Thesis (Ph. D.)--Henry W. Bloch School of Business and Public Administration. University of Missouri--Kansas City, 2006. / "A dissertation in public affairs and administration and social science." Advisor: Nicholas Peroff. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 29, 2007. Includes bibliographical references (leaves 201-216). Online version of the print edition.

This study explores the conditions that contribute to teacher success in First Nations communities by focusing on the experiences of educators and community members from the Ermineskin Reserve, which is located in central Alberta. The study addresses the question: what factors do educators and community members identify as being major contributors to the success of teachers in First Nations communities? The study is based on a review and analysis of data obtained through semi-structured interviews conducted with twelve teachers, six administrators, six Native students and six parents of Native children. These educators and community members share their experiences and ideas about how teacher success can be optimized in First Nations settings. The study identifies a number of interrelated factors that positively and negatively influence the work of teachers in First Nations communities. Educators and community members emphasize the importance of educators and community members working together to create a school system that not only meets the needs of students but also nurtures and validates educators, parents and the larger First Nations community. Recommendations are provided for educators, Native communities, Native school boards, and post-secondary institutions who are interested in developing, nurturing and supporting teacher success in First Nations settings. / Education, Faculty of / Graduate

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This thesis reports an interpretive case study of adult composition instruction in a native community in northern Canada. Although the existing literature contains much theory about literacy and cross-cultural relations, little research has examined particular contexts of writing instruction, especially for native populations. The present research focused on students' responses to specific approaches to composition, using participant-observation by the author and an emergent research design which considered classroom events in relation to the local community and its history. The study found much behaviour by the students which was described as resistance to the instruction, behaviours which were consonant with details of the community context. Interpretations of these student behaviours were first made in reference to theories of cross-cultural differences, which proved to be less satisfactory to account for them than theories which would characterize the behaviours as ideologically-based. The thesis suggests that possible explanations for this specific population's lack of success and nonparticipation in literacy education would be too narrowly defined as cross-cultural differences. Understanding both the cultural and ideological foundations of resistance behaviour may help to guide literacy pedagogy in northern native adult instruction. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

This investigation is concerned with the oral and written discourse performance of underachieving urban Native Indian secondary students. Primary data was collected during eight interactive talk-write sessions conducted individually with eight case study subjects. Within an ABAB design, two narrative and two academic topics were alternated. Oral discourse performance followed written discourse performance during each of the two (composing and revision) sessions conducted for each topic. Supplementary data includes: observations of classroom writing behaviors, interviews, analysis of students' record files, and standardized reading and writing assessments. The four male and four female subjects are from varying Native Indian cultural backgrounds but share common histories of family instability. Only one subject could read and write at skill levels expected of like-aged mainstream students. The writing processes and products of these subjects were similar to those of other unskilled (Basic) writers. They were overly concerned with surface errors and little concerned with overall conceptualization. Despite difficulties with writing, and contrary to established language theory developed from research with non-Native populations, these subjects were more at ease with written performance than oral performance. Further, their writing difficulties appeared to be more related to the demands of academic discourse than writing skills per se. They were more at ease with written narrative than any other combination of mode and genre. While previous research has seldom distinguished clearly between mode and genre of discourse, the findings of this investigation suggest that each of these factors may have differing effects for individuals and varying sub-groups. Findings also suggest that structural comparisons of oral and written modes of discourse may reflect differing linguistic demands of genre as much as mode. The interactive talk-write sessions were found to be an effective means for data collection. These sessions also revealed direction for improving methods of academic instruction. The subjects appeared to develop a better understanding of the purpose of academic discourse as they were helped to generate knowledge, theorize about this knowledge and shape their arguments. All subjects indicated that they would feel more confident about participating in academic discussions after thinking about the discussion topic through such a talk-write process. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Very few career models have been developed that provide counsellors with tools to facilitate First Nations' career development even though existing contributions to the literature state the need for culturally sensitive models and interventions. This thesis examines the appropriateness of the First Nations Career/Life Planning Model, developed by McCormick and Amundson (1997), when used with First Nations adolescents. The purpose of this study was to (a) receive feedback on the strengths of the existing model and (b) find out from participants how the model could be improved. The ultimate goal was to produce a model/intervention that would be sensitive to the unique challenges of First Nations career development. The viability of the model is based on how well the model addressed the career/life planning concerns of First Nations adolescents as portrayed by the literature and by the reports of First Nations participants themselves. The study examined the responses of 7 First Nations adolescents, their families and/or community members after taking part in the First Nations Career/Life Planning Model. All participants, except one, were from First Nations communities in the Vancouver, British Columbia area. After the career session, participants were interviewed to gain access to their experiences with the model. The feedback given by the young people, family and community members revealed that the First Nations Career/Life Planning Model was a positive experience for all the participants. The comments given by the participants related to five general themes: Increased self-awareness, input from peers, family and community members, cultural practices, recommendations for the First Nations Career/Life Planning Guide, and input on the counselling process. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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This study examined the use of cognitive skills by 5-year-old Alaskan Native children on a standardized testing instrument. The Wechsler Preschool and Primary Scales of Intelligence (WPPSI) were administered to 23 boys and 17 girls of predominantly Tlingit, Tsimshean, and Haida ancestry. A standardized parent interview was used to collect bio-demographic data. Mean scores for the sample displayed significant differences between the Performance and Verbal scales, with the strongest performance in the Spatial subtests, and lowest in the Sequential subtests. Scores were significantly associated with variables representing culture-specific self identity and behavior, but were most strongly associated with family size. Factor Analysis suggested a distinct three factor structure consisting of (1) a Performance-Spatial, (2) a Verbal-Semantic, and (3) a Sequential factor. Variability in the use of cognitive skills, non-verbal behavior, and selective attention are viewed as unique cultural adaptations which can impede interethnic communication, creating negative outcomes in the education of American Indian and Alaskan Native children.

No description available.

No description available.