This document summarizes a research study that examined the views of educational leaders in Saskatchewan and Prince Edward Island on promoting educational success for Aboriginal learners. The study used a qualitative multi-case design to interview six principals in each province. The findings revealed that the principals viewed education through a philosophy that all students can learn, held high expectations for Aboriginal students, and focused on physical and psychological wellness through ensuring safety, belonging and relationships. The principals also emphasized indigenizing teaching through relevant, hands-on learning and involving communities. The discussion concluded that the principals' leadership aligned with Aboriginal worldviews and emphasized relationships, reciprocity, responsibility and relevance.
On behalf of NAAEE, NABT, and NCGE, 15 delegates were chosen to travel to Northern Peru in August 2010. This presentation is about those who sought to participate and who are participating on behalf of international exchange in education
Dr. MinJeong Kim, NATIONAL FORUM OF TEACHER EDUCATION JOURNAL, 23(3) 2013William Kritsonis
Dr. MinJeong Kim, NATIONAL FORUM OF TEACHER EDUCATION JOURNAL, 23(3) 2013 - NATIONAL FORUM JOURNALS (Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
How teachers can make their classrooms more culturally sensitive and culturally responsive. This presentation was prepared as a group project for a class on Diversity at Broward College
Bitterroot as a metaphor for decolonizing education Starleigh Grass
This presentation was delivered by Starleigh Grass on October 25th, 2012, at the University of British Columbia Okanagan hosted by the Equity Office. To learn more about Starleigh's work you can visit twinkleshappyplace.blogspot.com
On behalf of NAAEE, NABT, and NCGE, 15 delegates were chosen to travel to Northern Peru in August 2010. This presentation is about those who sought to participate and who are participating on behalf of international exchange in education
Dr. MinJeong Kim, NATIONAL FORUM OF TEACHER EDUCATION JOURNAL, 23(3) 2013William Kritsonis
Dr. MinJeong Kim, NATIONAL FORUM OF TEACHER EDUCATION JOURNAL, 23(3) 2013 - NATIONAL FORUM JOURNALS (Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
How teachers can make their classrooms more culturally sensitive and culturally responsive. This presentation was prepared as a group project for a class on Diversity at Broward College
Bitterroot as a metaphor for decolonizing education Starleigh Grass
This presentation was delivered by Starleigh Grass on October 25th, 2012, at the University of British Columbia Okanagan hosted by the Equity Office. To learn more about Starleigh's work you can visit twinkleshappyplace.blogspot.com
Un breve análisis sobre los efectos a las personas de que esté desapareciendo la "tiendita de la esquina" en México, debido a las tiendas de conveniencia.
Conferencia de Alejandro Montufar Helu Jiménez de la relación de la comunicación y los mercados financieros, presentada en el COLESH, en Ixmiquilpan, Hidalgo el 5 de diciembre de 2015.
Tipo de servicios prestados por la firma de consultoría OCENA: evaluación, minería de datos, regulación, costeo, trámites, mejora regulatoria, crowdfunding, PLD, entre otros.
Análisis de política para reducir la tasa de obesidad en niños, niñas y adolescentes en el municipio de Mixquiahuala de Juárez del estado de Hidalgo, en México.
North Bridge and Wikibon, announced the results of its sixth annual Future of Cloud Computing Survey, which analyzes trends in cloud computing, adoption, use and challenges on a yearly basis. The study provides the broadest and deepest exploration of cloud in the industry with 53 leading cloud companies participating as collaborators. This year’s survey received 1,351 responses, a record-breaking number, representing a 60/40 balance of user/vendor perspectives spanning senior executives to practitioners across all industry sectors such as Technology, F.I.R.E., Government, Healthcare, Manufacturing, Media, Professional Services and Transportation.
According to Wikibon’s July 2016 report based on market conditions and recent public cloud revenue results of Amazon, Microsoft, Oracle, SAP, and IBM; public cloud spending is expected to accelerate rapidly, growing from $75B in 2015 to $522B by 2026 at a compound annual growth rate of 19%. Within each public cloud segment continued rapid growth rates are also expected during this period: SaaS (19% CAGR), PaaS (33% CAGR), and IaaS (18% CAGR). Wikibon estimates that by 2026, cloud will account for nearly 50% of spending related to enterprise hardware, software, and outsourcing services.
Cloud Strategy
Based on our survey, while slightly less than 50% of all companies either have a cloud first or cloud only strategy; some form of cloud strategy is pervasive among all with 90% of companies surveyed reporting that they use it in some way.
A new finding this year is the fact that a surprisingly high number, 42%, of companies surveyed derive 50% or more of their business through cloud-based applications. In fact, a whopping 79.9% of the companies surveyed were getting some revenue from the cloud. This speaks to the digital transformation occurring across many industries and how many are looking to not only move more quickly with the cloud but profit from it as well.
Read more: http://www.northbridge.com/2016-future-cloud-computing-survey
Lecture on New Zeland demograhics taken from the 2006 New Zealand Statistics cesus and also looks at research on effectiveness for teachers in classrooms.
Design an Exemplary Early Childhood Environment (Indoor & Outdoor)LinaCovington707
Design an Exemplary Early Childhood Environment (Indoor & Outdoor)
You have been given the opportunity to design an early childhood environment for three, four, and five-year-old children.
· What would this look like?
· What features would you include in the design of an ideal learning space for young children in contemporary settings (e.g., room(s), floor, colour of walls, outdoor equipment), as informed through our course readings and resources?
· Inspired by Fleer and other authors in our course, share/describe what are ways in which you would involve the voices of the children, their families, and the community in the design of this space?
· Consider how the space you will develop would draw on the natural beauty of the Province of British Columbia? If so, how? What materials would you include in the classroom?
· If your place of residence is elsewhere, what are natural elements from your region or area that you would consider, how, and why?
· Document, illustrate, and reference
In this assignment, consider including sketches, drawings, photographs, or floor plans to enrich your written description of this early childhood setting.
Relate your ideas and theories to the course readings (Modules One to Six) and reference accordingly.
This assignment should be approximately 6-7 pages excluding a cover page, references and 1-3 pages of photos and images (Times New Roman font, 12 pt., double spacing, American Psychological Association [APA] format).
Please see the assignment evaluation guide for details.
ECED 407 Assessment 2-guide -Ji Eun Kim-2.pdfDownload ECED 407 Assessment 2-guide -Ji Eun Kim-2.pdf
Please submit your paper in a MS word doc file format (not PDF).
Module One Readings:
· Curtis, D. & Carter, M. (2014). Designs for Living and Learning (Chapter 3, pp. 59-87). St Paul, MN: Redleaf Press.
· Fleer, M. (2003). Early childhood education as an evolving "community of practice" or as lived "social reproduction": Researching the 'taken-for-granted'. Contemporary Issues in Early Childhood 4(1), 64-79. Available at: http://methodenpool.uni-koeln.de/communities/viewpdf.pdf (Links to an external site.)
· Nolan, A. & Raban, B. (2015) Chapter 1: Theories and perspectives.In A.Nolan and B. Raban, Theories into Practice: Understanding and rethinking our work with young children, pp. 5-13. Retrieved from http://www.earlychildhoodaustralia.org.au/shop/wp-content/uploads/2015/06/SUND606_sample.pdf (Links to an external site.)
· Complementary:
Indigenous Early Learning and Child Care Framework (2018). https://www.canada.ca/content/dam/canada/employment-social-development/programs/indigenous-early-learning/1352-IELCC_Report-EN.pdf
Module 2 Readings:
· BC Ministry of Education (2019). British Columbia Early Learning Framework, pp.11-15. Retrieved from https://www2.gov.bc.ca/assets/gov/education/early-learning/teach/earlylearning/early_learning_framework.pdf. https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach ...
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This ethnographic analysis of Bhutanese students enrolled in a community college is a cultural translation of samaj (community). Student experiences inside and outside the classroom are examined through interviews, observation, and participant observation. Responses from community college instructors are also analyzed leading to a necessary call for change.
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Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Tr...Janice K. Jones
Dr Janice K. Jones discusses the conduct and outcomes of her narrative autoethnographic participatory research in a non-traditional and play based learning context in rural Australia, and considers implications for policies and practices of education arising from
Using culturally relevant pedagogy to promote student identity, motivation an...
Hawaii PowerP(Dec23'14) (1)
1. Promoting Educational Success of
Aboriginal Learners:
Views of Educational Leaders in
Two Canadian Provinces
By: Jane P. Preston1, Tim R. Claypool2, Jill A.
Martin1, William Rowluck2, & Brenda Green3
(1University of Prince Edward Island, 2University of
Saskatchewan, 3Saskatoon Public School Division)
2.
Introduction to Canada
Purpose of Research
Literature Review
Methodology & Research Design
Thematic Findings
Discussion
Overview of Presentation
3.
4.
To describe the leadership perceptions and
practices of principals who promote positive
school experiences for Aboriginal students
Purpose of Research
5. Infuse Aboriginal language and culture (Kanu, 2011; Paul-
Gould, 2012; Preston, 2008, 2014; Sock, 2012)
Decolonize curriculum (Battiste, 2013)
Promoting learning where student is an active
learner (Aikenhead & Mitchell, 2011; Archibald, 1995)
Transition programs for high school and
postsecondary situations (Bruce & Marlin, 2012; Canadian School
Boards Association, 2011)
Elder presence in schools (Canadian School Boards
Association, 2011)
Literature Review:
Supporting Education for Aboriginal Students
6. Interaction with the land, promotion of language and culture,
promotion of family, and community service (Leon, 2012)
Rooted in collective values and co-determined outcomes
aimed at social equality and social change (Benham & Murakami,
2013; Gutiérrez, 2012; Leon, 2012; Ottmann, 2005)
Attending to the community’s needs, above individual needs
(Julien, Wright, & Zinni, 2010)
Making decision via consensus (Bennet & Rowley, 2004)
Incorporating spirituality into one’s beliefs and actions (Felicity,
1999)
Relevancy, responsibility, respect, and reciprocity (Gardner, 2012;
Pidgeon, 2012)
Literature Review: Aboriginal Leadership
7.
Methodology & Research Design
• Qualitative Study: Researcher emphasize the
ontological belief that reality is the co-creation of
interactions between people.
• Multi-Case Design: Used to acquire a better
understanding of the perceptions and practices of
principals in the contexts of Saskatchewan and
Prince Edward Island.
8.
Pseudonym Location Gender #
Interviews
Approx # Ab St.
Enrol in Sc
Holds-Ropes Sask M 1 10-30%
Strong-Wrestler Sask M 1 10-30%
Their-Soil Sask M 1 10-30%
Two-Paths Sask M 2 80-98%
With-People Sask F 1 80-98%
Alan PEI M 2 5-10%
Becky PEI F 2 5-10%
Isabel PEI F 2 5-10%
Jenny PEI F 2 5-10%
Participant Description
9. Students can and will learn
“All kids can learn . . . They learn differently. They
learn at different speeds. They learn in different ways,
but all can learn” (Becky).
Their-Soil stated, “It comes down to us being
responsive to the learner, relative to who they are as a
person but also relative to who they are as a learner.”
FINDINGS Philosophy of Education
10. High Expectations for Aboriginal Students
“They [Aboriginal students] can achieve just like
everyone else.”(Isabel).
“Number one, first and foremost when it comes to
educating children is we have to have high
expectations and high expectations academically and
behaviourally” (Their-Soil).
FINDINGS Philosophy of Education
11. Physical Safety
“The number one thing is to make school a safe place.
Make the children know that, when they walk through
the door, they are safe whether it is in the classroom,
hallways, bathroom, or wherever they are in the
school. That means there are anti-bullying campaigns,
lots of supervision, and providing a quality
curriculum all the time” (Jenny)
FINDINGS Physical and Psychological Wellness
12. Sense of Belonging
“When students develop that sense of identity, that
sense of belonging, they’re going to be much more
engaged in the school generally, and much more
committed to being here” (Two-Paths).
“When I see a kid from [name of First Nation
community], one of the first things I do is introduce
him to the soccer coach and track coach, because
soccer and track are huge [in that community]”
(Holds-Ropes).
FINDINGS Physical and Psychological Wellness
13. With Students
“I know every kid’s name in this school” (Many-
Ropes).
“We have almost every teacher in this school doing
extracurricular, and that’s how you build
relationships.” (Holds-Ropes).
FINDINGS Relationships, Relationships, Relationships
14. With Parents
“I make time to meet with parents. I just texted some
parents to arrange a time for them to come. Parents
are always surprised that I get to see them in 10 to 15
minutes or even in the same day” (Holds-Ropes).
“Parents are quite happy if you ask them to come in
and do beadwork with the kids. We have more
success in doing that than say, having them come out
for a meeting” (With-People).
FINDINGS Relationships, Relationships, Relationships
15. With Aboriginal Communities
“If you asked any of our Aboriginal students how they
feel about the school, they would have a positive
outlook on it, because of my relationship with their
community is strong” (Alan)
“Me showing up once a month [for an education
meeting], going to a Christmas concert or a language
festival, or being called out to help in an interview
process at the band office…” directly and indirectly
shows the Aboriginal student that the principal cares.
(Their-Soil)
FINDINGS Relationships, Relationships, Relationships
16. Indigenized teaching
“If you want to talk about Aboriginal pedagogies and
ways of knowing, … it’s about working together and
collaborating, observing, communicating with each
other, supporting each other. That’s sort of the context
in which curriculum is tackled, and, when you do that,
it kind of opens the door for power sharing in the
classroom … When you do that, you’re sharing the
power of learning with your students, and they
become more authors of their learning. It becomes
more relevant, because they can take an outcome and
they can connect it with who they are in their world
and where they want to take it” (Two-Paths).
FINDINGS School Curriculum
17.
Many perceptions and practices directly aligned with an
Aboriginal worldview
relevant, hands-on, and experiential student learning.
involvement in apprenticeship or mentorship programs.
the concept of interconnectedness and relationships
between educators, students, parents, and community
members.
the concept reciprocity when learning from First Nations
communities, in turn, these leaders could use and give their
knowledge to better meet the needs of Aboriginal students
in their school
Discussion
18.
Principals whose leadership style embodies relationships,
reciprocity, responsibility, and relevancy (trait valued via
Aboriginal leadership) are individuals who work toward
improving the educational experience for all students,
regardless of ethnicity.
Concluding Remark
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Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Saskatoon, SK: Purich.
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educational leadership (3rd ed., pp. 148–165). San Francisco, CA: John Wiley & Sons.
Bennett, J., & Rowley, S. (Eds.). (2004). Uqalurait: An oral history of Nunavut. Kingston, ON:McGill-Queen’s University Press.
Bruce, D., & Marlin, A. (2012). Literature review on factors affecting the transition of Aboriginal youth from school to work. Toronto, ON: Council of
Ministers of Education, Canada.
Canadian School Boards Association. (2011, December 6). Best practices in public education across Canada: The Urban Aboriginal Education Project—
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leadership: Native narratives on building strong communities (pp. 125–135). Vancouver, BC: UBC Press.
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Julien, M., Wright, B., & Zinni, D. M. (2010). Stories from the circle: Leadership lessons learned from Aboriginal leaders. The Leadership
Quarterly, 21(1), 114–126.
Kanu, Y. (2011). Integrating Aboriginal perspectives into the school curriculum: Purposes, possibilities, and challenges. Toronto, ON: University of
Toronto Press.
Lear, G. (2012). Leadership lesson from the Medicine Wheel: The seven elements of high performance. Charleston, SC: Advantage.
Leon, A. Y. (2012). Elder’s teaching on leadership as a gift. In C. Kenny & T. N. Fraser (Eds.), Living Indigenous leadership: Native narratives on
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Ottmann, J. (2005). Aboriginal leadership and management: First Nations leadership development. Banff, AB: The Banff Centre.
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References