Canadian Journal of Native Education, vol. 24, no. 2, 2000, pp. 134-143
Description
Research examines individuals enrolled in a Native Teacher Education Program (NTEP). Findings indicated most graduates considered withdrawing, but support of family and friends was a positive factor.
Journal of American Indian Education, vol. 39, no. 2, Special Issue 3, Winter, 2000, pp. 1-18
Description
Argues that increasing recruitment, reducing turnover, changing the low expectation of teachers, updating outmoded curriculum, and support from parents are essential to improving student outcomes.
International Journal of Educational Research, vol. 33, no. 6, 2000, pp. 621-629
Description
Explains transitional problems as being affected primarily by community characteristics such as socioeconomic status and rural location as well as those unique to the Navajo such traditions, theology and culture.
Survey conducted with 19 students found that they experienced isolation, racism, lack of respect and insufficient support from the institution. Author argues that present policies address the symptoms rather than the root causes of the lack of student retention.
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Canadian Journal of Native Education, vol. 24, no. 2, 2000, pp. 169-184
Description
Article reveals that some unique approaches exist and raises a series of challenges including: implementing goals, evaluation, relevance, access, completion rates and Indigenous control.
A resource for teacher and supplement to Research Into Practice: An Overview of Reading Research for Washington State. Looks at facets of education influenced by parents and teachers not policymakers.
Journal of College Student Retention, vol. 2, no. 2, 2000/20001, pp. 141-159
Description
Students identified persistence, commitment to community, family, financial, and institutional supports as contributing to their success. Barriers were lack of funding, negative experiences in high school, lack of affordable housing and childcare.