Profiles of Partnerships between Tribal Education Departments and Local Education Agencies. REL 2012-No. 137

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Beesley, Andrea D.; Shebby, Susan; Mackety, Dawn; Rainey, Jesse; Cicchinelli, Louis F.; Cherasaro, Trudy
Institution	Regional Educational Laboratory Central (ED); National Center for Education Evaluation and Regional Assistance (ED); Mid-Continent Regional Educational Laboratory
Titel	Profiles of Partnerships between Tribal Education Departments and Local Education Agencies. REL 2012-No. 137
Quelle	(2012), (37 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Profiles; Tribally Controlled Education; School Districts; Voluntary Agencies; American Indian Students; Educational Improvement; Improvement Programs; Educational Cooperation; Financial Support; Interpersonal Relationship; Sustainability; Cultural Education; Language Enrichment; Discipline; Truancy; Safety; Student Behavior; Dual Enrollment; Advanced Placement Programs; Parent Participation; Stakeholders; Telephone Surveys; Interviews; Enrollment Trends; Graduation Rate; High School Freshmen; Access to Information; Student Records; Organizational Objectives; Organizational Theories; Group Dynamics; Research Methodology; Information Sources; Colorado; Kansas; Missouri; Nebraska; North Dakota; South Dakota; Wyoming + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; School district; Schulbezirk; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Education; cooperation; Kooperation; Finanzielle Förderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Nachhaltigkeit; Culture; Kulturelle Bildung; Kulturelle Erziehung; Disziplin; Schulabsentismus; Schulschwänzen; Schulverweigerung; Sicherheit; Student behaviour; Schülerverhalten; Doppelstudium; Elternmitwirkung; Telephone interview; Telefoninterview; Interviewing; Interviewtechnik; Schülerakte; Business goal; Unternehmensziel; Organisationstheorie; Gruppendynamik; Research method; Forschungsmethode; Information source; Informationsquelle; South-Dakota
Abstract	This study examines nine voluntary working relationships or partnerships between tribal education departments (TEDs) and local education agencies supporting American Indian students. Individual profiles describe how each partnership works, focusing primarily on collaborative activities intended to improve education outcomes for American Indian students. Key findings include: (1) All the TEDs received tribal funds for their partnership activities; all but one received federal or state funding as well. (2) Interviewees for all the partnerships mentioned that face-to-face meetings were important for building and sustaining their partnerships. All the partnerships offered students a cultural or tribal language program; five partnerships also offered academic support in core subjects. (3) Five partnerships focused on discipline or social and behavioral issues, such as truancy and student safety and behavior. (4) Four partnerships offered an opportunity for participation in dual enrollment or early college programs. (5) Three partnerships focused on parent involvement or support. In seven partnerships, the TED used memoranda of understanding, parent waivers, or releases to obtain data from local education agencies on student performance and behavior. (6) In four partnerships, the stakeholders mentioned overcoming discrimination, mistrust, or rivalry in order to set and work on mutual goals for American Indian student success. Appended are: (1) Data and methodology; (2) Telephone interview protocols; (3) Data sources for each partnership. (ERIC).
Anmerkungen	Regional Educational Laboratory Central. Available from: Marzano Research Laboratory. 9000 East Nichols Avenue Suite 112, Centennial, CO 80112. Tel: 303-766-9199; Fax: 303-694-1778; e-mail: RELCentral@marzanoresearch.com; Web site: http://www.relcentral.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10