A Long Journey: Alaska Onward to Excellence in Yupiit/Tuluksak Schools. Case Study.

Autor/inn/en	Kawagley, Angayuqaq Oscar; Barnhardt, Ray
Institution	Northwest Regional Educational Lab., Portland, OR.; Alaska Univ., Fairbanks.
Titel	A Long Journey: Alaska Onward to Excellence in Yupiit/Tuluksak Schools. Case Study.
Quelle	(1999), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alaska Natives; American Indian Education; Bilingual Education; Case Studies; Community Involvement; Cultural Education; Educational Change; Elementary Secondary Education; Eskimos; Improvement Programs; Rural Education; School Community Relationship + Suchen Sie Ihr Suchwort? Inuit; Bilingual teaching; Bilingualer Unterricht; Case study; Fallstudie; Case Study; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Bildungsreform; Effizienzsteigerung; Ländliche Erwachsenenbildung
Abstract	As part of a larger study of systemic education reform in rural Alaska, this case study examines the school improvement process undertaken in Yupiit School District (YSD). YSD consists of three Yupiaq villages in southwest Alaska that joined together in 1984 to form the Yupiit Nation and to run their own schools. In 1992 a district-level leadership team, trained in the Alaska Onward to Excellence school improvement process, called the first community-wide meetings to discuss the values and beliefs that should be passed on to the next generation. The district team then compiled community values and beliefs, drew up a draft mission statement, and listed tentative student goals. After extensive community feedback, the YSD school board adopted the following student goals: knowledge of Yup'ik values, culture, and subsistence skills; preparation for work and further education; respect and positive attitudes toward life, learning, and community; development as law-abiding citizens; and ability to communicate in Yup'ik and English. Local leadership teams then identified the goal of greatest concern in each community and developed specific actions to advance that goal. By the third year of the process, results included improved student attendance, increased parent and elder participation, provision of curricular training, and closer school-community cooperation. This cooperation was particularly noteworthy in the development of a seasonally-organized cultural curriculum. Through this curriculum, everyone in the community becomes a teacher, every place is a potential classroom, and every community activity constitutes a learning opportunity. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC