Research in the Classroom
Faculty of Education graduate students at the University of Lethbridge conduct diverse research, the implications of which benefit students, staff, and society.
MEd (Curriculum and Assessment) student Morgan Schaufele (BA’07/BEd’09) explores the role of literature in education in his thesis, Why are We Reading This? Hermeneutic Inquiry into the Practice of Teaching (with) Literature. “I examine what a hermeneutic ethos looks like within the context of a literature classroom and how it might inform a coherent approach to teaching,” he says. Schaufele notes his research has fundamentally reoriented his approach to reading with students in the classroom.
MEd (Counselling Psychology) student Josh Williams investigates the attitudes of Western Canadian university students towards immigrants and immigration in his thesis. “Listening to voices that represent endorsement as well as hesitation helps identify areas of success regarding Canada’s multicultural prioritization as well as illuminate issues that need to be addressed,” he says. Williams holds that his research has caused him to reflect on his own values, beliefs, and experiences as a second-generation immigrant.
In her MEd (Leadership) capstone, Leading for Optimal Learning: It is About Time, Karen Bourassa (BEd’93) recognizes that professional growth and efficacy hinges on personal wellness. She established a staff wellness team in her school and implemented approaches that inspire and empower educators to value their wellness needs. “It’s imperative that we take the time to intentionally engage in wellness practices, allowing for optimal learning and continued growth for ourselves and our communities,” she says.