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Author: Cordelia Romero
Publisher:
ISBN:
Category :
Languages : en
Pages : 60
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Author: Cordelia Romero
Publisher:
ISBN:
Category :
Languages : en
Pages : 60
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Book Description
Author: Jonnye Kaibah Begay
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 77
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Book Description
Most educators believe that parental involvement and parental satisfaction with their children's school are key ingredients as to how each student will learn and become academically successful. Children learn best when significant adults are involved in their learning--parents, teachers, and other family and community members. The purpose of this quantitative study was to identify the factors that influence the extent of parental involvement in their children's school, to identify parental attitudes, and to identify perceptions of barriers as to parental involvement. Eight questions with subquestions compiled in a survey were responded to by 196 parents of children in two Arizona elementary schools adjacent to the Navajo Reservation having a combined total of 586 students whose ethnicities were Native American, White non-Hispanic, and Hispanic. One school had a state letter grade of A; the other a C. The survey data inquired as to demographic characteristics, how the parents were involved in their child's school, the level of communication with their child's school, satisfaction as to the school's expectations of their child, parent participation in decision-making, parents' image of the school, parents feeling welcomed in their child's school, and barriers faced as to involvement in their child's school. Parents' reasons for non-participation in school activities were in the areas of child-care, transportation, or not receiving announcements in a timely manner. Less than half of the parents responded that their child's principal responded to their concerns. However, more than half of the parents thought they were provided with excellent communication; three-fifths of parents responded that their schools held high expectations from their children. More than half of the parents felt welcomed by the front office, felt that the principal made parents feel welcomed, that their child's teacher made them feel welcomed; that the teachers responded to parents' concerns. More than half indicated that parents were provided specific strategies and necessary material for helping their child's learning. More research needs to be conducted to obtain the perceptions of Native American parents in the surrounding school districts adjacent to the Navajo Nation.
Author: Ruben Patricio Viramontez Anguiano
Publisher:
ISBN:
Category : Asian Americans
Languages : en
Pages : 294
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Author: Janet F. Varejcka
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 122
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Author: David Wallace Adams
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 422
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The last "Indian War" was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white "civilization" take root while childhood memories of "savagism" gradually faded to the point of extinction. In the words of one official: "Kill the Indian and save the man." Education for Extinction offers the first comprehensive account of this dispiriting effort. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a "total institution" designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training. Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men. The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiastically. Based upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism.
Author: Wendy Lee Sanderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 248
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Book Description
This research compared the involvement practices of American Indian parents with educator perceptions of each parent involvement activity's academic learning enhancement value. The study was initiated to address educator concerns about a perceived lack of American Indian parent involvement at the middle school level. Quantitative data was collected from educators and parents of American Indian middle school students, while qualitative data resulted from an interview with educators who work primarily with American Indian families. Results revealed that American Indian parents practice a variety of home- and school-based involvement activities, but educators consider some of these activities more learning enhancing than others. Specific parent involvement practices and modes of communication were associated with parents who reported an American Indian boarding school experience in the family history. Further research pertaining to American Indian parent involvement at all grade levels is recommended.
Author: Michelle M. Jacob
Publisher: IAP
ISBN: 1641139021
Category : Social Science
Languages : en
Pages : 291
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Book Description
On Indian Ground: Northwest is the second of ten regionally focused texts that explores American Indian/Alaska Native/Native Hawaiian education in depth. The text is designed to be used by educators of Native youth and emphasizes best practices found throughout the region. Previous texts on American Indian education make wide-ranging general assumptions that all American Indians are alike. This series promotes specific interventions and relies on Native ways of knowing to highlight place-based educational practices. On Indian Ground: Northwest looks at the history of Indian education across the Pacific Northwest region. Authors also analyze education policy and Tribal education departments to highlight early childhood education, gifted and talented educational practice, parental involvement, language revitalization, counseling, and research. These chapters expose cross-cutting themes of sustainability, historical bias, economic development, health and wellness and cultural competence.
Author: Ernest Kent Jones
Publisher:
ISBN:
Category : Indians of North America
Languages : en
Pages : 151
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Book Description
Educational reform measures, past and current, to involve parents in their children's schooling is shown to be lacking in the low-achieving schools. This project study explored parents' perceptions of involvement in school for American Indian children attending a rural public school district in western United States. The research questions investigated the effect of understanding parent preferences for involvement at school that would improve parental involvement and enhance student success. The theoretical framework for this project study were found in the works of Bronfenbrenners' ecological systems theory, Epsteins' overlapping spheres of influence, and Darling and Steinberg's contextual parenting model. A qualitative research design and case study interviewing approach identified parent involvement specifics at home and at school. The sample consisted of 3 American Indian parents of middle school students, and an interpretative data analysis included coding and categorizing themes from interview transcriptions and review of tribal artifacts with all sources identifying common goals about education in the region: (a) high expectations for academic achievement, (b) parent and community involvement in school governance, (c) collaboration with the community, and (d) effective communications with teachers and administrators to enhance student success. A 3-year longitudinal program, Parenting Academy for Academic Success (PAAS) was created to encourage and develop parent advocates for academic excellence at the school. The program design fosters parenting skills building and education advocacy through parent-led workshops. This project study promotes positive social change by increasing parental involvement at the school that can help improve academic achievement.
Author: Kristin Mary Geenen
Publisher:
ISBN:
Category : Indians of North America
Languages : en
Pages : 366
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Author: Carol Jane Ward
Publisher: Rowman Altamira
ISBN: 9780759106093
Category : Education
Languages : en
Pages : 286
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Book Description
Carol Ward examines persistent dropout rates among Native American youth, which remain high despite overall increases in Native adult education attainment in the last twenty years. Focusing on the experiences of the Northern Cheyenne nation, she evaluates historical, ethnographic, and quantitative data to determine the causes of these educational failures, and places this data in an economic, political, and cultural context. She shows that the rate of failure in this community is the result of conflicting approaches to socializing youth, the struggle between 'native capital' and 'human capital' development systems. With high rates of unemployment, poverty, and school dropouts, the Northern Cheyenne reservation provides some important lessons as Native Americans pursue greater educational success. This volume will be of use to policy makers, instructors of comparative education, Native American studies, sociology and anthropology.
