Teaching

Curriculum Studies Thesis (Ph.D.)--University of Saskatchewan, 2011.

Examines different aspects of visual and oral testing.

Education Thesis (M.Ed.)--Memorial University of Newfoundland, 2016.

Educational Administration, Foundations and Psychology Thesis (M.Ed.)--University of Manitoba, 2006.

Shows universal principles of learning are important to American Indian students and that supportive relationships with school personnel enhance conditions that lead to success.

Discusses the Rainbow/Holistic approach to Aboriginal literacy and the Medicine Wheel model for teaching.

Education Thesis (Ph.D)--University of Western Ontario, 2016.

Discusses the need for employee assistance, mentorship programs, and curriculum resources to promote Aboriginal teacher recruitment and retention.

Qualitative study involved nine participants drawn from both public and Catholic school divisions, and a First Nations controlled system. Themes which emerged are grouped under strategies, alignments, opportunities and challenges.

Extract from a presentation at the symposium “Indigenous Perspectives on Repatriation: Moving Forward Together,” discusses the process of building relationships between Indigenous peoples and museums, describes the experience of visiting a museum as an Indigenous person.

Discusses the roots of Native American anger and suggests that rather than trying to avoid it, everyone involved should explore the causes and develop a true understanding of them.

Psychology Thesis (Ph.D.)--Utah State University, 2010.

Research summary of a study of an Innu school-based drug and alcohol prevention program intended to identify barriers and facilitators for substance use prevention strategies and education. Major barriers identified include: overloaded staff and difficulty scheduling training.

Looks at the differences between social-cultural environment and the educational system and high personnel turnover as influencing students educational achievements.

Curriculum Studies (M.Ed.)--University of Saskatchewan, 1999.

Indian and Northern Education Program (M.Ed.)--University of Saskatchewan, 1972.

Report the results and recommendations from Interviewing Aboriginal nursing students, Aboriginal nurses and nursing faculty members.

Introductory article to themed issue on four case studies of teachers implementing Math in a Cultural Context (MCC).

Discusses some innovative teaching methods used at tribal colleges.

Argues that most children's folklore books distort the true meaning and style of the original stories and urges educators to teach authentic oral literatures.

Presents a model for delivering education and rehabilitation services to young handicapped Native American students on rural reservations.

Discusses the focus of four topic areas: the goal of ethics education, the teaching of ethics, the ethics curriculum, and a suggested framework for ethics education.

Elementary Education Thesis (M.Ed.)--University of Alberta, 2014.

Examines the ways to merge the out-of-school literary resources with school literary practices.

Looks at a Math in a Cultural Context case study and the academic success achieved by the students using the Building a Fish Rack module.

Author explores what the Truth and Reconciliation Commission’s Calls to Action ask of teacher educators and specifically in the field of science education. Considers how Indigenous and Western ways of knowing might be brought together to highlight “the role that Land and the natural world might play in reconciliation via science teacher education.”

Author reflects on three years of teaching at the First Nations University of Canada. Discusses what she learned about herself and in the academic setting, by applying an Aboriginal model of social work education.

Looks at some of the problems in the Bureau of Indian Affairs-funded school systems including: recruitment of effective teachers to work in remote locations, compliance with academic standards, introducing research-based reforms, and working with less resources and funding.

First Nations' Education Thesis (M.Ed.)--University of Alberta, 2000.

Part 2: 2013.

Describes the program and presents preliminary outcome data.

Comments on the lack of training teachers and administrators receive to help them respond to the needs of First Nations students, and the need for curricula that reduces the disconnect between educational content and students and parents.

Website contains links, some with access to the full text of presentations, from a conference which explores intellectual thought and cultural development of Aboriginal peoples in Canada. Many of the presenters were Canadian.

Results of discussions with communities on issues related to Aboriginal teaching and teacher education along with recommendations for implementing suggestions.

Discusses a project implemented to address the achievement gap between First Nations, Métis and Inuit learners and non First Nations, Métis and Inuit learners.

Website by June Kaminski provides information & links related to the traditional methods of informal & formal Aboriginal education.

Contains links to resources for use in the K-12 classroom.

Educational Administration Thesis (Ph.D.)--University of Saskatchewan, 1997.

Presents a wide range of activities and programs that reflect the FNSA's goal of ensuring culturally appropriate educational opportunities for First Nations students.

Looks at factors attracting teachers and the challenges of employment. Concludes with suggested resources.

Education Thesis (Ed.D.)--University of San Diego, 2001.

Comments on this unique research project, which stresses the demonstration of positive teaching strategies for Anishinaabe language fluency.

Viewpoints from a panel discussion on issues in American Indian Studies and the importance of decolonization of Native Americans.

Using the perceptions of Indigenous mothers to discuss the best approaches for Indigenous children's success in education and the role that parents and educators can play in that success.

Discusses learning styles, stereotypes, teaching evaluation of literature, interpretations and perceptions of Aboriginal youth, and challenges. Originally published in Equity in Education, April 1998.

Authors discuss their experiences as language learners and importance of using a holistic approach.