Insight from Nunavut Educators Using Appreciative Inquiry

The purpose of this paper is to document some successful features of public schools within Nunavut, according to the personal experiences of a group of 14 principals, vice-principals, and teachers. At the start of this paper, I explained my research positionality, depicting my personal history and background related to this study. From a total of 24 individual interviews, three themes surfaced: culturally vibrant programs, the array of professional development offered to educators, and student self-pride and involvement in school activities. To conceptualize the findings, I applied the 4-D cycle of appreciative inquiry (i.e., Discovery, Dream, Design, and Destiny) and explained how effective change can emerge within a school system. Appreciative inquiry is a change process of identifying what is working well, deciphering why it is working well, and emulating more of those positive attributes.L’objectif de cet article est de documenter quelques-unes des caractéristiques des écoles publiques au Nunavut qui - selon les expériences personnelles d’un groupe de 14 personnes composé de directeurs, directeurs adjoints et d’enseignants - sont les mieux réussies. Je commence par expliquer mon positionnement comme chercheuse, évoquant ainsi mon histoire et mes antécédents personnels par rapport à cette étude. Trois thèmes ressortent des 24 entrevues individuelles : des programmes dynamiques sur le plan culturel, des possibilités en matière de développement professionnel pour les enseignants, et l’orgueil des élèves et leur et la participation aux activités scolaires. Pour présenter les résultats, j’ai appliqué la démarche des 4D de l’enquête appréciative (c.-à-d. découverte, devenir, décision, déployer) et j’ai expliqué comment le changement peut véritablement avoir lieu au sein d’un système scolaire. L’enquête appréciative est un processus de changement qui consiste à identifier les éléments qui fonctionnent bien, comprendre les raisons de leur efficacité et imiter davantage de ces aspects positifs.

Rural and Urban Teaching Experiences: Narrative Expressions

This qualitative exploration of rural and urban teaching experiences encapsulates the experiences of 8 Western Canadian teachers. A literature review outlines the benefits and challenges of rural and urban education. Stemming from narrative inquiry data, I present the study’s results in the form of two composite stories, which depict the lived experiences particular to rural and urban teachers. Overarching themes emanating from these stories show that rural schools nurture close teacher-student-community relationships, while urban schools serve a larger, culturally-diverse student populace. Theoretical aspects of the study include the notion that teacher identity is influenced by one’s rural and urban background. I suggest that through teacher mentorships programs and forms of professional development, teachers be supplied time to reflect on how their past rural and urban life experiences affect their present teaching attitudes and behaviors.  Cette exploration qualitative portant sur les expériences rurales et urbaines résume les expériences de huit enseignants dans l’Ouest canadien. Une analyse de la littérature dresse les grandes lignes en matière d'avantages et de défis liés à l’éducation en  milieu rural et en milieu urbain. Puisant dans des données découlant de données d'enquêtes narratives, je présente les résultats de l’étude sous forme de deux histoires composites illustrant les expériences particulières d’enseignants en milieu rural et en milieu urbain. Des thèmes fondamentaux en ressortent et indiquent que les écoles rurales encouragent des liens serrés entre les élèves et la communauté alors que les écoles urbaines desservent une population estudiantine plus grande et diverse sur le plan culturel. Parmi les aspects théoriques de l’étude notons l’idée selon laquelle l’identité des enseignants est influencée par leurs antécédents ruraux et urbains. Je propose qu’on offre aux enseignants le temps de réfléchir sur l’impact qu'aurait leur vécu en milieu rural ou urbain sur leurs attitudes et comportements en salle de classe et qu'on le fasse par le biais de programmes de mentorat et de développement professionnel

Community involvement in school: Social relationships in a bedroom community

The purpose of this qualitative case study was to describe how community involvement in school is associated with the social relationships existing/lacking within a bedroom community.  Thirty-five interviews with school council members, teachers, and community members highlighted that traditional forms of community involvement in school generate connections between educators and community members, while the proximity of the city negatively affected the community’s social cohesion.  Theoretically, bonding and bridging social capital fosters trust, which enables community involvement.  Implications are that traditional forms of community involvement in school are catalytic springboards for developing additional forms of community involvement in school

Motivators of Educational Success: Perceptions of Grade 12 Aboriginal Students

The purpose of this paper is to identify motivators that support educational success, as perceived by Aboriginal high school students enrolled in two urban Saskatchewan schools. Twelve semi-structured individual interviews revealed that students were motivated by a hospitable school culture, relevant learning opportunities, and positive personal influences outside the realm of the school (e.g., family role models and Elder influence). Utilizing an Aboriginal worldview lens, student motivation stemmed from experiencing four quadrants of learning—awareness (physical), knowledge (mental), continuous improvement (emotional), and perseverance (spiritual). An implication is that educators need to incorporate features of Aboriginal pedagogy when teaching.Keywords: motivational learning, Aboriginal high school students, Aboriginal worldvie

A school council’s experience with school improvement: A Saskatchewan case study

  Based on a qualitative case study conducted within one Saskatchewan (Canada) rural community, the purpose of this article is to describe the challenges a school council faced when supporting a school improvement plan. The primary data for the study were 35 semi-structured individual interviews conducted with school council members, teachers, and community members. Findings indicated that the school council policy, which mandated that its members assist in the development and promotion of a Learning Improvement Plan, was mismatched with what the participants viewed as valuable forms of community involvement in school. Analysis through social capital theory spotlighted an inverse link between supporting the Ministry of Education’s goals and developing trust within volunteer groups. A core implication of the study is that promoting local forms of community involvement in school nurtures beneficial, nonthreatening relationships between the school and parent/community members

Computer Vision System-On-Chip Designs for Intelligent Vehicles

Intelligent vehicle technologies are growing rapidly that can enhance road safety, improve transport efficiency, and aid driver operations through sensors and intelligence. Advanced driver assistance system (ADAS) is a common platform of intelligent vehicle technologies. Many sensors like LiDAR, radar, cameras have been deployed on intelligent vehicles. Among these sensors, optical cameras are most widely used due to their low costs and easy installation. However, most computer vision algorithms are complicated and computationally slow, making them difficult to be deployed on power constraint systems. This dissertation investigates several mainstream ADAS applications, and proposes corresponding efficient digital circuits implementations for these applications. This dissertation presents three ways of software / hardware algorithm division for three ADAS applications: lane detection, traffic sign classification, and traffic light detection. Using FPGA to offload critical parts of the algorithm, the entire computer vision system is able to run in real time while maintaining a low power consumption and a high detection rate. Catching up with the advent of deep learning in the field of computer vision, we also present two deep learning based hardware implementations on application specific integrated circuits (ASIC) to achieve even lower power consumption and higher accuracy. The real time lane detection system is implemented on Xilinx Zynq platform, which has a dual core ARM processor and FPGA fabric. The Xilinx Zynq platform integrates the software programmability of an ARM processor with the hardware programmability of an FPGA. For the lane detection task, the FPGA handles the majority of the task: region-of-interest extraction, edge detection, image binarization, and hough transform. After then, the ARM processor takes in hough transform results and highlights lanes using the hough peaks algorithm. The entire system is able to process 1080P video stream at a constant speed of 69.4 frames per second, realizing real time capability. An efficient system-on-chip (SOC) design which classifies up to 48 traffic signs in real time is presented in this dissertation. The traditional histogram of oriented gradients (HoG) and support vector machine (SVM) are proven to be very effective on traffic sign classification with an average accuracy rate of 93.77%. For traffic sign classification, the biggest challenge comes from the low execution efficiency of the HoG on embedded processors. By dividing the HoG algorithm into three fully pipelined stages, as well as leveraging extra on-chip memory to store intermediate results, we successfully achieved a throughput of 115.7 frames per second at 1080P resolution. The proposed generic HoG hardware implementation could also be used as an individual IP core by other computer vision systems. A real time traffic signal detection system is implemented to present an efficient hardware implementation of the traditional grass-fire blob detection. The traditional grass-fire blob detection method iterates the input image multiple times to calculate connected blobs. In digital circuits, five extra on-chip block memories are utilized to save intermediate results. By using additional memories, all connected blob information could be obtained through one-pass image traverse. The proposed hardware friendly blob detection can run at 72.4 frames per second with 1080P video input. Applying HoG + SVM as feature extractor and classifier, 92.11% recall rate and 99.29% precision rate are obtained on red lights, and 94.44% recall rate and 98.27% precision rate on green lights. Nowadays, convolutional neural network (CNN) is revolutionizing computer vision due to learnable layer by layer feature extraction. However, when coming into inference, CNNs are usually slow to train and slow to execute. In this dissertation, we studied the implementation of principal component analysis based network (PCANet), which strikes a balance between algorithm robustness and computational complexity. Compared to a regular CNN, the PCANet only needs one iteration training, and typically at most has a few tens convolutions on a single layer. Compared to hand-crafted features extraction methods, the PCANet algorithm well reflects the variance in the training dataset and can better adapt to difficult conditions. The PCANet algorithm achieves accuracy rates of 96.8% and 93.1% on road marking detection and traffic light detection, respectively. Implementing in Synopsys 32nm process technology, the proposed chip can classify 724,743 32-by-32 image candidates in one second, with only 0.5 watt power consumption. In this dissertation, binary neural network (BNN) is adopted as a potential detector for intelligent vehicles. The BNN constrains all activations and weights to be +1 or -1. Compared to a CNN with the same network configuration, the BNN achieves 50 times better resource usage with only 1% - 2% accuracy loss. Taking car detection and pedestrian detection as examples, the BNN achieves an average accuracy rate of over 95%. Furthermore, a BNN accelerator implemented in Synopsys 32nm process technology is presented in our work. The elastic architecture of the BNN accelerator makes it able to process any number of convolutional layers with high throughput. The BNN accelerator only consumes 0.6 watt and doesn\u27t rely on external memory for storage

Peer mentorship and transformational learning: PhD student experiences

The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was unique. Through narrative inquiry, we present personal data and apply concepts of transformational learning theory to analyze our experiences. Our key finding was that it was the ambiguous boundaries combined with the formal structure of our graduate program that created an environment where peer mentorship thrived. We conclude that peer mentorship has great capacity to foster human and social capital within graduate programs for both local and international students.  Le but de cet article est de décrire nos expériences de mentorat par les pairs et d’expliquer comment ces expériences ont favorisé l’apprentissage transformationnel au cours de notre programme d’études supérieures de doctorat. Avec la littérature comme toile de fond, nous discutons des caractéristiques des formes traditionnelles de mentorat et décrivons comment notre mentorat par les pairs est unique. Grâce à l’analyse narrative, nous présentons des données personnelles et appliquons les concepts de la théorie de l’apprentissage transformationnel pour analyser nos expériences. L’élément clé de l’étude démontre clairement que les frontières ambiguës, combinées à la structure formelle de notre programme d’études supérieures, créent un environnement favorable au mentorat par les pairs. À la lumière de notre étude, nous concluons que, tant pour les étudiants locaux qu’internationaux, le mentorat par les pairs rehausse le développement humain et social dans les programmes d’études supérieures. &nbsp

Common Challenges Faced By Rural Principals: A Review of the Literature

Within this article, we thematically present common challenges associated with the role of the rural principal. In this literature review, we delimit our search to work published from 2003–2013. A limitation of this study is that it represents data predominantly from American, Canadian, and Australian rural settings, restricting a global applicability of results. Findings highlight that many rural principal candidates face a hiring disadvantage if they do not have a historical connection with the community advertising a position. Additional challenges include juggling diverse responsibilities, lack of professional development and resources, gender discrimination, and issues surrounding school accountability and change. This information is beneficial for researchers, policymaker, senior educational leaders, principals, vice-principals, teachers, parents, and community members interested in school leadership within rural communities. We conclude that to be successful, rural principals must be able to nimbly mediate relations within the local community and the larger school system

Exploring the Concepts of Traditional Inuit Leadership and Effective School Leadership in Nunavut (Canada)

The purpose of this paper is to document how educators living in Nunavut communities describe traditional Inuit leadership and effective school leadership. The data for this qualitative study were 24 semi-structured interviews, involving 14 teachers, vice-principals, and principals from Nunavut. Findings revealed that traditional Inuit leadership was about promoting the personal leadership skills, interests, and/or abilities of each community member, and it often involved Elders who fostered the linguistic, social, cultural, and spiritual wellness of students and school staff. Participants depicted an effective school leader to be someone who promoted teamwork. Also, participants indicated that effective school leaders were community and people-focused. The findings of this study align the Inuit Qaujimajatuqangit (IQ) principles, which incorporate important features of the Inuit worldview