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Journal of American Indian education最新文献

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Improving Elementary American Indian Students' Math Achievement with Inquiry-Based Mathematics and Games 探究性数学与游戏提高美国印第安小学生数学成绩
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2012.a798468
Jamalee Stone, Edmund T. Hamann
{"title":"Improving Elementary American Indian Students' Math Achievement with Inquiry-Based Mathematics and Games","authors":"Jamalee Stone, Edmund T. Hamann","doi":"10.1353/jaie.2012.a798468","DOIUrl":"https://doi.org/10.1353/jaie.2012.a798468","url":null,"abstract":"Abstract:Project Inquiry-Based Mathematics was a National Science Foundation Math-Science Partnership implemented in a Great Plains city school district with a significant K-12 Native American population. One goal of the project was to reduce the achievement gap between Native American and non-Native students enrolled in district. This gap reduction was to be achieved using inquiry-based mathematics curricula along with cognitively guided instructional strategies, particularly at the elementary level. This study focuses on whether inquiry-based mathematics strategies were consistently implemented in three fifth-grade classrooms at K-5 elementary schools with significant Native American student populations. Test results of Native American students at these three schools are compared with the test results of Native American fifth grade students at a fourth school considered by district leadership to be an exemplar of inquiry-based math instruction. Possible reasons for the performance disparity are explored.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"51 1","pages":"45 - 66"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43119573","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: 5
Editors' Introduction: An Introduction to the Pueblo Doctoral Cohort 编辑的介绍:介绍普韦布洛博士队列
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.5749/JAMERINDIEDUC.55.3.0001
Bryan McKinley Jones Brayboy, Elizabeth Sumida Huaman
{"title":"Editors' Introduction: An Introduction to the Pueblo Doctoral Cohort","authors":"Bryan McKinley Jones Brayboy, Elizabeth Sumida Huaman","doi":"10.5749/JAMERINDIEDUC.55.3.0001","DOIUrl":"https://doi.org/10.5749/JAMERINDIEDUC.55.3.0001","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"55 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":"48375033","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
The Experiences of Native American Students Living on a Reservation and Attending a Predominantly White High School 居住在保留地并就读以白人为主的高中的美国原住民学生的经历
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2012.a798477
Jeff Stotts, M. Olson
{"title":"The Experiences of Native American Students Living on a Reservation and Attending a Predominantly White High School","authors":"Jeff Stotts, M. Olson","doi":"10.1353/jaie.2012.a798477","DOIUrl":"https://doi.org/10.1353/jaie.2012.a798477","url":null,"abstract":"Abstract:This study explores the perceptions of five Native American students regarding their experiences of living on a reservation while attending a predominantly White high school in the upper Midwest. Utilizing a phenomenological approach, each student was interviewed three times across the spring semester of 2009; interviews were recorded, transcribed and subsequently analyzed by the first author and two university researchers with expertise in qualitative studies. Findings indicated that these students had faced challenges relating to identity development, racism, and difficult circumstances both at home and at school. Nonetheless, they had also received support from family, friends, caring teachers, engaging learning environments, and connections to their culture. Overall, it was clear that each of these young people had developed an undeniable resiliency as their high school education drew to a close.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"51 1","pages":"24 - 41"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49522057","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
In Retrospect, Revitalizing the Cochiti Language — A Proposal for Community Re-engagement in Collective Spirit and Mutual Respect 回顾历史，振兴科希提语——关于社区在集体精神和相互尊重中重新参与的建议
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2012.a798486
Eunice Romero-Little, Rebecca Blum-Martínez
{"title":"In Retrospect, Revitalizing the Cochiti Language — A Proposal for Community Re-engagement in Collective Spirit and Mutual Respect","authors":"Eunice Romero-Little, Rebecca Blum-Martínez","doi":"10.1353/jaie.2012.a798486","DOIUrl":"https://doi.org/10.1353/jaie.2012.a798486","url":null,"abstract":"Abstract:Cochiti Pueblo, an American Indian community in northwestern New Mexico, has been engaged in grassroots revitalization and advancement of its mother tongue since 1991 to the present, a total of 21 years. It has been fortunate to have received three ANA grants during this time, specifically in 1994, 1996, and 1998. This is their continuing story.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"51 1","pages":"103 - 95"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49524988","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
Use of Native Language and Culture (NLC) in Elementary and Middle School Instruction as a Predictor of Mathematics Achievement 在中小学教学中使用母语和文化作为数学成绩的预测因子
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.5749/JAMERINDIEDUC.56.2.0003
Mark J. Van Ryzin, C. Vincent
{"title":"Use of Native Language and Culture (NLC) in Elementary and Middle School Instruction as a Predictor of Mathematics Achievement","authors":"Mark J. Van Ryzin, C. Vincent","doi":"10.5749/JAMERINDIEDUC.56.2.0003","DOIUrl":"https://doi.org/10.5749/JAMERINDIEDUC.56.2.0003","url":null,"abstract":"Abstract:Because students from American Indian/Alaska Native (AI/AN) backgrounds tend to lag behind their peers in academic achievement, researchers have recommended integrating Native language and culture (NLC) into instruction. However, existing evidence from large-scale studies finds a negative effect of the use of NLC on achievement, although this research does not take into account aspects of student background and the learning context. Using a nationally representative dataset, we found that use of NLC had a less negative and/or more positive effect on achievement among students whose families identified more strongly with their Native culture and who were in schools with larger percentages of AI/AN students. Our results support earlier contentions that the use of NLC can be effective in enhancing achievement for at least some AI/AN students; they also suggest that existing approaches to NLC should be expanded to accommodate AI/AN students in a wider range of contexts.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"56 1","pages":"3 - 33"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43897425","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: 5
Origins of the Discrimination Perceived by Mapuches in Chile Based on an Evaluation of Kimeltuwün 智利马普切人歧视的根源——基于对kimeltuw<e:1>的评价
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2011.a798450
Daniel Quilaqueo Rapimán
{"title":"Origins of the Discrimination Perceived by Mapuches in Chile Based on an Evaluation of Kimeltuwün","authors":"Daniel Quilaqueo Rapimán","doi":"10.1353/jaie.2011.a798450","DOIUrl":"https://doi.org/10.1353/jaie.2011.a798450","url":null,"abstract":"Abstract:The aim of this article is to examine the origin of perceived discrimination as it appears in the discourse of Mapuches living in Temuco and Santiago, and how that discourse is related to the evaluation of kimeltuwün (educational knowledge). A qualitative design was used to survey Mapuche emigrants to these two urban centers, where most of them are concentrated. The sample used for the evaluation of educational knowledge was a group of kimches (Mapuche sages who are the holders of educational knowledge) from communities of the Araucania region. Open coding of grounded theory was used in combination with a field analysis to discover the most significant concepts of perceived discrimination and how this relates to Mapuche educational knowledge. The outcome is a set of topics for understanding discrimination against Indigenous people from a conceptual framework revealed in relation to their educational knowledge.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"50 1","pages":"65 - 82"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44672744","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
Editors' Introduction Unveiling the Masks We Live By — And Engaging the "Imperative of Hope" 揭开我们生活的面具——参与“希望的必要性”
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2012.a798478
B. Brayboy, T. Mccarty
{"title":"Editors' Introduction Unveiling the Masks We Live By — And Engaging the \"Imperative of Hope\"","authors":"B. Brayboy, T. Mccarty","doi":"10.1353/jaie.2012.a798478","DOIUrl":"https://doi.org/10.1353/jaie.2012.a798478","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"51 1","pages":"1 - 2"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43472590","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
Collaboration and Indian Education: Exploring Intergovernmental Partnerships between Tribes and Public Schools 合作与印第安人教育:探索部落与公立学校之间的政府间伙伴关系
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2014.a798533
Thaddieus W. Conner
{"title":"Collaboration and Indian Education: Exploring Intergovernmental Partnerships between Tribes and Public Schools","authors":"Thaddieus W. Conner","doi":"10.1353/jaie.2014.a798533","DOIUrl":"https://doi.org/10.1353/jaie.2014.a798533","url":null,"abstract":"Abstract:The education of American Indian students in public schools requires the coordinated effort of officials at multiple levels of government including tribal, local, state, and federal. With more than 90 percent of American Indian students served in public schools in the United States, the strength of these relationships are argued to be critical in ensuring that local school officials adequately meet the unique cultural and academic needs of Native students. However, little is known about the nature of these relationships, and what effect government-to-government collaboration has on Native student outcomes. This research attempts to address this dearth of knowledge and explores the relationship between tribes and public schools in New Mexico and Oklahoma, two of the largest states in the nation with regards to Native student enrollment in the public school system. I use a combination of qualitative interviews with tribal leaders and quantitative data from a unique mail survey of 150 Indian education directors in public schools receiving Title VII Indian education grants, as well as secondary data on various school district characteristics. This research contributes to our understanding of tribal-local partnerships in primary and secondary education.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"53 1","pages":"48 - 65"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45306811","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
IN MEMORIAM: George Dearborn Spindler 1920-2014 纪念：乔治·迪尔博恩·斯宾德勒1920-2014
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2014.a798517
R. Mcdermott, J. Stockard, F. Erickson
{"title":"IN MEMORIAM: George Dearborn Spindler 1920-2014","authors":"R. Mcdermott, J. Stockard, F. Erickson","doi":"10.1353/jaie.2014.a798517","DOIUrl":"https://doi.org/10.1353/jaie.2014.a798517","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"53 1","pages":"4 - 6"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45353519","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
The Lakota Language Project at Red Cloud Indian School: Turning the Tide of Native Language Loss 红云印第安人学校的拉科塔语项目:扭转本土语言流失的趋势
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.5749/JAMERINDIEDUC.57.3.0051
Linda Fredericks, Dan Jesse, Robert Brave Heart Sr., Melissa Strickland
{"title":"The Lakota Language Project at Red Cloud Indian School: Turning the Tide of Native Language Loss","authors":"Linda Fredericks, Dan Jesse, Robert Brave Heart Sr., Melissa Strickland","doi":"10.5749/JAMERINDIEDUC.57.3.0051","DOIUrl":"https://doi.org/10.5749/JAMERINDIEDUC.57.3.0051","url":null,"abstract":"Abstract:In response to the widespread loss of Lakota language and culture on the Pine Ridge Reservation in South Dakota, Red Cloud Indian School developed the first comprehensive K-12 curriculum for learning Lakota as a second language. Created in collaboration with the American Indian Studies Research Institute (AISRI) at Indiana University, the Lakota Language Project (LLP) was first implemented during the 2008–2009 academic year and completed in 2014–2015. A new grant allowed the school to develop literary materials in Lakota and extend the use of Lakota throughout the school community. An evaluation of the LLP, utilizing a mixed methods design, began in the fall of 2010 and ended in summer of 2018. Key findings from the evaluation are that the LLP enhanced students’ interest in learning about Lakota history, culture, and spiritual practices; facilitated an increase in students’ proficiency in learning the language; and positively impacted both academic engagement and good behavior.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"57 1","pages":"51 - 71"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43823229","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
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