Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- Bank Street College of Education (66)
- Edith Cowan University (24)
- Nova Southeastern University (22)
- Utah State University (19)
- South Dakota State University (18)
-
- Kennesaw State University (13)
- Southern Illinois University Carbondale (13)
- United Arab Emirates University (13)
- University of Nebraska at Omaha (13)
- University of South Florida (13)
- Fordham University (12)
- Western Michigan University (12)
- Bowling Green State University (11)
- George Fox University (11)
- Walden University (10)
- Kansas State University Libraries (9)
- State University of New York College at Buffalo - Buffalo State College (9)
- Grand Valley State University (8)
- Claremont Colleges (7)
- Purdue University (7)
- Stephen F. Austin State University (7)
- Fayetteville State University (6)
- Pace University (6)
- University of Montana (6)
- Association of Arab Universities (5)
- Georgia College (5)
- Lewis and Clark Graduate School of Education and Counseling (5)
- Loyola Marymount University and Loyola Law School (5)
- Minnesota State University, Mankato (5)
- University of Central Florida (5)
- Keyword
-
- Early childhood education (43)
- Early childhood (32)
- Education (27)
- Preschool (23)
- Literacy (17)
-
- Early Childhood Education (13)
- Early intervention (12)
- Kindergarten (11)
- Play (11)
- Teacher education (11)
- Teaching (9)
- Collaboration (8)
- Resistance (8)
- Diversity (7)
- Early Childhood (7)
- Elementary education (7)
- Inclusion (7)
- September 11 (7)
- Trauma (7)
- Professional development (6)
- Reading (6)
- Teachers (6)
- Children (5)
- Curriculum (5)
- Elementary (5)
- Family (5)
- Inclusive education (5)
- Mathematics (5)
- Motivation (5)
- Preservice teachers (5)
- Publication Year
- Publication
-
- Occasional Paper Series (66)
- Australian Journal of Teacher Education (24)
- The Qualitative Report (22)
- Empowering Research for Educators (18)
- Journal of Early Hearing Detection and Intervention (16)
-
- Artizein: Arts and Teaching Journal (13)
- International Journal for Research in Education (13)
- Journal of Curriculum, Teaching, Learning and Leadership in Education (13)
- Georgia Journal of Literacy (12)
- Journal of Multilingual Education Research (12)
- The Christian Librarian (11)
- Journal of Educational Research and Practice (8)
- Michigan Reading Journal (7)
- International Journal of Playwork Practice (6)
- Journal of Research Initiatives (6)
- Perspectives on Early Childhood Psychology and Education (6)
- Reading Horizons: A Journal of Literacy and Language Arts (6)
- The Language and Literacy Spectrum (6)
- Democracy and Education (5)
- Journal of Catholic Education (5)
- Journal of Global Education and Research (5)
- The Corinthian (5)
- University of Montana Journal of Early Childhood Scholarship and Innovative Practice (5)
- Educational Considerations (4)
- Innovations and Critical Issues in Teaching and Learning (4)
- International Developments (4)
- Journal of Multicultural Affairs (4)
- Literacy Practice and Research (4)
- Purdue Journal of Service-Learning and International Engagement (4)
- The STEAM Journal (4)
Articles 31 - 60 of 453
Full-Text Articles in Education
Assessment Of The Early Childhood Physical Environments Centers According To (Cpers5) Scale. تقدير خصائص البيئات الفيزيقية لمراكز رعاية الطفولة المبكرة باستخدام مقياس (Cpers5), Zain Douba
Association of Arab Universities Journal for Education and Psychology
The research aims to prepare an arabized version of the scale for assessing the characteristics of physical environments for children in its fifth edition, the children`s physical environments rating scale (cpers5), prepared by moore, shogiyama, and o`donnell (m00re, sug iyama&o`donnell, 2012). The scale was built with the aim of providing a tool for estimating the characteristics of early childhood care center environments that include ages from birth to 6 years of age, on a scientific, accurate, and comprehensive basis, and to cover the shortco mings of previous standards in the field of assessing the quality of early childhood environments. It …
Global Educational Ramifications Of Covid-19 On Minorities And Students Living In Poverty Or Extreme Poverty: A Literature Review, Jessie S. Thacker-King
Global Educational Ramifications Of Covid-19 On Minorities And Students Living In Poverty Or Extreme Poverty: A Literature Review, Jessie S. Thacker-King
Journal of Global Education and Research
Public education requires all stakeholders to collaborate as a community and focus on the essential factors that create a path for student progress, growth, and maturity. The result nurtures students from kindergarten to graduation and beyond and affords them opportunities to become efficacious members of their communities. Schools are a business operating on the premise of the service industry, working collectively with and for the communities they serve. Their operational parameters are to work with all stakeholders to successfully facilitate excellence in education for all students regardless of gender, race, or socioeconomic status. Recent COVID-19 school closures have opened dialogues …
Cooperative Extension Programming For Early Care And Education Professionals During The First Year Of The Covid-19 Pandemic: Evidence From A National Survey Of Extension Systems, Katherine Speirs, Azriella Friedman, Courtney Luecking, Kyleigh Brown
Cooperative Extension Programming For Early Care And Education Professionals During The First Year Of The Covid-19 Pandemic: Evidence From A National Survey Of Extension Systems, Katherine Speirs, Azriella Friedman, Courtney Luecking, Kyleigh Brown
Journal of Human Sciences and Extension
Cooperative Extension Systems (CESs) provide programming to early care and education (ECE) professionals. The COVID-19 pandemic significantly impacted the needs of ECE professionals. The purpose of this study was to document how CESs helped ECE professionals respond to the pandemic during its first year and how Extension programming was altered in response to the pandemic. Between March and June 2020, representatives from all 87 CESs in the 50 U.S. states; Washington, DC; and six U.S. territories were invited to complete an online survey that included six questions about the pandemic. We received responses from 43 CESs (49% response rate). The …
Facilitating Effective Mathematical Teaching Practices In Preschool, Funda Gonulates, Jasook Gilbert
Facilitating Effective Mathematical Teaching Practices In Preschool, Funda Gonulates, Jasook Gilbert
Journal of Global Education and Research
Initial seeds for mathematics literacy are planted during early childhood. Children benefit when they are exposed to and provided with opportunities for math experiences that emphasize their holistic development and not just mathematics proficiency in isolation. This way of viewing and presenting mathematics to young children requires teachers who are equipped with strong mathematics teaching skills. This study examined a 21-hour professional development series for public school preschool teachers on early numeracy, geometry, mathematical reasoning, and teaching pedagogies. This professional development series aimed to help preschool teachers incorporate effective mathematical practices and increase their comfort level in teaching mathematics. Participants …
Teacher Certification During Multiple Pandemics In The Epicenter Of It All, Deborah Greenblatt 4509457
Teacher Certification During Multiple Pandemics In The Epicenter Of It All, Deborah Greenblatt 4509457
Excelsior: Leadership in Teaching and Learning
Teacher certification exams were put on hold as New York City became the epicenter of the COVID-19 crisis in March of 2020. State officials closed testing centers and school buildings, and teacher candidates began to panic as administrators at their student teaching placements worked feverishly to adjust. This changed teacher candidates’ ability to complete the performance assessment required for certification (edTPA). Concurrently, COVID-19 was disproportionally affecting the Black community (Phillips et al., 2020) and areas with limited financial resources. Based on the demographics of students at The City University of New York, there were extensive health challenges for many of …
Singing In Dark Times: Improvisational Singing With Children Amidst Ecological Crisis, Stephanie Schuurman-Olson
Singing In Dark Times: Improvisational Singing With Children Amidst Ecological Crisis, Stephanie Schuurman-Olson
Occasional Paper Series
Through this research-creation project -- which is represented by a process-driven ten-minute video -- the author asks what ways of knowing emerge when children and adults, more-than-human, and inhuman engage in improvised singing together in an urban park? This project recognizes our current "dark times" within ecological collapse and operates from a space that hopes to build relationality with sonic ecologies through listening-and-singing experiences, while centering the voices of children and other singers within the ecologies we sing in-and-with.
Painting Our Treescapes: A Visual, Gretel Olson, Ingrid Olson, Stephanie Schuurman-Olson
Painting Our Treescapes: A Visual, Gretel Olson, Ingrid Olson, Stephanie Schuurman-Olson
Occasional Paper Series
Two children (ages 6 and 9) represent an afternoon spent in their urban, wintery treescape through visual art, photo documentation, and written narrative. The first piece, "My Imaginary Forest", considers the seasons, animals, and issues of artistic representation of nature. The second piece describes the relationship between a favourite tree and a child, and considers others -- both present and future -- who also occupy "Our Knotty Tree". All of the words, visual art, and photo selection are those of the children.
Making Kin With Trees: Three Educators And Children Entangled With Treescapes, Stephanie Jones, Lindsey Lush, Sarah Whitaker
Making Kin With Trees: Three Educators And Children Entangled With Treescapes, Stephanie Jones, Lindsey Lush, Sarah Whitaker
Occasional Paper Series
In this article, three educators from one small U.S. city draw on Donna Haraway’s feminist, posthumanist idea of making kin to explore their personal relations with trees and their work as educators to support children’s entanglements with trees. Working in three very different contexts with children: a working-class neighborhood, a public school kindergarten, and a forest kindergarten, the three authors illuminate the “magical” emergences of making kin with trees that fundamentally shifts what becomes possible to do and be. Their writing contributes to the fields of critical childhood geographies, feminist posthumanist pedagogies in early childhood education, and writing in affect …
Our Lives Are Worth Celebrating, Darius M. Phelps, Brian Mooney
Our Lives Are Worth Celebrating, Darius M. Phelps, Brian Mooney
New Jersey English Journal
No abstract provided.
The Power Of Print: Supporting Emergent Readers Vocabulary Growth, Susan J. Chambre
The Power Of Print: Supporting Emergent Readers Vocabulary Growth, Susan J. Chambre
New Jersey English Journal
Vocabulary instructional practices are grounded in oral language development, neglecting the role print plays enhancing student learning. This article offers suggestions for early childhood educators to reconceptualize their thinking of print exposure with supporting vocabulary development. Suggestions of ways to incorporate print exposure into daily classroom routines are provided.
Testing The Knowledge Of Early Childhood Educators, Dianne S. Mccarthy
Testing The Knowledge Of Early Childhood Educators, Dianne S. Mccarthy
Journal of Inquiry and Action in Education
Teacher certification exams are supposed to assess if a student is likely to succeed in teaching. What if an exam seems to be inappropriate? This article is an inquiry of the New York State Content Specialty Test for Early Childhood Candidates, particularly the math section. It raises the issue of whether we are asking the right questions and ascertaining the right data to decide if someone has the appropriate math knowledge and is ready to teach math to young children.
The Challenges Of Supporting Young Children’S Outdoor Play In Early Childhood Education And Care Settings, Ji Hyun Oh
The Challenges Of Supporting Young Children’S Outdoor Play In Early Childhood Education And Care Settings, Ji Hyun Oh
Northwest Journal of Teacher Education
This study explored preschool teachers’ beliefs about the challenges they have experienced when supporting young children’s outdoor play. Through Charmaz’s (2006) constructivist grounded theory data analysis process, two types of challenges for providing outdoor play were specified including: (1) natural environmental challenges, such as insect bites, allergies, and severe weather issues and (2) physical environmental challenges that include lack of play materials/environments and playground maintenance. The participant teachers perceive that these challenges are related to their preparation and planning for outdoor play including the provision of outdoor play, allotted play time, and a number of outdoor learning activities.
An Alternating Treatment Design Comparing Small Group Reading Interventions Across Early Elementary Readers, Madison Billingsley-Ring, Kayla Bates-Brantley, Hailey Ripple, Mallie Donald, Daniel L. Gadke, Sarah Harry
An Alternating Treatment Design Comparing Small Group Reading Interventions Across Early Elementary Readers, Madison Billingsley-Ring, Kayla Bates-Brantley, Hailey Ripple, Mallie Donald, Daniel L. Gadke, Sarah Harry
Perspectives on Early Childhood Psychology and Education
Learning how to read accurately and fluently is a critical component for a student’s future academic success. Reading fluency is a skill that many students struggle to master. In addition, many students missed out on key skill development due to the loss of instruction from COVID-19. As schools begin to recover from these educational losses, small group reading interventions offer an efficient solution to service multiple students at once. Small group reading interventions such as Repeated Readings (RR), Listening Passage Preview (LPP) and LPP with RR (LPP+RR) have all been demonstrated to be effective methods for increasing reading fluency. Yet …
Interdisciplinary Collaborative Practice In Early Childhood, Sara Kupzyk, Brenda Bassingthwaite, Adam D. Weaver, Philip D. Nordness Dr.
Interdisciplinary Collaborative Practice In Early Childhood, Sara Kupzyk, Brenda Bassingthwaite, Adam D. Weaver, Philip D. Nordness Dr.
Perspectives on Early Childhood Psychology and Education
Young children often present with challenging behaviors such as tantrums, aggression, and noncompliance. Rates of expulsion for behavior concerns in early childhood are alarming and can have long-term negative implications for children and their families (Early Childhood Learning and Knowledge Center, 2022). Implementation of a systematic multi-tiered system of supports framework can improve behavioral outcomes of young children. To effectively meet child and family needs within these frameworks, it is integral for members of the team to collaborate. Interdisciplinary teams within early childhood might include families, teachers, school psychologists, behavior analysts, speech language pathologists, physical therapists, occupational therapists and other …
Supporting Intervention Fidelity Of Dialogic Reading To Support Preschool Children’S Early Literacy Skills, Cara Dillon, Daniel Newman
Supporting Intervention Fidelity Of Dialogic Reading To Support Preschool Children’S Early Literacy Skills, Cara Dillon, Daniel Newman
Perspectives on Early Childhood Psychology and Education
Early literacy skills are key indicators of later reading success, and early literacy instruction in early childhood education can support both positive academic and behavioral child outcomes. Dialogic reading (DR) is an evidence-based intervention that targets early literacy skills like oral language, vocabulary, and print concepts. Although research suggests DR has the potential to impact the early literacy skills of young children, intervention fidelity must be maintained for the intervention to be effective. Two single case design studies were conducted in an early childhood setting that together examined (a) the effects of intervention supports on the intervention fidelity of educators …
Avoiding The Summer Slide: Tier One And Two Supports Targeting Early Readers, Sarah Harry
Avoiding The Summer Slide: Tier One And Two Supports Targeting Early Readers, Sarah Harry
Perspectives on Early Childhood Psychology and Education
For more than 100 years, the “summer slide,” or the learning losses by students following a long summer break have been well documented. On average, a typical student loses a little more than one month’s worth of skill across each academic area (e.g., language arts and mathematics) throughout the summer months. Research has also demonstrated that the “summer slide” has a particularly harmful impact on reading achievement of students from low-socioeconomic status (SES) backgrounds. The purpose of the present study was to investigate the effectiveness of a tiered system of support for oral reading fluency in early elementary school aged …
Aligning Classroom Management Strategies With A Social Emotional Learning Curriculum In Early Childhood, Jessica Kemp, Sara Whitcomb
Aligning Classroom Management Strategies With A Social Emotional Learning Curriculum In Early Childhood, Jessica Kemp, Sara Whitcomb
Perspectives on Early Childhood Psychology and Education
Traditionally, school-based preventative frameworks have been implemented in isolation with little consideration of alignment and integration of practices throughout the school day. The present study aims to address this gap by increasing school psychologists’ preventative involvement with consultation in early childhood school settings. Using an integrated approach through a multiple baseline design, four Head Start educators were trained in classroom management practices, to increase opportunities throughout the day for teaching, prompting, and reinforcing key skills taught through the Second Step Early Learning (SSEL) social emotional learning curriculum. Findings suggest that a brief professional development session (1-hour) followed by weekly performance …
Introduction To Part 2 Of The Special Issue: Helping Relevant Stakeholders Promote Behavioral Outcomes In Early Childhood, Kayla Bates-Brantley, Zachary Charles Labrot 7947921, Sarah Harry
Introduction To Part 2 Of The Special Issue: Helping Relevant Stakeholders Promote Behavioral Outcomes In Early Childhood, Kayla Bates-Brantley, Zachary Charles Labrot 7947921, Sarah Harry
Perspectives on Early Childhood Psychology and Education
Early childhood is often referred to as a sensitive period of development due to the critical nature of skills a young child is expected to acquire across a short period of time. It is a time when foundational social-emotional and academic skills can set the trajectory for later successful outcomes. It is also a time when the lack of critical skill development can increase a child’s risk for future mental health and other long-term negative outcomes. Therefore, it is always pressing that early childhood institutions and stakeholders are abreast of evidence-based practices that promote the healthy development of a child’s …
Evaluating Children's Menus In Theme Park Restaurants, Maria Fusté Forné
Evaluating Children's Menus In Theme Park Restaurants, Maria Fusté Forné
Journal of Sustainability and Resilience
Children who travel with their families eat in restaurants that usually offer special kid’s menus. The quality of those menus is often questioned and in the present context where children’s obesity and overweight are increasing, it is relevant to pay attention to the different environments where children eat. The present paper wants to analyse if specific restaurants menus in one of the most relevant theme park are healthy or unhealthy. Using a validated instrument to evaluate kids’ menu, restaurants in Disney Village (Disneyland Paris) are analysed. Results show that half of them are unhealthy and none of them are completely …
Exploring Science And Engineering Practices In Children’S Picture Books, Derrick A. Nero, Kathleen Everts Danielson
Exploring Science And Engineering Practices In Children’S Picture Books, Derrick A. Nero, Kathleen Everts Danielson
Michigan Reading Journal
This article features an annotated bibliography of children’s books that illustrate engineering concepts tied to the Next Generation Science Standards (NGSS) Science and Engineering Practices for K-2 students (National Science Teaching Association -NSTA, n.d., see Appendix A) and NGSS K-2 Engineering Design performance expectations (NSTA, n.d., see Appendix B). The selected children’s books encourage discussion and model the process of inquiry and problem solving that may inspire young children to explore STEM (Science, Technology, Engineering, and Mathematics) questions of their own.
Children’S Imagining And Understanding Of Time: A Montessori Perspective
Children’S Imagining And Understanding Of Time: A Montessori Perspective
The International Journal of Ecopsychology (IJE)
The scientific understanding of natural processes is underscored by ideas of relative temporality, timing, abstracted time, and inferred time. Gruber’s, Block’s, and Montemayor’s (2022 and in this issue) distinction, explication, and final synthesis between the veridical and an illusory nature of time is pertinent to philosophical and cognitive distinctions between objective and subjective time. These distinctions, when understood and applied to curriculum development, make the difference between effective and extemporaneous, off-the-cuff approaches where in the latter little thought is given to the importance of children’s understanding of time—how it develops. Verily, nervous systems exhibit intrinsic temporality. Irrevocably, time engulfs us, …
Dot Card Number Talks: Illustrating Counting Strategies With Preservice Elementary Teachers, Robert Knurek
Dot Card Number Talks: Illustrating Counting Strategies With Preservice Elementary Teachers, Robert Knurek
Colorado Mathematics Teacher
A dot card number talk was implemented in a mathematics content course with preservice elementary teachers (PsETs) to highlight counting strategies that are commonly seen in elementary school mathematics. PsETs' sketches on the dot cards showcase many different strategies, such as counting-all, counting-on, matching, and subitizing. While their illustrations demonstrated these different strategies, their answers were ultimately the same. The dot card number talk sparked meaningful conversations and helped PsETs distinguish between the counting strategies.
Examining Guided Reading Practices In Kindergarten Classrooms, Erica Barnes, Kimberly L. Anderson, Thea Yurkewecz
Examining Guided Reading Practices In Kindergarten Classrooms, Erica Barnes, Kimberly L. Anderson, Thea Yurkewecz
Reading Horizons: A Journal of Literacy and Language Arts
This study investigated how 15 kindergarten teachers from one school district implemented small-group Guided Reading (GR). Analysis of video recordings indicates substantial differences in how GR was conducted, with none of the teachers fully implementing GR as conceptualized by Fountas and Pinnell (2012). Consistency across teachers was limited to reading a new book and using a picture walk as part of the book introduction. Differences were observed in how the books were read (choral, round robin, or independent reading) and in instructional activities before and after reading the new book, with word solving being the most prevalent focus of instruction. …
Universal Design For Learning (Udl) In Inclusive Preschool Science Classrooms, Marla J. Lohmann, Katrina A. Hovey, Ariane N. Gauvreau
Universal Design For Learning (Udl) In Inclusive Preschool Science Classrooms, Marla J. Lohmann, Katrina A. Hovey, Ariane N. Gauvreau
Journal of Science Education for Students with Disabilities
Science instruction is a critical aspect of early learning. Teachers can support young children’s learning about scientific concepts through the use of the Universal Design for Learning (UDL) framework, which is a proactive approach to instructional planning that helps ensure success for all learners. This teaching techniques article offers preschool teachers practical solutions for implementing in the UDL framework for science instruction in their classrooms.
Book Review: Place, Pedagogy And Play: Participation, Design And Research With Children, Tim Thomas
Book Review: Place, Pedagogy And Play: Participation, Design And Research With Children, Tim Thomas
International Journal of Playwork Practice
This book review outlines the key features of the book, Place, Pedagogy and Play: Participation, Design and Research with Children, edited by Matluba Kahn, Simon Bell, and Jenny Wood. The book consists of 13 chapters divided into three parts. Part 1 details the importance of outdoor play. Part 2 describes strategies teachers have implemented to connect learners to the outdoors and their impact on student learning. Part 3 highlights opportunities to involve children in the design of spaces they occupy. Strengths and weakness of the book are discussed.
Practical Strategies For School Leaders To Improve African American Males’ Reading Achievement, Faye C. Bradley
Practical Strategies For School Leaders To Improve African American Males’ Reading Achievement, Faye C. Bradley
Journal of Research Initiatives
The study identified parental involvement activities that significantly influenced the reading achievement of the African American male learner. Teachers and administrators were surveyed using an instrument adapted from Epstein's School, Family, and Community Partnership Survey, The Virginia Standards of Learning reading and language arts assessments provided data for reading achievement of fourth-grade African American males. Significant differences were found between principals and teachers in their ratings of Teacher Reports of Total School Program to Involve Families. A correlation was found between teacher estimates of parents' involvement and the mean SOL English score for African American male fourth-grade students.
The Role Of Teachers In Values Education In Pakistan: A Case Of Early Childhood Education And Development From Pakistan., Sharifullah Baig, Abida Begum
The Role Of Teachers In Values Education In Pakistan: A Case Of Early Childhood Education And Development From Pakistan., Sharifullah Baig, Abida Begum
The Journal of Values-Based Leadership
The teachers in early childhood education and preschool have a significant influence on curriculum and daily practices in the class, therefore, have a dominant influence on the implementation of values education. Deeming values as a social construct, this small-scale qualitative case study was carried out to explore the priority values of early childhood education teachers and their ways of teaching values in a school in northern Pakistan. Interviews and classroom observations were conducted to gather in-depth data from the school leadership and the teachers. Teachers were found primarily focused on the inculcation of societal values, behaviors and life skills needed …
Great Lakes Great Books: Making Classroom Connections, Lynette Suckow
Great Lakes Great Books: Making Classroom Connections, Lynette Suckow
Michigan Reading Journal
Use stories from the Great Lakes Great Books list to connect readers to the classroom curriculum.
The Impact Of A Vocational Rehabilitation Program In Animal Production On Enabling Persons With Autism Spectrum Disorder Occupationally In Amman, Faisal Ali Alzyout
The Impact Of A Vocational Rehabilitation Program In Animal Production On Enabling Persons With Autism Spectrum Disorder Occupationally In Amman, Faisal Ali Alzyout
Journal of the Association of Arab Universities for Research in Higher Education (مجلة اتحاد الجامعات العربية (للبحوث في التعليم العالي
The article aimed to investigate the effect of a vocational rehabilitation program which is based on animal production on enabling persons with autism spectrum disorder occupationally in Amman. The sample consisted of (16) persons with autism spectrum disorders who attended two special education centers in Amman. They were chosen purposefully because these centers had vocational programs and adequate numbers of persons with autism spectrum disorder. The study subjects were randomly distributed into two groups: experimental and control, each of which included 8 people. The animal production training program was designed with certain skills and procedures. And a tool was developed …
Shifting Educational Paradigms To Match Learners: Sustaining Cultures, Languages, And Paradigms Through Educational Sovereignty, Lona R. Running Wolf
Shifting Educational Paradigms To Match Learners: Sustaining Cultures, Languages, And Paradigms Through Educational Sovereignty, Lona R. Running Wolf
The Montana English Journal
The U.S. system of education was developed by visionary forefathers that knew American democracy would be stable only through educated citizens. The system was developed to produce citizens that would carry on the new world's vision and values. The educational system was built within that paradigm. Simultaneously, Indigenous tribes in America were being stripped of their traditional educational systems whose purpose was also to develop productive citizens of their communities and carry on their values. Traditional educational systems among tribes developed children with positive self-identity carrying the pride of their culture, language, and paradigm. That is not the case for …