Culturally Responsive Teaching in Yukon First Nation Settings: What Does It Look Like and What Is Its Influence?

Autor/inn/en	Lewthwaite, Brian; Owen, Thomas; Doiron, Ashley; Renaud, Robert; McMillan, Barbara
Titel	Culturally Responsive Teaching in Yukon First Nation Settings: What Does It Look Like and What Is Its Influence?
Quelle	In: Canadian Journal of Educational Administration and Policy, (2014) 155, S.1-34 (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Foreign Countries; Culturally Relevant Education; Canada Natives; Teaching Methods; Academic Achievement; Statistical Analysis; School Community Relationship; Community Involvement; Political Issues; Indigenous Populations; Instructional Improvement; Place Based Education; Critical Theory; Educational Environment; Teacher Student Relationship; Interviews; Teacher Attitudes; Student Attitudes; Longitudinal Studies; Scoring Rubrics; Intervention; Decision Making; Personal Narratives; Educational Change; Student Characteristics; Mixed Methods Research + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Statistische Analyse; Politischer Faktor; Sinti und Roma; Unterrichtsqualität; Kritische Theorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Scoring formulas; Auswertungsbogen; Decision-making; Entscheidungsfindung; Erlebniserzählung; Bildungsreform
Abstract	This study presents a pedagogical framework to inform culturally responsive teaching in a Yukon First Nations community. The paper describes the community-based processes used to develop the framework, and presents accounts from teachers who have used the framework to inform their teaching. Preliminary indications of the adjusted teaching practices' influence on student learning are presented, using qualitative data describing the changed teaching practices, and quantitative data specific to the changed practices' impact on student learning. Finally, the paper outlines the ongoing community-based research work in the Yukon context, with reference to the work's potential significance to the wider education community. (As Provided).
Anmerkungen	Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10