Author: United States. Office of Educational Research and ImprovementPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
AMERICAN INDIAN AND ALASKA NATIVE EDUCATION RESEARCH AGENDA... ED462216... U.S. DEPARTMENT OF EDUCATION
Author: United States. Office of Educational Research and ImprovementPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Developing a New Research Agenda for American Indian and Alaska Native Education
Author: American Indian and Alaska Native Education Research Agenda, Draft #6
Author: Research Agenda Working Group (U.S.)Publisher:
ISBN:
Category : Education
Languages : en
Pages : 120
Book Description
American Indian and Alaska Native Education Research Agenda
Author: Research Agenda Working Group (U.S.)Publisher:
ISBN:
Category : Education
Languages : en
Pages : 53
Book Description
American Indian and Alaska Native Education Research Agenda Literature Review, Draft 6/4/01
Author: Research Agenda Working Group (U.S.)Publisher:
ISBN:
Category : Education
Languages : en
Pages : 130
Book Description
American Indian Education, 2nd Edition
Author: Jon ReyhnerPublisher: University of Oklahoma Press
ISBN: 0806159901
Category : History
Languages : en
Pages : 479
Book Description
Before Europeans arrived in North America, Indigenous peoples spoke more than three hundred languages and followed almost as many distinct belief systems and lifeways. But in childrearing, the different Indian societies had certain practices in common—including training for survival and teaching tribal traditions. The history of American Indian education from colonial times to the present is a story of how Euro-Americans disrupted and suppressed these common cultural practices, and how Indians actively pursued and preserved them. American Indian Education recounts that history from the earliest missionary and government attempts to Christianize and “civilize” Indian children to the most recent efforts to revitalize Native cultures and return control of schools to Indigenous peoples. Extensive firsthand testimony from teachers and students offers unique insight into the varying experiences of Indian education. Historians and educators Jon Reyhner and Jeanne Eder begin by discussing Indian childrearing practices and the work of colonial missionaries in New France (Canada), New England, Mexico, and California, then conduct readers through the full array of government programs aimed at educating Indian children. From the passage of the Civilization Act of 1819 to the formation of the Bureau of Indian Affairs in 1824 and the establishment of Indian reservations and vocation-oriented boarding schools, the authors frame Native education through federal policy eras: treaties, removal, assimilation, reorganization, termination, and self-determination. Thoroughly updated for this second edition, American Indian Education is the most comprehensive single-volume account, useful for students, educators, historians, activists, and public servants interested in the history and efficacy of educational reforms past and present.
American Indians and Alaska Natives in Postsecondary Education
Author: D. Michael PavelPublisher: U.S. Government Printing Office
ISBN:
Category : Social Science
Languages : en
Pages : 432
Book Description
This sourcebook is a comprehensive compilation of data on American Indian and Alaska Native participation in higher education, primarily 4-year and 2-year universities and colleges, including tribal colleges. Data cover undergraduate students, graduate students, and faculty, as well as student outcomes following graduation. Data sources include the National Center for Education Statistics, the Bureau of the Census, and various published surveys and reports. The introduction explains terminology, data limitations, and structure of the sourcebook. Chapters cover: (1) American Indian and Alaska Native demography and a historical overview of Native American postsecondary education in the United States; (2) Native American access to higher education in terms of high school performance and graduation, scores on college entrance examinations, and student risk factors; (3) Native postsecondary enrollment, 1976-94, (by institution level and control and student sex, attendance status, degree level, major field of study, institution, and state), as well as student persistence and graduation rates; (4) degree completions, characteristics of degree recipients, and institutions awarding the largest number of degrees to Native Americans; (5) receipt and use of student financial aid; (6) American Indian and Alaska Native college faculty and staff, salaries, tenure, and distribution; and (7) historical overview and highlights of each of the 30 tribal colleges. Many data tables and figures are included. Appendices contain 80 references, supplemental data tables for the first six chapters, standard error tables, a glossary and list of acronyms, and over 200 additional sources of information. (SV)
Developing a New Research Agenda for American Indian and Alaska Native Education
Author: Setting the Agenda
Author: William StrangPublisher:
ISBN:
Category : Arctic peoples
Languages : en
Pages : 2
Book Description
Deconstructing the Myths
Author: Catching the Dream, Albuquerque, NM.Publisher:
ISBN:
Category : Social Science
Languages : en
Pages : 174
Book Description
This report outlines a comprehensive research agenda for Indian education from the Native perspective. It resulted from a meeting held in Albuquerque, New Mexico in April 2000, planned by a national steering committee of Indian education researchers, administrators, and association executives. The introduction describes four traits of research in Indian education and calls for a long-term commitment of funding for the basic research that needs to be done, including gathering baseline information, the interaction of culture and education, factors that make Native students successful, school/family cooperation, the nature of Indian teacher and Indian student interaction, the effects of having more Indian teachers, characteristics of exemplary programs, and identifying policy changes that will improve outcomes for Indian students. Following the mission statement and summary is a statement of current problems and descriptions of task force recommendations. Separate task forces addressed each of 10 topics: early childhood education and teaching and learning styles, special education, social factors, professional preparation, tribal colleges and universities, mainstream colleges, multicultural and bilingual education, community education, education finance, and curriculum. Each task force presents its own statement of problems and identifies research priorities. Ten appendices present the meeting agenda, sponsoring organizations, steering committee members, conference chairman biography, Executive Order 13096, descriptions of topic areas, production of Native American teachers by college and year, list of attendees, invited guests, and a bibliography containing 23 references. (TD)