Blueprints for Indian Education: Improving Mainstream Schooling. ERIC Digest.

Autor/in	Butterfield, Robin A.
Institution	ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV.
Titel	Blueprints for Indian Education: Improving Mainstream Schooling. ERIC Digest.
Quelle	(1994), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alaska Natives; American Indian Education; American Indians; Cognitive Style; Cross Cultural Training; Cultural Differences; Educational Change; Elementary Secondary Education; Higher Education; Multicultural Education; Parent Participation; Public Schools; Student Evaluation; Teacher Attitudes; Teacher Education + Suchen Sie Ihr Suchwort? Inuit; American Indian; Indianer; Cognitive styles; Kognitiver Stil; Interkulturelle Orientierung; Kultureller Unterschied; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Multikulturelle Erziehung; Elternmitwirkung; Public school; Öffentliche Schule; Schulnote; Studentische Bewertung; Lehrerverhalten; Lehrerausbildung; Lehrerbildung
Abstract	The Indian Nations At Risk Task Force and the White House Conference on Indian Education suggested systemic reforms that would improve the education of Native students who attend public schools. These reforms focus on fostering intercultural harmony in schools, improving teacher preparation, developing instructional curricula and strategies that support diverse cultural needs and learning styles, including American Indian and Alaska Native (AI/AN) parents in the education process, and adopting a new paradigm for evaluation of AI/AN student progress and success. Proven practices that establish intercultural harmony in schools include developing positive self-regard in students; increasing intergroup contact under specified conditions; introducing in-depth multicultural activities at an early age; and engaging in activities that replace inaccurate information, negative attitudes, and discriminatory behavior. Non-Native educators need in-depth, sustained multicultural training to prepare for teaching culturally diverse student populations. A culturally relevant curriculum takes into account the interests and needs of AI/AN students and their learning strengths for visual, perceptual, and spatial information. Schools must make special efforts to include AI/AN parents, as this often improves student attitudes as well as achievement and behavior. Finally, more authentic indicators of learning, such as criterion-referenced tests or portfolios of student progress, are needed to measure AI/AN educational progress. (KS)
Anmerkungen	ERIC/CRESS, P.O. Box 1348, Charleston, WV 25325-1348 (free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC