31 |
A study of the influence of preschool settings on school achievementHumphrey, Sharon McNeel, January 2008 (has links)
Thesis (Ph.D.)--Mississippi State University. Department of Educational Leadership. / Title from title screen. Includes bibliographical references.
|
32 |
Adoption in the Seabird Island BandNordlund, Elizabeth Anne 05 1900 (has links)
In the past, the Ministry of Social Services and Housing has
placed many native children from the Seabird Island Band, a
Salish band in the Sta’lo Nation, in permanent placement or
adoption off the reserve. Government agencies imposed a system
of child welfare that superseded Seabird Island adoption
practices. The Seabird Island Band members would prefer to see
these children placed within the band through ‘custom’ adoption.
In apprehension and placement court cases, the band social worker
has needed documented information defining ‘custom’ adoption, and
data regarding the benefits of this Seabird Island process. This
thesis investigates and documents the process and results of
adoption on the Seabird Island Indian Reserve.
This thesis begins with a brief history of Canadian adoption
policy as it applies to First Nations people. The thesis is
based on detailed taped interviews with Seabird Island Band
members who had experienced foster care and/or adoption. This
fieldwork was the result of negotiation with the Seabird Island
Band to discover the type of research that they needed. The
thesis documents four kinds of adoption experience of the Seabird
Island members: foster care, closed legal adoption, open
adoption, and ‘custom’ adoption. In my analysis of these
adoption experiences, three main themes occur: (1) issues of
ethnic identity, (2) power and the child welfare system, and (3)
the definition and functions of ‘custom’ adoption.
The thesis concludes that the imposed system of child welfare
based on Euro-western ideas of appropriate child care may have
destroyed or seriously damaged some Seabird Island Band members’
sense of ethnic identity. As well, it may be a factor in the
break-up of the extended family. ‘Custom’ adoption, as defined by
Seabird Island Band members, offers an alternate model for
keeping apprehended Seabird Island children within the band.
Open adoption, as defined by the pilot project documented, is an
alternative for those children who cannot be returned to the
band. I have made several recommendations in the conclusion for
the Seabird Island Band’s consideration. / Arts, Faculty of / Anthropology, Department of / Graduate
|
33 |
The road back from hell? : First Nations, self-government, and the universal goal of child protection in CanadaHarris, Sonia Ruth 11 1900 (has links)
The Canadian child welfare system has increasingly found itself under attack for its
treatment of First Nations children. The charge is made that it imposes a colonial regime
on First Nations families which negates the importance of their cultural identity, and
devalues their cultural practices and traditions. Self-government is consistently advanced
as the only appropriate response. The question this thesis addresses is whether too much
faith is placed in self-government, without sufficient protections for children in the
communities.
The issue of First Nations child welfare is placed within the wider debates over the
need for decolonisation in Canada. It is a premise of this thesis that First Nations hold an
inherent right to self-government which demands respect for their sovereign authority in
core areas such as child welfare. However, self-government is not a panacea for First
Nations communities. The legacy of colonialism continues to manifest itself in the socioeconomic
problems prevalent on many reserves/These problems pose a direct challenge to
self-governing child welfare agencies and to the safety of the children in their care.
This raises the dilemma of how to ensure the fundamental rights of First Nations
children are effectively protected, whilst also respecting the 'sovereign' jurisdiction of
First Nations communities. The attempts of non-native society to impose controls on First
Nations governments, principally through the imposition of the Canadian Charter, are
rejected on the basis they continue to perpetuate a colonial philosophy. However,
adopting a theory of 'rejuvenated universalism,' and on the basis of a dialogue with three
native controlled child welfare agencies in British Columbia, it is argued that agreement on
fundamental standards of child welfare could be forged across native and non-native
cultures. It is suggested these standards should be guaranteed in a Children's Charter
binding all governments in Canada. A Children's Charter which has been developed
through fully inclusive cross-cultural dialogue, and which consequently reflects the values
of all the various cultures, would provide an essential mechanism for the external
evaluation and review of child welfare agencies in Canada, whether native or non-native,
according to their own freely accepted values and principles. / Law, Peter A. Allard School of / Graduate
|
34 |
Investigating the picture book preferences of grade four Aboriginal studentsBoyle, Erin Elizabeth O'Byrne 05 1900 (has links)
The purpose of the study is to investigate the picture book
preferences of grade four Aboriginal students, to discover what books
have the greatest appeal and to determine which specific factors
influence their choices. The study took place at an inner city elementary
school with a high population of Aboriginal students located in the heart
of the Canadian prairies.
Experienced educators know that the majority of Aboriginal
chidlren come to school with little or no exposure to books. Studies have
shown that the ability or lack of ability to read at grade level is a strong
indicator of future academic success. Teachers and librarians have little
information available to assist them in choosing literature that will be of
interest to Aboriginal students and motivate them to read and through
practice improve their reading skills. Provincial governments are looking
for research that addresses the needs of this growing population.
Twelve grade four Aboriginal students participated in the study,
seven boys and five girls. The students viewed forty-five books that were
divided into three sets of fifteen and chose one book from each set to
read and respond to through writing and/or drawing. After the book
selection and response sessions were complete, the researcher
interviewed each child to determine the one book they would most want
to take home.
The study concludes that: 1) Students preferred to read picture
books portraying Aboriginal characters that reflected their own image; 2)
Students transposed the urban and rural settings in the Aboriginal
books to make relevant connections with their lives; 3) Aboriginal books
portraying Aboriginal characters was the genre with the greatest appeal;
4) Students preferred vivid realistic illustrations; 5) Students background
experience frequently determined their preferences in books and also
increased their motivation to read; 5) Realistic pictures with minimal
amounts of text held great appeal for boys selecting information books.
It is hoped that the study will assist teachers and librarians in
selecting literature that will be of interest to Aboriginal students
encouraging them to read more and by improving their reading skills
raise the level of their general academic achievement. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
|
35 |
A comparative study of on-reservation and off-reservation students' reading and vocabulary scores at an off-reservation boarding schoolCharley-Baugus, Fern 01 January 1989 (has links)
No description available.
|
36 |
A comparative study of language deficits of reservation and urban Indian childrenPearce, Lezlie Kaye 01 January 1978 (has links)
This study sought to determine if there are any differences in an analysis of language samples between urban Indian, reservation Indian, and urban White first-grade children. The Mean Length of Response (MLR) (Templin, 1957), Developmental Sentence Score (DSS) (Lee, 1974), and individual DSS items were used to analyze language used by the three groups of children. The study involved thirty-nine children, thirteen children in each group, between the ages of six years, six months, and seven years, four months. All subjects were screened to determine grade, residency, Indian blood, speech, language, hearing, and physical status. Testing for hearing vocabulary was performed at the beginning of the testing situation to determine eligibility for the study.
|
37 |
Interpretation of English idioms by Indian and non-Indian childrenHoiland, Esther Amelia 03 July 2007
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.
|
38 |
Interpretation of English idioms by Indian and non-Indian childrenHoiland, 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.
|
39 |
Should home culture play a role in art education for Diné deaf and hard of hearing children? : a life history of coyote eyes, a Diné deaf rug weaverMcGregor, Tony Landon 05 May 2011 (has links)
Not available / text
|
40 |
First Nations child and family services: whither self-governance?MacDonald, Kelly A. 11 1900 (has links)
This thesis argues that despite political promises and rhetoric to the contrary the
federal and provincial governments maintain through their policies, legislation,
and regulations the continued assimilation of First Nations; under the guise of
supporting First Nations attempts to resume governance over child and family
services. It is my assertion that governments both federal, provincial and First
Nations need to begin a process and transition towards self-governance in child
and family services based on our traditional laws and practices, in order to
ensure the continued survival of our nations. I have set out a number of
preliminary options for assisting in the process of decolonization in the area of
child welfare.
This thesis is written from my perspective as a First Nations woman engaged in
the practice of law in the area of First Nations child and family services. A
perspective which is inspired by the political work of my relations in the
advancement of Aboriginal rights and title in British Columbia.
In chapter one I discuss the impact of colonization on First Nations children,
families, communities and governments and conclude that the state (federal and
provincial governments), far from promoting First Nations child welfare, have
served to create enormous despair, poverty, dependency, and an erosion of First
Nations cultures, languages, and governance. This chapter ends with a
discussion of First Nations values, practices and traditions in relation to child
rearing and "child protection.
Chapter two examines the recent changes to child and family service delivery in
British Columbia , changes which effectively continue the process of assimilation.
Chapter three examines the current delegated model of First Nations child and
family services in British Columbia. I argue that the delegated model is premised
on assimilation, in that First Nations are bound to comply with the very legislative
and administrative models that were illustrated in chapters one and two to have
had such a devastating impact on First Nations children, families, communities
and governments.
Finally, the fourth chapter provides an overview of the federal and provincial
constitutional framework and political "support" for self-government juxtaposed
against First Nations' perspectives of their inherent right to self-government. In
conclusion I propose a number of interim measures that would support First
Nations resumption of self-government of child and family services . It is
extremely important, in my opinion, that a process and transition towards true
self-governance begin as soon as possible building upon First Nations
community values and cultural practices.
|
Page generated in 0.0504 seconds