Teaching

Review suggests teaching practices and attitudes need to become more inclusive and supportive of Indigenous culture and students.

Program participants improved significantly in language, motor and academic skills.

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.

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.

Uses the concepts of Indigenous voice and One-ness to make space for testimony and empowerment in the classroom.

Teacher resource guide includes classroom unit plans, grade-appropriate story books and authentic First People resources.

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

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

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.

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

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

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

Findings from a study of nine state's curriculum reveal that all nine states mostly portray American Indians as victims rather than reporting on their contributions to society.

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

Examines a teaching strategy called "Talk Story", based on informal circle discussions, that aid in integrating individual contributions into a collective thought.

States the importance of the power of observation to really see the children and to accept and respect them.

Looks at the ways Native-American teachers influenced the experiences of children in boarding schools by helping students value both white education and their Native-American heritage.

"National publication for the Indians of Canada". Focus on Indigenous issues, events at residential schools and legal decisions. Articles reflect the attitudes and policies of the time.

"National publication for the Indians of Canada". Focus on Indigenous issues, events at residential schools and legal decisions. Articles reflect the attitudes and policies of the time.

"National publication for the Indians of Canada." Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record. Articles reflect the attitudes and policies of the time.

"National publication for the Indians of Canada." Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record. Articles reflect the attitudes and policies of the time.

"National publication for the Indians of Canada." Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Articles reflect the attitudes and policies of the time.

"National publication for the Indians of Canada". Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record. Articles reflect the attitudes and polices of the time.

Argues that increasing recruitment, reducing turnover, changing the low expectation of teachers, updating outmoded curriculum, and support from parents are essential to improving student outcomes.

Discusses the first novel written by an American Indian in terms of its negative portrayal of California tribes, and the author's general prejudice towards them.

"This article focuses on the efforts to create agency among classroom teachers who teach in rural Alaskan schools".

Describes the training of individuals in the graduate counselor education program who are destined to work in Aboriginal communities. The article also discusses the process used for implementing curriculum changes in an undergraduate prerequisite counseling skills course.

Lengthy annotated list (221 p.) of films produced up to 2014.

Authors share their experiences of introducing and teaching the class, English First Peoples (EFP). Entire issue on one pdf. To access article, scroll to page 37.

With a focus on using Indigenous art in the classroom discusses spiraling, aesthetics, individual and collective identities and parallel time.

Reports on part of a 3 year study to enhance students' outcomes by improving relationships between teachers, teacher-aides, students and community members. From Proceedings 29th Annual Conference of the International Group for the Psychology of Mathematics Education, vol. 2 edited by Helen L. Chick and Jill L. Vincent.

Author, who is also a teacher at Northwest Indian College (NWIC), reflects on his own experience with unlearning the cultural bias of his European education, and with connecting with Indigenous students.

Papers from the National Museum of Australia Conference, Indigenous Biography and Autobiography held July 9 -12, 2007.

Surveys key issues and debates, with a focus on topics for Introduction to Politics and Introduction to Canadian Politics classes, and makes recommendations for resources to be used in each.

Discusses Canada's failure to address training and educational needs of First Nation, Métis and Inuit learners resulting in under performance, drop out rate and under-representation at higher learning institutions.

Author articulates many of the differences between Indigenous ways of learning and knowing and mainstream Western pedagogies and epistemologies; suggests considerations and strategies for integrating the different worldviews in postsecondary education settings.

Cross-Cultural Studies Thesis (M.A.)--University of Fairbanks, 2010.

Some resources are specific to British Columbia, others deal with Canada as a whole. Includes guides, books and e-books, articles, websites, videos, and other materials.

Educational Studies Thesis (Ph.D.)--The University of British Columbia (Vancouver), 2015.

Article uses the 2003 Convention as a baseline to develop a framework for tenure and promotion policy and for the appropriate evaluation of Indigenous scholarship, argues that Indigenous scholarship is embedded in intangible culture.