McDowell Foundation Research Project

Chronicles the development of a handbook about the heritage park for use in the primary classroom.

Interviews conducted to understand why students are leaving school before completing Grades 11 and 12 .

Looks at gender construction of adolescent girls in two grade eight classrooms in a multicultural urban school in Saskatoon, Saskatchewan.

Summarizes teachers' experiences with the Regina Public School program Elders in Residence (EIRP).

Looks at developing support systems in elementary schools for at-risk students transitioning to high school.

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.

Looks at traditional teaching methods, present curriculum and educational values of the Dene and how to bring these concepts into the classroom and school system. Access the follow-up report.

Discusses project which brought Elders into the classroom to teach 30-level Cree class through traditional stories. Took place at the Ahtahkakoop Cree Nation High School.

Reports on part of the community-based research project Decolonizing the Curriculum "Cree-atively" Through Elders' Stories.

Qualitative study involved nine participants drawn from both public and Catholic school divisions, and a First Nations controlled system. Themes which emerged are grouped under strategies, alignments, opportunities and challenges.

Project investigated ways to improve student achievement in language arts and mathematics through block scheduling. Took place at a community school located in Saskatoon, Saskatchewan.

Explores how teachers engaging with the Truth and Reconciliation Commission of Canada’s Calls to Action, teach about residential schools, how students understand themselves as Canadians while learning the history, and how classrooms can become a space for reconciliation.

The campus is an adult education facility for students wishing to take upgrading classes or complete grade 12. Research consisted of eight interviews and a focus group discussion about what factors had helped or hindered educational success.

Students talk about the idea of treaty citizenship and relationship with Treaty 4 in Saskatchewan after attending a two-day youth conference with Life Speaker Noel Starblanket and Indigenous artist Ray Keighley.

Focuses on outcomes observed with four students. Data collected through self-assessment, teachers' records of fluency and use of strategies in oral readings, evidence of semantic and syntactic development in stories, and standardized tests. Study took place at Westmount Community School in Saskatoon, Saskatchewan.

Developed for use as a guideline to teach students to speak and comprehend the Cree language in classrooms, early childhood programs and the home.

Follows up on Ē-kiwēyitotamāhk Kitāyisinēwinānāw: Reclaiming Our Cree Language through Oral Tradition and examines the impact on grade 7-9 students when Elders are integrated into Cree classrooms.

Looks at student's and teacher candidate's interpretation of material dealing with social study concepts.

Reports on the course, Sustainability of Ecosystems taught at Brightsands Science and Environment Centre with a Traditional Knowledge Keeper in a tipi or on the open prairie.

Details the development of a local history curriculum using primary materials. School is located in Prince Albert, Saskatchewan.

Uses data from talking circles and focused conversations with students from elementary and high schools.

Study results show several themes: staff work to live positive assumptions and beliefs; invitation and hospitality are based on ownership; trust and relationship are addressed by the individual, the school team and broader school community.

Documents the process of implementing recommendations developed through previous research conducted at the Father Porte Memorial Dene School in Black Lake, Saskatchewan. Initial report

Looks at shared stories of experiences by Aboriginal children and families and shared experiences of white teachers. Report is the result of a two year investigation.

Documents the viewpoint of Aboriginal students regarding experiences in the educational system.

Examines literature circles used at the Radius Community Centre For Education and Employment Training to see if participation helped students succeed with reading and communication skills.

Looks at successful teaching practices used by Fist Nations and non-Aboriginal teachers for reading and writing in a cross-cultural class.

Looks at the introduction of Aboriginal literature and contemporary critical theory to Grade 12 students.

Research indicates that the reasons for students to leave school include academic challenges, family responsibilities, drugs and alcohol and crime.

Looks at a Grades 10-12 student drama project about living and going to school in a culturally mixed community. Included is a teachers guide with lesson plans.

Discusses research project activities including literature review of family literacy, assessment of literacy programs in Saskatchewan, environment mapping, and the development of a province wide online survey tool.

Discusses project undertaken at Charlebois Community School in Cumberland House, Saskatchewan to connect curriculum content and Ministry outcomes with Indigenous science and ways of knowing in secondary science courses.