Spelling suggestions: "subject:"indians - educationization"" "subject:"indians - education.action""
51 |
Guidelines for the language assessment of severely mentally handicapped Indian pupilsVandayar, Mithunavelli 11 1900 (has links)
In special schools for severely mentally handicapped Indian children the class teacher has to assess each pupil's level of language functioning before he can devise an effective language intervention programme to suit the pupil's individual needs. Generally, class teachers are not sufficiently trained to administer such language assessments themselves. The aim of this study was to formulate scientifically sound guidelines according to which class teachers can administer their language assessments. In order to formulate such guidelines, an investigation was undertaken on the phenomenon of mental handicap and the characteristics of severely mentally handicapped pupils. Attention was focussed on language and normal language acquisition before the
language of the severely mentally handicapped was examined in detail. On the basis of these findings, guidelines were suggested to the class teacher for the assessment of language in the education of severely mentally handicapped Indian pupils in the Durban area. / Psychology of Education / M. Ed. (Orthopedagogics)
|
52 |
Selected written syntactic characteristics of a Papago college dialect of English and a standard English writing program for Papago college studentsKuhlman, Natalie Brostoff, 1944-, Kuhlman, Natalie Brostoff, 1944- January 1974 (has links)
No description available.
|
53 |
Pictures in the teaching of Afrikaans as a second language in Indian secondary schoolsAbdool, Abdool Raoof 04 June 2014 (has links)
M.Ed. (Media Science) / The position of Afrikaans as a national language In South Africa has been a contested one since the 17th century settlement and occupation of the Cape by the Dutch and British settlers, and it Is not surprising that today, when the country faces critical questions relating to nationhood, cultural identity and language use In a profound way, its position again emerges as a crucial point of debate (Alexander, 1989:15). The Afrikaner group and the majority of their white South African adherents place great value on the historicity of the language. This is testified through the 'taalstryd" waged dUring an after the Anglo-Boer War (1899-1902) and the present-day status of the Afrikaans language as a major item on the negotiations agenda. This historicity and centrality of Afrikaans is contested by other language and cultural groups, who claim that Afrikaans is loaded with exclusivity and racism and that it therefore does not qualify in its claim for national status. The events of 1976 in Black schools and the subsequent years of considerable debate in public and academic forums, quite clearly Illustrates the Intensity of the contest surrounding the position of Afrikaans (Alexander, 1989:26). The Indian population group has always stressed its cultural heritage and at times this has occurred at the expense of Afrikaans as a language. Priority Is assigned to vernacular languages and Afrikaans is neglected in the process. The result is that the language is hardly spoken except in the Afrikaans classroom. It is against this background that this research project will examine the use of pictures In the teaching of Afrikaans at Indian secondary schools.
|
54 |
James Bay Cree students and higher education : issues of identity and culture shockStonebanks, Christopher Darius January 2005 (has links)
No description available.
|
55 |
The significance of James Bay Cree cultural values and practices in school committee policy-making : a documentary studyDouglas, Anne January 1989 (has links)
No description available.
|
56 |
The Efficacy of the Chickasaw Nation Early Care and Education ProgramsBlackmon, Lisa 05 1900 (has links)
The purposes of this research were to explore the effectiveness of the Chickasaw Nation early care and education program in promoting school readiness while infusing tribally relevant values in children from birth through age five; engaging parents in all aspects of their children’s learning; and supporting children and families through the transitioning to kindergarten. The study used qualitative methods to examine the experiences and perceptions of ten parents, ten teachers, and five administrators within Chickasaw Nation’s early care and education system regarding the four basic areas of school readiness, parent engagement, transition, and culturally relevant pedagogy. Four primary themes emerged from the semi-structured interviews: 1) socialization, school readiness, and transition, 2) learning, curriculum, and assessment, 3) the role of parents, and 4) cultural integrity. Data were collected through semi-structured interviews, transcribed, and analyzed based on four research questions. Findings indicated parents, teachers, and administrators were satisfied that the program was successful with assisting children in making progress toward achieving developmental and school readiness goals and that the children were physically, socially, emotionally, and cognitively prepared to enter kindergarten. The program provided activities to encourage and promote parental involvement; however, parents did not indicate active involvement or participation in the activities. There was little evidence to support culturally relevant pedagogy alignment with curriculum and practices. Implications for additional research focusing on American Indian children in preschool programs and the importance of instilling pride and culture are recommended.
|
57 |
A NETWORK ANALYSIS OF A BUREAU OF INDIAN AFFAIRS SCHOOL SYSTEM TO DETERMINE FACTORS INVOLVED IN JOB SATISFACTIONSmith, Frederick Downing, 1942- January 1977 (has links)
No description available.
|
58 |
Lummi stories from high school: an ethnohistory of the fishing wars of the 1970sMärker, Michael 11 1900 (has links)
This study focuses on the stories and experiences of
Lummi students and their teachers at Ferndale High School
from 1970 to 1980. The conditions of schooling for Lummis
were affected by the climate of anti-Indian hostility which
was fueled by the attitudes about Native fishing rights.
This conflict, referred to as the "fishing wars," culminated
in the landmark 1974 Boldt Decision. Throughout the 1970s
the school was a site where the cultural and political
conflicts of the community were played out.
This study examines the ways that Lummi students saw
the school and the choices they made for survival and
resistance in a complex and adverse environment. It is also
a study of the teachers who were at Ferndale during the 70s
and how they conducted themselves in an explosive crosscultural
educational setting.
Utilizing an ethnohistorical perspective, this study
brings forth the stories of both Lummi students and non-
Native teachers and sets them within the context of the
culture-conflict climate of Whatcom County in the 1970s.
This study shows how political issues were inextricably
welded to cultural issues for Indian students in the 1970s.
|
59 |
A critical study of aspects of the political, constitutional, administrative and professional development of Indian teacher education in South Africa with particular reference to the period 1965 to 1984.Naguran, Chinnapen Amatchi. January 1985 (has links)
This study deals with the administrative and curricular development of
Indian teacher education in South Africa for the period 1860 - 1984. It
is set against the background of developments in the education system
for Indians in this country. Historical and political events which
have a direct bearing on Indian education are touched upon merely
cursorily to give the reader the necessary background for a fuller
appreciation of the Indian community's struggle for education in the
country of their adoption.
The study is divided into three parts. Part one comprising the first
two chapters, provides a brief historical perspective of Indian education
from 1860 to 1965. Chapter One deals with a brief review of the coming
of the Indians to Natal and the origins and early development of education
for the Indians. Chapter Two carries on the historical review with the
emphasis on the early development of Indian teacher education.
Part Two comprising four chapters deals with aspects of Indian education
after it was transferred from provincial control to central State control
in 1966. The Indian Education Act of 1965 (No. 61 of 1965) is taken as
a point of departure.
Chapter Three begins with a very brief discussion of the principles
underlying the nationalisation of education in South Africa. The de
Lange Report and the Government's reaction to its recommendations are
considered against the new political dispensation. Chapter Four deals
with such aspects as control and administration, involvement of Indians
in the control of their education, school accommodation, growth in pupil
enrolment and the school curricula are examined to assess growth and
progress. Chapter Five is concerned with the control and administration
of Indian teacher education after nationalisation of Indian education.
Within the framework of this chapter recent developments such as
the recommendations of the Gericke Commission leading to the National
Education Policy Amendment Act (No. 75 of 1969) and the van Wyke de
Vries Commission's recommendations for a closer co-operation with
universities in respect of teacher education, are examined with a view
to tracing their influence on Indian teacher education. Chapter Six
attempts to examine demographic aspects which influence the demand for
and supply of teachers in Indian education.
Part Three comprising four chapters, examines contemporary issues and
perspectives in Indian teacher education. Chapters Seven and Eight
examine critically the teachers' courses at the Colleges of Education
and the University of Durban-Westville respectively. Chapter Nine
examines on a comparative basis structural changes and new developments
in methodological skills in teacher education. Finally, in Chapter
Ten proposals and recommendations are formulated with a view to
achieving a properly structured institutional arrangement such as the
college council and college senate to facilitate Indian teacher education. / Thesis (Ph.D.) - University of Natal, Pietermaritzburg, 1985.
|
60 |
A critical study of methods of measuring the attainment of pupils in practical work in the biological sciences with special reference to the situation pertaining to Indian schools.Moodley, Tharanialan Kistnasamy. January 1980 (has links)
No abstract available. / Thesis (Ph.D.)-University of Durban-Westville, 1980.
|
Page generated in 0.3167 seconds