发布求助
文献互助 智能选刊 最新文献

Journal of American Indian education最新文献

筛选
英文 中文
Reports from the Field: Addressing Challenges of Culturally Responsive Schooling for Native American Students in Low Density Schools 来自实地的报告：应对低密度学校中美国原住民学生的文化响应学校教育的挑战
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2013.a798503
Barbara Nolan
{"title":"Reports from the Field: Addressing Challenges of Culturally Responsive Schooling for Native American Students in Low Density Schools","authors":"Barbara Nolan","doi":"10.1353/jaie.2013.a798503","DOIUrl":"https://doi.org/10.1353/jaie.2013.a798503","url":null,"abstract":"Abstract:Based on a sample of elementary school teacher candidates (n = 142) from a teacher training institution on Long Island, New York, this study examined teacher candidates' perceptions of elementary school curriculum related to Native American peoples in general and local Native communities in particular. Teacher candidates were surveyed on their degree of knowledge about local Native people, as well as the degree to which they believed it was important to include the history and contemporary cultures of local Native groups into elementary school curriculum. Results showed that teacher candidates had limited understanding of and knowledge about local Native tribes. They were, however, overwhelmingly interested in learning about diversity in the elementary classroom, yet a high percentage (34 percent) were opposed to integrating curriculum on local Native communities into their teacher training program. Likewise, a comparably high percentage of the respondents reported limited interest in learning about Native groups who lived only minutes from the college they attended. Results highlight the need for meaningful discussion among school districts, teacher preparation programs, and Native communities on the preparedness of new teachers to teach Native American content in general and local content in particular.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"52 1","pages":"45 - 57"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45983046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Editors’ Introduction 编辑简介
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1515/9783110698787-002
B. Brayboy, K. T. Lomawaima, T. Mccarty
{"title":"Editors’ Introduction","authors":"B. Brayboy, K. T. Lomawaima, T. Mccarty","doi":"10.1515/9783110698787-002","DOIUrl":"https://doi.org/10.1515/9783110698787-002","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"57 1","pages":"1 - 4"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46670932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Student Perceptions of American Indian Financial Aid 学生对美国印第安人财政援助的看法
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2013.a798496
J. Mendez, J. Mendez
{"title":"Student Perceptions of American Indian Financial Aid","authors":"J. Mendez, J. Mendez","doi":"10.1353/jaie.2013.a798496","DOIUrl":"https://doi.org/10.1353/jaie.2013.a798496","url":null,"abstract":"Abstract:Utilizing Tribal Critical Race Theory as a conceptual framework, this study examines student perceptions and attitudes toward American Indian students and financial aid, illustrating how perception may exacerbate campus hostility toward American Indians. Our results show strong negative perceptions towards financial aid policies aimed at increasing American Indian enrollment. Further, these negative perceptions are most prevalent among White students, those with unfavorable views towards American Indian tribes and those who perceive a large majority of American Indians already receive financial aid.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"52 1","pages":"45 - 64"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47005741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Preparing Teachers to Contribute to Educational Change in Native Communities: Navigating Safety Zones in Praxis 让教师为土著社区的教育变革做出贡献：实践中的安全区导航
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2014.a798527
Danielle R. Lansing
{"title":"Preparing Teachers to Contribute to Educational Change in Native Communities: Navigating Safety Zones in Praxis","authors":"Danielle R. Lansing","doi":"10.1353/jaie.2014.a798527","DOIUrl":"https://doi.org/10.1353/jaie.2014.a798527","url":null,"abstract":"Abstract:Mainstream colleges and universities purport theories of schooling and child development that powerfully dominate the content, processes, and knowledge shaping how Native students are trained as teachers. Tribal colleges and universities can be viable alternatives to this reality. This article reports on findings from a qualitative inquiry documenting what happens when a tribal college early childhood education program shifts the paradigm in teacher education by employing the Safety Zone Theory (Lomawaima & McCarty, 2006) as a means for Native student teachers to negotiate opportunities to be responsive to the Native communities they serve. Analysis of data from student questionnaires, student reflections, and observational notes is guided by Lomawaima and McCarty's Safety Zone Theory. Findings suggest early learning centers serving Native children and families are highly complex educational spaces in which novice and experienced teachers must effectively negotiate instructional practices and implement culturally relevant and responsive learning for tribal children.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"53 1","pages":"25 - 41"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42662374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Postsecondary Transitions of Mississippi Band of Choctaw Indians Tribal Scholarship Program Students 乔克托印第安人密西西比部落奖学金项目学生的中学后过渡
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2011.a798453
G. A. Carlyle, N. L. Thompson, R. Hare, Nicole C. Miller, Leslie Purvis
{"title":"Postsecondary Transitions of Mississippi Band of Choctaw Indians Tribal Scholarship Program Students","authors":"G. A. Carlyle, N. L. Thompson, R. Hare, Nicole C. Miller, Leslie Purvis","doi":"10.1353/jaie.2011.a798453","DOIUrl":"https://doi.org/10.1353/jaie.2011.a798453","url":null,"abstract":"Abstract:The purpose of this study was to explore the postsecondary education transition experiences of graduates of Choctaw Central High School (CCHS) who received support from the tribal scholarship program (TSP), to better understand the barriers to successful postsecondary completion and means of overcoming barriers. A total of 87 TSP-supported students participated as survey respondents. Purposeful sampling in the form of maximum variation was used to select six respondents for interviews. Findings documented three barriers to successful postsecondary completion: (1) racial conflict with peers or faculty, (2) being overwhelmed academically, and (3) having to care for a legal dependent. The barriers are discussed in the context of three primary factors related to postsecondary completion for American Indian students: sociocultural, academic, and personal factors.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"50 1","pages":"42 - 60"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47804333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
K'winya'nya:n-ma'awhiniw: Creating a Space for Indigenous Knowledge in the Classroom K'winya'nya:n-ma'awhiniw：在课堂上为本土知识创造空间
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2014.a798516
Kishan Lara-Cooper
{"title":"K'winya'nya:n-ma'awhiniw: Creating a Space for Indigenous Knowledge in the Classroom","authors":"Kishan Lara-Cooper","doi":"10.1353/jaie.2014.a798516","DOIUrl":"https://doi.org/10.1353/jaie.2014.a798516","url":null,"abstract":"Abstract:This Indigenous research project foregrounds the voices of Hupa, Yurok, and Karuk tribal members who reside on the Hoopa Valley Indian Reservation (HVIR), located in northern California. In an effort to shift the paradigm of education from monological to multilogical, this qualitative study examines the concept of giftedness as it is defined and practiced by an Indigenous community. This study opens a discussion of how identifying giftedness influences a child's self-concept, self-esteem, and social identity. The article thus provides a knowledge base for Native American teacher preparation programs, tribal education programs, public and private school systems, gifted and talented programs, school site councils, researchers, and curriculum developers to create a space for Indigenous knowledge in the classroom.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"53 1","pages":"22 - 3"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44872841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
USDE Violations of NAIA and the Testing Boycott at Nāwahīokalani'ōpu'u School USDE违反NAIA和Nāwahīokalani'ōpu'u学校的测试抵制
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2012.a798482
William (Pila) H. Wilson
{"title":"USDE Violations of NAIA and the Testing Boycott at Nāwahīokalani'ōpu'u School","authors":"William (Pila) H. Wilson","doi":"10.1353/jaie.2012.a798482","DOIUrl":"https://doi.org/10.1353/jaie.2012.a798482","url":null,"abstract":"Abstract:NALA protections have special relevance to Hawai'i, where the local Native American language has official status. The United States has pursued NALA-like policies in its foreign policy, protesting, for example, suppression of Tibetan-medium education in China. Yet, hypocritically, federally imposed NCLB testing is not NALA compliant and the U.S. Department of Education (USDE) suppresses use of Native American languages in schools in Hawai'i and elsewhere. Examined here is the case of the P-12 Nāwahīokalani'ōpu'u School (Nāwahī). Nāwahī has produced 14 years of 100 percent high school graduation and 80 percent college attendance, yet its academic success is federally required to be judged through testing using English — a language not used in the school to deliver academic content. Nāwahī parents have boycotted NCLB testing. While aware of the situation, the USDE has done nothing to address the discrimination. The state has complied with the USDE, while unsuccessfully trying to protect Hawaiian programs. Nāwahī is therefore undergoing corrective action.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"51 1","pages":"30 - 45"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45016005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Legacies of NALA: The Esther Martinez Native American Languages Preservation Act and Implications for Language Revitalization Policy and Practice 美国国家语言协会的遗产:埃斯特·马丁内斯美洲原住民语言保护法案及其对语言振兴政策和实践的影响
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2012.a798484
Larisa Warhol
{"title":"Legacies of NALA: The Esther Martinez Native American Languages Preservation Act and Implications for Language Revitalization Policy and Practice","authors":"Larisa Warhol","doi":"10.1353/jaie.2012.a798484","DOIUrl":"https://doi.org/10.1353/jaie.2012.a798484","url":null,"abstract":"Abstract:This article traces the development and implementation of the Esther Martinez Native American Languages Preservation Act as a legacy of the 1990/1992 Native American Languages Act (NALA) as well as ongoing policy considerations within the larger context of the Native American language revitalization movement. While both educational and language policies for Native Americans remain highly complex and contradictory, NALA and Esther Martinez illuminate changing ideologies at both the local and national levels. This article explores how local community practice has changed whereby communities are choosing to revitalize and maintain their languages, creating official policies to support those languages and thereby creating new speakers. NALA as an official policy created a foundation for the possibility and development of other policies at the tribal, state and federal levels and has paved the way for policies like Esther Martinez as well as other local and tribal language policies.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"51 1","pages":"70 - 91"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45042299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Cultural Identity, Multicultural Competence and Resilience: A Pilot Study of Alaska Native Students' Experience at University 文化认同、多元文化能力与心理弹性:阿拉斯加原住民学生大学经历的初步研究
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2011.a798448
L. Wexler, T. Burke
{"title":"Cultural Identity, Multicultural Competence and Resilience: A Pilot Study of Alaska Native Students' Experience at University","authors":"L. Wexler, T. Burke","doi":"10.1353/jaie.2011.a798448","DOIUrl":"https://doi.org/10.1353/jaie.2011.a798448","url":null,"abstract":"Abstract:Scholars and university administrators have noted significant disparities in the rates at which Native students graduate from college in a timely manner relative to students from otherracial/ethnicgroups. It has been posited that this is because in order to succeed, Native students must negotiate the contradictory values of Western and Native cultures as they \"walk in two worlds.\" The cultural processes that are employed by a small number of Alaska Native students suggest that the \"two worlds\" metaphor is deceptive and that a more holistic, nuanced sense of cultural identity can promote youth resilience in response to sociocultural differences and difficult life events that Native students experience in college.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"50 1","pages":"44 - 64"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47510100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 15
An Analysis of Graduation Rates of American Indians at the University of New Mexico: Implications for Higher Education 新墨西哥大学美国印第安人毕业率分析对高等教育的启示
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2013.a798500
L. Bitsóí, Kamala D. Sharma, S. S. Sibbett
{"title":"An Analysis of Graduation Rates of American Indians at the University of New Mexico: Implications for Higher Education","authors":"L. Bitsóí, Kamala D. Sharma, S. S. Sibbett","doi":"10.1353/jaie.2013.a798500","DOIUrl":"https://doi.org/10.1353/jaie.2013.a798500","url":null,"abstract":"Abstract:In 2008-2009, the number of diplomas received by American Indians and Alaska Natives at mainstream U.S. universities was only 42 percent of the number expected from population demographics. The task of addressing this disparity is not borne evenly, but falls more heavily on schools located in regions of high density of Native people, such as the University of New Mexico in Albuquerque (UNM). This article discusses factors which hinder achieving graduation rate parity at UNM: (1) the geographical remoteness of the campus; (2) cherry-picking of top students by elite institutions beyond state borders; (3) the success rate of enrolled Native students in earning a diploma; and (4) broad societal problems, including poverty, unemployment and racism. Despite a long history of attempts to address the needs of UNM's Native students and thereby improve graduation rates, UNM's 0.5 parity index is subpar, and has remained unchanged in the six most recent years for which data is available. Recommendations for a path forward are provided.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"52 1","pages":"21 - 44"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42928989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信