Cultural Framework

Educational Studies Thesis (Ph.D.)--The University of British Columbia (Vancouver), 2010.

Researchers used interviews and focus groups to collect data from 23 participants on the use of the PAX Good Behaviour Game in Swampy Cree Tribal Council (SCTC) communities. Findings indicate positive outcomes for children, but also highlight difficulties in implementation and the need for community consultation.

Analyzes demographics in relation to the Indigenous population, future projections and impacts on the province as a whole.

Examines the methodology behind the best practices for delivery of science education to Cree students.

Social Work Thesis (M.S.W.)--University of Manitoba, 2015.

Looks at the effects of residential schools and efforts to create culturally supportive American Indian and Alaska Native schools.

Looks into the experiences of two mothers with their children's educators.

Research indicates teachers' self-awareness, if they are conflicted about science and First Nations knowledge, will improve how they deal with the issue; and students avoiding science in high school and university could not explain why. Creative ways of diminishing instruction barriers are needed.

Asserts that a multi-cultural Science-Technology school curriculum has the greatest potential for success.

Mathematics and Science Education Thesis (M.A.)--The University of British Columbia, 1993.

Provides suggestions on how to incorporate Aboriginal learning styles into classroom teaching methods.

Includes guidance for teachers on how to incorporate Indigenous science into the curriculum, thematic science units, and an annotated bibliography. Developed to conform to British Columbia curriculum, but material can be adapted for other contexts.

Examines teaching science in a cultural framework.

Discusses how science can be placed inside a cultural fabric.

Looks at how the community at an Ojibwe tribal school in Northern Wisconsin understands and implements culture-based curriculum.

Briefly discusses findings and observations from the Indigenous Child Project.

Education Thesis (M. Ed.)--Queen's University, 2003.

Male students reverting to longer hair length encounter varying reactions ranging from acceptance to being expelled.

Offers guidance for getting started, designing, planning and implementing a program, and program reflection.

Panel discussion on Native sovereignty with emphasis on education, particularly the Native studies curriculum in tribal colleges and universities.

Aboriginal and World Indigenous Educational Studies Thesis (M.Ed.)--Queens University, 2019.

Introduction to five articles that take Indigenous Knowledge and pedagogy seriously.

Selective Ethnobotanical Education Directory (SEED) compiled by four Ktunaxa/Kinbasket students. Includes information on plants used in daily life, information about the First Nation and a short quiz.

Looks at the Sisseton Wahpeton Community College and the integration of the Dakota language and tribal cultural values into the programs offered at the institution.

Book review of: The Seeds We Planted by Goodyear-Ka'ōpua, Noelani .

Indian and Northern Education Program Thesis (M.Ed.)--Univeristy of Saskatchewan, 1978.

Educational Foundations Thesis (M.Ed.)--University of Saskatchewan, 1997.

Relates a personal and professional journey, by the author, about developing a social policy social work course at the First Nations University of Canada.

Indigenous Specialization Thesis (M.S.W.)--University of Victoria, 2010.

Looks at the development of Mt. Currie Indian Community School in British Columbia which is managed by an all Indian Board.

Looks at reading and literacy skills when culturally responsive schooling is not used to assess the impact.

Examines the need for Native American teacher training to bring cultural values into a self-determined curriculum to meet local school needs.

Describes Saskatchewan’s Thunderchild High School excursion trip to visit the British Columbia Sechelt Indian Band, the first Indian band to obtain and practice self government.

Entire issue on one pdf. To access article scroll to p.33.

Findings show candidates at Maori-medium schools were more likely to gain a typical level or higher NCEA (National Certificate of Educational Achievement) qualification than their Maori peers at English-medium schools.

Discusses ways culturally relevant education models have been Incorporated into tribal colleges and strategies for American Indian retention at mainstream colleges and universities.

Study undertaken to assess participation/access to and success in programs designed to introduce students to college curriculum while still in high school.

Discussion of issues surrounding teaching Inuit and possible strategies to accommodate cultural differences in the corrections classroom.

Educational Administration, Foundations and Psychology Thesis (M.Ed.)--University of Manitoba, 2011.

Identifies priority research topics on educational practices and implementation methods in schools.

Majority of content applicable to Canada as well as British Columbia.

Suggests creating schools that are learning spaces for all regardless of socio-economic differences.

Argues that Indigenous academics can implement new way of sharing and transferring knowledge and research; discusses an ethical approach to Indigenous research methodologies.

Book review of: Sharing Our Success: More Case Studies in Aboriginal Schooling edited by George Fulford.

Factors contributing to success include: strong governance and leadership, high expectations, stategic use of funds and resources, respect, welcoming atmosphere, and a wide range of programming.

Interviews students about factors that contribute to their learning success and presents the characteristics needed for effective teaching especially in the sciences.

Reports adding Aboriginal pedagogies helped prepare practicing teachers to teach Aboriginal content in a culturally respectful way. Case study from York University Faculty of Education.

Education Thesis (M.Ed.)--University of Lethbridge, 1997.

Explores how 36 teachers and student teachers rose to the challenges. Chapter 2 from Institutional Issues: Pupils, Schools and Teacher Education, Volume 2 of Education, Culture and Values edited by Mal Leicester, Celia Modgil, and Sohan Modgil. Chapter located by scrolling to page 14.