An On-Campus, Off-Campus Model for Native Indian Teacher Education.

Autor/inn/en	Owston, Ronald D.; MacIver, Donald A.
Titel	An On-Campus, Off-Campus Model for Native Indian Teacher Education.
Quelle	(1981), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Access to Education; American Indian Education; American Indians; Canada Natives; Demonstration Programs; Extension Education; External Degree Programs; Field Instruction; Foreign Countries; Higher Education; Nontraditional Education; Rural Education; Student Financial Aid; Student Teacher Supervisors; Student Teaching; Teacher Education Programs + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; American Indian; Indianer; Erweitertes Bildungsangebot; Praxisklasse; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-traditional education; Alternative Erziehung; Ländliche Erwachsenenbildung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Teaching practice; Unterrichtspraxis
Abstract	Designed essentially for native paraprofessionals in order to meet a shortage of native teachers, a three-week on and five-week off-campus cycle program for Canadian Indian teacher education at the University of New Brunswick allows students to obtain degrees for teaching certification in four academic years and three summers. The participants (mainly women with families), who are employed in federal or provincial schools as teacher aides or education workers, travel from reserves to university for the on-campus cycle, and professors from regular teacher education departments of the universities travel to the reserves to conduct weekly tutorial classes during the five-week off-campus period. The program, funded by the Department of Indian Affairs and administered and supervised by university faculty, entitles all status Indians in the program to textbook, travel, and accommodation allowances from the Department. External evaluations, professional instruction, comparisons of students with those in other regular university programs, and rigid student teaching requirements maintain the same educational standards as those in the regular university programs. Results of the four-year-old program seem positive in terms of student social and intellectual growth, dropout rate, and student teaching performance. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC