- About
-
The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 1 to 9 of 9 (0.077 seconds)| 1 |
Assessing the Influence of First Nation Education Counsellors on First Nation Post-secondary Students and Their Program ChoicesWilliamson, Pamela Margaret Elizabeth 13 June 2011 (has links)
The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students’ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post-Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students would not have been able to achieve post-secondary educational levels without PSSSP support.
Eight self-selected First Nation Education counsellors and twenty-nine First Nation post-secondary students participated in paper surveys, and five students and one counsellor agreed to complete a follow-up interview. The quantitative and qualitative results revealed differences in the perceptions of the two survey groups as to whether First Nation education counsellors influenced students’ post-secondary program choices. Students perceived themselves to be their greatest influence, while the counsellors felt their influence was greater once students made their program decisions, through encouragement and follow up support.
The study raised questions regarding challenges faced by First Nation education counsellors to provide consistent academic, personal and cultural/social supports to their sponsored students. While the study suggested the role of First Nation education counsellors had evolved little from its original financial-administrative role and toward a more rounded offering including interpersonal, academic and cultural supports, in keeping with an educational decolonization process, counsellors face chronic program under funding and are under-staffed. To enhance First Nation students’ academic success, federal and provincial governments and First Nations are encouraged to further support First Nation education counsellors with greater training opportunities (expansion of the Ontario Native Education Counselling Association’s Native Counsellor Training Program), a higher ratio of counsellors to students, and support and promotion of their ability to provide interpersonal and academic counselling.
The study challenged First Nation education counsellors to seek more opportunities to maintain consistent engagement with their students, especially with more autonomous or older students. First Nation students were also challenged to seek more from their counsellors than sponsorship.
|
| 2 |
Assessing the Influence of First Nation Education Counsellors on First Nation Post-secondary Students and Their Program ChoicesWilliamson, Pamela Margaret Elizabeth 13 June 2011 (has links)
The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students’ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post-Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students would not have been able to achieve post-secondary educational levels without PSSSP support.
Eight self-selected First Nation Education counsellors and twenty-nine First Nation post-secondary students participated in paper surveys, and five students and one counsellor agreed to complete a follow-up interview. The quantitative and qualitative results revealed differences in the perceptions of the two survey groups as to whether First Nation education counsellors influenced students’ post-secondary program choices. Students perceived themselves to be their greatest influence, while the counsellors felt their influence was greater once students made their program decisions, through encouragement and follow up support.
The study raised questions regarding challenges faced by First Nation education counsellors to provide consistent academic, personal and cultural/social supports to their sponsored students. While the study suggested the role of First Nation education counsellors had evolved little from its original financial-administrative role and toward a more rounded offering including interpersonal, academic and cultural supports, in keeping with an educational decolonization process, counsellors face chronic program under funding and are under-staffed. To enhance First Nation students’ academic success, federal and provincial governments and First Nations are encouraged to further support First Nation education counsellors with greater training opportunities (expansion of the Ontario Native Education Counselling Association’s Native Counsellor Training Program), a higher ratio of counsellors to students, and support and promotion of their ability to provide interpersonal and academic counselling.
The study challenged First Nation education counsellors to seek more opportunities to maintain consistent engagement with their students, especially with more autonomous or older students. First Nation students were also challenged to seek more from their counsellors than sponsorship.
|
| 3 |
Dynamic assessment of learning potential of Indian adolescents in algebraScissons, Mary Bridgid Alice 23 July 2007
The purpose of the present study was to use an alternate psychoeducational assessment method to examine learning potential of Indian students in an academic domain, specifically Algebra. The study examined six Indian adolescents early in their Year Seven Mathematics. For the purpose of this study, the students were classified as achievers or non-achievers based on Canadian Test of Basic Skills (CTBS) grade equivalent scores, and Grade 7 Mathematics marks on the First Report Card.<p>
A cross-case analysis of verbal and nonverbal protocol data gathered from the six Indian achieving and non-achieving Grade Seven students, and reduced through use of a technique developed by Giorgi, yielded information regarding the subjects' internalization processes of algebraic concepts. Vygotsky's zone of proximal development methodology, which was employed in the study, permitted the researcher to investigate processes used by the students during learning, maintenance, and near and far transfer tasks. While verbal and nonverbal communication styles appeared to distinguish achieving from non-achieving students, those same traits did not seem to affect efficiency in problem solving as observed during the present study. Other characteristics such as language usage, questioning techniques, and risk taking were the traits which most clearly affected the students' problem solving skills.<p>
During the present study, formal metacognitive data proved hard to collect. This may be attributed to the reluctance of some students to participate in the questioning, and to the difficulty other students experienced In understanding the questions. All students had difficulty at some stage of the study in generating a rule to explain how they had solved the problems.<p>
The results of the present study indicated that there were qualitative differences in problem solving between subjects. Those qualitative differences did not follow a pattern of achievement versus non-achievement as delineated by CTBS scores and classroom evaluation in Mathematics. Zone proximal development methodology provided a process assessment which uncovered learning potential profiles that were masked by static standardized tests.
|
| 4 |
Dynamic assessment of learning potential of Indian adolescents in algebraScissons, Mary Bridgid Alice 23 July 2007 (has links)
The purpose of the present study was to use an alternate psychoeducational assessment method to examine learning potential of Indian students in an academic domain, specifically Algebra. The study examined six Indian adolescents early in their Year Seven Mathematics. For the purpose of this study, the students were classified as achievers or non-achievers based on Canadian Test of Basic Skills (CTBS) grade equivalent scores, and Grade 7 Mathematics marks on the First Report Card.<p>
A cross-case analysis of verbal and nonverbal protocol data gathered from the six Indian achieving and non-achieving Grade Seven students, and reduced through use of a technique developed by Giorgi, yielded information regarding the subjects' internalization processes of algebraic concepts. Vygotsky's zone of proximal development methodology, which was employed in the study, permitted the researcher to investigate processes used by the students during learning, maintenance, and near and far transfer tasks. While verbal and nonverbal communication styles appeared to distinguish achieving from non-achieving students, those same traits did not seem to affect efficiency in problem solving as observed during the present study. Other characteristics such as language usage, questioning techniques, and risk taking were the traits which most clearly affected the students' problem solving skills.<p>
During the present study, formal metacognitive data proved hard to collect. This may be attributed to the reluctance of some students to participate in the questioning, and to the difficulty other students experienced In understanding the questions. All students had difficulty at some stage of the study in generating a rule to explain how they had solved the problems.<p>
The results of the present study indicated that there were qualitative differences in problem solving between subjects. Those qualitative differences did not follow a pattern of achievement versus non-achievement as delineated by CTBS scores and classroom evaluation in Mathematics. Zone proximal development methodology provided a process assessment which uncovered learning potential profiles that were masked by static standardized tests.
|
| 5 |
A foundation for Cree immersion educationFredeen, Shirley Margaret 23 November 2007
This study provides selected research findings on which decisions can be based in planning an in-school, publicly funded, Cree immersion program from kindergarten to grade 8 in Saskatchewan. The study was an analysis of language education research relating to the learner in immersion programs. Consequences of immersion education for student linguistic, psycho-social, and educational development were examined and reported. <p>Immersion programs for French, and to a lesser extent, for heritage languages in Canada, have been extensively researched. Immersion programs for Indian languages are few and are relatively unreported. There is, however, an increasing interest in the creation of immersion programs in Indian schools. <p> The analysis of research relating to publicly-funded French, heritage language, and Indian language immersion programs in Canada revealed support for the creation of an early total Cree immersion program. It could have neutral or positive effects on student linguistic, psycho-social, and educational development, under specific program conditions. The following consequences for students were projected: <p>1. a positive effect on Cree language proficiency. Native-like proficiency levels would not necessarily result. <br>2. a neutral or positive effect on cognitive development.<br>3. a positive effect on attitudes toward the Cree language and culture, and a strengthening of Indian identity. <br>4. a neutral or positive effect on self-concet. <br>5. a lessening of social distance between the generations.<p>6. a positive effect on attitudes toward language learning and the immersion experience. <br>7. a positive effect on student understanding of cultural, social, and political aspects of Indian/non-Indian relations.<br>8. a neutral effect on English language and literacy development. Temporary lags in English literacy skills could be expected until after the teaching of English reading. Skill levels could become equivalent to those of comparable students in regular programs within one school year, with the possible exception of spelling.<br>9. a neutral or positive effect on overall educational achievement. Greater understanding of their Indian culture, lowered drop-out rates, and improved work study skills could be predicted. <p> Certain program characteristics which were identified as essential if all of the projected neutral or positive consequences were to be realized include: <p>1. an early total immersion program model.<br> 2. an immersion centre setting.<br>3. introduction of Cree literacy before English literacy.<br>4. adequate Cree language resource materials, for all subjects and grades taught in Cree.<br>5. fluently bilingual and biliterate qualified teachers with specialized training in bilingual education.<br>6. subjects to be taught in Cree to be selected dependent on the availability of resource materials and qualified teachers.<br>7. a carefully planned and implemented program. <p>A Cree immersion program could result in enhanced cognitive and linguistic abilities to the extent that Cree were spoken in students' homes, and that students had opportunities to use Cree outside of the school. Under identified program conditions, early total Cree immersion could have at least neutral 'effects on student self-concept, cognitive development, English language development and academic achievement. It could have positive effects on student Cree language proficiency, attitudes toward the Cree language and culture, attitudes toward language learning, sociopolitical perceptions, communication within the family, retention rates, work study skills, and knowledge about Indian cultures. Cree proficiency attained by students might not be native-like, but could be at a level which would allow them to learn through Cree, and to continue learning the Cree language and culture.
|
| 6 |
A foundation for Cree immersion educationFredeen, Shirley Margaret 23 November 2007 (has links)
This study provides selected research findings on which decisions can be based in planning an in-school, publicly funded, Cree immersion program from kindergarten to grade 8 in Saskatchewan. The study was an analysis of language education research relating to the learner in immersion programs. Consequences of immersion education for student linguistic, psycho-social, and educational development were examined and reported. <p>Immersion programs for French, and to a lesser extent, for heritage languages in Canada, have been extensively researched. Immersion programs for Indian languages are few and are relatively unreported. There is, however, an increasing interest in the creation of immersion programs in Indian schools. <p> The analysis of research relating to publicly-funded French, heritage language, and Indian language immersion programs in Canada revealed support for the creation of an early total Cree immersion program. It could have neutral or positive effects on student linguistic, psycho-social, and educational development, under specific program conditions. The following consequences for students were projected: <p>1. a positive effect on Cree language proficiency. Native-like proficiency levels would not necessarily result. <br>2. a neutral or positive effect on cognitive development.<br>3. a positive effect on attitudes toward the Cree language and culture, and a strengthening of Indian identity. <br>4. a neutral or positive effect on self-concet. <br>5. a lessening of social distance between the generations.<p>6. a positive effect on attitudes toward language learning and the immersion experience. <br>7. a positive effect on student understanding of cultural, social, and political aspects of Indian/non-Indian relations.<br>8. a neutral effect on English language and literacy development. Temporary lags in English literacy skills could be expected until after the teaching of English reading. Skill levels could become equivalent to those of comparable students in regular programs within one school year, with the possible exception of spelling.<br>9. a neutral or positive effect on overall educational achievement. Greater understanding of their Indian culture, lowered drop-out rates, and improved work study skills could be predicted. <p> Certain program characteristics which were identified as essential if all of the projected neutral or positive consequences were to be realized include: <p>1. an early total immersion program model.<br> 2. an immersion centre setting.<br>3. introduction of Cree literacy before English literacy.<br>4. adequate Cree language resource materials, for all subjects and grades taught in Cree.<br>5. fluently bilingual and biliterate qualified teachers with specialized training in bilingual education.<br>6. subjects to be taught in Cree to be selected dependent on the availability of resource materials and qualified teachers.<br>7. a carefully planned and implemented program. <p>A Cree immersion program could result in enhanced cognitive and linguistic abilities to the extent that Cree were spoken in students' homes, and that students had opportunities to use Cree outside of the school. Under identified program conditions, early total Cree immersion could have at least neutral 'effects on student self-concept, cognitive development, English language development and academic achievement. It could have positive effects on student Cree language proficiency, attitudes toward the Cree language and culture, attitudes toward language learning, sociopolitical perceptions, communication within the family, retention rates, work study skills, and knowledge about Indian cultures. Cree proficiency attained by students might not be native-like, but could be at a level which would allow them to learn through Cree, and to continue learning the Cree language and culture.
|
| 7 |
A foundation for Cree immersion education1988 April 1900 (has links)
This study provides selected research findings on which decisions can be based in planning an in-school, publicly funded, Cree immersion program from kindergarten to grade 8 in Saskatchewan. The study was an analysis of language education research relating to the learner in immersion programs. Consequences of immersion education for student linguistic, psycho-social, and educational development were examined and reported. Immersion programs for French, and to a lesser extent, for heritage languages in Canada, have been extensively researched. Immersion programs for Indian languages are few and are relatively unreported. There is, however, an increasing interest in the creation of immersion programs in Indian schools. The analysis of research relating to publicly-funded French, heritage language, and Indian language immersion programs in Canada revealed support for the creation of an early total Cree immersion program. It could have neutral or positive effects on student linguistic, psycho-social, and educational development, under specific program conditions. The following consequences for students were projected: 1. a positive effect on Cree language proficiency. Native-like proficiency levels would not necessarily result. 2. a neutral or positive effect on cognitive development.3. a positive effect on attitudes toward the Cree language and culture, and a strengthening of Indian identity. 4. a neutral or positive effect on self-concet. 5. a lessening of social distance between the generations.6. a positive effect on attitudes toward language learning and the immersion experience. 7. a positive effect on student understanding of cultural, social, and political aspects of Indian/non-Indian relations.8. a neutral effect on English language and literacy development. Temporary lags in English literacy skills could be expected until after the teaching of English reading. Skill levels could become equivalent to those of comparable students in regular programs within one school year, with the possible exception of spelling.9. a neutral or positive effect on overall educational achievement. Greater understanding of their Indian culture, lowered drop-out rates, and improved work study skills could be predicted. Certain program characteristics which were identified as essential if all of the projected neutral or positive consequences were to be realized include: 1. an early total immersion program model. 2. an immersion centre setting.3. introduction of Cree literacy before English literacy.4. adequate Cree language resource materials, for all subjects and grades taught in Cree.5. fluently bilingual and biliterate qualified teachers with specialized training in bilingual education.6. subjects to be taught in Cree to be selected dependent on the availability of resource materials and qualified teachers.7. a carefully planned and implemented program. A Cree immersion program could result in enhanced cognitive and linguistic abilities to the extent that Cree were spoken in students' homes, and that students had opportunities to use Cree outside of the school. Under identified program conditions, early total Cree immersion could have at least neutral 'effects on student self-concept, cognitive development, English language development and academic achievement. It could have positive effects on student Cree language proficiency, attitudes toward the Cree language and culture, attitudes toward language learning, sociopolitical perceptions, communication within the family, retention rates, work study skills, and knowledge about Indian cultures. Cree proficiency attained by students might not be native-like, but could be at a level which would allow them to learn through Cree, and to continue learning the Cree language and culture.
|
| 8 |
We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern OntarioLandon, Rocky 17 December 2012 (has links)
The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews.
This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research.
There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and
iii
were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers.
This study offers some suggestions on how to improve the practice of educating First Nation secondary students.
|
| 9 |
We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern OntarioLandon, Rocky 17 December 2012 (has links)
The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews.
This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research.
There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and
iii
were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers.
This study offers some suggestions on how to improve the practice of educating First Nation secondary students.
|
Page generated in 0.1195 seconds