(2015). Are You Providing an Education That Is Worth Caring About? Advice to Non-Native Teachers in Northern First Nations Communities. Canadian Journal of Education, v38 n3. This article explores the development of culturally relevant teaching practices of non- Native teachers in First Nations communities. The findings were gathered from a qualitative study that asked First Nations and non-Native educators what they believed non-Native teachers needed to know about cultivating student success for First Nations students. Based on participants' personal stories, suggestions, and advice, this article encourages non-Native teachers to enrich their teaching practices through self-reflection, communication and community engagement, and the right kind of attitude. Participants suggest that these activities can help non-Native teachers create a learning environment that is meaningful to the students they teach…. [PDF] [Direct]
(2001). Journeys around the Medicine Wheel: A Story of Indigenous Research in a Western University. Australian Journal of Indigenous Education, v29 n2 p18-21. Spiritual experience is a taboo topic within Western institutions of higher learning. The silencing of this integral aspect of Indigenous people's lives often results in research findings that are inaccurate, incomplete, and invalid. Indigenous scholars are speaking out about how they integrate their spirituality into formal academic research, thus increasing its validity within Indigenous communities and the wider academic community. (TD)…
(2003). Around in Circles or Expanding Spirals?: A Retrospective Look at Education in Torres Strait, 1964-2003. Australian Journal of Indigenous Education, v32 p61-76. From the early 1900s, education in the Torres Strait was dominated by protectionism and segregation. In 1964 on Thursday Island the segregated state school system was abolished: "coloured children" could attend the high top from 1964 and thus secondary schooling became available to all as far as year 10. Since then there have been considerable changes. This paper describes and analyses some of these within a framework of relational justice and social access. Themes discussed include written texts about the people of Torres Strait and about education in Torres Strait; the growth of Torres Strait Islander voice in educational research; educational governance, facilities and staffing; teaching in Torres Strait classrooms; curriculum and language; preparing teachers to teach in Torres Strait; supporting teachers in Torres Strait; school-community relationships; and some recent initiatives…. [Direct]
(2001). Waves of Knowing: Polymorphism and Co-Substantive Essences in Yolngu Sea Cosmology. Australian Journal of Indigenous Education, v29 n1 p22-35. The Yolngu people of Australia's Northern Territory trace their lineage through places in the land and water. Movements of currents represent movements of clans over time. Patterns of sound and design are associated with particular groups and with body parts. These essences are conveyed in ritual songs that are crucial ways of knowing oneself and invoking ancestral power. Analysis of Yolngu sea cosmology has substantiated Native land claims. (TD)…
(2001). Performative Pedagogy in Teaching and Learning Indigenous Women's Music and Dance. Australian Journal of Indigenous Education, v29 n1 p12-21. A college course in Queensland (Australia) brings Indigenous women into the class to teach their music and dance. Performative pedagogy involves students as audience and participants, providing opportunities to critically engage with the social, political, and ethical dimensions of power and knowledge in the university setting. Student comments address performance as embodied knowledge, representation, identity politics, and self-reflexivity. (Contains 23 references.) (TD)…
(2004). Indigenous Students and Mathematics: Teachers' Perceptions of the Role of Teacher Aides. Australian Journal of Indigenous Education, v33 p37-46. This study examined teachers' perceptions of the role of teacher aides in mathematics classrooms in rural and remote Indigenous communities. Twelve teachers from three schools in rural and remote Queensland participated in the study. The results from the first year of the project indicated that there were differences in how these teachers worked with their teacher aides, particularly the specific roles assigned to them in the mathematics classroom, with non-Indigenous teacher aides being given greater responsibilities for student learning and Indigenous teacher aides for behavioural management. As a result of teacher aide in-service on mathematics learning, teachers' perception of the Indigenous teacher aides changed, resulting in each being given greater responsibility for student learning. (Contains 4 tables.)… [Direct]
(2004). A Visiting Occupational Therapy Service to Indigenous Children in School: Results of a Pilot Project. Australian Journal of Indigenous Education, v33 p55-60. The need for additional support for Indigenous children at school is well documented. Occupational therapists are well positioned to form part of this support. However, many occupational therapists report that Indigenous families do not access their services and when they do, the occupational therapist feels uncertain about how best to meet their needs. This article documents a pilot project which delivered occupational therapy services within several schools and preschools in Brisbane which had significant numbers of Indigenous students. The project was evaluated using a qualitative methodology and included focus groups and interviews with teachers and parents. The results indicated that in general the service provided valuable support to students, teachers and parents. In particular, providing the service within the school context was seen as critical to its success. Suggestions for improvements in future support services are also provided. (Contains 2 tables.)… [Direct]
(2023). Education and New Developments 2023 — Volume 2. Online Submission This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2023), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and… [PDF]
(2015). Fostering a Sense of Belonging for Aboriginal Students. BU Journal of Graduate Studies in Education, v7 n2 p19-26. The Canadian educational system is at a crossroads when it comes to embracing the future of Aboriginal people. Over the years, researchers have reported on the poor performance of Aboriginal students due to the effects of Eurocentric teaching pedagogies and culturally irrelevant curricula that do not reflect Aboriginal culture, language, values, or worldviews. Literature reviewed throughout this paper highlights the significance of integrating Aboriginal perspectives in school curricula and of fostering a sense of belonging. The literature examines four themes: past Eurocentric teaching models and the encompassing effects that they have had on Aboriginal students, changes needed to prepare teacher candidates for teaching Aboriginal content, inclusion of Aboriginal content in classroom teaching, and positive effects that inclusion of Aboriginal content has had for Aboriginal people. The paper concludes with suggestions for further research that will address what is missing in… [PDF]
(2017). Guided by Care: Teacher Decision-Making in a Rural Intercultural Bilingual Classroom in Peru. Intercultural Education, v28 n6 p508-522. This paper explores how one teacher working in an intercultural bilingual school in rural Peru implemented an ethic of care through three key actions: the incorporation of funds of knowledge, the focus on revitalising and repurposing Indigenous knowledge and local materials and the instruction and use of both Quechua and Spanish. The paper also examines how the focal teacher embodied an ethic of care as reflected in her relationships with students and their families…. [Direct]
(2017). Video and va: Caring for Relationality in Pasifika Education. set: Research Information for Teachers, n2 p34-41. Intercultural education is often a contested area. This is true of Pasifika education, the education in Aotearoa New Zealand of students with links to Pacific Island nations. Despite shifts of framing, one area identified as significant in Pasifika education is student-teacher relationships. This article describes two phases of research which pay attention to these relationships. One mines teacher responses to student-made video. The second draws data from teacher-made videos following professional development. The Pacific relational concept of "va," relational space, formed part of teachers' learning opportunities. The article argues for the potential of reunderstanding Pasifika education through contextualised Pacific concepts…. [Direct]
(2017). Assessing Young Children's Oral Language: Recommendations for Classroom Practice and Policy. Canadian Journal of Education, v40 n3. A systematic review of research on oral language assessments for four-to-eight-year- old children was undertaken to support a six-year action research project aimed toward co-creating classroom oral language assessment tools with teachers in northern rural and Indigenous Canadian communities. Through an extensive screening process, 10 studies were assessed as highly rated and identified for inclusion in the final review. Narrative, vocabulary, and syntax assessments were the most common assessment types found in the final review. Assessment practices in all studies in the final review involved gathering language samples in one-on-one adult-directed contexts. The systematic review also revealed that a preponderance of the research on young children's oral language assessment has been published in speech-language pathology and language testing journals. Although educational researchers recognize the importance of oral language to children's literacy and learning, there is a paucity of… [PDF]
(2017). Promoting Child Development through Group-Based Parent Support within a Cash Transfer Program: Experimental Effects on Children's Outcomes. Developmental Psychology, v53 n2 p222-236 Feb. We examined effects on child development of a group-based parenting support program ("Educaci√≥n Inicial" – EI) when combined with Mexico's conditional cash transfer (CCT) program ("Prospera," originally 'Oportunidades" and "Progresa"). This cluster-randomized trial included 204 communities (n = 1,113 children in final sample), stratified by community indigenous status, and assigned to receive either: (T[subscript 0]) CCT only; (T[subscript 1]) CCT plus availability of EI in the community; or (T[subscript 2]) [subscript 1] plus promotion of the EI program by the CCT program. Interviews were conducted with the mother or primary caregiver of each child at baseline (2008, children 0-18 months old), and at follow-up (2012, children 3-5 years old); the intervention began after baseline and continued for all eligible households. Cognitive development was assessed with the Extended Ages and Stages Questionnaire (baseline) and the McCarthy Scales of… [Direct]
(2016). Evaluating Admission Criteria Effects for Under-Represented Groups. Higher Education Research and Development, v35 n4 p658-668. The effects that admission criteria may have for under-represented groups are an important concern for programs seeking to improve access to post-secondary education. Using data from a large preservice teacher education program in the Canadian province of Ontario, we demonstrate two approaches to evaluating the effects of admission criteria. The first approach uses survival analysis to compare the effects of minimum admission criteria for determining the admissibility of applicants. The second approach compares the actual admission decisions with the decisions that would have been made using eight alternative sets of rules with varying emphases on academic preparation, ratings of applicants' essays and applicants' demographic information. Both approaches offer insights into the roles of specific admission criteria in addressing under-representation…. [Direct]
(2013). Navigating Rough Waters: Hawaiian Science Teachers Discuss Identity. Educational Perspectives, v46 n1-2 p31-39. Research with Native Hawaiian science teachers is contributing to a better understanding of issues relating to equity in science education, and toward improving science curriculum to support Native Hawaiian students as well as support systems for Native Hawaiian students interested in pursuing higher education and science-based careers. Additionally, this research supports the voices of individuals like the participants. In this way, the shared inspirations, influences, and challenges they encountered can inform both the Native Hawaiian and scientific communities. There were two research questions central to the project:(1) In what way(s) has being Native Hawaiian enabled or diminished your capacity to be a science teacher?; and (2) In what way(s) has being a science teacher enabled or diminished your capacity to be Native Hawaiian? None of the participants see themselves as either solely Hawaiian or solely as science teachers; instead they see themselves as Hawaiians who are also… [PDF]