File contains a presentation by Tim McNeill. McNeill discusses issues related to education. McNeil's presentation covers secondary education, housing for students, language issues, teacher training, literacy concerns, and cultural concerns. Following the presentations Commissioners Dussault and Sillet discuss these findings.

File contains a discussion between an unidentified teacher at the Northern Lights secondary school in Moosonee, Ontario and Commissioner Georges Erasmus. The teacher asks a question of Erasmus for an unidentified student who wishes to know why the Assembly of First Nations doesn't have students needs as its number one priority. Following this query is a discussion between Erasmus and the student via the teacher on youth issues, and then on the Commissions work with the Metis people.

Curriculum and Instruction Thesis (M.Ed.)--University of Regina, 2017.

Curriculum and Instruction Thesis (Ph.D.)--Indiana University, 2006.

Brief article gives information about the painter, her style of painting, and views on identity and culture.

Background information on heritage, history, traditions, cultural teachings specific to the Niagara region, as well as instructional strategies.

Comments on the enrollment and funding of tribal colleges in the United States. Presented at the Tenth Native American Symposium, November 14-15, 2013. Chapter from Native Ground: Protecting and Preserving History, Culture, and Customs edited by Mark B. Spencer.

Discusses the creation of an on-line newspaper at Salish Kootenai College in Pablo, Montana and how one journalism instructor, David Spear, explained the importance of community centered storytelling.

Education Thesis (M.Ed.)--York University, 2012.

Comments on the introduction of culturally based lessons into mathematics teaching.

Looks at teachers adapting practices so that Sámi culturally based mathematics can be taught in the classroom.

Examines the controversial dismissal of Ward Churchill, a professor of ethnic studies at the University of Colorado, Boulder.

Discusses a course, offered at the University of Victoria, entitled "Thunderbird/Whale Protection and Welcoming Pole: Learning and Teaching in an Indigenous World". Through construction of this totem pole, students experienced the Aboriginal ways of teaching and learning.

Comments from a teacher and a substitute teacher about their time spent at a school in remote Grise Fiord. Entire issue on one pdf. To access article, scroll to page 17.

Discusses ideas set forth by American Indian educators in Alaska and Montana, including a set of culturally based standards to supplement the state standards, to improve education for American Indian students.

Presents a list of resources that can be used by educators to improve the teaching and learning of Native American and Alaska Native students.

Argues that while school-based action alone will not save threatened indigenous languages, schools and teachers play an important role in revitalizing those languages.

Looks at how Andrew S. Draper, a public school educator, urged the use of schooling to instill Anglo-American sociocultural values in American Indians to facilitate their assimilation into society.

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.

Thesis (Ph.D.)--University of Alaska Fairbanks, 2010

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 the use of a non-traditional approach to teaching a statistics course to engage students at the Aaniiih Nakoda College.

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

Looks at recommendations for the criteria to prepare prospective teachers for teaching success in First Nations schools.

Study interviews engaged and non-engaged parents, teachers, and school administrators from six Saskatchewan high schools as well as national and international administrators. Concludes with recommendations.

Approximately 300 sources published between 1877 and 1964.

Elementary Education (Ph.D.)--University of Arizona, 1981.

Answers the following questions: "(1) How do teachers' regard Aboriginal students?; (2) What factors influence how teachers assign pupils to different opportunities?; and (3) What reasons do teachers give for their recommendations about opportunities that are afforded to students?."

Educational Studies Thesis (Ph.D.)--The University of British Columbia (Vancouver), 2009.

Discusses the Seven Grandfathers' Teachings of the Ojibway and how it was incorporated into the M'Chigeeng Literacy and Basic Skills full-time program at M'Chigeeng First Nations of Manitoulin Island, Ontario.

Education Thesis (Ph.D.)--University of Regina, 2010.

English Thesis (Ph.D.)--Washington University, 2011.

Law Thesis (L.L.M.)--Dalhousie University, 1999.

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

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

Compilation of information from the letter books of two principals: Rev. Edward F. Wilson and Rev. George L. King, ranging in date from 1875-1904. Arranged under three themes: the student experience which includes death records, and information on fire drills, the print shop, and Indigenous clothing and languages, staffing, and the historical context.

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.

Presents the authors views on developing strategies for a culturally based approach to teaching, learning and research.

Asserts that a teacher is not a genuine guide to children unless they assist them in developing a sense of values, including respect for self and respect for others.

Looks at how audio-visual materials, used to present a holistic overview of Native American history and culture, enhance lectures and the written word.

Author uses the debate over process-oriented versus skills-oriented writing instruction as the starting point for a discussion on five aspects of the "culture of power" in the field of education.

Curriculum Studies Thesis (M.Ed.)--University of Saskatchewan, 2004.

Lesson plan has students examine cultural perspectives regarding weather and the seasons of the year. Appendix A contains information regarding protocol when inviting Elders into the classroom.

International/Intercultural Education Thesis (M.Ed.)--University of Alberta, 1992.

Study evaluated speech performance in terms of delivery, with special attention given to paralanguage, using a sample of Aboriginal and Euro Canadians. Bicultural approach then used with Aboriginal students and results discussed.

Talks about course assignments and works by authors Francis Densmore, M. Inez Hilger, and Roger Spielmann.