Global ETD Search

11	The role of the C.E.O. (education coordinator) in band controlled schools on selected indian reserves in Saskatchewan Ferguson, Darryl L. 14 September 2007 The purpose of this study was to describe the role of the C.E.O. (Education Coordinator) in Band Controlled Schools on selected Indian reserves in Saskatchewan. A number of key functions and leadership components were identified from the literature and were formulated into a structural framework. In this framework, the C.E.O. position was explored and studied under three major components: role, autonomy, and contextual conditions. The aspects of role which were examined were the identifying of the C.E.O., role expectations, role tasks, and obstacles. The functions related to autonomy were identified as performance, overlaps, perceptions, and organizations. Job satisfaction, personal qualities and attributes, and politics were related to contextual conditions.<p> The population was five administrative teams working on Indian reserves in Northern Saskatchewan. These teams consisted of a Chief Executive Officer, the Principal, and, where applicable, the Administrative Assistant. The schools were selected because two have been Band operated for five years or more, whereas the other three were Band operated for less than two years when this study began.<p> A case study approach was used. Data were collected through semi-structured interviews with the C.E.O.s, Principals, and Administrative Assistants. An interview guide containing 18 questions designed for the Education Coordinator, and 18 questions designed specifically for Principals was used.<p> It was concluded that broad, general similarities existed from Band to Band. However, the role was influenced by the needs, wants, and thrusts of the individual Bands. The personality, background, and interests of the individual C.E.O. had an impact upon how the role was enacted. It was difficult to isolate and compartmentalize the job of the C.E.O. on an Indian reserve.<p> Although this study was limited in scope, a number of conclusions were reached and some implications were discussed. The C.E.O. position is a relatively new one and is in many ways unique. It would be of benefit for administrators to learn more about this position since nearly every on-reserve school in Saskatchewan is controlled by the Band. The C.E.O. position will grow and develop and have a great impact upon the future of Indian Education. Native schools - Administration Indigneous peoples - Education - Canada
12	Exploring the Impact of Ongoing Colonial Violence on Aboriginal Students in the Postsecondary Classroom Cote-Meek, Sheila Louise 06 August 2010 (has links) Framed within an Anishnaabe method and an anti-colonial discursive framework, this thesis explores how Aboriginal students confront narratives of colonial violence in the postsecondary classroom while at the same time living and experiencing colonial violence on a daily basis. In order to garner an understanding of what pedagogies might be useful in postsecondary classrooms that cover such curricula, I explored these questions by interviewing 8 Aboriginal students and 5 Aboriginal professors who were taking or teaching courses on Aboriginal peoples and colonial history. I also engaged two Aboriginal Elders in conversations on pedagogy because they are recognized as carriers of Aboriginal traditional knowledge. Drawing on the literature I theorize colonization as violent, ongoing and traumatic. Specifically, I trace how education for Aboriginal peoples has always been and continues to be part of the colonial regime—one that is marked by violence, abuse and a regime that has had devastating consequences for Aboriginal peoples. This thesis confirms that despite some changes to the educational system Aboriginal students and professors interviewed in this research still confront significant challenges when they enter sites such as the postsecondary classroom. The most profound finding in this thesis was the extent of racism that Aboriginal students confront and negotiate in postsecondary classrooms. These negotiations are especially profound and painful in mixed classrooms where the narrative of ongoing colonial violence is discussed. Aboriginal students also employ a number of strategies to resist ongoing colonialism and racism. The narrative of racism is not new but it does reaffirm that colonialism continues to have devastating effects on Aboriginal peoples. It also reaffirms the pervasiveness of violence in our society despite the fact that many would rather ignore or downplay the level of violence that exists. There is no doubt that the Aboriginal students interviewed in this research describe a significant psychological toll in an environment of ongoing colonialism and is especially difficult when revisiting historical and ongoing accounts of violence of their own colonial history. The thesis offers some suggestions for mitigating this impact in the classroom. Aboriginal education Colonial Violence Aboriginal pedagogy Indigenous education Racism and education Racism and Aboriginal students 0515 0516 0745 0340 0740
13	Interpretation of English idioms by Indian and non-Indian children Hoiland, Esther Amelia 03 July 2007 (has links) This study compared the performance of four groups of children--two Indian groups and two non-Indian groups--on a test of commonly used idioms. The Indian subjects, all bilingual, were differentiated on the basis of school setting, uni-ethnic or multi-ethnic. The non-Indian subjects, all from multi-ethnic schools, were differentiated on the basis of linguistic background, bilingual or monolingual.<p>The sample consisted of 465 children in grades five, six, and seven from six schools in Northern and Central Saskatchewan. The Yandell Idioms Test was administered to all the children. Differences among mean scores of the groups were tested with an analysis of variance. In addition, to minimize the effects on the Idioms Test results of very high or very low reading ability, a second analysis was done involving a selected sample identified from within the total sample by excluding all subjects who scored below the 4.0 grade level or above the 7.9 grade level on the Gates-MacGinitie Reading Tests.<p>Analysis of Idioms Test scores revealed that Indian children in multi-ethnic schools scored higher than Indian children in uni-ethnic schools, but that non-Indian children, whether bilingual or monolingual, achieved significantly better than Indian children. in either multi-ethnic or uni-ethnic settings. Monolingual non-Indian children scored higher than bilingual non-Indian children, although for the selected sample, the differences were not statistically significant.<p>In both analyses, there seemed to be few sex differences of importance. Between-group differences generally reflected the trend for the whole-group analyses, while within-group differences were not significant except for the bilingual. non-Indian group.<p>In general, the study showed that not only did Indian children have difficulty with the comprehension of English idioms but that many English idioms used in basal readers were not familiar even to monolingual English-speaking children. multi-ethnic schools uni-ethnic schools aboriginal students indian children Yandell Idioms Test
14	The role of the C.E.O. (education coordinator) in band controlled schools on selected indian reserves in Saskatchewan Ferguson, Darryl L. 14 September 2007 (has links) The purpose of this study was to describe the role of the C.E.O. (Education Coordinator) in Band Controlled Schools on selected Indian reserves in Saskatchewan. A number of key functions and leadership components were identified from the literature and were formulated into a structural framework. In this framework, the C.E.O. position was explored and studied under three major components: role, autonomy, and contextual conditions. The aspects of role which were examined were the identifying of the C.E.O., role expectations, role tasks, and obstacles. The functions related to autonomy were identified as performance, overlaps, perceptions, and organizations. Job satisfaction, personal qualities and attributes, and politics were related to contextual conditions.<p> The population was five administrative teams working on Indian reserves in Northern Saskatchewan. These teams consisted of a Chief Executive Officer, the Principal, and, where applicable, the Administrative Assistant. The schools were selected because two have been Band operated for five years or more, whereas the other three were Band operated for less than two years when this study began.<p> A case study approach was used. Data were collected through semi-structured interviews with the C.E.O.s, Principals, and Administrative Assistants. An interview guide containing 18 questions designed for the Education Coordinator, and 18 questions designed specifically for Principals was used.<p> It was concluded that broad, general similarities existed from Band to Band. However, the role was influenced by the needs, wants, and thrusts of the individual Bands. The personality, background, and interests of the individual C.E.O. had an impact upon how the role was enacted. It was difficult to isolate and compartmentalize the job of the C.E.O. on an Indian reserve.<p> Although this study was limited in scope, a number of conclusions were reached and some implications were discussed. The C.E.O. position is a relatively new one and is in many ways unique. It would be of benefit for administrators to learn more about this position since nearly every on-reserve school in Saskatchewan is controlled by the Band. The C.E.O. position will grow and develop and have a great impact upon the future of Indian Education. Native schools - Administration Indigneous peoples - Education - Canada
15	Dropping stones in still waters : administration preparation for education equity Willett, Shauneen 03 December 2007 (has links) The purpose of this study was to determine whether administrator preparation programs effectively prepared administrators for work in schools with increasing Aboriginal populations. The study facilitated the reflections of eleven Aboriginal administrators; six non-Aboriginal administrators; and five Aboriginal teachers concerning the preparation of administrators for work in increasingly diverse schools. The reflections explored the specific skills and knowledge necessary for work in schools with high Aboriginal enrollments.<p> Data was collected with the aim of informing praxis. Participants volunteered to take part in focus groups, and where necessary the researcher implemented additional means of collecting data. Volunteers were asked to reflect on (a) The effectiveness of their preparation for administration in schools with high Aboriginal enrollments; (b) the necessity for changes to existing preparation programs; (c) the skills and knowledge necessary for work in increasingly diverse schools; and (d) proposed changes to the preparation of administrators. Research data formed the foundation for ascertaining changes to the preparation of administrators for the sake of education equity.<p> Research findings suggested that administrator preparation programs have not adequately prepared administrators for work in schools with increasing Aboriginal populations. Participants concluded that there was a need for changes to occur in the preparation of administrators. As well, they also identified the specific skills and knowledge, and the personal qualities that were essential for work in increasingly diverse schools. Finally, the research study suggested ways of informing praxis that included examining both the personal and institutional commitments and responsibilities required for changes to occur in the preparation of administrators for education equity. These commitments and responsibilities included undertaking reflective practices on individual cultural frames; and strategic planning with a diverse stakeholders group to ascertain changes to existing programs that would facilitate the inclusion of an education equity focus in the core of administrator preparation. Aboriginal student populations school administrators - education racially diverse school administration
16	Development of a formula for funding special education in reserve schools in Saskatchewan Favel, Gwendolyn Mae 14 April 2008 (has links) This study was designed to investigate concerns with respect to the delivery of special education services in reserve schools, to identify the special needs of children attending these schools, and to study means of identifying and assessing children with special needs. The information obtained was used to develop a special education funding formula which would be more sensitive and responsive to the specific needs of Indian students in schools on reserves in Saskatchewan.<p> The study which was an exploratory field study involved two or more days of intensive discussion between the researcher and various groups of people on each of six reserves. At the conclusion of the study, a committee comprised of representatives of each band met with the researcher to review the findings and to make recommendations.<p> The study addressed three main areas of concern-the identification and assessment of special education students, the special needs of students in reserve schools, and funding arrangements. Results indicated that current procedures for identifying and assessing special education students are vague, costly, and time-consuming. As well, bands do not have easy access to the qualified personnel to do the identification and/or testing. It was also discovered that large numbers of students in reserve schools are handicapped because they are severely disadvantaged, seriously age-grade misplaced, and/or severely emotionally deprived. These categories of handicap, although not recognized by the the special education funding formulas, do interfere with the academic achievement and success of the students. Bands are experiencing problems with the current funding arrangements. Inadequacy of funds to cover the costs of delivering appropriate programming, lack of firm policies and procedures for accessing and allocating funds or to direct the process of delivering funds to the band level, and ineffective systems at the band level for administering special education funds are the chief problems.<p> It was recommended that the funding formula should consist of three components--a low cost component to offset the costs of programming for the mildly to moderately handicapped; a special needs component to cover the costs of programming required beyond what is provided through the low cost component; a support services component to cover the costs of education psychologists, classroom consultants, speech therapists, and other consultant services. As well, it was stressed that for such a formula to be truly functional, well-defined policies and procedures would have to be developed and implemented. Aboriginal students Assessing special needs Funding special education Special needs -- Reserve schools
17	Songs of the Spirit : attending to Aboriginal students' emotional and spiritual needs through a Native American flute curriculum Dubé, Richard Alain 26 April 2007 This narrative inquiry explores how the ï¿½Songs of the Spiritï¿½ Native American Flute curriculum, a culturally-responsive curriculum which involves learning to make and play a PVC version of the Native American Flute while learning the cultures and histories of this First Nations instrument, impacted spiritual and emotional aspects of the learning and lives of Aboriginal students, their families, their parents, and their school community. My research took place at an urban Aboriginal high school in Saskatchewan from January to March, 2006. I conducted recorded conversations with three students, two parents, two teachers, two administrators, two Elders, a former principal, a former school caretaker, an artistic director, and the young woman who inspired the Heart of the City Piano Program, a volunteer driven community piano program, in the fall of 1995. Aboriginal individuals, who have too often been silenced in education and in society (Giroux, 1997; Freire, 1989; Fine, 1987; Greene, 1995 & 1998; Grumet, 1999), were provided with a voice in this research.<p>Because of the voices of my research participants, I chose to use the Medicine Wheel and Tipi Teachings (Lee, 2006; Kind, Irwin, Grauer, & de Cosson, 2005) as a lens (Greene, 1995) rather than situating my research in a traditional Eurocentric body of literature. Along this journey, I reflected inwards and outwards, backwards and forwards on how my past storied experiences (Clandinin & Connelly, 2000) shaped my teaching practices and way of being in the world today. To better understand the hurt I observed and which was described by research participants as present in the lived lives and circumstances of many Aboriginal people, I moved backward in time as I reviewed the literature on the Residential School experience and gained a deeper sense of the impact of colonialism on generations of Aboriginal people. This inquiry foregrounded how hearing and playing the Northern Spirit Flute impacted the emotional and spiritual aspects of studentsï¿½ being, and contributed to a process of healing. When participants heard the music, ï¿½it [sounded] so eloquent and so spiritual. It [was] almost like the flute [was] weeping,ï¿½ (Onawa Gaho, Recorded conversation, March 17, 2006, p. 5) bringing about ï¿½a calmness to the anger that some [Aboriginal students] haveï¿½ (Sakima Qaletaqa, Recorded conversation, March 15, 2006, pp. 25-26). <p>The research findings indicate that the ï¿½Songs of the Spiritï¿½ curriculum, in honoring the holistic nature of traditional First Nations cultures and teachings, invites Aboriginal students functioning in ï¿½vigilance modeï¿½ to attend to their emotional and spiritual needs. They speak to a need for rethinking curricula in culturally-responsive ways, for attending to the importance of the arts in education, and for reforming teacher education. Sound files of the Northern Spirit Flute and selected research conversations have been embedded within the electronic version of this thesis to allow the reader to walk alongside me and share in my research journey. Music therapy indigenous music inner city schools First Nations instruments Curriculum evaluation at risk youth Aboriginal spirituality Spiritual healing Aboriginal students Native American flute
18	Songs of the Spirit : attending to Aboriginal students' emotional and spiritual needs through a Native American flute curriculum Dubé, Richard Alain 26 April 2007 (has links) This narrative inquiry explores how the ï¿½Songs of the Spiritï¿½ Native American Flute curriculum, a culturally-responsive curriculum which involves learning to make and play a PVC version of the Native American Flute while learning the cultures and histories of this First Nations instrument, impacted spiritual and emotional aspects of the learning and lives of Aboriginal students, their families, their parents, and their school community. My research took place at an urban Aboriginal high school in Saskatchewan from January to March, 2006. I conducted recorded conversations with three students, two parents, two teachers, two administrators, two Elders, a former principal, a former school caretaker, an artistic director, and the young woman who inspired the Heart of the City Piano Program, a volunteer driven community piano program, in the fall of 1995. Aboriginal individuals, who have too often been silenced in education and in society (Giroux, 1997; Freire, 1989; Fine, 1987; Greene, 1995 & 1998; Grumet, 1999), were provided with a voice in this research.<p>Because of the voices of my research participants, I chose to use the Medicine Wheel and Tipi Teachings (Lee, 2006; Kind, Irwin, Grauer, & de Cosson, 2005) as a lens (Greene, 1995) rather than situating my research in a traditional Eurocentric body of literature. Along this journey, I reflected inwards and outwards, backwards and forwards on how my past storied experiences (Clandinin & Connelly, 2000) shaped my teaching practices and way of being in the world today. To better understand the hurt I observed and which was described by research participants as present in the lived lives and circumstances of many Aboriginal people, I moved backward in time as I reviewed the literature on the Residential School experience and gained a deeper sense of the impact of colonialism on generations of Aboriginal people. This inquiry foregrounded how hearing and playing the Northern Spirit Flute impacted the emotional and spiritual aspects of studentsï¿½ being, and contributed to a process of healing. When participants heard the music, ï¿½it [sounded] so eloquent and so spiritual. It [was] almost like the flute [was] weeping,ï¿½ (Onawa Gaho, Recorded conversation, March 17, 2006, p. 5) bringing about ï¿½a calmness to the anger that some [Aboriginal students] haveï¿½ (Sakima Qaletaqa, Recorded conversation, March 15, 2006, pp. 25-26). <p>The research findings indicate that the ï¿½Songs of the Spiritï¿½ curriculum, in honoring the holistic nature of traditional First Nations cultures and teachings, invites Aboriginal students functioning in ï¿½vigilance modeï¿½ to attend to their emotional and spiritual needs. They speak to a need for rethinking curricula in culturally-responsive ways, for attending to the importance of the arts in education, and for reforming teacher education. Sound files of the Northern Spirit Flute and selected research conversations have been embedded within the electronic version of this thesis to allow the reader to walk alongside me and share in my research journey. Music therapy indigenous music inner city schools First Nations instruments Curriculum evaluation at risk youth Aboriginal spirituality Spiritual healing Aboriginal students Native American flute
19	Indigenous student success in secondary schooling : factors impacting on student attendance, retention, learning and attainment in South Australia Rahman, Kiara January 2010 (has links) This thesis investigates factors which impact on Indigenous student learning and success in secondary schooling in South Australia. The research contributes to greater understandings of why Indigenous students make the decision to stay on at school, and highlights the importance of teachers and culturally responsive schooling for improved learning outcomes. 379902 Aboriginal Studies 420302 Cultural Theory 429999 Other Language and Culture Indigenous student success Indigenous Education Aboriginal students 330108 Special Education
20	We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern Ontario Landon, Rocky 17 December 2012 (has links) The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews. This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research. There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and iii were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers. This study offers some suggestions on how to improve the practice of educating First Nation secondary students. Aboriginal education Teaching Pedagogy First Nations Teaching Approaches Medicine Wheel as methodology Aboriginal success in school Collective Case study Native Education Public education for Aboriginal students Internet Schooling Teaching in First Nation communities Professional Development Teacher voices Voices of Educators Educational practitioners How to be successful teaching Aboriginal Aboriginal circle methodology School assessment Program assessment Medicine Wheel and school First Nations education counsellors Small schools and success Small First Nations schools Aboriginal Native American Aboriginal Medicine Wheel as Methodology Aboriginal research Aboriginal pedagogy First Nations schools Educational change Educational practices Educational strategies Education Distance Education in Ontario Native Native American Studies Native Peoples Pedagogical approaches Pedagogy Teacher development Teacher education Teacher attitudes Teacher effectiveness Teacher improvement Teacher professional development Teacher strategies Teacher student relationship Teacher approaches Teacher training Teaching methods Teaching techniques

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