From the Publisher: “[Australian] Indigenous students typically achieve at significantly lower levels than non-Indigenous students by the time they reach year 3. This article reports on the findings of a longitudinal study conducted by the Australian Council for Educational Research called the Longitudinal English Literacy and Numeracy Survey for Indigenous Students commenced in 2000. The findings show that there are several key underlaying factors present in schools that support growth in achievement for Indigenous students: leadership; good teaching; student attendance and engagement; and Indigenous presence at the school.”
From the Publisher: “The analyses presented in this report show that there are still large gaps in the socioeconomic background of [Australian] Indigenous and non- Indigenous students. Lower levels of attendance at pre-school, less access to home educational resources, and parents with lower levels of experience of education contribute to many Indigenous children starting school at a disadvantage and then these problems compound as throughout their school lives Indigenous students are more likely to be late to school on a regular basis, to miss consecutive months of schooling, and to change school several times. In national tests in the early years of primary schooling, Indigenous students consistently achieve at lower levels than their non- Indigenous peers, and as schooling continues, the gaps that are there at the beginning of primary school gradually widen as poor attendance compounds a poor start to school. Lower achievement and discontinuity of schooling can lead to lower levels of self-confidence and self-efficacy, which in turn further hinder academic achievement. One of the aims of education is to provide students with opportunities in their lives, and it is important that students and their parents understand the impact of their choices in terms of limiting these opportunity. School systems can and should have a role in furthering this understanding, not just putting punitive measures into place to combat truancy.”
Reyhner provides a review of research focused on the impact of community, family, and schools on the academic success of American Indian/Alaska Native (AI/AN) students. There are reviews of literature that provide a broad overview of AI/AN education, but the author narrows the paper down to focus specifically on the roles of traditional cultures on educational outcomes. Some of the reviewed research describes incongruence between AI/AN native cultures and that of the schooling enterprise, particularly in terms of schools that sought to minimize students’ attachments to their cultures. Other review research describes schools that actively incorporate native culture and language, including schools that are community-controlled. Though Reyhner’s review does not provide detail on classroom practices or strategies for educators to adopt, it does highlight relevant research for educators seeking to adjust classroom and school culture to be inclusive for AI/AN students.
From the Producer: “In this online webinar, REL Mid-Atlantic, Division H of the American Educational Research Association, and REL Northwest teamed up for a presentation and discussion of strategies that states and districts can use to communicate with the public about the new assessments linked to the Common Core.” The main speaker, Joshua Thomases, Dean at the Bank Street College of Education, shared New York City lessons from new Common Core-based assessments in 2012/13.”
This document provides sets of clearly articulated guidelines that address issues of concern in the documentation, representation, and utilization of traditional cultural knowledge as they relate to the roles of various participants, including Elders, authors, curriculum developers, classroom teachers, publishers, and researchers. Special attention is given to the educational implications for the integration of indigenous knowledge and practices in schools throughout Alaska.
This handbook presents an overview of culturally responsive Alaska Native science curriculum, including vignettes and samples of classroom lessons. The author describes ways in which existing learning models can be modified to include Alaskan Native methods for teaching and learning, with suggestions of how to include Native elders in meaningful ways.
The handbook discusses best practices within inquiry-based teaching and practices that may bridge differences between inquiry and traditional forms of instruction. A variety of culturally relevant materials are either included or listed in a reference section.