Zaffos, Joshua (2013). Power of Place: Emerging Science Programs Help Tribal College Students Lead the Way–At Home. Tribal College Journal of American Indian Higher Education, v24 n3 Feb. Since the first tribal college was established in the late 1960s, tribal colleges and universities have offered technical-learning opportunities to students in isolated communities around the country. From the onset, many of these colleges focused on providing practical skills and vocational job training, and frequently targeted nontraditional, older students seeking two-year degrees or professional certificates. Along these lines, tribal colleges have begun developing more programs and degrees in science, technology, engineering, and math, a range of disciplines collectively known as STEM. The emerging science programs provide opportunities to integrate research methods, computer applications, and technology with cultural knowledge and traditional practices. The approach draws in students and then leads them to local research projects. Teachers at tribal colleges are increasingly enlisting students to participate in place-based science studies on reservations, enabling them to… [Direct]

Fane, Jennifer; Schulz, Samantha (2015). A Healthy Dose of Race? White Students' and Teachers' Unintentional Brushes with Whiteness. Australian Journal of Teacher Education, v40 n11 Article 8 Nov. This paper reports on efforts by three Australian academics to develop students' sociocultural awareness (in particular, their racial literacy) during a time of mounting pressure on teacher educators to narrow and standardise their approaches. The field of health education provides a vehicle for research; however, it is not the paper's central foci. Of key concern is the development of a critical disposition in students–a disposition geared toward teaching for social equity. Learning of this nature transcends topic domains, and therefore allows for collaboration between academics in different parts of teacher education. Specifically, the paper focuses upon "whiteness" and applies a whiteness lens (a form of critical discourse analysis) to portions of the research data to explore how discourses of race circumscribe the efforts of white students and teachers, often resulting in unintentional "brushes" with whiteness (or reproductions of white race privilege). A… [PDF]

Jackling, Beverley; Natoli, Riccardo; Sciulli, Nick; Siddique, Salina (2015). Student Attitudes to Blogs: A Case Study of Reflective and Collaborative Learning. Assessment & Evaluation in Higher Education, v40 n4 p542-556. The aim of this study is to evaluate the capacity of an e-learning tool (blog) to facilitate reflection among students as part of collaborative group learning. The paper provides insights into student attitudes towards blogs as an interactive and reflective learning tool. Additionally, the study highlights the differences between domestic and international student attitudes towards reflection as part of collaborative learning in groups. The results indicate that international students consistently viewed the use of e-learning tools more positively than domestic students. For educators, the results provide direction in terms of enhancements to assessment tasks incorporating e-learning, including the professional development of staff to address the rapidly changing learning environment…. [Direct]

Ndille, Roland (2015). From Adaptation to Ruralisation in Cameroon Education Policy, 1922-2002: Replacing Six with Half a Dozen. African Educational Research Journal, v3 n3 p153-160 Jul. The British colonial policy of education in the Southern Cameroons was guided by the philosophy of adapting education to the mentality, aptitude and occupations of the local population. This policy was gradually abandoned in the 1950s when it was realized that it was serving the colonial exploitative agenda of keeping natives to a permanently rural existence instead of meeting the needs of an independent state. Surprisingly, despite the so much talked of 'need for education to rid itself of the colonial stranglehold', a few years after independence, the government of Cameroon opted for the policy of ruralisation of education. This paper, examines the basic motivation for returning to such a policy and the outcome…. [PDF]

Burt, Dorothy; Charles, Mike; Williams, Mia Kim (2011). Lessons from New Zealand: Developing Student Voices with Technology. Learning & Leading with Technology, v38 n4 p22-25 Dec 2010-Jan. Thirteen members of ISTE's Special Interest Group for Teacher Educators (SIGTE) traveled to Auckland, Rotorua, and Christchurch to visit seven schools and present and attend the Learning@School 2010 conference as part of a travel tour last February. This second installment about their trip features ways they saw technology used in New Zealand to develop student voices in the classroom, in the community, and across the world. They observed students engaged in peer listening and sharing activities as well as student/teacher cooperative practices that valued the students as co-developers or co-researchers in the learning processes. (Contains 6 resources.)… [PDF]

Akerson, Valarie, Ed.; Shelley, Mack, Ed. (2019). Proceedings of International Conference on Social and Education Sciences (IConSES) (Denver, Colorado, October 7-10, 2019). Volume 1. International Society for Technology, Education, and Science "Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 7-10, 2019, in Denver, Colorado. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]… [PDF]

Reyhner, Jon (2017). Affirming Identity: The Role of Language and Culture in American Indian Education. Cogent Education, v4 n1 Article 1340081. With the passage of the No Child Left Behind (NCLB) Act of 2001, the United States spent millions upon millions of dollars in a largely unsuccessful effort to close the academic achievement gap between American-Indian and some other ethnic minorities and mainstream Americans. NCLB's focus on teacher quality and evidence-based curriculum and instruction and subsequent reform efforts have largely ignored the negative effects of American popular culture and assimilationist, English-only educational efforts on Indigenous children, which can attack their identity and lead to cultural disintegration rather than assimilation into the dominant culture. This article examines recent American Indian and Hawaiian efforts at language and culture revitalization in schools and how those efforts have helped students to develop a strong sense of identity and show more academic success. These recent efforts focus on human rights and are in line with the United Nations 2007 Declaration on the Rights of… [Direct]

Cazden, Courtney B. (2012). A Framework for Social Justice in Education. International Journal of Educational Psychology, v1 n3 p178-198 Oct. Political philosopher Nancy Fraser has developed a theory of social justice with three dimensions: Redistribution (economic), recognition (cultural), and representation (political). This article first presents Fraser's theory. Then I describe in her terms the successes and challenges encountered in four primary schools in Australia that were trying to provide educational equity for all students, especially their Indigenous students. That evidence suggests that the dimensions of redistribution and recognition are both essential for "closing the gap" in academic achievement, and that representation is important for school and community relationships…. [PDF]

Abu Rass, Rwaida (2012). Supporting Newly Recruited Teachers in a Unique Area, the Northwest Territories in Canada. Journal of Education for Teaching: International Research and Pedagogy, v38 n2 p141-161. Formal and mandatory induction programmes have been widely implemented in many countries to support newly qualified teachers as they cope with the stress and professional demands of their first year in the profession of teaching. This article presents the results of a quantitative and qualitative research study which examined the context of a mandatory induction programme of four phases in a unique place, the Northwest Territories in Canada, where new (experienced) and beginning (inexperienced) teachers are recruited to teach in urban towns as well as in local communities. The paper also sheds light on the need to develop cultural competence to help the new teachers to deal successfully with the pupils and empower them in promoting multiculturalism. (Contains 4 tables.)… [Direct]

Wagner, Monika; Wenlock, Jennifer (2012). New Visions: Exploring Australian Identity through Films Highlighting Experiences of Indigenous Australians: Year 8 Film Unit. English in Australia, v47 n3 p65-68 Dec. Prior to 2011, Year 8 students studied a single film as text, \Yolngu Boy.\ This had been on the syllabus for several years, and the consensus was that it was time to review the unit, refresh the text and introduce multiple film texts that would present varying visions and perspectives of notions of what it is to be \Australian\. The authors aimed to introduce their students to a selection of films with an Indigenous focus to challenge existing ideas about Australian identity. The title of the unit, \New Visions\, reflects this aim. \Yolngu Boy\ is an age-appropriate, rich Australian text that examined the coming-of-age themes common to the bildungsroman within a cultural frame quite alien to most of the students, so they did not intend to remove it completely from the syllabus. However, it was agreed that a whole unit (which equates to between eight and 10 weeks) based on one film was unlikely to fully engage, challenge or sufficiently broaden the perspectives of the students…. [Direct]

Dougherty, Barbara J., Ed.; Pateman, Neil A., Ed.; Zilliox, Joseph T., Ed. (2003). Proceedings of the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, Hawaii, July 13-18, 2003). Volume 2. International Group for the Psychology of Mathematics Education This volume of the 27th International Group for the Psychology of Mathematics Education Conference presents the following research reports: (1) Text Talk, Body Talk, Table Talk: A Design of Ratio and Proportion as Classroom Parallel Events (Dor Abrahamson); (2) Generalizing the Context and Generalising the Calculation (Janet Ainley); (3) Interview Design for Ratio Comparison Tasks (Silvia Alatorre and Olimpia Figueras); (4) Modeling Outcomes from Probability Tasks: Sixth Graders Reasoning Together (Alice Alston and Carolyn A. Maher); (5) A Web-Based Survey to Assess Prospective Elementary School Teachers' Beliefs about Mathematics and Mathematics Learning: An Alternative to Likert Scales (Rebecca C., Ambrose, Randolph Philipp, Jennifer Chauvot, and Lisa Clement); (6) "Sensing": Supporting Student Understanding of Decimal Knowledge (Glenda Anthony); (7) Non-Examples and Proof By Contradiction (Samuele Antonini); (8) Thematization of the Calculus Graphing (Bernadette Baker,… [PDF]

Kouritzin, Sandra; Nakagawa, Satoru (2011). The Present Tense[ions] of English in One Local Context in Japan. Critical Inquiry in Language Studies, v8 n1 p53-71. Recent and not-so-recent critiques of teaching English as a second or other language (TESOL) have explored the relationship between English language teaching and colonialism. Consequently, native speaker and non-native speaker practitioners have started to question their pedagogies and to re/consider their roles in relation not only to minority languages and local knowledges but also to one another. Adding to this discussion, this article raises a different perspective on teaching English in a postcolonial present, asserting that English is, for some Indigenous peoples and local knowledge holders, a decolonizing agent that "trumps" immediate oppressor languages. To become agents or assistants in decolonizing in contexts such as this, the role for native English speaking (foreigner) language teachers and for many non-native English speaking language teachers (Japanese) may not be to continue developing more critical (and possibly more intrusive) pedagogies but rather to… [Direct]

Szilagyi, Annamaria (2014). Nigerian Students' Perceptions and Cultural Meaning Construction Regarding Academic Integrity in the Online International Classroom. European Journal of Open, Distance and E-Learning, v17 n1 p172-189. By presenting perceptions of Nigerian students enrolled in the online international postgraduate programmes of the University of Liverpool regarding academic integrity, this paper aims to explore Western ideas, such as originality and plagiarism that are extraneous in the students' local cultures. Different historical and cultural circumstances may contribute to the construction of diverse meanings that online students attribute to these concepts. The multidisciplinary study follows phenomenological research design (van Manen, 1997; Creswell, 2007) and combines cultural anthropology (Hall, 1996, Hannerz, 2001; Coleman et al., 2010) as well as online education (Anderson, 2008) in the research. The paper promotes a non-judgmental and culturally aware approach when dealing with issues of academic integrity, intends to find ideological reasons in authentic cultural belief systems that may demonstrate that the common "non-understanding" concerning academic integrity is due to a… [PDF] [PDF]

Andrew-Ihrke, Dora; Lipka, Jerry; Wong, Monica (2014). Symmetrical Measuring: An Approach to Teaching Elementary School Mathematics Informed by Yup'ik Elders. Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014). What would the curriculum look like if it were developed from the perspective of measuring? Without formal tools, the Yup'ik Eskimos of Alaska used their body as a measuring device and employed ratios extensively in their daily practices. "Math in a Cultural Context" is developing curriculum materials based on Yup'ik Elders use of mathematics. This paper describes a hypothesised learning/teaching sequence that is grounded in real life experience and linked to the mathematics in the classroom. Activities that were trialled in classrooms at a K-12 school in interior Alaska are also reported…. [PDF]

Alam, Safayet; Greenwood, Janinka; Kabir, Ariful Haq (2014). Educational Change and International Trade in Teacher Development: Achieving Local Goals within/despite a Transnational Context. Journal of Studies in International Education, v18 n4 p345-361 Sep. The study in one country to support the development of education in another is a regular event in the field of contemporary tertiary education, and it is likely to grow as developing countries accelerate their educational development projects and as Western universities seek international student funding. This article reports the case study of a specific teacher development project and examines the degree to which local development goals were met (or not) within an overtly international study experience, and uses the context and findings of the case to develop a discussion about fair academic trade. Because the stake holders in cross-national education are not univocal, it uses a number of different critical lenses to examine the findings and explore the complexities of the learning contract and its outcomes. It then offers a working model that nominates key elements for fair academic trade, and briefly reports on further collaborations that are growing out of the case study…. [Direct]

Greenfield, Maxine; Harrison, Neil (2011). Relationship to Place: Positioning Aboriginal Knowledge and Perspectives in Classroom Pedagogies. Critical Studies in Education, v52 n1 p65-76 Feb. This project is based on research conducted with 12 schools in New South Wales, Australia. It examines how each school incorporates Aboriginal perspectives in its Kindergarten to Year 6 program with a view to identifying quality practice. As we interviewed teachers in these schools, it became clear that there is considerable confusion over the difference between "Aboriginal perspectives" and "Aboriginal knowledge" with both concepts being used interchangeably to teach syllabus content and information "about" Aboriginal people. We endeavour to clarify these concepts and to suggest how teachers might incorporate Aboriginal "knowledge" in their programs, without recreating some of the stereotypical representations that are often an effect of current pedagogies…. [Direct]

Gonzalez, Ismel; Guillet, Jojo; Korteweg, Lisa (2010). The Stories Are the People and the Land: Three Educators Respond to Environmental Teachings in Indigenous Children's Literature. Environmental Education Research, v16 n3-4 p331-350. This article explores how Indigenous Canadian children's literature might challenge adult and child readers to consider different meanings and worldviews of the environment as a land-based value system. As three teacher educators from elementary and university classrooms, we use reader-response theory to explore a collection of rich alternative narratives of Indigenous land-based knowledge systems available in the work of Indigenous authors and illustrators of children's literature. Our study considers how Indigenous picture books might serve to decolonize environmental consciousness through offering accessible and immersive Indigenous stories of the land. As we respond to and analyze these picture books, we work from a prior commitment to decolonization as a critical self-reflexive political process in which one's colonized beliefs are explicitly pinpointed, challenged and countered by Indigenous worldviews and perspectives…. [Direct]

Bartleet, Brydie-Leigh; Carfoot, Gavin (2013). Desert Harmony: Stories of Collaboration between Indigenous Musicians and University Students. International Education Journal: Comparative Perspectives, v12 n1 p180-196. This article will discuss the ways in which community service learning programs in music can foster meaningful collaborations between universities and Indigenous communities. Drawing on recent pedagogical literature on service learning and insights from a four-year partnership between Australian Indigenous musicians at the Winanjjikari Music Centre in Tennant Creek and music students from Queensland Conservatorium Griffith University, it will describe how such programs can facilitate significant cross-cultural exchanges between students and Indigenous communities. By drawing on observations and interview data from those involved in the project, this paper argues that these partnerships can both assist communities with activities such as cultural maintenance, and provide students with intercultural experiences that have the potential to transform their understandings of Indigenous culture…. [PDF]

Anderson, Karen; Byrne, Matt; Ferguson, Neil; Partington, Gary (2015). Focus Group Outcomes of the Happy Kids Program. Education Research and Perspectives, v42 p607-632. In this article, the outcomes of The Happy Kids project, a strategy to improve the social and emotional well-being of primary school students, were examined. Results indicated that the Happy Kids program had demonstrated positive social and emotional outcomes for students in all schools, in particular, a positive impact upon students' confidence, social skills and well being. In addition, the program has demonstrated positive improvement in students' attendance. Given its positive impact in schools in both metropolitan and regional areas of WA, it has demonstrated transferability and adaptability to local contexts. It can only be hoped that its impact can be felt in later years as the students involved continue with secondary education…. [PDF]

Boon, Helen; Day, Cathy; Harrison, Megan; Kemp, Codie; Laffin, Gail; Lewthwaite, Brian; Llewellyn, Linda; Lloyd, Natalie; Osborne, Barry; Webber, Tammi; Wills, Jennifer (2015). Seeking a Pedagogy of Difference: What Aboriginal Students and Their Parents in North Queensland Say about Teaching and Their Learning. Australian Journal of Teacher Education, v40 n5 Article 8 May. This study presents the outcomes of the first phase of a three phase research initiative which begins by identifying through the voices of Aboriginal students and community members the teaching practices that influence Aboriginal student engagement and learning. The study occurs within the Diocese of Townsville Catholic Education schools in North Queensland, primarily in the Mount Isa area. Through open-ended interviews, Aboriginal students and community members express their views of the characteristics of effective teachers and effective teaching. Considering that the national education discourse in Australia is monopolised by discussion on teaching and teacher quality, we problematize this discourse based upon what members of the local Aboriginal community assert as characteristics of effective teachers and their practice. Further phases of this research initiative, which investigate the effect of adjusted practice based upon community members' assertions, are also presented…. [PDF]

(2015). ACER 2013-2014 Annual Report. Australian Council for Educational Research The Australian Council for Educational Research (ACER) is one of the world's leading educational research centres. ACER's mission is to create and promote research-based knowledge, products and services that can be used to improve learning across the life span. This annual report describes ACER's milestones and accomplishments for the 2013-2014 academic year. Ongoing priorities include: building the breadth, depth and reach of our research; expanding professional resources; enhancing our international presence; the use of new technologies; building our work in non-school education sectors; providing leadership in school-community partnerships; enhancing our role as education adviser and commentator; addressing disadvantage; and developing our role as a higher education provider. Among other accomplishments achieved during this time frame, ACER reached a significant milestone when it was registered as a higher education provider by the Australian Government's Tertiary Education… [Direct]

Watters, Alison (2015). Literature Review of the Impact of Early Childhood Education and Care on Learning and Development. Working Paper. Cat. No. CWS 53. Australian Institute of Health and Welfare During the past three decades, extensive literature has accumulated on the early years of life for children. Research findings unequivocally agree that these years are a critical period of intense learning for children which provides the foundation for later academic and social success. This review explores the literature on the complex relationship between developmental outcomes and attendance at early childhood education and care programs. The article reviews Australian and international literature to evaluate the impact of both the quality and quantity of early childhood education and care (ECEC), the impact for different age groups, and which groups of children benefit most. The Australian early childhood education and care policy context is also described. [Additional funding for this report was provided by the Australian Government Department of Social Services.]… [Direct]

Karahan, Engin; Nam, Younkyeong; Roehrig, Gillian (2016). Native American Students' Understanding of Geologic Time Scale: 4th-8th Grade Ojibwe Students' Understanding of Earth's Geologic History. International Journal of Environmental and Science Education, v11 n4 p485-503. Geologic time scale is a very important concept for understanding long-term earth system events such as climate change. This study examines forty-three 4th-8th grade Native American–particularly Ojibwe tribe–students' understanding of relative ordering and absolute time of Earth's significant geological and biological events. This study also examines how these students understand the time scale of human history in relation to the longer geologic time scale of the earth and of the Ojibwe's unique history. The students participated in a 15-hour lesson unit focused on the topic of climate change in Earth history. The two major sources of data included: 1) students' relative ordering and written descriptions of ten given Earth historical events and 2) student groups' placing of nineteen events on an absolute time line. Students' relative ordering of ten given events and student groups' placing of nineteen events on an absolute time line were analyzed quantitatively by descriptive… [PDF]

Kratka, Magdalena, Ed.; Moraova, Hana, Ed.; Novotna, Jarmila, Ed.; Stehlikova, Nad'a, Ed. (2006). Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 1. International Group for the Psychology of Mathematics Education This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided. Plenary lecture papers include: (1) Mathematics, didactical engineering and observation (G. Brousseau); (2) A Semiotic View of the Role of Imagery and Inscriptions in Mathematics Teaching and Learning (N. Presmeg); (3) School Mathematics as a Developmental Activity (S. Stech); and (4) PME 1 to 30–Summing Up And Looking Ahead (P. Tsamir and D. Tirosh). Plenary panel papers include: (1) The Necessity of Collaborations between Mathematicians and Mathematics Educators (Z. Gooya); (2) Generic versus Subject Specific Pedagogy (S. Groves); (3) How Can Schools Put Mathematics in Their Centre? (K. Krainer); and (4) Mathematics in the Centre (T. Rojano)…. [PDF]

Chang, Maiga, Ed.; Chen, Nian-Shing, Ed.; Huang, Ronghuai, Ed.; Kinshuk, Ed.; Kravcik, Milos, Ed.; Li, Yanyan, Ed.; Popescu, Elvira, Ed. (2016). State-of-the-Art and Future Directions of Smart Learning. Lecture Notes in Educational Technology. Lecture Notes in Educational Technology This book provides an archival forum for researchers, academics, practitioners and industry professionals interested and/or engaged in reforming teaching and learning methods by transforming today's learning environments into smart learning environments. It will facilitate opportunities for discussions and constructive dialogue between various stakeholders on the limitations of current learning environments, the need for reform, innovative uses of emerging pedagogical approaches and technologies, and sharing and promoting best practices, which will lead to the evolution, design and implementation of smart learning environments. The focus of the contributions is on the interplay and fusion of pedagogy and technology to create these new environments. The components of this interplay include but are not limited to: (1) Pedagogy: learning paradigms, assessment paradigms, social factors, policy; (2) Technology: emerging technologies, innovative uses of mature technologies, adoption,… [Direct]

Nxumalo, Fikile; Pacini-Ketchabaw, Veronica; Rowan, Mary Caroline (2011). Lunch Time at the Child Care Centre: Neoliberal Assemblages in Early Childhood Education. Journal of Pedagogy, v2 n2 p195-223 Dec. In this article we interrogate neoliberal assemblages within the context of eating and feeding practices in early childhood education. We consider how neoliberal assemblages are enacted and created through multiple linkages between micro and macro regulations and policies, and everyday food routines. We attend to the embodied intensities, desires and affects that accompany these neoliberal formations. In particular, we are interested in making visible entanglements between particular situated neoliberal assemblages and racialization and neocolonialism. In our analysis, we consider how eating and food routines, situated within Inuit early childhood education, come to matter as instances of neoliberal encounters that merge with other discursive and material forces to create particular, situated and at times contradictory neoliberal assemblages that have colonizing and racializing effects on the capacities of certain bodies in certain spaces…. [Direct]

Cherrstrom, Catherine, Ed.; Hunter-Johnson, Yvonne, Ed.; McGinty, Jacqueline, Ed.; Rhodes, Christy, Ed. (2021). American Association for Adult and Continuing Education: 2021 Conference Proceedings (Miramar Beach, FL, October 5-8, 2021). American Association for Adult and Continuing Education The American Association for Adult and Continuing Education (AAACE) was founded in 1982 as the result of a merger between the National Association for Public and Continuing Adult Education (NAPCAE) and the Adult Education Association (AEA). This prestigious association is dedicated to the belief that lifelong learning contributes to human fulfillment and positive social change. The mission of AAACE is to provide leadership for the field of adult and continuing education by expanding opportunities for adult growth and development; unifying adult educators; fostering the development and dissemination of theory, research, information, and best practices; promoting identity and standards for the profession; and advocating relevant public policy and social change initiatives. This second annual conference proceedings provide an opportunity for presenters at the general conference to showcase a myriad of empirical research and practical application within the field of adult and continuing… [PDF]

Craft, Calli B.; Golby, Risha; McIntosh, Kent; Moniz, Christina; Steinwand-Deschambeault, Tammy (2014). Implementing School-Wide Positive Behavioural Interventions and Supports to Better Meet the Needs of Indigenous Students. Canadian Journal of School Psychology, v29 n3 p236-257 Sep. This article examines the need for and importance of culturally responsive behaviour support for Indigenous students. Many of the educational challenges currently faced by Indigenous students can be explained by cultural disconnect and a mismatch between school expectations and cultural values. Principles of Indigenous approaches to behaviour support are described and compared with school-wide positive behavioural interventions and supports (PBIS), a framework for building a positive school culture that shows promise in relation to culturally responsive practice. The authors provide a brief overview of PBIS and adaptations of this practice to meet the needs of Indigenous students. A descriptive case study of PBIS implementation in a high school in the Northwest Territories provides an example of culturally responsive implementation of PBIS…. [Direct]

Vize, Sue (2012). Using Education to Bring Climate Change Adaptation to Pacific Communities. Journal of Education for Sustainable Development, v6 n2 p219-235 Sep. Traditional communities remain a dominant feature in the Pacific and are key players in land and sea management. Fostering improved climate literacy is therefore essential to equip communities to respond to the current and future challenges posed by climate change in the region. Increased understanding and development of skills to respond to the impacts of climate change is being pursued by integrating all aspects of climate change across the school curriculum. This article examines some of the work being done on climate change education in the Pacific and the proposed development of strengthened approaches to climate change education, in particular highlighting the case of Kiribati. (Contains 1 table, 1 figure and 5 notes.)… [Direct]

Gray, Jacqueline S.; Rose, WanmdiWi J. (2012). Cultural Adaptation for Therapy with American Indians and Alaska Natives. Journal of Multicultural Counseling and Development, v40 n2 p82-92 Apr. Most indigenous approaches for any interpersonal interaction begin with the relationship, knowing a person, developing trust, and respect for the individual that fits well with Western interpersonal approaches. Unfortunately, there exists no Western research to determine the efficacy of this method with indigenous populations. Because of the paucity of research on evidence-based treatments with American Indian/Alaska Native (AI/AN) clients, this article addresses barriers to that research and how to adapt treatment to make it more culturally appropriate and acceptable to AI/AN clients so they might benefit from and remain in treatment. (Contains 1 figure.)… [Direct]