Teaching

Describes program employing simple teaching methods, focused on nutrition,

Study involved Klamath River Early College of the Redwoods, Pemayetv Emahakv "Our Way" Charter School, and Waadookodaading Ojibwe Language Immersion School. Focus was on four areas: academic success, cultural content, student self-concept, and community engagement.

Describes three types of instruction being assessed in this Native run preschool that focuses on Native American culture.

2 photographs of Fort Carlton in winter from the late 1800s. Taken before the Fort was burned down in 1885.

Focuses on ways to build Aboriginal leadership in the education sector and to increase recruitment and retention in post-secondary institutions.

Study involved interviews and focus groups with 55 participants, including: Elders, parents/caregivers, and elementary, high school and postsecondary learners. Identifies factors which have a positive effect, challenges which contribute to less favourable outcomes, and what elements are needed to ensure success.

The author uses their own teaching experiences to look at how educators can foster a learner spirituality in the classroom and how it can lead to student success.

Autobiographical account of a Yup'ik educator describing the establishment of a teacher-leader group, the Ciulistet, which combines cultural identity and the role of culture for Alaskan Native people.

Looks at the authors experiences in teaching American Indian literature at Skidmore College. Entire issue on one PDF. To access article, scroll down to appropriate page.

Education Thesis (Ed.D.)--Simon Fraser University, 2010.

Comments on three implementation goals: preservation of language and culture, teaching academic content successfully, or or focusing on both preservation and academic learning.

Reports on two action research projects of the Community-Based Master of Education program at the University of Regina.

Challenges educators to display leadership to teach a critical perspective in regards to Indigenous sports teams mascots.

Author recounts major events in his life and how those events were affected by racism in academic institutions.

Describes a program for using a greenhouse in vocational training and a centre for individualized learning.

Using a series of interviews with Navajo and Peublo people to analyze their education needs and desires.

Presents information on the history of theTribal College Journal from 1989-2009.

Discusses the Native Ways of Knowing (NWOK) program for pre-service secondary science teachers aimed at integrating Aboriginal and Western science.

Plan for promoting educational success of Native American students focuses on measuring the progress of relationships between government, tribes and schools districts and supporting a curriculum based on tribal history, culture and government.

Chronicles the development of a collaborative teacher education program delivered jointly by Wind River Tribal College and the University of Wisconsin-Oshkosh.

Profiles Rafael Garcia, a language teacher, who confirms that the O'odham in Mexico and in the United States are the same people who share the same history and language.

Interview with the Canada Research Chair in Indigenous Law, University of Victoria. Duration: 19:32.

Interview, with a university instructor at Vancouver Island University, discussing Indigenous law, violence against women and girls and more. Duration: 18:45.

First half of an interview with the Director of the Indigenous Law Research Unit, Faculty of Law, University of Victoria and a law professor at the University of Victoria. Duration: 29:55. Access Part two.

Guest editor briefly discusses articles appearing in themed issue. Entire issue on one pdf. To access article, scroll down to appropriate page.

The author was asked, by the BC Health Ministry, to write two texts to teach Aboriginal children about HIV and AIDS; but the Ministry rejected these texts as being to honest and candid. This paper looks at why the Ministry, and others, can not be upfront and honest with streetwise kids.

Includes links to: introduction to curriculum, components of curriculum, First Nations language as a second language, foundational objectives, framework of objectives, planning guide and sample activities.

Comments on one of the most favoured teaching methods for Indigenous languages. 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.

Discusses how multilingual instruction can assist in reviving and preserving traditional languages and looks at language program types and outcomes, community activities, structural support, and teacher training in the context of case studies from the United States, Canada, New Zealand, Australia, and Timor-Leste.

Sociology Thesis (Ph.D.)--University of Saskatchewan, 2009.

Overview of Angel De Cora, director of art instruction, who encouraged students to focus on native artistic traditions beginning a new era in educational practices.

Created to assist teachers in delivering lessons that focus on the Métis people of British Columbia.

Image of a large group of indigenous children, possibly a class, all wearing dark western clothing sitting outside with a woman, possibly their teacher.

Study shows Native American pre-school teachers employ traditional cultural values and disciplines as teaching methods.

Provides culturally appropriate advice for youth mentoring programs.

Guidelines for use by Elders, authors and illustrators, curriculum developers and administrators, educators, editors and publishers, document reviewers, researchers, Aboriginal language specialists, Aboriginal community organizations, and the general public.

General overview of Aboriginal history and culture covering topics such as residential school, treaties, Elder protocol, traditional teachings, and best practices.

Website presents four sections: relationships, language, experiences and ancestors. Includes toolkit.

A resource for individuals or groups interested in developing a mentoring program for Aboriginal people.

Some content specific to New Brunswick, but much is applicable to Canada as a whole..

Guide includes four main themes to help guide teachers in creating lessons and activities.

Looks at the perceptions of new Aboriginal teachers and their determination to reclaim their sociocultural and epistemic spaces.

"Qualitative study focused on learning why Hawaiian language immersion and culture-based educators viewed the Montessori approach as an educational model with values, beliefs and teaching strategies similar to their own".

Educational Administration Thesis (M.Ed.)--University of Saskatchewan, 2003.

Social Work Thesis (M.S.W.)--University of Victoria, 2011.