondary Education

During the event, the College of Education adjudicators judged the presentations using a rubric that highlighted aspects of a research presentation. Each of the winners were awarded $250. Below is a list of this year's winners.

• Anita Atakere
• Chelsea Davis
• Vicky Parohl
• Kacia Whilby