Curriculum

Education Thesis (Ph.D.)--Dalhousie University, 2000.

Reflects attitudes and policies of the time.

Education and Human Development Thesis (Ph.D.)--University of Rochester, 2009.

Pioneering Native American school has Navajo peoples directly and actively involved in the operation of the local school.

Environmental Education and Communication Thesis (M.A.)--Royal Roads University, 2013.

Outlines the findings of a study that explores perspectives of e-learning for Aboriginal students.

Survey results conclude that Hopi and Navaho parents are usually very supportive, want local knowledge and tradition content, want to be included in the educational process, and desire local control.

Curriculum and Instruction Thesis (M.Ed.)--University of New Brunswick, 2007. Appendices not available.

Secondary Education Thesis (Ph.D)--University of Alberta, 2009.

Studies student learnings in four categories: curriculum planning and evaluation, discipline and classroom management, pupils and pupil-teacher interactions, and the profession of teaching.

Education Thesis (Ed. D.)--University of Minnesota, 2002.

Education Thesis (M.Ed.)--Lakehead University, 2001.

Educational Administration and Foundations Thesis (M.Ed.)--The University of Manitoba,1980.

Reports national results as well as regions and selected states. See Part II - The Educational Experiences of Fourth and Eighth Grade American Indian and Alaska Native Students: Statistical Analysis Report.

Reports on results of survey of 10,000 participants in reading assessment and 10,300 in mathematics assessment. Compares results to National Indian Education Study for 2005. See Part II - The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8: Statistical Analysis Report.

Performance consisting of five linked scenes each attempting to represent a different aspect of developing a curriculum for cultural diversity in teacher education curriculum.

Argues that Aboriginal control of education is essential to address problems and ensure successful integration with social and economic development goals and contends that Universities have a key role in encouraging Aboriginal students to participate in higher education.

Discusses three examples of Sámi mathematics which could be part of a possible Sámi mathematics syllabus.

Examines classroom teaching and learning strategies to uncover what might make science and mathematics more attractive to Indigenous and minority students.

Analyzes the Philosophy for Children program and curriculum.

Article dated 1896 discusses the composition of student population, curriculum used to educate and "civilize" students, and parental attitudes towards the school.

Outlines the mechanisms guiding and informing the development process.

Website aimed at Grade Three students in Ontario describes life in 18th & 19th Upper Canada (Ontario). Also contains a section on Aboriginal peoples.

Reflects on colonial traditions of "imagined" history or the myth of the frontier in Williams Lake, British Columbia.

Considers differences in science education between Navajo students and that of the dominate culture.

Looks at a Native community who has incorporated Indigenous language into their school curriculum.

Describes the failure of the educational system on reserves and gives recommendations to improve educational attainment. Presents background and context to Michael Mendelson's research Improving Education on Reserves: A First Nations Authority Act

Education Thesis (M.Ed.)--University of Saskatchewan, 2012.

Looks at two second grade modules teaching math in a cultural context: Picking Berries and Going to Egg Island.

Recommends several considerations for development of a program: spirituality, traditional values, TEK (traditional ecological knowledge), maintain high standards, recognize differences in beliefs with western science.

Discusses the challenging process involved in establishing a reservation-based charter high school.

Report draws seven conclusions from the data collected and presents recommendations that seek to continue the work that was started by the PoP project.

Looks at a new school's practice of offering a quality learning experience which places education into culture.

Looks at literacy and educational strategies, teaching literacy to Aboriginal learners and indigenizing the educational process.

Lists ten types of bias: omission, defamation, disparagement, cumulative implication, lack of validity, inertia, obliteration, disembodiment, and lack of concreteness, and provides examples of prejudicial textbooks in each category.

Looks at the lessons of seven generations.

Summarizes available information on programs worldwide and examines issues involved in establishing such programs in Indigenous communities.

Program created to aid Navajo students whose first language is not English and enhance their language, motor, and conceptual skill development.

Process undertaken to gather input as to whether a designated Aboriginal K-12 school was desirable, how it should function, and what elements should be included in its curriculum.

Integrated Studies in Education Thesis (M.A.)--McGill University, 2011.

Aims to describe Ontario’s curriculum review process related to the Truth and Reconciliation Commission's Calls to Action. Summarizes an interview with an education officer from the Ontario Ministry of Education, and outlines actions taken to respond to the Calls to Action in which FNMI Peoples are engaged. Text in French.

Overview of two projects: A Resource Book for Teachers, intended to provide information about feelings and views of Metis people in society directed at an adult audience. A Teacher's Handbook, a Curriculum Unit and Multi-Media Curriculum Kit directed at ages 10-12 years old to support positive attitudes towards Native peoples. Contains related readings and research findings.

Principal of Sacred Heart Community School describes the four-year process of changing the environment and learning outcomes in her inner-city school.

Examines parent and community engagement, cultural and language programming, teachers, instruction and curriculum resources, professional development, and individual students supports at Francis of Assisi Elementary School and Le Roi Daniels Elementary School.

Identifies successful practices in early learning, K-12 and post-secondary educational systems for First Nations, Inuit and Métis students.