Papers by Matthew Waugh
The parent involvement literature is well-established with concern to the mono-grade classroom bu... more The parent involvement literature is well-established with concern to the mono-grade classroom but there remains a paucity of research focusing on the multi-year parent involvement process from the perspective of parents. As part of a Grounded Theory approach, an iterative process of data collection and analysis of 53 semi-structured interviews with 16 parents, 11 students, and 3 teachers generated a theory of the process of parent involvement in multi-year classrooms. Developed primarily from the perspectives of parents, interview data was collected over two years and supplemented by student and teacher interview data, student drawings, and teacher journaling activities. Findings from this study revealed the core categories, Getting to Know and Building the Relationship Over Time, which initiated and continued to motivate parent involvement in the student's education and classroom throughout the multi-year program. Six other categories related to the multi-year parent involveme...
The Journal of the International Association of Special Education, 2015
There remains a paucity of research examining the support-seeking behaviors among Latino students... more There remains a paucity of research examining the support-seeking behaviors among Latino students specifically and adolescents of ethnic minority background more generally (Carlo & Guzman, 2009). While few investigations provide some evidence that Latino adolescents, especially those with a learning disability, are at greater risk to be socially isolated and overly self-reliant (Morrison, Laughlin, Smith, Ollansky, & Moore, 1992; Morrison, Laughlin, San Miguel, Smith, & Widaman, 1997), the literature is in need of updating. This exploratory study recruited 28 Latino male adolescents with and without a learning disability living in the Southwest region of the United States. Participants completed a social support choice questionnaire by selecting support options for managing various life stressors. Results from this study yielded contradictory results from previous explorations of Latino and learning disabilities support-seeking choices, with mostly no significant differences to report in terms of selecting among various social support network members.
Canadian Journal of Education, 2016
Keith G. Brown, Mary Beth Doucette and Janice Esther Tulk (eds.), Indigenous Business in Canada: ... more Keith G. Brown, Mary Beth Doucette and Janice Esther Tulk (eds.), Indigenous Business in Canada: Principles and Practices. Sydney, Nova Scotia: Cape Breton UP, 2016. 303 pages. ISBN 978-1-77206-004-7. $27.95 paperback.This text book is full of useful information for those Indigenous students seeking to understand how to approach business from within Indigenous communities. It not only addresses the stumbling blocks encountered by those attempting to start a business, but it approaches those issues through standard business principles. Barriers that might be encountered are explained and various options are presented for overcoming them. This teaching could be perceived by some Indigenous communities as favouring government imposed laws that overrule their informal leadership structures. However, knowledge and understanding are the keys to moving forward.Explanations of the governances, laws, Native rights, and differences between Nations and non-Indigenous people are well presented. This background provides an understanding as to why there are obstacles and differences and opens the mind to possibilities that avail themselves for Indigenous people within the business world. History has taught Indigenous peoples to see themselves as segregated from other Canadians, when in fact they need to see themselves as a real part of the modern world and as self-sustaining and productive contributors to the economy.On page 30, the authors state that "A goal shared by most Indigenous communities in Canada is for their lands to be places where community members-their own citizens-want to live". It is my experience that traditionalists often view education and success in the outside business world as threats to the preservation of culture and identity. Often, young people who have obtained a good education and work off the reserve are drawn back into the isolation of their reserve and traditional practices because elders tell them "to shed the ways of the white world".... a step backwards. Derek's story in chapter four is a great motivational example of success that can be experienced while living on a reserve. Stories like his can help initiate positive thinking in young Native entrepreneurs. Important benefits and economic advantages are shown for both those on-reserve and off-reserve. Business financing, training, business plans and mentors are discussed - all important points necessary when starting any business. Old stereotypical beliefs that "an Indigenous person cannot get financing to help start a business" are put to rest when options for help are made known with real examples.Fear of change is real (41). Self-government agreements allow Aboriginal governments substantial land-management authority. However, they are often not finalized due to the lingering mistrust of past government influences (23). Traditional chiefs compete with the formal chief-and-council system imposed by the Indian Act (42). Even so, the growing youth population on reserves must be taught to see business success and ambition as non-threatening and the way to become self-determining: "Motivations by parents and elders must change from the 'Wards of State' past attitudes that relied on transfer payments." "They cannot isolate themselves into their traditions."There is a limited understanding of Aboriginal circumstances by non-Aboriginal firms and individuals (69). …
Journal of the International Association of Special Education, 2015
There remains a paucity of research examining the support-seeking behaviors among Latino students... more There remains a paucity of research examining the support-seeking behaviors among Latino students specifically and adolescents of ethnic minority background more generally (Carlo & Guzman, 2009). While few investigations provide some evidence that Latino adolescents, especially those with a learning disability, are at greater risk to be socially isolated and overly self-reliant (Morrison, Laughlin, Smith, Ollansky, & Moore, 1992; Morrison, Laughlin, San Miguel, Smith, & Widaman, 1997), the literature is in need of updating. This exploratory study recruited 28 Latino male adolescents with and without a learning disability living in the Southwest region of the United States. Participants completed a social support choice questionnaire by selecting support options for managing various life stressors. Results from this study yielded contradictory results from previous explorations of Latino and learning disabilities support-seeking choices, with mostly no significant differences to report in terms of selecting among various social support network members.
This report assesses the marine oil spill preparedness, response, and recovery capability of loca... more This report assesses the marine oil spill preparedness, response, and recovery capability of local governments in the Georgia Strait region. Through interviewing local government emergency management personnel and comparing the marine oil spill response regime in the Georgia Strait region to comparable regimes in Washington and California, this report identifies gaps in British Columbia’s (BC) coastal community marine oil spill response capability and offers recommendations for improvement.
This report assesses the marine oil spill preparedness, response, and recovery capability of local governments in the Georgia Strait region. Through interviewing local government emergency management personnel and comparing the marine oil spill response regime in the Georgia Strait region to comparable regimes in Washington and California, this report identifies gaps in British Columbia’s (BC) coastal community marine oil spill response capability and offers recommendations for improvement.
There is currently a lack of clarity and information about the ways local governments may be involved in a marine oil spill. This report sets out to fill this information gap, guided by the following questions:
1. What roles do coastal local governments in the Georgia Strait region play regarding marine oil spills (before, during and after)?
2. What can be learned about the realities of coastal local government involvement in a marine oil spill from communities that have experienced one?
3. How effectively are local governments in the Georgia Strait region able to participate in the preparedness and response efforts led by other agencies?
4. Is the engagement and communication from senior marine oil spill response partners in BC adequate to allow local governments to effectively participate in multi-agency preparedness, response and recovery efforts?
5. Are coastal local governments in the Georgia Strait region adequately prepared for a marine oil spill?
Interviews were conducted with emergency planning personnel from coastal local governments in the Georgia Strait region, and in other jurisdictions that have had experience with a marine oil spill. In addition to the interviews, the oil spill preparedness, response and recovery capability of coastal local governments of the Georgia Strait region of BC was compared with two US west coast areas (San Francisco and Seattle). These three case studies were informed by publicly available documentation regarding marine oil spill preparations and response in each of the focus jurisdictions.
The major theme from the interview component of the research was local government desire for clarity with regard to roles and responsibilities of the various partners, as well as regular and robust communication from senior oil spill response partners. A second major theme was that local governments are unprepared and unable to effectively engage in marine oil spill preparation and response activities.
The comparative analysis of the different regimes demonstrates clear differences between the US and Canadian regimes. The oil spill regimes in both countries have federally appointed agencies mandated to address oil spills within their respective jurisdictions. However, in the US, local governments also articulate and specify the role they would take with regard to many of the potential local government activities associated with a marine oil spill, whereas BC local governments are less able to do so. BC local governments also have far less documentation (policies and procedures) of the roles they would play across a range of marine oil spill activities.
The documents reviewed within the US regimes typically contained step-by-step procedures for carrying out specific response activities and can often be publically viewed in their respective Emergency Management departments. The Response Organization-based regime within BC lacks this type of documentation and does not articulate the boundaries, authorities, roles, and tasks of local governments.
The findings from the comparative analysis, most notably the relative absence of formalized and operationalized language attributing responsibilities for potential local government activities in relation to marine oil spills, are also reflected in the results of the interviews, with coastal local governments expressing a strong desire for greater clarity with regard to roles and responsibilities of the various spill partners, including, most immediately, local governments themselves.
Encyclopedia of Quality of Life and Well-Being Research, 2014
The bioecological theory of human development is a comprehensive theoretical and
methodological m... more The bioecological theory of human development is a comprehensive theoretical and
methodological model for the study of human development. Extending on earlier ecological models of development, the bioecological theory expounds on the biopsychological features of the “developing person” and on the capability for proximal processes to differentiate and actualize biological potential. The bioecological theory of human development has progressed through periodic revisions since its first comprehensive formulation in 1970 by one of the twentieth century’s most prominent developmental psychology theoretician, and Head Start co-founder, Urie
Bronfenbrenner (1917–2005). Bronfenbrenner envisioned that his bioecological theory be relevant for practice, science, and policy, by studying human development in real or realistic contexts. This entry in the Encyclopedia of Quality of Life and Well-Being Research provides details of the different systems of ecology and its impact on the developing person.
Journal of Education, Humanities, and Sciences, Jan 2016
This theoretical paper applies and extends on Lev Vygotsky's conceptualization of the zone of pro... more This theoretical paper applies and extends on Lev Vygotsky's conceptualization of the zone of proximal development as a support mechanism for pre-service teacher training in Tanzania, and student-instructors relations specifically. By incorporating a teaching and learning space that acknowledges the current and potential level of pre-service student teacher's skill development, we argue that incorporating the levels of the zone of proximal teacher development (ZPTD) into teacher education programs will serve to address key inadequacies related to teacher readiness and the teacher-centred pedagogy that is a common characteristic of the Tanzanian school system and reified by teacher education programs. Apart from the discussion of the applicability of the Vygotskian concepts into pre-service teacher education training in Tanzania, this paper also discusses the potential barriers for the actualization of these concepts within current education practices.
The IIEP Learning Portal’s “Improve Learning” model focuses attention on five major components of... more The IIEP Learning Portal’s “Improve Learning” model focuses attention on five major components of the education system: learners and support structures, teachers and pedagogy, curriculum and materials, schools and classrooms, and education system management. Within each of these components, we present research briefs on five major issues—giving education planners a basic overview of a total of 25 areas they may need to address in order to improve learning outcomes and
attain high-quality education systems.
Exceptionality Education International, Jul 3, 2014
This study examined the efficacy of a brief math intervention using cognitive behaviour instructi... more This study examined the efficacy of a brief math intervention using cognitive behaviour instruction (CBI) supplemented by a mnemonic cue system for a 5th grade student with math computation and fluency difficulties. Regrouping operations in addition and subtraction were the targeted skills. Curriculum-based measurements were conducted at the end of each session to monitor the student’s response to the intervention. Pre- and post-assessment with alternate forms of Key Math-Revised were also conducted. As compared to baseline performance, there was a 48% improvement in computing regrouping problems. There subtraction problems requiring regrouping, based on the post-intervention assessment. The results are discussed in relation to previous intervention research incorporating CBI approaches aimed at promoting students’ cognitive, metacognitive, and self-regulatory skills for proficient computation.
Book Reviews by Matthew Waugh
Canadian Journal of Education, 2016
For Aziz Choudry (2015), author of Learning Activism: The Intellectual Life of Contemporary Socia... more For Aziz Choudry (2015), author of Learning Activism: The Intellectual Life of Contemporary Social Movements, learning and knowledge production, as well as theory and strategy development among social movements, are best understood through engagement and dialogue that occur within the movements themselves. As a means to produce knowledge that is relevant to the social movement, learning comes through action and experience, the behind-the-scenes work where activists organize, negotiate and deliberate, and educate and learn from movement successes and pitfalls within formal and informal spaces. Learning Activism, in many ways, attempts to bridge the divide between social movement activists and out-of-the-box scholars who study or view such movements as sterile environments containing “ordinary people” who may be thought of incapable of theorizing or producing knowledge. The following review provides an overview and commentary of the chapters and content of Learning Activism.
Canadian Journal of Education, 2016
Indigenous Business in Canada: Principles and Practices provides business education
students and ... more Indigenous Business in Canada: Principles and Practices provides business education
students and business professionals a four-part textbook that bridge together historic and modern day policies and practices, struggles and success stories, and potential Aboriginal and non-Aboriginal business partnerships in Canada. This review provides an overview and commentary of chapters of Indigenous Business in Canada.
Uploads
Papers by Matthew Waugh
This report assesses the marine oil spill preparedness, response, and recovery capability of local governments in the Georgia Strait region. Through interviewing local government emergency management personnel and comparing the marine oil spill response regime in the Georgia Strait region to comparable regimes in Washington and California, this report identifies gaps in British Columbia’s (BC) coastal community marine oil spill response capability and offers recommendations for improvement.
There is currently a lack of clarity and information about the ways local governments may be involved in a marine oil spill. This report sets out to fill this information gap, guided by the following questions:
1. What roles do coastal local governments in the Georgia Strait region play regarding marine oil spills (before, during and after)?
2. What can be learned about the realities of coastal local government involvement in a marine oil spill from communities that have experienced one?
3. How effectively are local governments in the Georgia Strait region able to participate in the preparedness and response efforts led by other agencies?
4. Is the engagement and communication from senior marine oil spill response partners in BC adequate to allow local governments to effectively participate in multi-agency preparedness, response and recovery efforts?
5. Are coastal local governments in the Georgia Strait region adequately prepared for a marine oil spill?
Interviews were conducted with emergency planning personnel from coastal local governments in the Georgia Strait region, and in other jurisdictions that have had experience with a marine oil spill. In addition to the interviews, the oil spill preparedness, response and recovery capability of coastal local governments of the Georgia Strait region of BC was compared with two US west coast areas (San Francisco and Seattle). These three case studies were informed by publicly available documentation regarding marine oil spill preparations and response in each of the focus jurisdictions.
The major theme from the interview component of the research was local government desire for clarity with regard to roles and responsibilities of the various partners, as well as regular and robust communication from senior oil spill response partners. A second major theme was that local governments are unprepared and unable to effectively engage in marine oil spill preparation and response activities.
The comparative analysis of the different regimes demonstrates clear differences between the US and Canadian regimes. The oil spill regimes in both countries have federally appointed agencies mandated to address oil spills within their respective jurisdictions. However, in the US, local governments also articulate and specify the role they would take with regard to many of the potential local government activities associated with a marine oil spill, whereas BC local governments are less able to do so. BC local governments also have far less documentation (policies and procedures) of the roles they would play across a range of marine oil spill activities.
The documents reviewed within the US regimes typically contained step-by-step procedures for carrying out specific response activities and can often be publically viewed in their respective Emergency Management departments. The Response Organization-based regime within BC lacks this type of documentation and does not articulate the boundaries, authorities, roles, and tasks of local governments.
The findings from the comparative analysis, most notably the relative absence of formalized and operationalized language attributing responsibilities for potential local government activities in relation to marine oil spills, are also reflected in the results of the interviews, with coastal local governments expressing a strong desire for greater clarity with regard to roles and responsibilities of the various spill partners, including, most immediately, local governments themselves.
methodological model for the study of human development. Extending on earlier ecological models of development, the bioecological theory expounds on the biopsychological features of the “developing person” and on the capability for proximal processes to differentiate and actualize biological potential. The bioecological theory of human development has progressed through periodic revisions since its first comprehensive formulation in 1970 by one of the twentieth century’s most prominent developmental psychology theoretician, and Head Start co-founder, Urie
Bronfenbrenner (1917–2005). Bronfenbrenner envisioned that his bioecological theory be relevant for practice, science, and policy, by studying human development in real or realistic contexts. This entry in the Encyclopedia of Quality of Life and Well-Being Research provides details of the different systems of ecology and its impact on the developing person.
attain high-quality education systems.
Book Reviews by Matthew Waugh
students and business professionals a four-part textbook that bridge together historic and modern day policies and practices, struggles and success stories, and potential Aboriginal and non-Aboriginal business partnerships in Canada. This review provides an overview and commentary of chapters of Indigenous Business in Canada.
This report assesses the marine oil spill preparedness, response, and recovery capability of local governments in the Georgia Strait region. Through interviewing local government emergency management personnel and comparing the marine oil spill response regime in the Georgia Strait region to comparable regimes in Washington and California, this report identifies gaps in British Columbia’s (BC) coastal community marine oil spill response capability and offers recommendations for improvement.
There is currently a lack of clarity and information about the ways local governments may be involved in a marine oil spill. This report sets out to fill this information gap, guided by the following questions:
1. What roles do coastal local governments in the Georgia Strait region play regarding marine oil spills (before, during and after)?
2. What can be learned about the realities of coastal local government involvement in a marine oil spill from communities that have experienced one?
3. How effectively are local governments in the Georgia Strait region able to participate in the preparedness and response efforts led by other agencies?
4. Is the engagement and communication from senior marine oil spill response partners in BC adequate to allow local governments to effectively participate in multi-agency preparedness, response and recovery efforts?
5. Are coastal local governments in the Georgia Strait region adequately prepared for a marine oil spill?
Interviews were conducted with emergency planning personnel from coastal local governments in the Georgia Strait region, and in other jurisdictions that have had experience with a marine oil spill. In addition to the interviews, the oil spill preparedness, response and recovery capability of coastal local governments of the Georgia Strait region of BC was compared with two US west coast areas (San Francisco and Seattle). These three case studies were informed by publicly available documentation regarding marine oil spill preparations and response in each of the focus jurisdictions.
The major theme from the interview component of the research was local government desire for clarity with regard to roles and responsibilities of the various partners, as well as regular and robust communication from senior oil spill response partners. A second major theme was that local governments are unprepared and unable to effectively engage in marine oil spill preparation and response activities.
The comparative analysis of the different regimes demonstrates clear differences between the US and Canadian regimes. The oil spill regimes in both countries have federally appointed agencies mandated to address oil spills within their respective jurisdictions. However, in the US, local governments also articulate and specify the role they would take with regard to many of the potential local government activities associated with a marine oil spill, whereas BC local governments are less able to do so. BC local governments also have far less documentation (policies and procedures) of the roles they would play across a range of marine oil spill activities.
The documents reviewed within the US regimes typically contained step-by-step procedures for carrying out specific response activities and can often be publically viewed in their respective Emergency Management departments. The Response Organization-based regime within BC lacks this type of documentation and does not articulate the boundaries, authorities, roles, and tasks of local governments.
The findings from the comparative analysis, most notably the relative absence of formalized and operationalized language attributing responsibilities for potential local government activities in relation to marine oil spills, are also reflected in the results of the interviews, with coastal local governments expressing a strong desire for greater clarity with regard to roles and responsibilities of the various spill partners, including, most immediately, local governments themselves.
methodological model for the study of human development. Extending on earlier ecological models of development, the bioecological theory expounds on the biopsychological features of the “developing person” and on the capability for proximal processes to differentiate and actualize biological potential. The bioecological theory of human development has progressed through periodic revisions since its first comprehensive formulation in 1970 by one of the twentieth century’s most prominent developmental psychology theoretician, and Head Start co-founder, Urie
Bronfenbrenner (1917–2005). Bronfenbrenner envisioned that his bioecological theory be relevant for practice, science, and policy, by studying human development in real or realistic contexts. This entry in the Encyclopedia of Quality of Life and Well-Being Research provides details of the different systems of ecology and its impact on the developing person.
attain high-quality education systems.
students and business professionals a four-part textbook that bridge together historic and modern day policies and practices, struggles and success stories, and potential Aboriginal and non-Aboriginal business partnerships in Canada. This review provides an overview and commentary of chapters of Indigenous Business in Canada.