Policy & Planning

Document discusses practices that have been highly effective in the education of at-risk Aboriginal children. It argues that to succeed the commitment, support, and shared resources of boards of education, teachers, parents, community members, and the provincial government are needed.

Second version, revised.

Guide prepared by federal, provincial, First Nation and other agencies, intended for use as an information resource for negotiation of service arrangements between the Boards of Education and First Nations.

Policy framework for Saskatchewan's prekindergarten to Grade12 Education system.

Assessment of progress focuses on two aspects: benefits accruing to schools and communities, and effective practices. Included factors such as learner success, collaboration, sharing resources, communication, First Nations and Métis employment, and eradication of racism.

Reviews the impact of reforms in the Educate America Act, 1994 on the Bureau of Indian Affairs (BIA) schools.

Examines discourses and practices associated with designating some children and youth as being "at-risk" of academic and social failure in and out of school.

Assessment of progress in Indian education, excerpted from keynote speech by Joe H. Herrera, at the 13th Annual Indian Education Conference.

Education Thesis (Ed.D.)--Harvard University, 1982.

Reports on the Seven Oaks School Division study on Aboriginal perspectives of education by former students.

Goals and objectives of the Center for Indian Education at Arizona State University in 1976.

Education Thesis (Ed.D.)--Montana State University, 2000.

Chapter 5 in: Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities by the Ontario School Trustees. Discusses education in First Nations communities and the role of school board.

Sets forth strategies for school districts both off-reserve and on-reserve to expand practices in successful school districts to other districts.

Study argues that historical consequences of colonialism have diminished Aboriginal youth's ability to get a higher education and employment. Also discusses current initiatives and solutions to problem.

Discusses conditions and strategies for successfully maintaining change to improve on-reserve education for Aboriginal youth.

Argues that the fundamental changes needed in the way that diversity is dealt with in the classroom could be accomplished by moving from a lesson plan-centered approach to a inquiry-centered approach.

Addressing absenteeism in a public school on a Navajo Reservation.

CCSS (Common Core State Standards) adoption meant to provide an equatable education for all students is a concern to American Indian leaders who are worried the standards would be a barrier to learning culture, history and language.

Discusses diffusion theory as a possible method to narrow the gap between development of new knowledge and its adoption in the classroom.

[Education] Administration and Policy Studies Thesis (M.A.)--McGill University, 1982.

[Education] Thesis (Ed.D.)--Arizona State University, 2008.

Studies barriers to implementing the Zimbabwean language education policy in primary school grades and the perception of socio-economic benefits that come with the English language.

Looks at a fourth grade social sciences curriculum designed to meet the Oregon Social Sciences Academic Content Standards.

Seven year study indicates culturally specific factors are important in understanding why Navajo and Ute students drop out of school.

Findings indicate that culturally relevant, hands on experiential learning activities should be incorporated to improve outcomes.

Looks at the success at Princess Alexandra Community School in creating a culturally affirmative learning environment with community education and staff development through transformative learning.

Educational Research Thesis (Ed.D.)--University of Calgary, 2017

Identifies and discusses key features of networks: purposed and focus, relationships, collaboration, inquiry, leadership, accountability and capacity building and support.

Reviews policy papers, reports and self-governance agreements to show the present state of First-Nations rights to control education as well as forms of institutional arrangements and agreements for educational self-determination.

Reports results of survey administered to provincial school boards associations, ministries of education, other organizations and key educational partners. Responses grouped into three parts: Indigenous education structure, responses to the Truth and Reconciliation Commission of Canada, and initiatives and promising practices.

Looks at the impact culturally competent teachers have on creating a successful learning environment for students. Includes examples of successful models in Canada, the United States, New Zealand and Australia.

Concludes that current K-12 history textbooks inadequately address the complexities of Indigenous education. Chapter 2 from: Doing Race in Social Studies: Critical Perspectives edited by Prentice T. Chandler. Scroll down to read paper.

Examines cultural conflicts between Anglo cultures and Navajo students at reservations schools and use of effective teaching methods for resolution.

Reviews articles in the special issue, Negotiating the Culture of Indigenous Schools, discusses barriers to careers in teaching, expanding knowledge base of Indigenous education and the relationship between school change, culture, power and control.

Study uses the math curriculum "Building a Fish Rack: Investigations into Proof, Properties, Perimeter, and Area" to show culturally-based instruction has been successful with Yup'ik students.

Shows how community and culture based education contributes to academic success for American Indian and Alaska Native children. Recommendations are provided.

Presents survey highlights regarding the success of schools in northern Labrador, Nunavut, northern Saskatchewan, and northern and interior British Columbia.

Examines underlying processes of education using a cross-cultural approach.

Curriculum and Instruction Thesis (M.A.)--University of Victoria, 2012.

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

Five top Native American education leaders identify the important issues facing education in the 1980-81 school year.