There is research to support the existence of an over representation of Aboriginal children in the care of child and family services agencies in Manitoba. This issue presents many challenges in providing culturally appropriate foster care in order to promote the well-being and self-identity of Aboriginal children in care. The majority of these children are placed in non-Aboriginal foster homes. This study explored the experiences of non-Aboriginal foster parents in order to better understand their experiences and the services and supports necessary in providing culturally appropriate care to children from remote First Nations communities. A qualitative research design based on a phenomenological approach was utilized. Significant themes that emerged through the study were the foster parents’ motivations to foster and the challenges they face. Other significant themes are their perceptions of the services and supports available to them, and future resources that would assist them to provide care to children from remote First Nations communities. The results of the study indicate that the non-Aboriginal foster parents were culturally receptive and willing to provide culturally sensitive care to children from remote First Nations communities. The study results suggest that there needs to be further research exploring the motivations, roles, and responsibilities of foster care providers. By gaining a better understanding of their motivations, perceived roles and responsibilities, foster care agencies may be better informed when designing recruitment, retention strategies, and training for foster care providers in cross cultural foster care.

Introduction: The high prevalence of obesity in Aboriginal Canadian youth is a major public health concern. Although little is known about the diets of children on-reserve, it is hypothesized that high intake of low nutrient dense foods has a negative impact on overall diet quality. Objectives: To describe the dietary quality of First Nation students using a Canadian adaptation of the Healthy Eating Index (HEI-C) and determine the relationships between HEI-C and BMI, intake of non-food group (“other”) foods, game consumption, frequency of eating outside the home and remoteness (latitude, °N). Methods: Between 2004-2009, from a 24 h dietary recall data were obtained using a validated web-based food behaviour questionnaire, from students in grades 6,7 & 8 from the First Nations communities of Georgina Island, Christian Island, Fort Albany, Attawapiskat, Peawanuck, Moose Factory, Kashechewan and Ouje-Bougoumou (Quebec). HEI-C was assessed as good (81-100), needs improvement (51-80) or poor (0-50). Results: Mean community HEI-C scores ranged from 57.38-70.04, with differences by community (p=0.027) and season (p=0.007); more northerly communities seemed to have lower HEI-C scores and fall seemed to have higher HEI-C scores compared to winter and spring. A non-significant negative correlation between BMI and HEI-C was observed (r=-0.107, NS). As percent energy from ‘other foods’ increased, the HEI-C score tended to decrease. Game consumption appeared to contribute to higher HEI-C scores. Eating outside the home did not seem to affect HEI-C. Conclusions: Poor diet quality in remote on-reserve youth populations is a concern. Lack of consistent access to healthy foods may have a negative impact on diet quality. Programs that help improve the provision of healthy foods, decrease the intake of “other foods” and that emphasize game may help to improve diet quality.

Introduction: The high prevalence of obesity in Aboriginal Canadian youth is a major public health concern. Although little is known about the diets of children on-reserve, it is hypothesized that high intake of low nutrient dense foods has a negative impact on overall diet quality. Objectives: To describe the dietary quality of First Nation students using a Canadian adaptation of the Healthy Eating Index (HEI-C) and determine the relationships between HEI-C and BMI, intake of non-food group (“other”) foods, game consumption, frequency of eating outside the home and remoteness (latitude, °N). Methods: Between 2004-2009, from a 24 h dietary recall data were obtained using a validated web-based food behaviour questionnaire, from students in grades 6,7 & 8 from the First Nations communities of Georgina Island, Christian Island, Fort Albany, Attawapiskat, Peawanuck, Moose Factory, Kashechewan and Ouje-Bougoumou (Quebec). HEI-C was assessed as good (81-100), needs improvement (51-80) or poor (0-50). Results: Mean community HEI-C scores ranged from 57.38-70.04, with differences by community (p=0.027) and season (p=0.007); more northerly communities seemed to have lower HEI-C scores and fall seemed to have higher HEI-C scores compared to winter and spring. A non-significant negative correlation between BMI and HEI-C was observed (r=-0.107, NS). As percent energy from ‘other foods’ increased, the HEI-C score tended to decrease. Game consumption appeared to contribute to higher HEI-C scores. Eating outside the home did not seem to affect HEI-C. Conclusions: Poor diet quality in remote on-reserve youth populations is a concern. Lack of consistent access to healthy foods may have a negative impact on diet quality. Programs that help improve the provision of healthy foods, decrease the intake of “other foods” and that emphasize game may help to improve diet quality.

The purpose of this study is to investigate the implementation of problem-posing instruction on fraction in a fifth-grade elementary school of aboriginal children in Taitung. Through a pilot and integrating modified problem-posing instruction in mathematics teaching, the investigator studied the performance and learning attitude of children and analyzed the acceptability of the problem-posing teaching processes. The researcher collected data by using: own constructed fraction problems question sheet, worksheet on problem-posing, worksheet on problem-solving, the teacher¡¦s math notes on instruction, children¡¦s diaries, students¡¦ feedback surveys and post-tests of mathematical problem-solving ability. The researcher analyzed categories of children¡¦s work and contents of problems-posing that children created. Results indicated that the children made progress in problem-posing performance and ability of problem-solving and behaved positively on learning attitude. From this study, the researcher found that the majority of the students participated in this study were interested in this teaching technique, and students gained confidence in posing and solving mathematical problems. Finally, the teacher could reflect upon practice on problem-posing instruction through action research. The above results yielded instructional implications for teachers who consider integrating problem-posing teaching into mathematics instruction for elementary school children.

The aim of this study is to investigate differences between aboriginal and Han fifth graders in problem posing. The objectives of research include: (1) design and implementation of arithmetic problem posing process; (2) investigation of the arithmetic learning condition for aboriginal and Han pupils; and (3) investigation of the misconception presentation difference between aboriginal and Han pupils in problem posing. The problem posing process falls into 3 stages: ¡§problem solving¡¨, ¡§problem posing¡¨, and ¡§problem posing-solving¡¨. This study applied the problem solving and problem posing learning sheets for pupils to engage in individual problem solving and problem posing. Pupils were requested to complete a learning journal after class. As a teacher, the researcher allowed aboriginal and Han pupils to engage in problem solving and problem posing based on 3 types of questions: word algorithm, calculation, and open-end questions; and collected data with learning journals and pupil interviews. Findings include: (1) pupils have different performances when posing different types of problems; (2) both aboriginal and Han pupils can pose feasible and appropriate questions, particularly for word items, though it is not easy for pupils to pose appropriate open-end questions; and (3) the content of problems posed varies as a result of environmental and cultural differences. Additionally, the problem posing teaching allows pupils to feel more interested in learning mathematics, and such a positive learning attitude can enrich the mathematic concepts and enhance the thinking ability of pupils. Keywords: problem posing, four basic operations, aboriginal children

This thesis examines the experiences of parents who are raising their adopted children who have Fetal Alcohol Effects (FAE). Four married couples, and one single mother, who married after she had raised her sons participated in this study. All are white and middle or upper-middle class. Five adoptive mothers and one adoptive father were interviewed, while their spouses contributed to the study by reviewing the interview transcripts, and discussing issues raised within them. Eight children with diagnosed or suspected FAE are discussed. They are Cree or Saulteaux, and are between the ages of nine and 23 . Through multiple in-depth interviews, and the demographic profile form, richly detailed information was recorded on these families' day-to-day lives: the children's school experiences, learning disabilities and behaviour problems, their strengths, their health and interactions with peers; parents' interactions with professionals, treatments and behaviour management strategies they sought or devised, their use of support groups and other forms of social support and encounters with the criminal justice and mental health systems. <p> Grounded theory methodology was used to analyse the data and a conceptual model was constructed to outline the process of redefining parenting which describes the practical and psychological tasks parents perform as the family evolves over time. A central role is taken by the mothers who become advocates for their children as they undertake a quest for the meaning of their children's behaviour, seek a diagnosis, and try to secure services for them. It was found that people with FAE are misunderstood and misdiagnosed because of their anomalous nature, which often leads to stigmatisation. This thesis attempts to dispel these misconceptions, document the parents' and children's struggles, and identify the types of services these families desperately need.

This thesis examines the experiences of parents who are raising their adopted children who have Fetal Alcohol Effects (FAE). Four married couples, and one single mother, who married after she had raised her sons participated in this study. All are white and middle or upper-middle class. Five adoptive mothers and one adoptive father were interviewed, while their spouses contributed to the study by reviewing the interview transcripts, and discussing issues raised within them. Eight children with diagnosed or suspected FAE are discussed. They are Cree or Saulteaux, and are between the ages of nine and 23 . Through multiple in-depth interviews, and the demographic profile form, richly detailed information was recorded on these families' day-to-day lives: the children's school experiences, learning disabilities and behaviour problems, their strengths, their health and interactions with peers; parents' interactions with professionals, treatments and behaviour management strategies they sought or devised, their use of support groups and other forms of social support and encounters with the criminal justice and mental health systems. <p> Grounded theory methodology was used to analyse the data and a conceptual model was constructed to outline the process of redefining parenting which describes the practical and psychological tasks parents perform as the family evolves over time. A central role is taken by the mothers who become advocates for their children as they undertake a quest for the meaning of their children's behaviour, seek a diagnosis, and try to secure services for them. It was found that people with FAE are misunderstood and misdiagnosed because of their anomalous nature, which often leads to stigmatisation. This thesis attempts to dispel these misconceptions, document the parents' and children's struggles, and identify the types of services these families desperately need.

This study investigates the beliefs of Aboriginal children, their parents, Aboriginal educators and non-Aboriginal teachers towards the learning and teaching of mathematics in years 5 and 6 in a rural community in New South Wales. Areas explored include the beliefs expressed by the students, their parents and educators about mathematics education, how these sets of beliefs compare and contrast, and what the pedagogical consequences are for mathematics education based on these beliefs. The study was conducted in a rural school following trials in other sites. Conversational interviews were conducted and from the transcript sixteen core categories of beliefs across all participant groups were identified. The belief statements demonstrate the complex nature of the social, cultural, economic, historical and political contexts in which the learning of mathematics takes place. A number of actions intended to enhance Aboriginal children's learning of mathematics are proposed. Non-Aboriginal teachers need to share their beliefs with the Aboriginal community, and conversations need to occur between Aboriginal and non-Aboriginal people about mathematics education. Teachers require pedagogical strategies that address Aboriginal children's learning of mathematics, and educational systems need to include an Aboriginal perspective in mathematics curricula. Future collaborative research in mathematics education has to be based on the premise of researchers working in close co-operation with Aboriginal people / Doctor of Philosophy (PhD)

The purpose of this study was to determine teacher perception of education program suitability in Northern Saskatchewan. The sample consisted of one hundred sixty-five divisions I, II and III teachers in Northern Saskatchewan. Analysis was made on teachers as a total group, and teachers grouped according to the following variables: type of teaching certificate held; area of study in teacher training; total years of teaching experience; total years of teaching experience with Indian and Metis children; division level of experience with Indian and Metis children. Six hypotheses were proposed regarding the total group and the five variables.<p>In order to test these hypotheses, all teachers in divisions I, II and III in Northern Saskatchewan were asked to complete a questionnaire designed to determine their perception of education program suitability.<p> The first hypothesis, that teachers would generally perceive the education program as unsuitable, was tested by determination of standard score probability of error for teacher responses to Part II of the questionnaire. Hypotheses two to six inclusive, that teacher perception of education program suitability would vary according to the five variables mentioned above, were tested by means of multi-factor analysis of variance. Responses to Part III of the questionnaire were analyzed by means of frequency tables.<p>It was found that generally teachers felt that the education program in Northern Saskatchewan was unsuitable. Areas of the program perceived as least suitable included programs in reading and literature, English and social studies. <p>The shortage of relevant resource materials was seen as a problem by a significant number of respondents. Areas perceived as most suitable by the teachers included nature science, mathematics, the adapted social studies program for pupils of Indian ancestry and pre-vocational and vocational courses.<p>When teachers were grouped according to the five variables referred to earlier, several significant differences in perception of education program suitability were noted. Teachers who had taken courses in Indian or cross-cultural education perceived the education program to be less suitable than did teachers who had not taken courses in these fields. It was also noted that teachers with less than four years of teaching experience with Indian and Metis children, and teachers with a total of less than four years of teaching experience perceived the education program to be less suitable than did teachers with more experience. A significant interaction was found to exist between area of study and division level. No significant differences were noted when teachers were grouped according to the type of teaching certificate they held, or according to the division level in which they had experience with Indian and Metis children.

The purpose of this study was to determine teacher perception of education program suitability in Northern Saskatchewan. The sample consisted of one hundred sixty-five divisions I, II and III teachers in Northern Saskatchewan. Analysis was made on teachers as a total group, and teachers grouped according to the following variables: type of teaching certificate held; area of study in teacher training; total years of teaching experience; total years of teaching experience with Indian and Metis children; division level of experience with Indian and Metis children. Six hypotheses were proposed regarding the total group and the five variables.<p>In order to test these hypotheses, all teachers in divisions I, II and III in Northern Saskatchewan were asked to complete a questionnaire designed to determine their perception of education program suitability.<p> The first hypothesis, that teachers would generally perceive the education program as unsuitable, was tested by determination of standard score probability of error for teacher responses to Part II of the questionnaire. Hypotheses two to six inclusive, that teacher perception of education program suitability would vary according to the five variables mentioned above, were tested by means of multi-factor analysis of variance. Responses to Part III of the questionnaire were analyzed by means of frequency tables.<p>It was found that generally teachers felt that the education program in Northern Saskatchewan was unsuitable. Areas of the program perceived as least suitable included programs in reading and literature, English and social studies. <p>The shortage of relevant resource materials was seen as a problem by a significant number of respondents. Areas perceived as most suitable by the teachers included nature science, mathematics, the adapted social studies program for pupils of Indian ancestry and pre-vocational and vocational courses.<p>When teachers were grouped according to the five variables referred to earlier, several significant differences in perception of education program suitability were noted. Teachers who had taken courses in Indian or cross-cultural education perceived the education program to be less suitable than did teachers who had not taken courses in these fields. It was also noted that teachers with less than four years of teaching experience with Indian and Metis children, and teachers with a total of less than four years of teaching experience perceived the education program to be less suitable than did teachers with more experience. A significant interaction was found to exist between area of study and division level. No significant differences were noted when teachers were grouped according to the type of teaching certificate they held, or according to the division level in which they had experience with Indian and Metis children.