Focuses on women's issues in the areas of leadership and empowerment, professional development, restorative justice, access to justice, post-secondary education and upgrading, and Indigenous representation on school boards.

Looks at inequities in the Australian education system and government policies to address the situation.

Uses the two Sharing Our Success studies as basis for developing questions to promote dialogues between parents and educators.

Looks at teacher education and professional development inadequacies regarding Aboriginal language and culture preparation. Identifies strategies to meet the needs of Aboriginal teachers.

Review focuses on perspectives from Aboriginal teachers, educators, teacher trainers working in the K to 12 and post-secondary fields.

Study collected and analyzed demographic and qualitative data, made recommendations, and discussed three divisions' exemplary practices.

Qualitative research study involving teachers, parents, elders, and students evaluated teaching methods, course materials and cultural activities, and developed recommendations for improvement. Conducted at Melfort and Unit Comprehensive Collegiate.

Examines culturally based mentoring for youth from western and Aboriginal perspectives of professionals, Elders, youth and community members.

Assesses differences between test score results of Aboriginal and non-Aboriginal students in British Columbia's public schools. Paper presented at Centre for the Study of Living Standards Annual Meeting of the Canadian Economic Association, University of Toronto, May 29-31, 2009.

Discusses effective strategies and initiatives to help the educational needs of Aboriginal peoples.

Discusses ways school principals and teachers can contribute to creating a school culture more accepting of Aboriginal ways of learning.

Distance Education Thesis (Ed.D)--Athabasca University, 2015.

Measurement, Evaluation and Research Methodology Thesis (M.A.)--The University of British Columbia (Vancouver), 2012.

Case study on northern education in the communities of Moose River and Church Point where students are mostly Dene, Cree or Métis.

Looks at a sociolinguistic view of Aboriginal English; approaches to minority dialects in institutional settings; dialectal damage; a modified immersion model to address Aboriginal English needs; and Aboriginal English in British Columbia schools.

Positive effects of the expanded counselling program at the Albuquerque Indian School in 1976-77.

Interdisciplinary Studies Thesis (M.A.)--Oregon State University, 2010.

Lists cultural, content, quality, and performance standards developed to evaluate the educational and cultural well- being of students.

Argues that immediate action is needed to preserve languages; this will entail using a specific policy and planning framework, and requires the support of governments at all levels.

National Adult Indian Education Needs Survey conducted by the National Indian Management Service to determine levels of literacy and education for purposes of policy development.

Introduction to the articles in this special issue which add to the research on the No Child Left Behind Act and its impacts on communities and schools.

Examines data and lists factors related to drop out rates and concludes that schools need to change.

Views of one practitioner regarding the different cultural perspectives and flaws in the education system.

Provides an overview of Tribal Education Departments to support the improvement of educational outcomes for American Indian students, create partnerships and collaborations, and advance research. Includes directories.

Looks at the effects the Native American Language Act has had on Indian Education.

Special Education Thesis (Ph.D.)--The Pennsylvania State University, 2008.

Proposes seven school-related remedies to prevent students from becoming dropouts.

Examination of two documents: First Nation, Métis, and Inuit Education Policy Framework and Building Bridges to Success for First Nations, Métis and Inuit Students.

Claims that standardized test measurements of student performance do not adequately measure the quality of instruction and curricula of a school since other factors such as socio-economic status, school attendance and stability within a particular school have an impact on achievement.

How to use the methods of anthropology to solve Native American educational problems.

Assesses impact of study on a self-managed education program which attempted to balance traditional culture and language retention with contemporary education models.

Guide suggests ideas, websites and resources to support classroom activities.

Looks at impact on students and teachers of the Learning Through the Arts (LTTA) program regarding positive gains by students in cultural pride, capacity to focus, engagement and success in learning.

Curriculum and Instruction Thesis (Ph.D.)--University of Victoria, 2015.

Lists key findings, summary of recommendations, and response from the Ministry of Education to eleven recommendations by the Auditor General.

Advocates a culturally responsive curriculum which is only possible with culturally-based instructional resources and teacher involvement. Paper originally presented to 9th Symposium of the International Organization for Science and Technology.

Review covers sources which analyze issues and make recommendations to improve existing practices.

Comments on the contribution the No Child Left Behind Act has made to the miseducation of American Indian/Alaska Native populations.

Education Thesis (Ed.D.)--University of Oregon, 2015.

Examines the evolution of the program, community involvement, unique issues faced and continuing impact on indigenous schooling.

Discusses report by Thomas Berger, The Nunavut Project, which was used as the foundation for the Education Act of 2008.

"This article describes the influences of William Demmert's formative years growing up in Alaska and his years as an educator of Native American students upon his career in Native education policy".

Looks at results from the U.S. Department of Education's Indian Nations at Risk (INAR) Task Force and the White House Conference on Indian Education in 1992 regarding Native students in public schools and school reform.

Overview of system including history and guiding principles. Duration 13:00

[Education?] Thesis (Ed. D.)--Fielding Graduate Institute, 2002.