Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 75 For the teachers' survey, the following teacher-, school- and community-level predictors were used: ● The teacher's level of experience using Connected North, measured in terms of the number of years they had been using Connected North, and the number of sessions they had booked with Connected North.by the amount of time they had been using it, as approximated by when they first appeared in Connected North's database 37 ; and how many sessions they had booked at the time of a given survey response 38 . This variable was tested given the importance, discussed above, of the teachers' role in making sessions a success, and the evidence that teachers' honed their skills over time in leveraging Connected North to its best advantage. ● The school's level of experience using Connected North, measured in terms of the number of years they had been using the program. This variable was tested because it is plausible that schools refine their use of the service over time—for example, by becoming more adept at selecting and preparing for sessions, by having experienced teachers support newer colleagues, or simply by establishing smoother working relationships with Connected North staff. As these factors develop, more experienced schools might reasonably be expected to achieve stronger engagement and impacts. ● Community-level factors including: ○ Province or Territory, recognizing that both cultures (Canadian Heritage, 2025) and educational systems (Council of Ministers of Education, n.d.) vary considerably across regions. ○ On-Reserve versus Off-Reserve Location, as schools on reserve may differ from those off reserve in terms of governance, funding structures, curriculum, and cultural contexts (Waapihk Research 2023), all of which could potentially influence the implementation and effects of Connected North. ○ Degree of Remoteness, given the distinct needs and challenges faced by schools in increasingly remote locations (Indigenous Services Canada, 2020), where Connected North may be particularly valued due to fewer alternative learning opportunities, but where delivery may also be more affected by technical and connectivity constraints. ○ Community Well-Being Score, given extensive research linking socioeconomic levels to educational outcomes (e.g., Ferguson et al. 2007; Enns 2018). For the student surveys, which were conducted on individual sessions, additional predictors were included: ● Student Age, as it was identified in the literature and to some extent in teacher interviews as a potential factor influencing student experiences of the program. ● Whether the session was led by an Indigenous role model, given the importance of cultural relevance to the core design of the program. ● Number of Credits, to assess whether sessions that required greater program resources to deliver were associated with different student experiences. 37 It is acknowledged that the earliest entry was in 2019, but some teachers may have actually joined earlier. 38 It is acknowledged that this measure is an imperfect proxy as some teachers book sessions for others. Two with extremely high session counts were eliminated from the analysis as outliers.