(2017). Education Indicators in Canada: An International Perspective, 2017. Statistics Canada This publication is the ninth in a series of reports designed to complement the Organisation for Economic Co-operation and Development's (OECD) annual report on education indicators, "Education at a Glance: OECD Indicators." The 12 indicators presented in this 2017 Canadian compendium represent a selection of indicators that were developed to align with the definitions and methodologies used by the OECD in its most recent report, "Education at a Glance 2017: OECD Indicators." Data for Canada, the provinces and territories were drawn from several sources and various reference years, as required to provide comparisons with OECD figures. The 2017 indicators for Canada, the provinces and territories capture information on educational attainment, graduation and completion rates at the secondary level, labour market outcomes, expenditures per student, expenditures on education, international students, transitions to the labour market, and the learning environment and… [PDF]
(2020). Proceedings of the 2019 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2019 du Groupe Canadien d'√âtude en Didactique des Math√©matiques (43rd, Antigonish, Nova Scotia, May 31-June 4, 2019). Canadian Mathematics Education Study Group The 43rd meeting of Canadian Mathematics Education Study Group (CMESG) was held at St. Francis Xavier University in Antigonish, Nova Scotia (May 31-June 4, 2019). This meeting marked only the third time CMESG/GCEDM (Groupe Canadien d'√âtude en Didactique des Math√©matiques) had been held in Nova Scotia (1996, 2003), and the first time it had been held at St. Francis Xavier University. The meeting was attended by 116 participants, 25 of which were first timers. The meeting featured a scientific program organized into six working groups, four topic sessions, five new PhD presentations, 18 gallery walk presentations, and 12 AdHoc sessions. Twenty-six papers are included in these proceedings–two are written in French, eight are provided in both French and English, and the remainder are written in English. [For the 2018 proceedings, see ED595075.]… [PDF]
(2020). Tribal Education Status Report Guidebook 2019-2020. New Mexico Public Education Department The purpose of this guidebook is to provide guidance to school districts in completing their local Tribal Education Status Report (TESR). Any data that is reported in the local TESRs has to comply with the Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. ß 1232g; 34 CFR Part 99) which is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. For this purpose, the Public Education Department requires any data about students has to follow masking rules. Any data that reports less than ten students has to mask that data by indicating <10 or an asterisk * and explanation that results were less than ten students. Additionally, this manual will provide templates to support school districts in the development of their local plans. The Indian Education Division (IED) will use the district reports to inform the development of an annual statewide… [PDF]
(2013). Ke Ha'a La Puna i Ka Makani: Pele and Hi'iaka Mo'olelo and the Possibilities for Hawaiian Literary Analysis. Educational Perspectives, v45 n1-2 p41-52. In 2003, the University of Hawai'i sponsored a symposium titled "Indigenizing the University." This symposium featured indigenous scholars such as Linda Tuhiwai Smith, Graham Smith, and Taiaiake Alfred, who addressed how indigenous political theory and methods of research were necessary to support indigenous research and how changes to the university personnel structure were needed to include indigenous people at every level of the university. One central question emerged from that symposium for the author of this article: "It it possible to indigenize research theories methods, and practices within the discipline?" This essay explores selected examples of the author's ongoing development of culturally informed theories that guide the interpretation of Hawaiian orature and literature in nineteenth century Hawai'i and beyond…. [PDF]
(2013). Still Missing? History Chapters in Introductory Early Childhood Education Textbooks From the 1990s to the 2010s. Journal of Early Childhood Teacher Education, v34 n4 p374-389. This article compares history chapters in recent introductory early childhood education textbooks with those from an earlier study, reviewing history chapters on four dimensions: the rationale for the study of history, the dominant story of the history, the facts of the history, and the image of the history. Ten textbooks are reviewed, including six from the original study that are still in publication. Foundation textbooks are described as important sources of knowledge for beginning students. In the earlier study, the dominant story was derived mainly from the contributions of "giant thinkers" in psychology, education, and philosophy. A notable current trend is identified, that textbooks have improved their attention to international and non-Western developments. Nevertheless, while there is some evidence of a change in the presentation of history in the textbooks in the current survey, the article concludes by identifying some missing pieces, as in the original survey…. [Direct]
(2017). National Apprenticeship Survey: Canada Overview Report, 2015. Statistics Canada Strong economic growth through much of the period since 2000 and demographic pressures such as workforce aging, have contributed to a robust demand for skilled tradespeople. Despite a decline following the economic recession in 2008 and 2009, new registrations in apprenticeship programs have increased nearly 200% since the 1990s. Apprenticeship training is one of the key methods by which people acquire the skills and knowledge needed to become skilled tradespeople. The 2015 National Apprenticeship Survey (NAS) explored the experience of apprenticeship training in Canada, including pathways to apprenticeship and skilled trades, as well as factors influencing completion. The NAS national overview report offers a first look at the data generated by this new survey. Each chapter of the report focuses on one of many key themes including apprentices' socio-demographic profile, financial supports and labour market outcomes…. [PDF]
(2012). Privileged Biofuels, Marginalized Indigenous Peoples: The Coevolution of Biofuels Development in the Tropics. Bulletin of Science, Technology & Society, v32 n1 p41-55 Feb. Biofuels development has assumed an important role in integrating Indigenous peoples and other marginalized populations in the production of biofuels for global consumption. By combining the theories of commoditization and the environmental sociology of networks and flows, the author analyzed emerging trends and possible changes in institutions and behaviors brought about by the introduction of biofuels as a development option on ancestral lands. Using the Indonesian oil palm and the Philippine "Jatropha" experiences, the author argues that although there are efforts to integrate smallholder systems to the global integrated biofuels network, the effects of commoditization continue to undermine the more sustainable, less commoditized agricultural practices of Indigenous peoples. Indigenous peoples and their traditional agricultural practices are at risk of being either phased out from or eventually transformed by the global integrated biofuels network to accommodate… [Direct]
(2016). Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence. Cognition and Instruction, v37 n3 p306-326 2019. This article presents findings from TechTales, a participatory design research (PDR) project where learning scientists, public library staff members, informal science educators, and staff members from Native-American-serving organizations collaborated to design a family-based robotics workshop that was grounded in storytelling. We approach this by engaging Indigenous ways of knowing and being from a sociocultural learning theory perspective. Through analyzing families-in-interaction as they constructed dioramas with robotics that told their family stories, we explore how cultivating consequential learning environments in STEM is intimately intertwined with historicity, knowledge systems, and the agentic positioning of learners to design new technologies. We find that using storywork as the design focus of building dioramas created learning environments where computer programing and robotics became dynamic tools toward family-making, collaboration, and the active presencing of… [Direct]
(2016). Culturally and Linguistically Diverse (CLD) Students: What Educator Preparation Programs Need to Do to Support Teacher Learning. State Policy and Practice Portrait. Collaboration for Effective Educator Development, Accountability and Reform Center Current educational data indicate that culturally and linguistically diverse (CLD) students–students in the ethnic or language minority–have some of the lowest academic outcomes and graduation rates among student subgroups. Supported by more than a decade of literature, culturally relevant pedagogy provides a set of practices that teachers and schools can integrate into their daily instructional programs to improve outcomes for CLD students. Through technical assistance to states, the Collaboration for Effective Educator Development, Accountability and Reform Center (CEEDAR) is supporting educator preparation programs across the country to integrate culturally responsive teaching (CRT) into their teacher education course content and field experiences. CEEDAR technical assistance providers provide research and tools to assist teacher education faculty. This report highlights two of the states that have initiated work to strengthen education preparation in CRT–South Dakota and… [PDF]
(2021). COVID-19 Student Impacts: February 2021. British Columbia Ministry of Education The COVID-19 pandemic may be one of the greatest challenges our provincial education system has ever addressed. In the spring of 2020, many governments around the world ordered schools to suspend in-person instruction for most of their students, requiring education systems to pivot almost overnight to online or remote teaching and virtual education. Classrooms moved into living rooms, bedrooms, hallways and kitchens and most teacher-student interactions were tied to the availability or strength of an internet connection. According to an Angus Reid Institute poll (May 2020), more than 80% of Canadian students surveyed said they were attending school online. On March 17, 2020, British Columbia declared a provincial state of emergency due to the increasing number of cases of COVID-19. Public and independent schools in the province suspended in-classroom teaching in accordance with guidance from the Provincial Health Officer. BC was one of two K-12 educational systems in Canada to… [PDF]
(2015). From Little Things Big Things Grow: Enhancing Literacy Learning for Secondary Students in Rural and Regional Australia. Australian and International Journal of Rural Education, v25 n1 p25-37. Overall, the educational achievement of rural and regional students is lower than that of students elsewhere. To address uneven student achievement, a regional NSW high school, in collaboration with the local university, adopted a whole school approach to literacy teaching and learning. The literacy pedagogy adopted by the school has been applied to meet the specific literacy demands of each learning area. How teachers implementing the pedagogy have been supported by a school-university partnership is documented in this paper. A key outcome of the professional learning is that teachers in years 7 and 8 are expected to develop a language shared with colleagues and students for talking about the literacy demands of the learning areas so literacy knowledge and skills gained in one learning area can be applied in other learning areas…. [Direct]
(2015). Integrating Emerging Technologies in Teaching Ugandan Traditional Dances in K-12 Schools in New York City. Curriculum Journal, v26 n2 p313-334. Schools in New York City have made attempts to embrace and support the strand of "making connections", which is laid out in the New York City Department of Dance blueprint for teaching and learning in dance for grades PreK-12. Accordingly, some schools have integrated Ugandan traditional dances into the dance curriculum, and dance teachers have employed emerging technologies as part of instructional methodologies in teaching these dances. Anchored in the theoretical framework of constructivism and the idea of concept and realisation in constructing dance knowledge, this article reveals how the author employed emerging technologies and online platforms such as ipads, smartboards, ipods, iphones, audio recorders, YouTube and wikispace in teaching Ugandan traditional dances to: reconcile contextual and content knowledge in the classroom; engage students in reflective and interpretive analyses and deconstruction of dance songs and movements; give feedback to and receive… [Direct]
(2014). A Collaborative and Mutually Beneficial Tribal Marine Science Workshop Format for Tribal Natural Resource Professionals, Marine Educators, and Researchers. Journal of Geoscience Education, v62 n1 p74-85 Feb. The Tribal Marine Science Workshop has run annually since 2010. The workshop takes place at the Kasitsna Bay Laboratory, owned by the National Oceanic and Atmospheric Administration (NOAA) and operated by NOAA and the University of Alaska, Fairbanks, near Seldovia, Alaska. It is hosted by the Seldovia Village Tribe, sponsored by the Bureau of Indian Affairs, and coordinated by Kai Environmental Consulting Services. The idea for the workshop started with two of the authors. Based on discussions with and requests from local tribal communities, they realized that many tribal natural resource managers have a range of responsibilities and extensive job experience but may not have relevant formal education and training. Lacking these, the managers believed their insight and opinions were undervalued by scientists, policy makers, and government officials. This workshop focuses on Alaska Natives in tribal environmental offices working in the coastal marine environment. It brings together… [PDF]
(2011). Designing an Early Childhood Environment: A Community-Built Playscape on Matakana Island, New Zealand. Exchange: The Early Childhood Leaders' Magazine Since 1978, n197 p92-95 Jan-Feb. Across the mouth of the Tauranga Harbour lies a piece of paradise, Te Moutere o Matakana–Matakana Island. It is blessed with an ocean beach with white sand and a mean surf break, tidal flats, wetlands, fertile pasture, and a native and exotic forest. It is home to a maori language nest for the local children–Te Kohanga Reo o te Moutere o Matakana. During the authors' initial visits to the early childhood environment we were struck by the passion of the community for a playspace that would provide the children with a real sense of place, a relationship with the island as a whole, and a connection with the work being done by the community to restore the native ecosystems. This article discusses how to design an early childhood environment and features the community-built playscape on Matakana Island, New Zealand…. [Direct]
(2012). Culturally Responsive Mathematics Pedagogy: A Bridge Too Far?. Australian Association for Research in Education (NJ1), Paper presented at the Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting (Sydney, New South Wales, Dec 2-6, 2012). The Swan Valley Cluster of Schools for the Make it Count project identified the professional learning of teachers as a key factor in improving the numeracy outcomes of urban Indigenous children. Two mentor teachers were assigned to support cluster teachers in planning and teaching mathematics during 2011. This paper reports on the initiative and it focuses on the teachers' knowledge, development, and use of Culturally Responsive Mathematics Pedagogy as part of the development of a general awareness of mathematics, pedagogy, and children. For most teachers identifying the mathematics content to be taught and aspects of new pedagogies dominated their thinking. This in turn left no room at this time for many of them to consider implementing pedagogical principles relating to their learners' socio-cultural background. In order to implement culturally responsive mathematics pedagogies teachers need to be aware of and sensitive to the mathematical needs as well as the socio-cultural… [PDF]