Teaching

Discusses the elements involved in the development of a curriculum and the future consequences of its use.

Describes the need for a new approach to learning Indigenous languages in the classroom, arguing that programs should emphasize both written and the contemporary local usage of the language.

Describes the benefit of dialogue journals between teacher and student.

Education Thesis (M.A)--Northern Michigan University, 1987.

Educational and Counselling Psychology and Special Education; Human Learning, Development and Instruction Thesis (Ph.D.)--University of British Columbia, 2003.

English Thesis (Ph.D.)--University of New Mexico, 2001.

Provides critique on the beliefs connected to culturally appropriate schooling within the context of indigenous schools.

Educational Foundations Thesis (M.Ed.)--University of Saskatchewan, 2004.

Looks at a particular teacher-learning network that explains how transformational change can occur.

Discusses the importance of treaty education for all Saskatchewan students and looks at the resources needed for educators.

Looks at a method for initiating a critical pedagogy of remembrance and that allows teachers to attend to and learn from the biography of their relationship with Aboriginal people.

Authors of Collected Wisdom: American Indian Education describe their rationale for using story-based reporting of findings rather than the more traditional methods.

Twenty case studies of programs developed specifically for Indigenous students.

Reviews literature supporting traditional methods of learning for the unique cultural values and learning styles of Native American students.

Discusses concerns which include intercultural communication, school climate, roles, curriculum development and implementation, recruiting, and placement practices.

Author describes the hiring process and their first year as a Professor in the English department of University of Alaska Anchorage; offers discussion of Equity, Diversity, and Inclusion (EDI) hiring practices and of the process of learning “how universities work.”

Discusses several components of cross-cultural teachers: identification and criteria of effective teachers and the important knowledge to have.

Investigates two questions and proposes two answers: How can teachers engage with Aboriginal knowledge? and How can teachers use Aboriginal knowledge authentically and productively in schools?

English Thesis (M.A.)--University of Nebraska, 2016.

Literacy Education Thesis (M.A.)--University of British Columbia, 2008.

Looks at how the ear hears, middle ear disease and using FM radio amplification equipment in the classroom.

Briefly outlines determinants of children's health and explains various options (both Aboriginal and non-Aboriginal) in programming and service delivery.

Policy brief taken from the article Aboriginal Early Childhood Education in Canada: Issues of Context published Journal of Early Childhood Research, Vol. 10, No. 1, 2012.

Reports on U.S. Office of Indian Education grants to train 16 qualified people to become teachers and administrators.

Issue focuses on learning and exploring different aspects of cross cultural variables within education.

Idea for this issue came from the Australian Linguistics Society Annual Conference held December 2011 centering around Australian Indigenous children and their knowledge of Standard Australian English.

Reviews the Constitutional and statutory basis for the education of Aboriginal Canadians, related case law, and control of curriculum content. Chapter five in: Educational Administration for Canadian Teachers.

Discusses the two calls for action for nursing education programs: a call to incorporate Indigenous knowledge and learning and a call to reduce health disparities.

Introduces special issue highlighting Aboriginal educational development and the need for cultural in education.

Reports results of interviews with five Saskatchewan and four Prince Edward Island principals. Challenges identified included pedagogical and curricular issues, student transition and attendance, legacy of residential schools and other parental issues, and financial and resource constraints. Participants provided examples of how their schools are trying to address these issues.

Advocates that education for First Nations based on affirmative action is important for Saskatchewan's future.

Summarizes changes in the educational system since the new government took over six years ago. To access this article, scroll down to page 8.

Revised Edition

An evaluation on achievement of Indian children in federal, public and mission schools conducted by the Department of Education for the Bureau of Indian Affairs.

Statistics on characteristics of students, teachers and schools, and integration of language and culture in their homes and schools. See Part I - Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2007 Reading and Mathematics Assessments.

Survey results are grouped in four areas: characteristics of students, schools, teachers and curriculum. See Part I -The Performance of American Indian and Alaska Native Fourth and Eighth Grade Students on NAEP 2005 Reading and Mathematics Assessments: Statistical Analysis Report.

Discusses the evolution of a tribally directed comprehensive education system in the northwest area of Washington State.

Describes steps taken by the HBC and its agents to provide a formal education to the children of the Red River Settlement and the communities surrounding it. Entire issue on one pdf file, scroll to page 1.

Psychology Thesis (M.A.)--Simon Fraser University, 2002.

Describes why Eber Hampton, an educator, was recognized in 2005 with a National Aboriginal Achievement Award.

Entire issue on one pdf. To access article scroll to p.23.

Comments on two Saskatoon educators who were given a First Nations spirit name to honour the positive changes they have made for Aboriginal people within the school system. Article located by scrolling to page 16.

Organizational Learning and Instructional Technologies Thesis (Ph.D.)--University of New Mexico, 2000.

Discusses goals, issues and various options available when educating Native American children.

Surveyed two schools to determine effective strategies to reduce dropout rates and improve achievement outcomes.

Study suggests that having respect for Native American culture, integrating Native American history and culture into the curriculum and helping students be proud of their heritage were key factors in creating a successful educational experience for their Native American students. Presented at National Association of Native American Studies Conference, Baton Rouge, Louisiana, 2006.