A Report on Indian Education: (A) In-Depth Study of Nine Indian Families; (B) Memory and Reasoning in Native Children: An Effort at Improvement Through the Teaching of Cognitive Strategies.

Autor/inn/en	Berger, Allen; und weitere
Institution	Alberta Univ., Edmonton.
Titel	A Report on Indian Education: (A) In-Depth Study of Nine Indian Families; (B) Memory and Reasoning in Native Children: An Effort at Improvement Through the Teaching of Cognitive Strategies.
Quelle	(1972), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indians; Cognitive Processes; Curriculum Research; Family Attitudes; Field Interviews; Grade 3; Remedial Programs; Statistical Analysis; Tables (Data); Underachievement; Canada + Suchen Sie Ihr Suchwort? American Indian; Indianer; Cognitive process; Kognitiver Prozess; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; School year 03; 3. Schuljahr; Schuljahr 03; Förderprogramm; Statistische Analyse; Tabelle; Performance deficiency; Leistungsschwäche; Kanada
Abstract	The purpose of this first phase of a 3-phase study was to obtain information to use as a base in developing a workable language arts curriculum. Part A of this report dealt with the techniques and results of in-depth interviews of 9 native families in Canada. Each family engaged in a sorting process to determine categories which were of immediate interest and concern to the family. It was found that education, heritage and culture, and family were the most common categories to the families. Part B of this report was an experimental-demonstration project directed at locating areas of weakness in the basic cognitive skills of a group of underachieving native children, evolving a remediation program, applying it, and testing its efficacy. Approximately 40 children from 5 different Grade 3 and 3-4 classes in the Ermineskin school at Hobbema were selected on the basis of the previous year's school work. Representing the lowest academic group in their grade, the children were divided into 2 groups, one having a maximum treatment and the other a minimum treatment. The significant improvement in auditory and visual memory in the group receiving maximum remediation when compared with the minimum remediation group indicated that learning strategies are not immutable but can be modified by appropriate remedial programs to enhance cognitive competence. (HBC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC