Literaturnachweis - Detailanzeige
| Autor/in | Beaulieu, David |
|---|---|
| Titel | A Concluding Prospectus on Change and Development for Native Education. |
| Quelle | (1991), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | American Indian Education; Change Strategies; Community Involvement; Educational Change; Educational Cooperation; Educational Policy; Educational Strategies; Elementary Secondary Education; Federal Aid; Financial Support; Public Schools |
| Abstract | The education of American Indians and Alaska Natives is undertaken predominantly by state controlled and operated public school districts. With 90% of all Native students attending state public schools, significant efforts at improving Native education must focus on state governance and on the issue of change and development as a public school concern. Despite the innovation and creative approaches in Native education grant programs within public schools, these programs have had little influence on the core instructional practices in most public schools. Reforming public education to meet the needs of Native learners means realigning all school system resources and programs rather than depending on special grant programs and Native-operated alternative schools. Recommended strategies include: increasing parent and community involvement in all aspects of school district programs, policies, and procedures; requiring states and school districts to develop comprehensive plans for Native education in order to receive federal funding; developing tribal-state education agreements; developing model regional Native Resource Centers within tribal schools to enhance cooperation between public and tribal schools; encouraging development of Native standards and criteria for the public education of Native students; making state revenue available to tribal schools without affecting the nature of tribal control; and making Impact Aid available to tribal schools. (SV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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