• COVID-19
• Thesis close
• CA close
• VIUSpace close
• COVID-19 close

Reggio Emilia education began in Italy following World War II. In recent years, as educational reforms have focused more on experiential, hands-on, or inquiry-based learning, the Reggio Approach has spread worldwide. However, with the Covid-19 pandemic, the Reggio Approach and its learners suffered as learning was moved online. This sudden demand for technology-based learning left students and teachers of British Columbia —and globally —in a scramble to find, adapt, or develop new pedagogy and resources, but particularly challenged the core values of Reggio programs. This project looks to unite the values and pedagogy of Reggio-inspired education with the technology-based practices that are becoming commonplace in schools. Specifically, this project is based on an intermediate elementary learning environment in a Reggio-inspired setting and examines the lack of research in these areas. The Reggio Approach is most frequently used with young students while technology-based education is used with older students and implemented by teachers who are comfortable and competent with the available tools and resources. Through this project, the gap that is intermediate elementary is examined in both the context of Reggio-inspired education and technology-based resources. Finally, this project is dedicated to merging technology into the Reggio Approach in a way that respects the philosophy. The project itself presents a number of technological resources and tools that can be used within the Reggio pedagogy https://viurrspace.ca/bitstream/handle/10613/24400/Noon.pdf?sequence=3&isAllowed=y

In March 2020, schools in British Columbia were closed indefinitely due to the COVID-19 pandemic. The uncertainty of the whole situation was a traumatic event for both staff and students in BC schools. Even when staff and students returned to school, teachers had to learn a new way of connecting with their students and delivering curriculum. When schools reopened, educators had to address and ensure the Social Emotional Learning (SEL) needs of their students were being met. This pandemic increased anxiety and affected the mental health of staff and students in BC schools. Using a mixed method design, I explored the relationship between mental health and social emotional learning. Through an explanatory sequential approach, I utilized questionnaires followed by one-on-one interviews as my research tools. The purpose of this research was to gather data about the effects of COVID on the mental health of staff, students, and their families, and identify which SEL practices were most commonly used and found most effective during this time. The data triangulated between the questionnaires and the one-on-one interviews resulted in five main recommendations: increased mindfulness practices within the classroom and school, opportunities to connect with each other every day, additional exercise and time spent outdoors, and implementing strategies to prevent teacher burnout. https://viurrspace.ca/bitstream/handle/10613/25741/Corea.pdf?sequence=3&isAllowed=y

Middle school is a time when students learn a greater understanding of the world, create a sense of independence, develop new interests and skills, and make new friends. It is a crucial time where students need to learn valuable coping strategies and life skills in conjunction with academics. The emotional effects of COVID-19 have intensified the need for social-emotional learning (SEL) strategies and mental health literacy (MHL) to be taught in schools. Many teachers are lacking knowledge around mental health, which leaves them unaware of how to support their students. The goal of this study was to determine if teaching a mental health literacy program elicited any changes to teachers’ knowledge, understanding, and attitudes towards mental health. This study used both qualitative and quantitative data, in the form of reintervention and post-intervention surveys, participant journals, and a focus group interview, from three teacher participants to better understand the effects of teaching the Elementary Mental Health Literacy Resource (EMHLR). The results of this mixed methods study showed that there was little to no change in teacher’s attitudes towards mental health, a mental health literacy program was valuable for increasing teachers’ knowledge of mental health, there was concern around the terminology associated with mental health and stigma, and finally, the three teacher participants were able to critically reflect about the state of their own mental health and wellbeing and make changes accordingly. https://viurrspace.ca/bitstream/handle/10613/27349/Bevan.pdf?sequence=3&isAllowed=y

The purpose of this study was to explore the connection between leisure, basic psychological needs, and resilience during times of uncertainty. The context of this research was conducted within leisure gardeners on Vancouver Island, Canada, during the COVID-19 pandemic. This thesis acknowledges a call to develop leisure frameworks that incorporate basic psychological needs (Gui et al., 2019a; Leithwood, 2020), and to the author’s knowledge, is the first study to investigate that in tandem with resilience and times of uncertainty. Data collection occurred over the summer months of 2020 and utilized photovoice and semi-structured interviews to document psychological implications of the pursuit. The data was thematically analyzed and indicated that all participants reported a heightened sense of resilience because of their decision to garden as a leisure pursuit. The data also indicated that leisure gardening has a positive effect on participants’ basic psychological needs, while the COVID-19 pandemic had a negative effect. A proposed framework was developed linking times of uncertainty, leisure pursuits catering towards basic psychological need criteria, and resilience, to be tested in future studies. Implications of an effective framework could inform psychological sustainability initiatives, including personal wellness strategies and disaster preparedness plans. https://viurrspace.ca/bitstream/handle/10613/25991/Lawrence.pdf?sequence=3&isAllowed=y

Personalizing student learning holds significance in the new British Columbia curriculum. Teachers are expected to meet individual student needs while also providing them with flexibility and choice. This is a challenging task and one that teachers have been striving to achieve for years. With the onset of the Covid-19 Pandemic, distance learning suddenly became much more mainstream, as schools all over the world were forced to teach their students online. This was a real challenge for teachers who were not familiar with online teaching and for students and families who were used to learning face-to-face in a brick-and-mortar school. In order to meet future online learning as well as to personalize student needs, it is important that teachers begin to consider adding digital learning to their teaching skills. This project is designed to support teachers who wish to continue to work with some online learning opportunities to meet individual student requirements while still participating in the face-to-face learning needs of lower primary students. This project addresses the Critical Challenge Question: How can educators use Blended Learning to contribute to effective and individualized literacy programs in the lower primary classroom? I have created a website that will support teachers who want to continue to utilize or learn about the Station Rotation model of Blended Learning to personalize their students’ academic programs and to meet their students’ individual needs. https://viurrspace.ca/bitstream/handle/10613/26129/Wicks.pdf?sequence=3&isAllowed=y

Tourism has been affected on a global scale due to the novel coronavirus. Governments of all levels are trying to navigate how to move forward with the tourism industry in order to support best practices whilst addressing challenges that hinder economic prosperity, such as social distancing and border closures. This work focuses on identifying the local government planning and tourism resilience practices that are being put in place in response to the COVID-19 pandemic. Moreover, establishing the role of the local government planner in tourism resilience planning practices. Research was first acquired through a literature review and providing the Vancouver Island context. Additionally, four information interviews were conducted with destination management organization professionals and community planners on Vancouver Island. Lastly, a survey was sent out to local government planners on Vancouver Island in order to reach a larger scope of participants. Concluding this thesis are a set of recommendations rooted in local government jurisdiction for the planning profession, moving forward. Thesis/major project submitted in partial fulfillment of the requirements for the degree of Master of Community Planning in the Department of Community Planning, Faculty of Social Sciences. https://viurrspace.ca/bitstream/handle/10613/24390/BurnsThesis.pdf?sequence=3

Tourism is an important contributor to Canadian economic growth, as evidenced by the record-breaking 22.1 million visitors that Canada welcomed in 2019, leading to employment opportunities and service growth in all regions of the country (Destination Canada, 2019). However, the COVID-19 pandemic's global travel shutdown had severe consequences for the tourism industry and altered host communities' perceptions of visitors (Destination British Columbia, 2020). As a result, residents' views on tourism may have shifted since the pandemic, making it essential to study their attitudes and beliefs toward tourism in their community post-pandemic. Knowing residents’ sentiments towards tourism can offer destination management organizations (DMOs) and tourism stakeholders valuable insights, which they can use to enhance local tourism development by improving tourism planning and policies. Although previous studies have explored residents' sentiments toward tourism at the national or provincial level, less attention has been paid to the community level (Destination British Columbia, n.d.; Destination Canada, n.d.). This study investigated residents’ sentiments toward tourism in the Vancouver Island community of Nanaimo. Grounded in social exchange theory, this study used an online survey to measure participants' agreement with positive and negative statements about tourism in Nanaimo. Hypotheses were established according to involvement status in the tourism or hospitality industry, length of residency, areas of residency, age, and Net Promoters Score categories. Additionally, this research also explored how residents in different Net Promoter Score categories spoke about Nanaimo as a destination. To test the hypotheses and identify any significant differences between the groups, the data analysis employed SPSS software and a range of statistical tests, including T-tests, Analysis of Variance (ANOVA), group comparison, Chi-square test, and Cronbach's alpha reliability test. Results revealed that Nanaimo residents generally had a positive attitude toward tourism. Participants who were employed in the tourism and hospitality industry were more positive than those who are not employed in the industry. Passives and Detractors had similar attitudes toward tourism and were less positive than Promoters. Tourism Nanaimo serves as the Destination Management Organization committed to enhancing Nanaimo's appeal as a tourism destination (Tourism Nanaimo, 2022). The study’s findings offered valuable insights and suggestions for Tourism Nanaimo and other tourism stakeholders, aimed at promoting the sustainable growth of tourism in Nanaimo. https://viurrspace.ca/bitstream/handle/10613/27443/Chen.pdf?sequence=3&isAllowed=y