Comments on the significance, features, and characteristics of oral narratives, strategies for using storytelling in teaching and learning, and protocol for telling Indigenous stories. Unit 4 of 6. Duration: 15:45.

Curriculum, Teaching and Learning Paper towards Master of Teaching (MT)--University of Toronto, 2015.

Looks at the foundations of Indigenous education based on land and place and the connection to the natural world. Unit 5 of 6. Duration: 11:48.

"A summary of research conducted to investigate philosophical frameworks and management structures to guide the development of Aboriginal Early Childhood Development programs and services."

Publication of paper presented at Western Social Science Association 2018 Meeting, American Indian Studies Section. Examines the philosophical frameworks of the mainstream education system in the United States and compares it to Indigenous understandings of education. Showcases examples of Indigenous principles of education at work in different school environments.

Researches one student's successful experiences of learning mathematics from place based education, which incorporates the land and people where students come from.

Discusses how teacher's can enhance and build on Aborigibnal children's capacity to learn mathematics.

Reviews literature on learning and cognitive patterns of individuals and different teaching techniques.

Education and Counselling Psychology Thesis (M.A.)--McGill University, 2006.

Results from the Productivity Environmental Preference Survey used to evaluate Alaskan high school seniors.

Highlights author's childhood memories of growing up at Finniss Springs.

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

Project goal to develop a teaching and learning model that would link historical and cultural divides between groups to facilitate cross learning with a focus on interconnectedness and kinship.

Study found working one on one with students identified skill areas requiring more instruction and was more informative than group test scores.

Contains links to: application information, course book, athletic opportunities, a calendar and contact information.

Purpose of study was to evaluate the Community Learning for Success program. Open forums and interviews were conducted with former students, teachers, and administrators in four community areas of the city. Discussions centred around five elements: importance, programming, benefits, location and services.

Book review of: The Legacy of School for Aboriginal People by Bernard Schissel and Terry Wotherspoon.

Uses fictitious story of tribally-run school which eventually is taken over by non-Indians as an allegory for the European conquest of Indigenous peoples.

Book review of: Lessons From an Indian Day School by Adrea Lawrence. Review located by scrolling to page 148.

Comments on a course teaching the language and strategies on how to teach in immersion settings. Chapter from American Indian Language Development Institute: Thirty Year Tradition of Speaking From Our Heart edited by Candace K. Galla, Stacey Oberly, G.L. Romero, Maxine Sam, Ofelia Zepeda.

Recommendations include: developing an integrated approach which addresses issues of community and individual well-being, facilitating access to post-secondary education, recruiting and retaining experienced teaching professionals, and improving and maintaining technical infrastructure.

Comments on the attempts made by the United States and Ontario to improve the educational experiences and outcomes of Indigenous students.

Looks at methods of activism to pursue political goals within the education realm.

Results of survey conducted with parents and community members from January to April 2017. Gives statistics for general as well as regional responses.

Presents an experiment in using electronic communication to allow teachers to talk with each other about the special circumstances of their work with Indian students, and also to allow students in their classes to "publish" their writing electronically and receive responses from students in other classrooms on the network. Entire issue on one PDF. To access article, scroll down to appropriate page.

Looks at an intertribal residential grant school which annually enrolls over 250 students from three states on the Northern Great Plains.

Looks at an intertribal residential school which enrolled approximately 200 students in grades 5-8 from tribes in the northern Midwest.

Comments on the various programs offered at tribal college libraries aimed at children and teenagers.

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

Contains links to sovereignty issues, cultural property, legal resources, stereotypes, responses from the Indigenous peoples and resources.

Contends that because The Education of Little Tree was once viewed as a benign and non-racist autobiography, it became a widely accepted and powerful force in perpetuating inaccurate stereotypes. Entire issue on one pdf. To access article, scroll down to appropriate page.

Research shows that when educators collaborate with First Nations, Métis and Inuit community partners, there are positive impacts on school systems.

Educational Leadership Thesis (M.Ed.)--University of Waikato, 2008.

Looks at the success of the Mi'gmaq Immersion program offered to Nursery to Grade 2 students at the Alaqsite'w Gitpu School in Listuguj, Quebec.

Summary of the findings of Sharing Our Success which looked at successful literacy programs in 10 schools.

Outlines the social and economic problems associated with low literacy rates among Aboriginal peoples, and identifies best practices to address these issues.

Contains links to webcasts and presentations on Aboriginal literacy from the Pan-Canadian Interactive Literacy Forum 2008: Legacy, which was put on by the Council of Ministers of Education and took place in nine different locations across Canada.

Looks at approaches to closing the literacy achievement gap between Aboriginal and non-Aboriginal kindergarten students.

Reviews key research findings relating to the challenges Aboriginal people face when making the transition from K–12 to Postsecondary Education and what factors lead to successful transitions.

Includes: examples of engagement strategies, current practices, specific examples of successful initiatives, analysis, and recommendations.

Prepared for Minister's National Working Group on Education, Indian and Northern Affairs Canada, Ottawa, Ontario. Current as of 2002.

Reviews 24 articles, reports, books and/or book chapters.

Reviews literature on programs with comparable approaches and discusses how elements of them could be used to improve the program itself.

Covers issue and causes of disengagement with educational system, types of programs and the effective elements they incorporate, and summary and proposed future directions.

Describes the staff and activities of the school from its opening in 1923. Prepared from the notes and writings of Reverend Canon Edward Ahenakew; includes editorial notes. Entire issue on one pdf file, scroll to page 55.

Overview of program that has Inuit-specific course content and academic cultural skill development. Entire issue on one pdf. Scroll down to page 66 to read article.

Website provides links to introduction to Potlatch, people, lands, history, language, educational resources, and a virtual tour.

Looks at using Ogichidaawin, warriorship, as a way of improving academic standards of American Indian children in the United States.