Literaturnachweis - Detailanzeige
| Autor/inn/en | Oakes, Abner; Maday, Traci |
|---|---|
| Institution | Center for Comprehensive School Reform and Improvement |
| Titel | Engaging Native American Learners with Rigor "and" Cultural Relevance. Issue Brief |
| Quelle | (2009), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary Secondary Education; American Indians; Academic Achievement; Educational Strategies; Culturally Relevant Education; American Indian Education; American Indian Culture; Educational Improvement; Educational Practices; Federal Regulation; Case Studies; Educational Change |
| Abstract | Currently, the federal government administers several programs that aim to address the "unique educational and culturally related academic needs" (Title VII, Part A, Elementary and Secondary Education Act, 2002) of Native American students. What does this mean for today's teachers and learners? Unfortunately, the drive to significantly raise student achievement can overshadow or take attention away from efforts to make education more relevant and engaging for Native American students. Fortunately, growing evidence shows that academic rigor and culturally relevant practices are mutually compatible. This Issue Brief identifies strategies that foster Native American student engagement and improved academic achievement. The authors begin by examining the distribution of Native students and then we explore three areas that are identified in the literature as promising strategies for improving educational outcomes for Native students: (1) Instructional practices; (2) Curriculum content; and (3) School climate. (Contains 2 footnotes.) (ERIC). |
| Anmerkungen | Center for Comprehensive School Reform and Improvement. 1100 17th Street NW Suite 500, Washington, DC 20035. Tel: 877-277-2744; Web site: http://www.centerforcsri.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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