Casting a New Light on a Long Shadow: Saskatchewan Aboriginal High School Students Talk about What Helps and Hinders Their Learning

Autor/inn/en	Stelmach, Bonnie; Kovach, Margaret; Steeves, Larry
Titel	Casting a New Light on a Long Shadow: Saskatchewan Aboriginal High School Students Talk about What Helps and Hinders Their Learning
Quelle	In: Alberta Journal of Educational Research, 63 (2017) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1923-1857
Schlagwörter	Foreign Countries; High School Students; Indigenous Populations; Student Motivation; Educational Practices; Interpersonal Relationship; Learner Engagement; Teacher Effectiveness; Teacher Student Relationship; Empathy; Teacher Characteristics; Cultural Awareness; Case Studies; Focus Groups; Canada Natives; Barriers + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sinti und Roma; Schulische Motivation; Bildungspraxis; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Empathie; Cultural identity; Kulturelle Identität; Case study; Fallstudie; Case Study
Abstract	What do teachers do (or not do) that makes you want to go to school? A team of Saskatchewan researchers asked Saskatchewan Aboriginal high school students this question about the aspects of instructional practice that helps and hinders their learning. While responses pointed to several aspects, teacher relational instincts and capacities were the most influential in school engagement for this group of Aboriginal students. Students in this study described three relational capacities of effective teachers: a) empathetic responsiveness to the student as whole being, b) the degree to which teacher disposition influenced the relational dynamic with students, and c) teachers' responsiveness to the full context of the student's life (including a sensibility of the student's Indigenous culture). Through a case study process, focus group interviews were conducted in six Saskatchewan schools. The study included 75 Aboriginal high school students from six schools (urban, rural, provincial, and First Nations band schools) in Saskatchewan, Canada. The qualitative case study research design was informed by Indigenous principles, and the theoretical lens employed in the analysis relied predominately upon an Indigenous theoretical perspective, as articulated by Smith and Perkins (as cited in Kovach, 2014). The findings point to the teaching attributes of relationality, responsibility, and understanding of contextuality identified within an Indigenous theoretical framework as influential in fostering engaged learning environments for this group of Aboriginal high school students. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.ajer.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01