Recognizing Native Americans And Promoting Inclusivity Of Indigenous Peoples,
2021
Stephen F Austin State University
Recognizing Native Americans And Promoting Inclusivity Of Indigenous Peoples, Jasmine Violet Hassan
Diversity Conference
In this presentation, there will be exploration of where we stand in terms of Native American sacred grounds in Nacogdoches, debunking the "Chief Caddo" head, and misconceptions about Native Americans. Furthermore, attendees will learn about modern day slurs towards Native Americans and how to promote inclusivity of these communities.
Internet Connectivity Among Indigenous And Tribal Communities In North America - A Focus On Social And Educational Outcomes,
2021
University of Pennsylvania Law School
Internet Connectivity Among Indigenous And Tribal Communities In North America - A Focus On Social And Educational Outcomes, Christopher S. Yoo, Leon Gwaka, Muge Haseki
Faculty Scholarship at Penn Carey Law
Broadband access is an important part of enhancing rural community development, improving the general quality of life. Recent telecommunications stimulus projects in the U.S. and Canada were intended to increase availability of broadband through funding infrastructure investments, largely in rural and remote regions. However, there are various small, remote, and rural communities, who remain unconnected. Connectivity is especially important for indigenous and tribal communities to access opportunities for various public services as they are generally located in remote areas. In 2016, the FCC reported that 41% of U.S. citizens living on tribal lands, and 68% of those in the rural …
Exploring The Lived Experience Of Kumeyaay College Graduates,
2021
Bethel University
Exploring The Lived Experience Of Kumeyaay College Graduates, Ricardo Rafael Ramos
All Electronic Theses and Dissertations
The purpose of this study was to explore the lived experience during participation in higher education of Kumeyaay Indian Nation college graduates. Specifically, the study investigated the factors graduates perceived to contribute to their persistence and attainment of a baccalaureate degree within six years of enrollment at a four-year institution of higher education. Participants included twelve participants who self-identified as members of the Kumeyaay Indian Nation who had earned at least a baccalaureate degree from a four-year institution of higher education within six years of enrollment. MaxQDA was used to organize, code, and synthesize interview transcripts to develop themes pertaining …
Review Of Sharuko: El Arqueólogo Peruano/Peruvian Archaeologist Julio C. Tello By Monica Brown,
2021
Cedarville University
Review Of Sharuko: El Arqueólogo Peruano/Peruvian Archaeologist Julio C. Tello By Monica Brown, Katie E. Gosman
Library Intern Book Reviews
No abstract provided.
Desculturización De Los Estudiantes Migrantes Ecuatorianos De La Comunidad Kichwa Del Colegio Liceo Nacional Antonia Santos Ied De Bogotá. Lineamientos Educativos En Clave Intercultural,
2021
Universidad de La Salle, Bogotá
Desculturización De Los Estudiantes Migrantes Ecuatorianos De La Comunidad Kichwa Del Colegio Liceo Nacional Antonia Santos Ied De Bogotá. Lineamientos Educativos En Clave Intercultural, Damaris Eunice Garzón Lozano
Maestría en Docencia
El presente trabajo de investigación tuvo como propósito identificar los aspectos relacionados con el fenómeno de desculturización en estudiantes migrantes ecuatorianos de la comunidad indígena Kichwa, presentes en el Colegio Liceo Nacional Antonia Santos IED de la ciudad de Bogotá. Dicho colegio, estuvo inscrito en el macroproyecto “Migración y escuela”, el cual buscó identificar los rasgos característicos de esta problemática y elaborar unos lineamientos educativos en clave intercultural para preservar sus raíces y costumbres. Se escogió esta institución educativa, puesto que es la que cuenta con más estudiantes de la comunidad Kichwa en Bogotá, esto es, más de un centenar …
Equity In Language Programs: Revitalizing Indigenous Languages In Secondary School In Anchorage, Alaska,
2021
University of San Francisco
Equity In Language Programs: Revitalizing Indigenous Languages In Secondary School In Anchorage, Alaska, Betsy Watson (Paskvan)
Doctoral Dissertations
"Wherever there is a situation of domination and subordination between any two groups, whatever their color or religion, this will be reflected in the language relationship: one language dominating the other." —wa Thiong’o (2011, p. 244) Indigenous language and culture education efforts in Anchorage, Alaska are limited by omissions in the public school curriculum. One of the many reasons for this is that policy makers believe there is not sufficient demand for Alaska Native languages in public schools. Further there is a perceived lack of language teacher-leaders and experts to build programs for Alaska Native language instruction. This study used …
The Imagen Story: A Framework For Restoring Indigenous Girl Societies,
2021
Population Council
The Imagen Story: A Framework For Restoring Indigenous Girl Societies, Kelly Hallman, Lisa Polen, Katey Peck
Poverty, Gender, and Youth
The Indigenous Adolescent Girls’ Empowerment Network (IMAGEN) builds upon long-standing Native cultural traditions, providing platforms for intergenerational transmission of matrilineal knowledge. Girl Societies recognize the unique responsibilities held by and challenges facing Native girls, thus offering culturally grounded, Indigenous-led systems of support.
Indigenous Assessment Developers On Elements Of The Disjuncture-Response Dialectic: A Critical Comparative Case Study,
2021
University of San Francisco
Indigenous Assessment Developers On Elements Of The Disjuncture-Response Dialectic: A Critical Comparative Case Study, David A. Sul
Doctoral Dissertations
The disjuncture-response dialectic proposes that the assessment development practices of Indigenous assessment developers exist within a broader environment where attention to broader themes such as settler colonialism (Wolfe, 2006) and Indigenous sovereignty is incorporated. To understand this dialectic, this study sought insight from Indigenous assessment developers about the issues they face when developing culturally specific assessments for use within their environments and settings.This study used a critical (Giroux, 1979; Horkheimer, 2018; McKenzie, 2012) comparative case study approach (Bartlett & Vavrus, 2017) with a convenience sample of three Indigenous assessment developers representing a cross-section of culturally specific assessment development projects across …
Aboriginal Community-Led Preservice Teacher Education: Learning From Country In The City,
2021
The University of Technology Sydney
Aboriginal Community-Led Preservice Teacher Education: Learning From Country In The City, Katrina Thorpe, Cathie Burgess, Suzanne Egan
Australian Journal of Teacher Education
In Australia it is well documented that teachers continue to struggle with implementing Aboriginal content, pedagogies and engaging with Aboriginal communities. This paper describes a research project analysing place-based learning for preservice teachers at an urban university led by Aboriginal community members. We argue that place-based learning is critical in developing preservice teacher’s knowledge and confidence in Aboriginal education. Surveys, individual and group yarns provided in-depth data from 64 participants completing elective courses including place-based ‘Learning from Country’ (LFC) experiences. Three key findings emerge from the data. Firstly, the utility of an experiential ‘learning by doing’ approach, secondly, the profound …
Connecting Youth To Nature: Environmental Education’S Role In The Future Of Wellbeing And Stewardship,
2021
Claremont Colleges
Connecting Youth To Nature: Environmental Education’S Role In The Future Of Wellbeing And Stewardship, Claire Generous
Pomona Senior Theses
In 2005, the term Nature-deficit disorder was coined by Richard Louv to describe the childhood costs of alienation from nature including diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses. The increasing use of technology, stricter parenting, local ordinances, biophobia, socioeconomic status, and coronavirus all contribute to Nature-deficit disorder. To mitigate and reverse Nature-deficit disorder and its consequences, children must connect with nature. Nature connection improves children’s health and wellbeing and increases environmentally responsible behavior. Nature connection can improve physical, spiritual, psychological, and social wellbeing. Children who spend more time in nature report lower …
Ethnobotany Interpretive Signs At The Fort Missoula Native Plant Garden,
2021
University of Montana
Ethnobotany Interpretive Signs At The Fort Missoula Native Plant Garden, Magalloway E. Gammons
Undergraduate Theses, Professional Papers, and Capstone Artifacts
This is a series of 11 ethnobotany interpretive signs for the Fort Missoula Native Plant Garden. The signs contain the name, identification information, Salish ethnobotanical uses, and an illustration of each plant. Names are listed in Latin, Salish, and common English. Featured plants: Ribes aureum, Prunus virginiana, Sambucus cerulea, Lewisia rediviva, Pinus ponderosa, Populus trichocarpa, Cornus sericea, Juniperus scopulorum, Mahonia repens, and Amelanchier alnifolia.
A Book Review On Learner Identity And Beliefs In Efl Writing,
2020
Framingham State University
A Book Review On Learner Identity And Beliefs In Efl Writing, Hilal Peker Phd, Metin Torlak M.A.
Journal of English Learner Education
This review focuses on the book Learner Identity and Learner Beliefs in EFL Writing by Olga Majchrzak. The book is one of the edited books in the series of Second Language Learning and Teaching by Miroslav Pawlak from Springer International Publishing. The review addresses the issues that the book explores such as learner identity in foreign language writing, EFL student beliefs, and students’ attitudes about EFL writing as explored by the author. The book could be used by students and researchers focusing on writing and also by writing instructors who would like to have class discussions on how students’ identities …
The Power Of A Name: Nontraditional Names, Teacher Efficacy, And Expected Learning Outcomes,
2020
University of South Florida
The Power Of A Name: Nontraditional Names, Teacher Efficacy, And Expected Learning Outcomes, Lasonya L. Moore, Martha S Lue Stewart Dr., Dena D. Slanda, Anais Placencia, Meznari M. Moore
Journal of English Learner Education
Names serve as important identifiers and carry with them hopes for a generation as well as pride in one’s culture. A name is often an extension of one’s culture or language and represents their identity. With the increasing student diversity across our nation, many students in our K-12 public schools may have uncommon or nontraditional names. Public school teachers, who are predominantly White, may find these names unfamiliar, difficult to pronounce or difficult to spell. Despite a name’s unfamiliarity, classroom teachers must have the knowledge and disposition to create a space that signals to a student that their name is …
From Esl To Eal: Moving From A Deficit Framework To An Asset Framework,
2020
SUNY Erie Community College
From Esl To Eal: Moving From A Deficit Framework To An Asset Framework, Karen Bordonaro
Journal of English Learner Education
This article describes a self-directed autoethnographic research study of how the author moved from a deficit to an asset perspective in working with non-native speakers of English. Reframing this perspective took place by investigating how the author’s lived experiences as an ESL instructor intersected with the learning theories of language learner autonomy, plurilingualism, and internationalization at home to create positive flashpoints. These flashpoints included offering choices, marking learner success, and embedding cultural information into domestic settings. By engaging in these reflections, a widened perspective of moving from English as a second language to English as an additional language was reached. …
Collaborating With K-12 Partners: Improving Preservice Teachers’ Self-Efficacy In Teaching Rural English Learners Science Through A Guided Experiential Learning Opportunity,
2020
Independent Researcher
Collaborating With K-12 Partners: Improving Preservice Teachers’ Self-Efficacy In Teaching Rural English Learners Science Through A Guided Experiential Learning Opportunity, Dana Manning, Erin Pearce
Journal of English Learner Education
With changing demographics in the United States, educator preparations programs (EPPs) must consider incorporating more experiential learning opportunities for preservice teachers to grow in their self-efficacy when working in diverse classrooms. At a rural university in the southern United States, researchers designed an instructional unit that transcended three educator preparation courses to provide an opportunity for students to design and deliver a 5E science lesson to English learners from a rural school district. The results from this study indicate that preservice teachers’ self-efficacy in teaching English learners increased as evidenced by the Teacher Sense of Self- Efficacy Scale, adapted for …
Regenerating Teacher Education Programs With Indigenous Knowledge In Idaho,
2020
University of Idaho
Regenerating Teacher Education Programs With Indigenous Knowledge In Idaho, Vanessa Anthony-Stevens, Johanna Jones, Victor Begay
Northwest Journal of Teacher Education
This paper examines movements in educational policy to address the inequitable schooling experiences of American Indian youth. We look specifically at recent policy revisions to teacher education standards in the state of Idaho which intend to address preservice teachers’ knowledge and dispositions to build understanding and respect for Indigenous ways of knowing and tribal sovereignty in classrooms and schools. We argue that critical, culturally based teacher training programs can prepare competent, equity conscious teachers to address the unique challenges of schools, especially those serving Indigenous youth. Such frameworks are vital acts of social justice education which benefit all students.
Contextualizing Wilson’S Information Behavior Model In Seeking Indigenous Information For Hiv Prevention Among Adolescents In Secondary Schools, Uganda,
2020
Kabale University
Contextualizing Wilson’S Information Behavior Model In Seeking Indigenous Information For Hiv Prevention Among Adolescents In Secondary Schools, Uganda, Nina Olivia Rugambwa, Martha Lyaka, Lois Nankya Mutibwa
Library Philosophy and Practice (e-journal)
Effective communication of quality health information in emergency situations is critical in curbing the spread of diseases. Health programs promoting both biomedical and indigenous representations in HIV prevention have been found to be more effective than those that ignore lay representations. Nonetheless, there is still limited documentation on indigenous information supporting health choices among adolescents in secondary schools in Uganda. Besides, the information sources from where adolescents seek this information are not clear. This paper presents Wilson’s Information Behavior model as the theoretical anchor used to understand how utilization of Indigenous information can be enhanced among adolescents for improved health …
Geography Field Trips: Why Getting Dirty Matters,
2020
Avondale University College
Geography Field Trips: Why Getting Dirty Matters, Beverly J. Christian, Tiani R. Page
TEACH Journal of Christian Education
Geography, as taught in schools, traditionally engages students in field trips which have a 'hands-on' approach towards exploring the physical and human environment. However, there is a trend towards running virtual field trips as sophisticated technologies enable more realistic on-line experiences. This investigation explores past and current literature about field trips and evaluates them against the aims of the Australian Geography Curriculum. The literature reveals that virtual field trips have the potential to offer equal and sometimes superior opportunities to meet the curriculum aims relating to knowledge and understanding. The literature also suggests that on-site field trips potentially offer a …
The Problem-Based Learning Approach Towards Developing Soft Skills: A Systematic Review,
2020
COMSATS University Islamabad (Vehari Campus)
The Problem-Based Learning Approach Towards Developing Soft Skills: A Systematic Review, Sadia Deep, Ali Ahmed, Nazia Suleman, Muhammad Zahid Abbas, Uzma Naza, Hina Shaheen, Abdul Razzaq
The Qualitative Report
In this paper, we review systematically the role of problem-based learning (PBL) in developing soft skills in Technical and Vocational Education and Training (TVET) and other fields of studies. The Systematic Literature Review (SLR) includes the most recent empirical, review, and conceptual studies from TVET and other multiple fields of studies including medicine, humanities, and engineering between the years of 2001 and 2016 collected from four databases. A qualitative method was used to accomplish the systematic review. After the collection of articles, the selected studies were analyzed through thematic analysis. From this review, we concluded that PBL as an instructional …
Website Capture: Native American Programs,
2020
The University of Maine
Website Capture: Native American Programs, University Of Maine, Native American Studies Program
General University of Maine Publications
Through the Native American programs website, you can access information about Native American Studies, the Wabanaki Center, the Native American Tuition Waiver and Scholarship Program, and information about University of Maine programs that promote, support and provide educational opportunities for and about Wabanaki peoples across the State of Maine and beyond.
