Discusses a training model to help integrate Indigenous world views into social work education and practice.

Education Thesis (Ph.D.)--University of Toronto, 2004.

Elementary Education Thesis (M.Ed.)--University of Alberta, 2010.

Education Thesis (M.Ed.)--Brock University, 2013.

Collection of poetic renditions "exploring the usefulness of traditional knowledge and ceremony in contemporary Western university classrooms".

Summarizes a study of the effectiveness of community-based, culturally relevant, sexual education in an Inuit community in Labrador. Researchers found that overall knowledge and attitude scores increased pre- to post-questionnaire as a result of the sexual health education presentation.

Discussion of a program offered at the University of Minnesota, barriers encountered in the recruitment and retention of Native American students, and difficulties faced by Native American faculty in gaining tenure and conducting research.

Profiles Native American communities, tribal sovereignty and relationship to the federal government, and explains the No Child Left Behind (NCLB) Act of 2001.

Discussion on the disparities in public education, policies intended to improve and enhance equity, and recommendations for accountability & policy reform.

American Indian Studies Thesis (M.A.)--The University of Arizona, 1989.

Study involved two classes of predominantly First Nations and Métis students in Grades 4/5 and 9 whose teachers were paired with and an Elder or knowledge keeper to develop and deliver classroom units. Evaluation took place through surveys and sharing circles as well as ongoing conversations and observations.

Interdisciplinary Studies Thesis (M.A.)--Royal Roads University, 2012.

Applied Economics Thesis (M.Sc.)--Montana State University, 2011.

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.

Explores how social capital theory has been applied to Aboriginal contexts in each country. Chapter from Social Capital in Action: Thematic Policy Studies by Maurice Lévesque, Norah Keating, Jennifer Swindle, Deborah Foster, Jean Lock Kunz ... [et al.] Scroll to page 66 to access chapter.

Visual and Performing Arts in Education Thesis (M.A.)--University of British Columbia, 1983.

Related documents: Policy Framework Second Progress Report on Implementation

Examines educator and parent perceptions about the policy through analysis of interviews with 100 individuals within provincial off-reserve school system. Questions reflected three themes: parent-school relationships, roles and expectations, and perceived effectiveness of educational initiatives.

Examines Aboriginal learners needs in publicly-funded schools and training services throughout Ontario by looking at three policies which mandate to create culturally-sensitive schools, assure for taxpayer accountability, and address educational gaps.

Revisited teaching practices and content taught differed one year after teachers had inservice training; indications are lack of support for new strategies contributed to returning to earlier practices.

Covers several themes: early childhood development, language and culture programs, teaching and curriculum, community involvement, student characteristics, and factors contributing to post-secondary success. Current as of 2001.

Describes several studies that focused on improving school programs.

Consists of literature review of effective practices, sampling of Saskatchewan Lighthouse Programs, and survey of student and parent perceptions of educational issues.

Looks at the implementation of Project Inquiry-Based Math in the Great Plains City school district in order to decrease achievement gaps between American Indian and non-Indian students.

Promotes the concept of Storysacks, a technique developed in England, and how First Nations in Canada have adapted it.

Entire issue on one pdf. To access article scroll to p.22.

Arts Education Thesis (M.A.)--University of Arizona, 1985.

Describes the annual retreat of a culturally relevant leadership program that empowers young leaders to inspire positive development in their communities.

Author hired to teach six week writing course for Adult Literacy Project of Kugluktuk, Nunavut found that while government is pushing towards instruction in Inuit languages, there are few literary resources and most teachers are not Inuit.

American Indian Studies Thesis (Ph.D.)--The University of Arizona, 2009.

Looks at the success of the Mi'kmaw Kina'matneyway, education authority and self-governance in education. Increased graduation rates reflect success of model.

Includes brief answers to questions often posed by teachers, activity snapshots, and classroom units. Revised version of the original published in 2012.

Answers questions relating to Aboriginal education, what it should be and how it should differ from mainstream education. Uses British Columbia as an example.

Curriculum, Teaching and Learning Thesis (Ph.D.)--Ontario Institute for Studies in Education, University of Toronto, 2015.

Article explores different theories and methods surrounding the discipline of American Indian or Indigenous Studies. Makes recommendations for best practices.

Human Development and Applied Psychology Thesis (Ed.D.)--University of Toronto, 1997.

Article uses a combination of personal narrative and nonfiction formats to express the ways in which spirituality and identity have been integrated into modern tribal colleges.

Education Thesis (M.A.)--Victoria University, 2004.

Looks at culturally relevant themes to see which parts of culture influence students and could potentially result in successful academic achievement and retention rates.

Education Thesis (M.A.)--University of British Columbia (Okanagan), 2011.

Discussion on incorporating Indigenous world views into the social work curriculum to provide more effective service.

Study shows that the Peer Assisted Study Sessions (PASS) program works particularly for Māori and Pasifika students.

Assessment of Bridging the Gap program in terms of the criteria outlined in the Ininiwi-Kiskānītamowin model for implementing science programs in Indigenous contexts.

Promotes the importance of Native American input in educational courses.

Curriculum Studies Thesis (M.Ed.)--University of Saskatchewan, 2011.

[Political Science] Thesis (Ph.D.)--McMaster University, 2012.

Curriculum Studies Thesis (Ph.D.)--The University of British Columbia (Vancouver), 2011.

Argues that one way to deal with the imbalance of the mainstream school system is through the process of negotiating, establishing and applying practical aspects of tuition agreements developed by both parties.

Looks at constructive assessment strategies, that could be incorporated into classroom practice, to meet the needs of Indigenous students.

Cirriculum Studies Education Thesis (M.A.)--University of Saskatchewan, 2005.