Reversing the Academic Trend for Rural Students: The Case of Michelle Opbroek

Autor/inn/en	Adams, Barbara L.; Adam, Shehenaz; Opbroek, Michelle
Titel	Reversing the Academic Trend for Rural Students: The Case of Michelle Opbroek
Quelle	In: Journal of American Indian Education, 44 (2005) 3, S.55-79 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8731
Schlagwörter	Grade 6; Educational Environment; Cultural Context; Scores; Rural Education; Control Groups; Alaska Natives; Grade 5; Astronomy; Mathematics Curriculum; Case Studies; Teacher Student Relationship; Pretests Posttests; Relevance (Education); Classroom Techniques; Culturally Relevant Education + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ländliche Erwachsenenbildung; Inuit; School year 05; 5. Schuljahr; Schuljahr 05; Astronomie; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Relevance; Relevanz; Klassenführung
Abstract	This case study explores the interactions between a teacher, her students, and a culturally based math curriculum in a fifth and sixth grade classroom in rural Alaska. The case attempts to identify and illuminate factors that created a rich learning environment while implementing Star Navigation: Explorations into Angles and Measurement, a module from the series, Math in a Cultural Context (MCC). This case describes how the teacher facilitated the embedded Yup'ik cultural knowledge into lively, mathematical communication and learning made relevant to a non-Yup'ik group of students. Students' pre- and post-test results showed strong gain scores as well as high absolute post-test scores, placing this class in the small category where a rural treatment group outperformed all urban treatment and control groups. Thus, this compelling case provides an example of a classroom and curricular learning environment that reverses national trends for rural students in general and shows potential for Alaska Native students in particular. Further, it provides examples of factors that other teachers, administrators, and teacher educators can employ in their own teaching and classes to create more effective math classrooms. (Author).
Anmerkungen	Center for Indian Education. Arizona State University, College of Education, P.O. Box 871311, Tempe, AZ 95287-1311. Tel: 480-965-6292; Web site: http://jaie.asu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10