Training

Reviews important factors to consider when preparing teachers, the current challenges and the Native Educators Research Project.

Review of: Building a Native Teaching Force by Kathryn Manuelito.

Public Policy Thesis (M.P.P.)--Simon Fraser University, 2013.

Two graduate student discuss their thoughts on enacting the the Truth and Reconciliation Commission's Calls to Action, reflect on their learning and share successes, insights, and tensions as they navigate various complexities of settler-Indigenous relations; they discuss the need for spaces that promote vulnerability and openness, and the strength of land-based and grassroots learning opportunities.

Looks at a study which illustrates the importance of Aboriginal consultation in regards to the appropriateness of their undergraduate forestry training and continuing educational opportunities.

Questionnaire results show gaps between recommended practices and actual practices, suggesting that partnerships need to be formed to bridge that gap .

Educational Foundations Thesis (M.Ed.)--University of Saskatchewan, 1998.

By understanding the historical circumstances of education, paper aims to find solutions to unique cultural problems for American Indians such as equality of educational opportunity, local autonomy, community involvement, curriculum development and general schooling practices.

Study results of K-12 classrooms determine that teachers should be provided with more instruction to help them accommodate the exceptional student.

Focuses on educational reform for Indigenous children in remote and northern Australia to improve educational outcomes. Feedback from participants provides recommendations.

Three non-Indigenous teacher-educators reflect on the ways their responses to the Truth and Reconciliation Commission’s Calls to Action and the corresponding provincial mandates have been positively and constructively influenced by their professional relationships with First Nations, Métis, and Inuit people.

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.

Editorial in special issue discussing historical and contemporary Indigenous education.

Presents a narrative study that explores the research question: "What are the decolonizing processes of practicing teachers involved in a provincially funded initiative to improve schooling for urban Aboriginal students?"

Book review of: Communities of Practice: An Alaskan Native Model for Language Teaching and Learning edited by Patrick E. Marlow and Sabine Siekmann.

Describes partnership to enhance student learning through linking traditional values and philosophy, improved professional teacher practice and increased parental involvement.

Looks at a cultural camp where Elders provide the students with a holistic way to learn.

Discusses benefits of using a 'Generative Curriculum Model' in early childhood education training programs.

Study of a training program for non-Navajo educators to help respect and understand cultural differences.

Educational Administration Thesis (Ph.D.)--University of Saskatchewan, 2011.

Transcript of framework on education rights originally submitted to the 1993 World Indigenous Peoples' Conference on Education; refinement of the document was antidipated from conference delegates.

Details the counseling role and lists benefits to be derived from in-service training.

Education Thesis (Ph.D.)--University of Regina, 2005.

Discusses results from search for a culturally relevant method of literary analysis.

Discusses project developed to help students cross the border between their community's Aboriginal culture and the culture of Western science.

Education Thesis (M.Ed.)--Queen's University at Kingston, 2000.

Ethnographic study comparing life experiences, language spoken and cultural expertise between Zuni and Anglo teachers.

Discusses cultural bias, practices in teacher education, and changing educational attitudes to include Indigenous knowledge.

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.

Proposes that to meet the challenge of First Nations education, educators must understand historical relationships between First Nations and mainstream educational systems and identify effective strategies for building upon cultural identities.

Overview of teacher education program that focuses on "supporting academic achievement, maintaining cultural competence and developing critical consciousness " in Winnipeg, Manitoba.

Discusses holistic approach to curriculum and instruction by connecting a five part conceptual framework to present research in education.

Educational Administration Thesis (Ph.D.)--University of Manitoba, 2011.

Looks at social justice as viewed through First Nations, Métis and Inuit children's literature.

Interdisciplinary Studies Thesis (Ph.D.)--University of Saskatchewan, 2006.

Comments on the need to address three common questions from teacher candidates, to help encourage teachers to include more Aboriginal perspectives in the classroom.

Questions what 'quality' early childhood care and education mean in United States schools after an Indigenous Early Childhood Development Symposium was held in Victoria, BC.

Looks at councillor training programs offered in First Nations communities in southern Alberta. Suggests changes to the curriculum.

This personal essay describes the author’s experience and learning which resulted from co-teaching about narrative medicine with a Dene colleague. Discusses issues of consent, colonialism and Indigenous world-views.

Education Thesis (M. Ed.)--University of Saskatchewan, 1989.

Chapter Four of Raising Adult Literacy Skills: The Need for A Pan-Canadian Response

Looks at programs that foster innovation and facilitate academic success for young adults, as well as improvements to accountability, resources and control to enhance educational services.

Discusses examples for non-Native teachers to use that involve specific cultural and linguistic knowledge to merge with their teaching practices.

Research based on two-year study of 20 students explores positive changes in attitudes and proficiency with technological integration.

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

Looks at the X-CED (Cross-Cultural Education Development Program) and the experiences of faculty over the past 25 years.