This study was based on the premise that Aboriginal students possess valuable knowledge and insights with regard to factors leading to their educational success. This study was qualitative research using a narrative approach in the form of sharing circles. It was a study of factors five female Aboriginal high school students, who anticipated graduating in June 2002, identified as contributing to their success in school. Traditionally, researchers have focused on factors contributing to the failure of Aboriginal students in high school. Their analysis have proven futile in decolonizing and reconstructing conventional education.<p>The purpose of this study was to give students a voice in their education and in this voice, identify factors which contributed to their success. The data gathered through the collective voice of the students will assist educators and parents in challenging the educational system to satisfy the needs of all students, Aboriginal and non-Aboriginal. The unexpected composition of five female participants allowed the study to touch on issues facing Aboriginal women in school. These factors included the strong support of family, the nurturing roles that that engenders in them and their desire to bear children in the future, and the wish to break the cycle of social assistance by obtaining an education.<p>The information collected in the sharing circles was analyzed from a traditional medicine wheel framework. The themes and sub-themes, which developed from the data, created the elements of a medicine wheel which will bring balance and harmony to the educational system. The participants identified a strong inner support system characterized by goals and the search for a gift. The strength of their inner being fueled their will to succeed.<p>Their volition was further strengthened by factors found within the four realms of the medicine wheel: spiritual, emotional, physical, mental. The students identified spirituality as a combination of Aboriginal and Catholic teachings. This was characteristic of a new social environment which taught a freedom to live within two ideals of spirituality. In the emotional realm the students identified family, friends and development of self-identity as factors contributing to their success. The physical realm outlined the role multiculturalism had in the school, support programs played in making success a reality, and drug and alcohol avoidance had in their ability to succeed. The participants described Aboriginal teacher support, an engaging curriculum, and a grade twelve diploma as factors leading to success in the mental realm. Overwhelmingly, the factor most effecting the educational success of the participants was the teacher. All of the students described the positive and negative effect teachers had on their education. The teacher who supported the students in the four realms of the medicine wheel encouraged success in the classroom. The teachers who did not support the students provided a roadblock to success which the students overcame with perseverance and determination.<p>The study suggests the need for future research in the area of Aboriginal and non Aboriginal success factors. Many factors identified within this study indicates a strong commonality between the needs of Aboriginal and non-Aboriginal students in school. An examination of this type would serve to deconstruct the degree of difference assigned between students of different ethnic backgrounds. The data provided calls for more research on the relationships of Aboriginal and non-Aboriginal teachers within schools. Lastly, the data provided by the students strongly indicates administrators must work to prepare teachers to be more supportive to student needs.<p>This study provides some insights for educators, parents and administrators. Unfortunately the students, who are the most important part of the study, can only share their collective voice. The real work of transforming the educational system to meet the needs of Aboriginal students must come from educators, parents and administrators.

This study was based on the premise that Aboriginal students possess valuable knowledge and insights with regard to factors leading to their educational success. This study was qualitative research using a narrative approach in the form of sharing circles. It was a study of factors five female Aboriginal high school students, who anticipated graduating in June 2002, identified as contributing to their success in school. Traditionally, researchers have focused on factors contributing to the failure of Aboriginal students in high school. Their analysis have proven futile in decolonizing and reconstructing conventional education.<p>The purpose of this study was to give students a voice in their education and in this voice, identify factors which contributed to their success. The data gathered through the collective voice of the students will assist educators and parents in challenging the educational system to satisfy the needs of all students, Aboriginal and non-Aboriginal. The unexpected composition of five female participants allowed the study to touch on issues facing Aboriginal women in school. These factors included the strong support of family, the nurturing roles that that engenders in them and their desire to bear children in the future, and the wish to break the cycle of social assistance by obtaining an education.<p>The information collected in the sharing circles was analyzed from a traditional medicine wheel framework. The themes and sub-themes, which developed from the data, created the elements of a medicine wheel which will bring balance and harmony to the educational system. The participants identified a strong inner support system characterized by goals and the search for a gift. The strength of their inner being fueled their will to succeed.<p>Their volition was further strengthened by factors found within the four realms of the medicine wheel: spiritual, emotional, physical, mental. The students identified spirituality as a combination of Aboriginal and Catholic teachings. This was characteristic of a new social environment which taught a freedom to live within two ideals of spirituality. In the emotional realm the students identified family, friends and development of self-identity as factors contributing to their success. The physical realm outlined the role multiculturalism had in the school, support programs played in making success a reality, and drug and alcohol avoidance had in their ability to succeed. The participants described Aboriginal teacher support, an engaging curriculum, and a grade twelve diploma as factors leading to success in the mental realm. Overwhelmingly, the factor most effecting the educational success of the participants was the teacher. All of the students described the positive and negative effect teachers had on their education. The teacher who supported the students in the four realms of the medicine wheel encouraged success in the classroom. The teachers who did not support the students provided a roadblock to success which the students overcame with perseverance and determination.<p>The study suggests the need for future research in the area of Aboriginal and non Aboriginal success factors. Many factors identified within this study indicates a strong commonality between the needs of Aboriginal and non-Aboriginal students in school. An examination of this type would serve to deconstruct the degree of difference assigned between students of different ethnic backgrounds. The data provided calls for more research on the relationships of Aboriginal and non-Aboriginal teachers within schools. Lastly, the data provided by the students strongly indicates administrators must work to prepare teachers to be more supportive to student needs.<p>This study provides some insights for educators, parents and administrators. Unfortunately the students, who are the most important part of the study, can only share their collective voice. The real work of transforming the educational system to meet the needs of Aboriginal students must come from educators, parents and administrators.

As the connections between textbooks and schools, student self-esteem, and educational success are further articulated, and the ramifications of deficient textbook material are more clearly understood, textbooks become increasingly a source of concern and contention. The purpose of this study is to investigate the representation of African Americans in grade 8 American history textbooks approved by the California State Board of Education in 2005. This study develops a critical approach to identifying embedded power relationships in the text employing five evaluative criteria. These five criteria are ethnocentrism, over-simplification, voice, absence, and inclusiveness. The findings of this study are that, while particular sections of each textbook may be inclusive of African American perspectives and are satisfactory in their representation according to the criteria used in this study, the overarching narrative of American history remains ethnocentric. This study raises pressing concerns regarding the role of teachers and textbooks in delivering an equitable and inclusive curriculum.

As the connections between textbooks and schools, student self-esteem, and educational success are further articulated, and the ramifications of deficient textbook material are more clearly understood, textbooks become increasingly a source of concern and contention. The purpose of this study is to investigate the representation of African Americans in grade 8 American history textbooks approved by the California State Board of Education in 2005. This study develops a critical approach to identifying embedded power relationships in the text employing five evaluative criteria. These five criteria are ethnocentrism, over-simplification, voice, absence, and inclusiveness. The findings of this study are that, while particular sections of each textbook may be inclusive of African American perspectives and are satisfactory in their representation according to the criteria used in this study, the overarching narrative of American history remains ethnocentric. This study raises pressing concerns regarding the role of teachers and textbooks in delivering an equitable and inclusive curriculum.

As the connections between textbooks and schools, student self-esteem, and educational success are further articulated, and the ramifications of deficient textbook material are more clearly understood, textbooks become increasingly a source of concern and contention. The purpose of this study is to investigate the representation of African Americans in grade 8 American history textbooks approved by the California State Board of Education in 2005. This study develops a critical approach to identifying embedded power relationships in the text employing five evaluative criteria. These five criteria are ethnocentrism, over-simplification, voice, absence, and inclusiveness. The findings of this study are that, while particular sections of each textbook may be inclusive of African American perspectives and are satisfactory in their representation according to the criteria used in this study, the overarching narrative of American history remains ethnocentric. This study raises pressing concerns regarding the role of teachers and textbooks in delivering an equitable and inclusive curriculum. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This qualitative study was designed to explore the perceptions of Aboriginal professionals in various work sectors as they reflect on their educational experiences in high school and the nature of success. Questions guiding this research were: What is Aboriginal student success? What factors affect success? To what or whom do professionals attribute their successfulness? What can make others successful?<p> Prompting this study was the latest statistics about Aboriginal people released on September 24, 2003. The Aboriginal Peoples Survey was compiled by Statistics Canada in 2001. The survey stated that the number of off reserve Canadian Aboriginal students who are dropping out of school is 52%. In comparison to the Non-Aboriginal population, the overall high school dropout rate is 26%. What is alarming is that the drop out rate has not changed since the previous study in 1996.<p> Some of the research conducted has focused on finding barriers to Aboriginal students dropping out of school. Although this research assumed that if barriers can be identified, and removed they have only insignificantly decreased the dropout rate. This study gives voice to aboriginal professionals' success experiences by having them share their stories through in-depth interviews. Rather than focus on barriers, this study emphasizes positive high school experiences of Aboriginal professionals and factors that led to their success.<p> In-depth interviews were conducted initially with professionals in various work sectors that include human service sectors. A second interview was held with these professionals to clarify and further develop ideas emerging from the initial sets of interviews. Descriptive memos and reflective notes were kept throughout the process with the analysis of data following traditions of qualitative methods. The results of the study showed that the nature of success was complex, intricate, and idiosyncratic. Each participant had their own unique definition of success based upon distinct factors including a mindset, cultural orientation, spiritual connections, marginalization, and colonization. The definitions of success varied with changing variables of the participants.<p> Not surprisingly, the study related student success to the biological, social, physical and spiritual factors including Aboriginal spirituality; to external factors including culture, curriculum, instructional approaches, role models, relevant education, and relationships; and to the internal factors attitude, goal setting, motivation and inquiry.<p> In their suggestions of how others can be successful, each participant shared words of wisdom about education, stability, balance and a work ethic. The study offers teachers, parents, and students practical suggestions for increased student success and provides a list of implications produced by the study.

This qualitative study was designed to explore the perceptions of Aboriginal professionals in various work sectors as they reflect on their educational experiences in high school and the nature of success. Questions guiding this research were: What is Aboriginal student success? What factors affect success? To what or whom do professionals attribute their successfulness? What can make others successful?<p> Prompting this study was the latest statistics about Aboriginal people released on September 24, 2003. The Aboriginal Peoples Survey was compiled by Statistics Canada in 2001. The survey stated that the number of off reserve Canadian Aboriginal students who are dropping out of school is 52%. In comparison to the Non-Aboriginal population, the overall high school dropout rate is 26%. What is alarming is that the drop out rate has not changed since the previous study in 1996.<p> Some of the research conducted has focused on finding barriers to Aboriginal students dropping out of school. Although this research assumed that if barriers can be identified, and removed they have only insignificantly decreased the dropout rate. This study gives voice to aboriginal professionals' success experiences by having them share their stories through in-depth interviews. Rather than focus on barriers, this study emphasizes positive high school experiences of Aboriginal professionals and factors that led to their success.<p> In-depth interviews were conducted initially with professionals in various work sectors that include human service sectors. A second interview was held with these professionals to clarify and further develop ideas emerging from the initial sets of interviews. Descriptive memos and reflective notes were kept throughout the process with the analysis of data following traditions of qualitative methods. The results of the study showed that the nature of success was complex, intricate, and idiosyncratic. Each participant had their own unique definition of success based upon distinct factors including a mindset, cultural orientation, spiritual connections, marginalization, and colonization. The definitions of success varied with changing variables of the participants.<p> Not surprisingly, the study related student success to the biological, social, physical and spiritual factors including Aboriginal spirituality; to external factors including culture, curriculum, instructional approaches, role models, relevant education, and relationships; and to the internal factors attitude, goal setting, motivation and inquiry.<p> In their suggestions of how others can be successful, each participant shared words of wisdom about education, stability, balance and a work ethic. The study offers teachers, parents, and students practical suggestions for increased student success and provides a list of implications produced by the study.

Šiame darbe akcentuojami priešmokyklinio amžiaus vaikų sėkmingo ugdymo(si) veiksniai, kaip pamatas tolimesniam sėkmingam mokymuisi mokykloje. Ugdymo(si) sėkme laikoma visų vaiko fizinių ir psichinių galių puoselėjimas, pozityvios socialinės ir emocinės patirties įgijimas, pažinimo motyvacijos skatinimas. Tyrimo klausimai: Kokie atsiskleidžia vaikų ugdymąsi skatinantys ir slopinantys veiksniai? Ką pedagogai mano apie vaikų ugdymo(si) sėkmę? Atsižvelgus į tyrimo klausimų aktualumą, tyrimo objektu pasirinkta priešmokyklinio amžiaus vaikų ugdymo(si) sėkmę laiduojantys veiksniai. Tyrimo tikslas – atskleisti priešmokyklinio amžiaus vaikų sėkmingo ugdymo(si) veiksnius. Tyrimo uždaviniai: 1. Mokslinės literatūros ir švietimo dokumentų analizės pagrindu, atskleisti priešmokyklinio amžiaus vaikų sėkmingo ugdymo(si) veiksnius lemiančius ugdymo(si) sėkmę. 2. Nustatyti vidinius ir išorinius veiksnius turinčius įtakos ugdymo(si) veiklos sėkmei. 3. Atskleisti pedagogų nuomonę apie vaikų ugdymo(si) sėkmę. Tyrimo imtis: Tyrime dalyvavo 87 priešmokyklinio ugdymo grupę lankantys vaikai ir 128 priešmokyklinio ugdymo pedagogai. Tyrimas vykdytas Vilniaus miesto ir rajono ikimokyklinėse ugdymo įstaigose. Remiantis atliktu tyrimu parengtos išvados kuriose atskleidžiami vaikų sėkmingo ugdymosi veiksniai. / In this work the factors of successful education of preschool children are emphasized as the base for further successful learning at school. Educational success consists of: the nurturance of all physical and mental powers of a child, the acquisition of positive social and emotional experiences, and the encouragement of knowledge motivation. Research questions: What are the factors which stimulate and which supress children’s education? What do teachers think about the success of children’s education? Considering the urgency of research questions, factors that guarantee successful education of preschool children were chosen as the object of the research. The aim of research – to reveal factors influencing successful education of preschool children. Research objectives: 1. To reveal factors which destine successful learning of preschool children by means of scientific literature and educational document analysis. 2. To identify inner and outer elements that have influence on the success of educational activity. 3. To disclose teachers’ openion on the success of children’s education. Research sample: 87 children who attend preschool education group and 128 teachers took part in the research. The research was held in preschool institutions of Vilnius city and in the area of Vilnius. Relying on the accomplished research, the conclusion reveals factors of successful children’s education.

La présente recherche vise à décrire, dans le contexte universitaire toulousain, les différents usages pédagogiques des étudiants en MITIC et en vidéos, et à mieux comprendre s’il peut exister un lien favorable entre MITIC et vidéo et réussite éducative afin de pouvoir mettre les MITIC et les vidéos à contribution pour améliorer significativement les niveaux d’études universitaires des étudiants. Cette recherche est tout spécialement importante dans notre contexte où les MITIC et les vidéos font de plus en plus leur apparition en pédagogie d’enseignement supérieur et où les étudiants fréquentent les MITIC et les vidéos dans leurs pratiques plus que les enseignants. Le cadre de référence retenu pour la recherche est structuré autour des concepts de l’intégration des MITIC et vidéo en enseignement, de l’apprentissage lié aux MITIC et aux vidéos, de facteurs de la réussite éducative. Pour atteindre nos objectifs, nous avons opté pour une démarche quantitative. Nous avons mené une enquête par questionnaire auprès de 554 étudiants. Il ressort des résultats que la majorité des étudiants ont une opinion en général positive sur l’apport des MITIC et des vidéos pour l’enseignement et l’apprentissage actif. D’où, un avis en général favorable sur le lien entre l’usage des MITIC et des vidéos et la réussite éducative. La conséquence logique de ces résultats est qu’il existe un lien significatif entre MITIC et vidéos et réussite éducative en contexte universitaire toulousain. / The objective of this research is to describe, in the context of university in Toulouse, the different educational uses of students in MIICT, in videos, and to better understand whether there can be a positive relationship between MIICT, video and educational success in order to be able to put the MIICT and video to contribute to improve significantly the levels of academic study of students. This research is especially important in our context where the appearance MIICT and the videos are more and more in pedagogy of higher education and where students are attending to the MIICT and videos in their practices more than teachers. The research framework is therefore structured around the concepts of the integration of MIITC and video in teaching and learning with MIICT, and factors of the educational success.To achieve our objectives, we used a quantitative approach. We administered a survey questionnaire to 554 students. It is clear from the results that, in general, the majority of students have an agreement in general positive of the contribution of MIICT and videos for teaching and active learning. Hence, an agreement, in general, favorable of the link between the use of MIICT and videos and educational success. The logical consequence of these results is that there is a significant relationship between MIICT/videos and educational success in university of Toulouse II. / يهدف البحث الحالي إلى وصف مختلف الاستخدامات التعليمية للطلاب في الإعلام والصور وتكنولوجيا المعلومات والاتصالات mitic والفيديو، ضمن سياق جامعة تولوز 2، وإلى فهم أفضل ما إذا كان هناك صلة مواتية بين mitic والفيديو والنجاح التعليميّ، وذلك من أجل إمكانية وضع الـ mitic والفيديو للمساهمة في تحسين مستويات النجاح الدراسيّ الجامعيّ بشكل أكبر. يكتسب هذا البحث أهمية خاصة في سياق الدراسة حيث تظهر الـ mitic والفيديو بصورة متزايدة في طرق التّعليم الجامعيّ وحيث أنّ الطلاب يميلون بشكل ملحوظ لاستخدام أدوات التكنولوجيا في تطبيقاتهم وأنشطتهم التّعليمية بشكل أكتر من الأساتذة. يتمحّور إطار البحث حول مفاهيم دمج الـ mitic والفيديو في التدريس، والتّعليم ذات الصلة بتكنولوجيا الإعلام والمعلومات والاتصالات والفيديو، وعوامل النجاح التعليميّ. ولتحقيق أهدافنا، اتّبعنا المنهج الكميّ. حيث أجرينا استبيان ل 554 طالب جامعي. وتظهر النتائج أنّ غالبية الطلاب لديهم اتفاق إيجابي بالعموم حول مساهمة تكنولوجيا الإعلام والصور والاتصالات والمعلومات والفيديو من أجل تعلّم فعّال. هذا الاتفاق مواتٍ بالعموم للربط بين استخدام الـ mitic والفيديو وبين النجاح التعليميّ للطلبة. النتيجة المنطقية لهذه النتائج هي أنّ هناك علاقة كبيرة بين استخدام الـ mitic والفيديو وبين النجاح التعليميّ في سياق جامعة تولوز2.

This thesis forwards the concept of “diasporic epistemology” in order to better understand how Filipino Canadian young males make sense of their educational success and failure. Diasporic epistemology means a dual frame of reference created by the intersection of both structural and cultural conditions specific to a particular diaspora. To investigate this concept, I examined the interview transcripts of six Filipino Canadian young men using the constructivist approach to grounded theory. My research reveals that school structure and Filipino consciousness play a significant role in educational success and failure. Situating my thesis within the academic fields of epistemology, intersectionality, and student achievement, I contend that understanding the diasporic epistemology of racialized minority and immigrant students challenges certain truism in educational research, such as current belief that family’s socio-economic status and parental education are predictors of students’ academic success. The implications for education are greater teacher-student-home relationships and alternative schooling methods