Canadian Journal of Native Education, vol. 29, no. 2, 2006, pp. 229-244
Description
Examines project initiated to determine why Aboriginals are underrepresented in high school science classes, how to improve participation rates and promote the choice of science-related occupations.
Contends that Aboriginal participation rates will lag behind the non-Aboriginal population until major reforms are executed in elementary and secondary school education and the curriculum used in Aboriginal schools.
Focuses on educational reform for Indigenous children in remote and northern Australia to improve educational outcomes. Feedback from participants provides recommendations.
Looked at schools that had high number of successful American Indian/Alaskan Native students in an attempt to identify promising practices for effective teaching. Provides case study examples.
Commentary on the report Aboriginal Education in Winnipeg Inner City High Schools published by the Manitoba branch of the Canadian Centre for Policy Alternatives (CCPA).
Evaluation found shortcomings in planning, monitoring and reporting processes, identifying Aboriginal students, and support for school division delivery of education initiatives.
Raising Adult Literacy Skills: The Need for A Pan-Canadian Response: Report of the Standing committee on Human Resources Development and Status of Persons With Disabilities
E-Books » Chapters
Author/Creator
Standing Committee on Human Resources Development and the Status of Persons with Disabilities
Description
Chapter Four of Raising Adult Literacy Skills: The Need for A Pan-Canadian Response
Makes 5 recommendations, to help aboriginal students succeed in school and reduce the gap in student achievement, to the Ministry of Education and school boards.
Chapter 3 section 3.05 of the 2012 Annual Report of the Office of the Auditor General of Ontario.
Annual Report of the Office of the Auditor General of Ontario ; 2016
Follow-Up Reports on Value-for-Money Audits, Annual Report 2016, Volume 2
E-Books
Author/Creator
Auditor General of Ontario
Description
Chapter 3 section 3.02 of the Follow-Up Reports on Value-for-Money Audits, Annual Report 2016, Volume 2. Committee recommendations and detailed status of actions.
in education: exploring our connective educational landscape, vol. 17, no. 2, Summer, 2011, p. [?]
Description
Researches how First Nations cultural access, practice & preservation are essential to the development and enhancement of second level support services to help Aboriginal students succeed.
Documentary about children being forced to leave their reserves in order to attend high school. Follows a student from Kingfisher Lake First Nation to Dennis Franklin Cromarty High School in Thunder Bay, Ontario. Between 2000 and 2011 seven students from remote First Nations have been found dead in Thunder Bay.
Duration: 33:11.
Discusses the need for governments to remove barriers to First Nations economic activity and how more needs to be done to ensure that Aboriginal youth complete skills training, K-12 schooling and post-secondary education.
UC Berkeley Center for the Study of Higher Education Research Colloquium
Documents & Presentations
Author/Creator
Amy Fann
Description
Considers access to college in an ecological context that encompasses family, tribes, life on a rural reservation and previous educational experiences.
Plan for promoting educational success of Native American students focuses on measuring the progress of relationships between government, tribes and schools districts and supporting a curriculum based on tribal history, culture and government.
Provides an overview of the Canadian system at that point in time. Compares "Indian" schools to other Canadian schools in terms of enrolment, retention, and test results, and discusses whether the mainstream model is suitable for "Indian" children and their communities.
Concluded that a "revised" infrastructure was needed and current resources should be substantially increased in order for students to attain academic parity with the general population.
Education Canada, vol. 50, no. 4, Fall, 2010, p. [?]
Description
Compares the No Child Left Behind program initiated in the United States in 2001 and Canada's First Nations Student Success Program (FNSSP) introduced in 2009.