Narrowing the Achievement Gap for Native American Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Narrowing the Achievement Gap for Native American Students PDF full book. Access full book title Narrowing the Achievement Gap for Native American Students by Peggy McCardle. Download full books in PDF and EPUB format.
Author: Peggy McCardle Publisher: Routledge ISBN: 1317928229 Category : Education Languages : en Pages : 245
Book Description
There has been much talk and effort focused on the educational achievement gap between white versus black, Hispanic and American Indian students. While there has been some movement the gap has not appreciably narrowed, and it has narrowed the least for Native American students. This volume addresses this disparity by melding evidence-based instruction with culturally sensitive materials and approaches, outlining how we as educators and scientists can pay the educational debt we owe our children. In the tradition of the Native American authors who also contribute to it, this volume will be a series of "stories" that will reveal how the authors have built upon research evidence and linked it with their knowledge of history and culture to develop curricula, materials and methods for instruction of not only Native American students, but of all students. It provides a framework for educators to promote cultural awareness and honor the cultures and traditions that too few people know about. After each major section of the volume, the editors will provide commentary that will give an overview of these chapters and how they model approaches and activities that can be applied to other minority populations, including Blacks, Hispanics, and minority and indigenous groups in nations around the globe.
Author: Peggy McCardle Publisher: Routledge ISBN: 1317928229 Category : Education Languages : en Pages : 245
Book Description
There has been much talk and effort focused on the educational achievement gap between white versus black, Hispanic and American Indian students. While there has been some movement the gap has not appreciably narrowed, and it has narrowed the least for Native American students. This volume addresses this disparity by melding evidence-based instruction with culturally sensitive materials and approaches, outlining how we as educators and scientists can pay the educational debt we owe our children. In the tradition of the Native American authors who also contribute to it, this volume will be a series of "stories" that will reveal how the authors have built upon research evidence and linked it with their knowledge of history and culture to develop curricula, materials and methods for instruction of not only Native American students, but of all students. It provides a framework for educators to promote cultural awareness and honor the cultures and traditions that too few people know about. After each major section of the volume, the editors will provide commentary that will give an overview of these chapters and how they model approaches and activities that can be applied to other minority populations, including Blacks, Hispanics, and minority and indigenous groups in nations around the globe.
Author: Peggy McCardle Publisher: Routledge ISBN: 1317928210 Category : Education Languages : en Pages : 389
Book Description
There has been much talk and effort focused on the educational achievement gap between white versus black, Hispanic and American Indian students. While there has been some movement the gap has not appreciably narrowed, and it has narrowed the least for Native American students. This volume addresses this disparity by melding evidence-based instruction with culturally sensitive materials and approaches, outlining how we as educators and scientists can pay the educational debt we owe our children. In the tradition of the Native American authors who also contribute to it, this volume will be a series of "stories" that will reveal how the authors have built upon research evidence and linked it with their knowledge of history and culture to develop curricula, materials and methods for instruction of not only Native American students, but of all students. It provides a framework for educators to promote cultural awareness and honor the cultures and traditions that too few people know about. After each major section of the volume, the editors will provide commentary that will give an overview of these chapters and how they model approaches and activities that can be applied to other minority populations, including Blacks, Hispanics, and minority and indigenous groups in nations around the globe.
Author: Carrie Anne Lovato Publisher: ISBN: Category : Education Languages : en Pages : 280
Book Description
Large achievement gaps exist nationwide between the proficiency levels of Native American and White students. Data showed this achievement gap was evident in New Mexico's largest and highest density Native American school district. Native American students, 80.9% of the district's total student population, were not acquiring the same levels of academic achievement as White students on state achievement assessments. A qualitative case study of 10 educational stakeholders was conducted in Gallup McKinley County Schools (GMCS) in northwest, New Mexico to evaluate the achievement gap from an organizational and community perspective. Questions were designed to garner factors influencing Native American learning and achievement and to elicit organizational and community perspective on how GMCS could improve to meet the needs of Native American students. Individual interview data were coded and triangulated to develop themes to better understand the achievement gap through a critical race theoretical lens. Findings resulted in both outside-school-factors (OSFs) and inside-school-factors (ISFs) being attributed to differentials in learning between Native American and White students. Stakeholders felt an improvement in instructional leadership focused on practices in the classroom versus managerial tasks was of the utmost importance. Analysis also supported the presence of complex racial relations and unearthed evidence that community and organizational racism as well as tenets of colonization were existent in the district though oftentimes subtle and unintentional.
Author: Susan J. Paik Publisher: Springer Science & Business Media ISBN: 0387446117 Category : Education Languages : en Pages : 210
Book Description
This book provides effective strategies that can be used to improve academic achievement and well-being of minority students. It examines, collectively, three cultural groups on themes related to diverse families, immigration issues, and teaching and learning. The book conceptualizes opportunities and challenges in working with minority children in the context of the federal No Child Left Behind Act. It is a must-have reference for anyone who works with children.
Author: Terry Huffman Publisher: Rowman Altamira ISBN: 0759119937 Category : Education Languages : en Pages : 280
Book Description
Theoretical Perspectives on American Indian Education introduces four prominent theoretical perspectives on American Indian education: cultural discontinuity theory, structural inequality, interactionalist theory, and transculturation theory. By including readings that each feature a theoretical perspective, Huffman provides a comparison of each perspective's basic premise, fundamental assumptions regarding American Indian education, implications, and associated criticisms. Bringing together treatments on a variety of theories into one work, this book integrates current scholarship and discussions for researchers, students, and professionals involved in American Indian education.
Author: Lorena Denise Augustus Publisher: ISBN: Category : Languages : en Pages :
Book Description
Despite the emphasis on student achievement over the past 30 years, principals, teachers, and school leaders continue to make a concerted effort to address the definitive achievement gap, specifically between African Americans and Whites. While the gap may be narrowing, African American students underperform their peers and the opportunity for achieving at the same level as or better than their White, Hispanic, and Asian counterparts has continued to elude African American students. In a myriad of studies, the African American group encompasses the performance of all African American students, whether they have recently immigrated from Africa or other countries. This study compared the academic achievement of elementary-age African American students on TAKS. The findings indicate Immigrant African American students perform better than Native African American students in reading; and in math, Native African American students perform better than Immigrant African American students. There were areas where the results were statistically significant.
Author: Steven Nelson Publisher: ISBN: Category : Languages : en Pages : 5
Book Description
This document presents a summary of a larger report that focuses on student proficiency reading and math from 2003-04 to 2006-07. The report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 students in 26 states serving large populations of American Indian and Alaska Native students. In response to a request by the Council of Chief State School Officers (CCSSO), the study reports on the gap between American Indian and Alaska Native students and all other students on state achievement tests beginning in 2003/04, shortly after implementation of the No Child Left Behind Act (NCLB). It describes achievement patterns for grade 8 American Indian and Alaska Native students and all other grade 8 students between 2003/04 and 2006/07, focusing on student proficiency in reading and math on state assessments in 26 states serving large populations of American Indian and Alaska Native students. Staff at eight regional educational laboratories collected data on statewide assessment results, number of students tested, and annual measurable objectives for states with grade 8 state assessment data for 2003/04 (20 CCSSO network states and 6 other states that served at least 4,000 American Indian and Alaska Native students). Using annual measurable objectives, the researchers analyzed proficiency rates in each subject against NCLB goals by state. Proficiency rates were graphically arrayed for each state and subject across the four years to show patterns in the achievement gaps between American Indian and Alaska Native students and other students. This revealed changes in the performance of these students relative to all other students and to the annual measurable objective. Results indicate that in most states both American Indian and Alaska Native students and all other students experienced achievement gains across the study period. Although achievement gaps were generally found to persist, the American Indian and Alaska Native students were at least keeping pace by increasing in achievement along with all other students. The majority of states with three or four years of continuous data saw an increase in the proficiency rates of American Indian and Alaska Native students in both reading and math, with either a decrease in their performance deficit or, in states where their performance was above that of other groups, an increase in their performance lead over other students. [This summary was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory (REL) Northwest administered by Northwest Regional Educational Laboratory. For the associated full report, see ED505877.].
Author: Peggy McCardle
Author: Peggy McCardle
Author: Peggy McCardle
Author: Carrie Anne Lovato
Author: Susan J. Paik
Author: Terry Huffman
Author: Karen A. Whitney
Author: Ruby K. Payne
Author: Urban Education National Network
Author: Lorena Denise Augustus
Author: Steven Nelson