This qualitative study explores factors affecting the implementation of an elementary science curriculum in three schools in northern Saskatchewan. Data gathered from thirteen elementary level teachers indicate that most teachers interviewed possess a general vision of ideal science teaching and learning close to that presented in the provincial curriculum, but that most teachers believe that they are a considerable distance away from translating that vision into reality. Data indicate that few teachers use the curriculum on a regular basis or possess detailed familiarity with its components.<p>A variety of generic factors not unique to the north are creating challenges for teachers striving to implement the science curriculum. Tight timelines for implementation, as well as challenges such as class size, limited inservice availability, and infrequent networking opprtunities were identified as challenges. Many challenges were linked to the need to refine or acquire skills made more necessary by new curricula, as well as by other provincial and regional initiatives. The need to address such skill deficits is felt by most teachers, but is felt most acutely by those who are not recent graduates of teacher-training programs or those who rely primarily on locally available professional development within the context of the regular school year and setting.<p>Teachers in this study indicated that a greater degree of instructional leadership at the school division and school level would assist them in their efforts to implement mandated changes. Concern was also expressed that little monitoring of the implementation process by either their school division or by the provincial government had taken place.<p>A variety of factors unique to the North were identified as affecting implementation efforts. Teachers found the curriculum to be easily adapted for northern needs, as well as appropriate for students for whom English is a second language. General funding levels and special school division initiatives were also seen as helpful. Respondents, however, identified socioeconomic factors, questionable levels of instructional leadership, as well as distance between community and school as serious challenges to implementation.<p>This study confirms current research indicating that managing changes such as the implementation of an elementary science curriculum is a complex venture necessitating organizational and operational changes at school, school division, and provincial levels to encourage and support efforts to make schools learning organizations for both students and teachers. The study concludes with several recommended areas of further research, as well as with several specific action recommendations to assist with the implementation of new curricula.

This qualitative study explores factors affecting the implementation of an elementary science curriculum in three schools in northern Saskatchewan. Data gathered from thirteen elementary level teachers indicate that most teachers interviewed possess a general vision of ideal science teaching and learning close to that presented in the provincial curriculum, but that most teachers believe that they are a considerable distance away from translating that vision into reality. Data indicate that few teachers use the curriculum on a regular basis or possess detailed familiarity with its components.<p>A variety of generic factors not unique to the north are creating challenges for teachers striving to implement the science curriculum. Tight timelines for implementation, as well as challenges such as class size, limited inservice availability, and infrequent networking opprtunities were identified as challenges. Many challenges were linked to the need to refine or acquire skills made more necessary by new curricula, as well as by other provincial and regional initiatives. The need to address such skill deficits is felt by most teachers, but is felt most acutely by those who are not recent graduates of teacher-training programs or those who rely primarily on locally available professional development within the context of the regular school year and setting.<p>Teachers in this study indicated that a greater degree of instructional leadership at the school division and school level would assist them in their efforts to implement mandated changes. Concern was also expressed that little monitoring of the implementation process by either their school division or by the provincial government had taken place.<p>A variety of factors unique to the North were identified as affecting implementation efforts. Teachers found the curriculum to be easily adapted for northern needs, as well as appropriate for students for whom English is a second language. General funding levels and special school division initiatives were also seen as helpful. Respondents, however, identified socioeconomic factors, questionable levels of instructional leadership, as well as distance between community and school as serious challenges to implementation.<p>This study confirms current research indicating that managing changes such as the implementation of an elementary science curriculum is a complex venture necessitating organizational and operational changes at school, school division, and provincial levels to encourage and support efforts to make schools learning organizations for both students and teachers. The study concludes with several recommended areas of further research, as well as with several specific action recommendations to assist with the implementation of new curricula.

This inquiry answered the questions: What is the most culturally respectful method for a cross-cultural researcher to discover how northern Aboriginal people learn and make decisions about their health? What will be the common patterns of learning among northern Saskatchewan Aboriginal people who have altered their life path? And what strategies will any common patterns suggest for the development of health promotion and community development programs specific to the cultures and people of northern Saskatchewan? Six Aboriginal people, whom I call my teachers, were selected because they had turned their lives around to more closely approximate a Cree idea of health called mithwayawin or the Dene idea of health called hote Zgehenai. A literature search and consultations with my teachers suggested that a respectful form of cross-cultural inquiry was possible in northern Saskatchewan communities. Furthermore, there were common themes suggesting a foundation of wellness and resilience indicating that similar resiliency factors exist in northern cultures as exist in other cultures. As well, common patterns suggested a lateral thinking and learning style or creative problem solving that is different from vertical or linear thinking common to the scientific-industrial cultures. Moreover, other themes suggested that the teachers had a preference for accumulating experience over abstract analysis indicating the desirability of active participation by community members in defining health challenges, arriving at solutions and planning and implementing changes. Furthermore, other themes suggested that the teachers life long learning occurred in a holistic context indicating that health promotion strategies could provide rich social, physical, spiritual and mental contexts within which Northerners can learn. As well, other themes suggested that the teachers used an Aboriginal ecological learning process indicating that health promotion efforts could consider working to revitalize the cultural beliefs, values and practices and could provide a rich environment of spiritual, physical and social activities so that the people would have the opportunity to fully develop their brain, mind, body, memory continuum and thereby achieve balance. The findings further implied that increasing general health knowledge among Northerners and using a community health development process in northern communities are strategies that northern health promotion and community development workers could consider employing in their work. More detailed and specific strategies are suggested.

This inquiry answered the questions: What is the most culturally respectful method for a cross-cultural researcher to discover how northern Aboriginal people learn and make decisions about their health? What will be the common patterns of learning among northern Saskatchewan Aboriginal people who have altered their life path? And what strategies will any common patterns suggest for the development of health promotion and community development programs specific to the cultures and people of northern Saskatchewan? Six Aboriginal people, whom I call my teachers, were selected because they had turned their lives around to more closely approximate a Cree idea of health called mithwayawin or the Dene idea of health called hote Zgehenai. A literature search and consultations with my teachers suggested that a respectful form of cross-cultural inquiry was possible in northern Saskatchewan communities. Furthermore, there were common themes suggesting a foundation of wellness and resilience indicating that similar resiliency factors exist in northern cultures as exist in other cultures. As well, common patterns suggested a lateral thinking and learning style or creative problem solving that is different from vertical or linear thinking common to the scientific-industrial cultures. Moreover, other themes suggested that the teachers had a preference for accumulating experience over abstract analysis indicating the desirability of active participation by community members in defining health challenges, arriving at solutions and planning and implementing changes. Furthermore, other themes suggested that the teachers life long learning occurred in a holistic context indicating that health promotion strategies could provide rich social, physical, spiritual and mental contexts within which Northerners can learn. As well, other themes suggested that the teachers used an Aboriginal ecological learning process indicating that health promotion efforts could consider working to revitalize the cultural beliefs, values and practices and could provide a rich environment of spiritual, physical and social activities so that the people would have the opportunity to fully develop their brain, mind, body, memory continuum and thereby achieve balance. The findings further implied that increasing general health knowledge among Northerners and using a community health development process in northern communities are strategies that northern health promotion and community development workers could consider employing in their work. More detailed and specific strategies are suggested.

In 1944, the Cooperative Commonwealth Federation (CCF) entered northern Saskatchewan with the goal of utilizing natural resources and restructuring the northern economy through conservation and social policy in order to rehabilitate what they viewed as an impoverished Aboriginal population. This thesis analyzes the affects of government policy on the northwestern Saskatchewan Metis during the mid-twentieth century. Specifically, this study will examine how CCF policy affected the trapping economy and the socio-cultural traditions of the northern Metis. The northwestern Saskatchewan Metis participated in trapping as one of their main sources of income, while facing deflating market prices and government intervention. Through an analysis of archival records that included government documents, government employee and northern Metis correspondence, newspapers, community and government research initiatives and transcribed interviews done by previous projects, this study found that the new government policies were met with resistance by Metis trappers who wished to maintain their traditional trapping practices. Trapping for the Metis, was not only a source of income, it was a livelihood inseparable from their socio-cultural identities and worldview. Therefore, Metis worldview had a direct connection to their acceptance and resistance of CCF policy. More specifically, the northwestern Saskatchewan Metis had a specific “work ethic.” In order to explain Metis reactions to CCF policy Max Weber’s theoretical framework of a “work ethic” derived from The Protestant Ethic and the Spirit of Capitalism was utilized. In this thesis it is posited that the Metis work ethic was based upon the concept of wahkootowin, which placed high value on kinship systems and reciprocity. Wahkootowin encompassed all aspects of northern Metis life including the economy. These cultural values were also juxtaposed with living a “northern style of life,” which involved hard work and survival skills that allowed the Metis to flourish within the northern landscape. In the mid-twentieth century CCF conservation and social policy conflicted with the northwestern Saskatchewan Metis work ethic that was based on the principles of wahkootowin and the northern style of life.

Co-operative and State Ownership in Northern Saskatchewan Under the CCF Government examines the use of social ownership as a policy instrument by the Cooperative Commonwealth Federation (CCF) government in Northern Saskatchewan from 1944 to 1964. Led by Tommy Douglas, the new government defined numerous policy problems in the North stemming from both an economy dominated by private ownership and unstable natural resource based industries. Using two types of social ownership, crown corporations and co-operatives, the CCF sought to rectify these problems and improve the standard of living in Northern Saskatchewan. This study intends to determine whether the CCF government achieved its policy goals in Northern Saskatchewan and concludes that it accomplished its policy specific goals. Although the CCF may not have revolutionized the Northern economy, it did realize some of its policy goals in the North. <p> This study is significant because it is the first to focus solely on the program of social ownership that the CCF government implemented in the North and assess the success of the program on the CCFs terms. Moreover, this thesis offers a comprehensive review of the political origins and development of co-operatives in Northern Saskatchewan.

This dissertation examines the construction and evolution of categories of indigeneity within the context of the Oblate (Roman Catholic) apostolate at Île-à-Crosse in present-day north-western Saskatchewan between 1845 and 1898. While focusing on one central mission station, this study illuminates broad historical processes that informed Oblate perceptions and impelled their evolution over a fifty-three-year period. In particular, this study illuminates processes that shaped Oblate concepts of sauvage and métis. It does this through a qualitative analysis of missionary correspondence, mission records and published reports. In the process, this dissertation challenges the orthodox notion that Oblate commentators simply discovered and described a singular, empirically existing and readily identifiable Métis population. Rather, this dissertation contends that Oblates played an important role in the conceptual production of les métis.

A lack of reliable knowledge regarding the problems facing Indian and Metis people has hindered the development of intelligent programs and policies to facilitate their healthy integration into the larger Canadian society. Two large scale studies (Hawthorn, Belshaw, & Jamieson, 1958; Lagassé, 1959) have attempted to alleviate this problem by collecting extensive data on such aspects of Indian and Metis life as the community and family, resources, employment, education, relations with the law, social welfare needs, liquor and administration.<p> These broad studies dealt only indirectly with Indian and Metis philosophies, personalities and modes of thought, areas in which a comprehensive understanding will have to be achieved to thoroughly comprehend the nature of the problems facing people of Indian ancestry. The Hawthorn study stressed that other research which might follow should include topics such as those which lie within the vast area of psychology.

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.

<p>"Co-operative and State Ownership in Northern Saskatchewan Under the CCF Government" examines the use of social ownership as a policy instrument by the Cooperative Commonwealth Federation (CCF) government in Northern Saskatchewan from 1944 to 1964. Led by Tommy Douglas, the new government defined numerous policy problems in the North stemming from both an economy dominated by private ownership and unstable natural resource based industries. Using two types of social ownership, crown corporations and co-operatives, the CCF sought to rectify these problems and improve the standard of living in Northern Saskatchewan. This study intends to determine whether the CCF government achieved its policy goals in Northern Saskatchewan and concludes that it accomplished its policy-specific goals. Although the CCF may not have revolutionized the Northern economy, it did realize some of its policy goals in the North.</p> <p>This study is significant because it is the first to focus solely on the program of social ownership that the CCF government implemented in the North and assess the success of the program on the CCF's terms. Moreover, this thesis offers a comprehensive review of the political origins and development of co-operatives in Northern Saskatchewan.</p>