Canadian Journal of Native Education, vol. 29, no. 2, 2006, pp. 206-214
Description
Argues that immediate action is needed to preserve languages; this will entail using a specific policy and planning framework, and requires the support of governments at all levels.
Assessment of progress focuses on two aspects: benefits accruing to schools and communities, and effective practices. Included factors such as learner success, collaboration, sharing resources, communication, First Nations and Métis employment, and eradication of racism.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
E-Books » Chapters
Description
Chapter 5 in: Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities by the Ontario School Trustees. Discusses education in First Nations communities and the role of school board.
Looks at the success at Princess Alexandra Community School in creating a culturally affirmative learning environment with community education and staff development through transformative learning.
Policy brief taken from the article Aboriginal Early Childhood Education in Canada: Issues of Context published Journal of Early Childhood Research, Vol. 10, No. 1, 2012.
Provides information and suggestions centered around stereotypes, inaccuracies, omissions and biases in potential educational resources.
Revised edition.
Looks at some of the problems in the Bureau of Indian Affairs-funded school systems including: recruitment of effective teachers to work in remote locations, compliance with academic standards, introducing research-based reforms, and working with less resources and funding.
Historical Studies in Education, vol. 8, no. 2, 2006, pp. 134-162
Description
Discusses the Northern Native-Languages Project (NNLP) and government policies and their development regarding the use of native languages as modes of instruction in Ontario schools.
Metis Student Self-Identification in Ontario's K-12 Schools: Education Policy and Parents, Families, and Communities
Articles » Scholarly, peer reviewed
Author/Creator
Jonathan Anuik
Laura-Lee Bellehumeur-Kearns
Canadian Journal of Educational Administration and Policy, vol. 153, 2014
Description
Using an online survey and interviews with Ontario school administrators to explore how the Ontario Education system has fostered a more welcoming environment for students to self declare their Indigenous status. These changes are implementation from the 2007 Ontario First Nation, Métis and Inuit Education Policy Framework.
Tribal College Journal of American Indian Higher Education, vol. 17, no. 4, Reforming Our Schools, Native Style, Summer, 2006
Description
Comments on the legislation passed in Montana that provides funding for tribal colleges to prepare curriculum that educates all students about the role of Native Americans in the nation's history.
McGill Journal of Education , vol. 41, no. 1, Winter, 2006, pp. 9-27
Description
Looks at two practices used in Qallunaat schools that are both against Inuit culture: rigid southern style discipline and the use of praise and rewards system.
Journal of American Indian Education, vol. 45, no. 3, 2006, pp. 92-106
Description
Concludes that further research is necessary to address the issues that underlie educational performance and lists research priorities which include defining, examining, and addressing the achievement gap.
Review of Research in Education, vol. 38, no. 1, March 2014, pp. 106-136
Description
Looks at the link between linguistic and cultural diversity and Indigenous languages to knowledge systems of the Mohawk in Canada and the United States, the Hawaiian in the Pacific, and the Hopi and Navajo in the U. S. Southwest.
Study interviews engaged and non-engaged parents, teachers, and school administrators from six Saskatchewan high schools as well as national and international administrators. Concludes with recommendations.
Study conducted as part of the review of educational funding and "consisted of background research, surveys of First Nations Schools, and deliberations with a panel of First Nations educators."
Comparative Education Review, vol. 50, no. 4, November 2006, pp. 672-694
Description
Discusses the changing, contradictory character of teachers' work shaped by the reforms oriented to improve educational prospects for Aboriginal people in Manitoba and Saskatchewan.
Handbook developed to assist first time teachers in a First Nations school familiarize themselves with specific issues and aid in the transition to a new teaching environment.