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Descriptors:
American Indian Education; American Indians; Alaska Natives; Students; Educational Experience; Grade 4; Grade 8; National Competency Tests; Mathematics Achievement; Reading Achievement; Scores; Gender Differences; Economically Disadvantaged; Achievement Gap; Rural Urban Differences; Public Schools; Reading Teachers; Mathematics Teachers; Administrators; Surveys; American Indian Culture; American Indian History; School Community Relationship; School Counselors

Abstract:
Since 2005, the National Indian Education Study (NIES) has provided educators, policymakers, and the public with information about the background and academic performance of fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES was administered in 2005, 2007, 2009, and 2011 as part of the National Assessment of Educational Progress (NAEP), which was expanded to allow for more in-depth reporting on the achievement and experiences of AI/AN students. It fulfills a mandate of Executive Order 13592 issued in 2011 to improve educational outcomes for all AI/AN students. NIES reports present findings that are relevant to research and collaborative provisions of the Executive Order. This report presents results on the performance of fourth- and eighth-grade AI/AN students in the NAEP reading and mathematics assessments, followed by information on their educational experiences based on responses to the NIES student, teacher, and school questionnaires. This represents a change from earlier studies in 2005, 2007, and 2009 when performance and survey results were presented in separate reports. (Contains 36 figures, 28 tables and 7 footnotes.) [The National Indian Education Study (NIES) is directed by NCES and carried out by Educational Testing Service (ETS), Pearson Educational Measurement, American Institutes for Research, Westat, and Fulcrum IT. Additional support in the development of this report was provided by Levine & Associates.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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American Indians; Alaska Natives; American Indian Education; Grade 8; Grade 4; Statistical Analysis; American Indian Culture; Student Characteristics; Geographic Distribution; Socioeconomic Status; Family Environment; Educational Experience; Teacher Characteristics; American Indian Languages; Institutional Characteristics; Cultural Awareness; Cultural Education; Culturally Relevant Education; National Surveys

Abstract:
This report presents information about the educational, home, and community experiences of American Indian and Alaska Native (AI/AN) fourth- and eighth-grade students that was collected during the National Indian Education Study (NIES) of 2007. AI/AN students represent about 1 percent of the student population in the United States. Approximately 10,000 AI/AN students in 1,700 schools at grade 4 and 11,000 AI/AN students from 1,800 schools at grade 8 participated in the study. Surveys were completed by students, their teachers, and their school administrators. The three major areas of findings that are described in this report include: (1) characteristics of AI/AN students; (2) characteristics of their teachers and schools; and (3) integration of native language and culture in their homes and schools. (Contains 4 footnotes, 24 figures, and 64 tables.) [The National Indian Education Study (NIES) is a two-part study designed to describe the condition of education for American Indian and Alaska Native students in the United States. The study is sponsored by the Office of Indian Education and conducted by the National Center for Education Statistics for the U.S. Department of Education. For Part I of this report, see ED501263. For previous report, see ED491693 (Part I) and ED493678 (Part II).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Cultural Differences; Tribes; Alaska Natives; American Indians; American Indian Education; American Indian Culture; Cultural Influences; Culturally Relevant Education; Tribally Controlled Education; Colleges

Abstract:
The education of American Indians and Alaska Natives has increasingly become more complex given the differences in tribal languages and cultures, especially as changing demographics and issues of Indian identity are considered. There are over 200 languages and vast cultural differences between and within the 565 federally recognized tribes in Indian Country. Adding to the complexity are the various types of schools, colleges, and universities that are educating Native students. Many educational institutions are identifying tribal values as a way to provide an overall framework or as "guiding principles" to teaching, learning, research, and governance. This analysis will examine the literature on the use of tribal values, focus on a qualitative study of Comanche attributes, and discuss the implications for research and practice in education and American Indian Studies. (Contains 2 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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American Indians; American Indian Education; Student Motivation; Educational Attainment; Well Being; Family Environment; Community Role; American Indian Culture; Cultural Influences; Resilience (Psychology); College Housing; Dormitories; Perspective Taking; Cultural Context; Geographic Location; Attachment Behavior; Parent Student Relationship; Student College Relationship; Foreign Countries; Student Personnel Workers; Inclusion; Indigenous Knowledge; Curriculum Development; Role of Education; Interviews; College Graduates; Educational Experience

Abstract:
Native American students find sources of strength in their families, communities, and culture. This article reviews the experiences of 26 Haudenosaunee (Iroquois) college graduates who lived in residence halls while enrolled in college. These students obtained college educations while remaining culturally centered by going home often, some said "every single weekend," until they could transfer to an institution close to home and commute. The importance of place is discussed in relation to home-going behavior. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Indigenous Populations; Childrens Rights; Foreign Countries; Case Studies; Poverty; Longitudinal Studies; Elementary Education; American Indians; Self Concept; Equal Education; Educational Environment; American Indian Languages; American Indian Culture; Language of Instruction

Abstract:
This paper analyses a "critical moment" in the educational trajectories of young indigenous children in Peru: the transition to primary school. It addresses the inequalities in educational services that affect indigenous children, before looking at the micro-level processes that take place in school settings, through a focus on two selected case studies from the Young Lives study of childhood poverty. Using longitudinal information collected in two consecutive years, the case studies show how the children's language and culture are excluded from school premises and their very identity as children and indigenous people is disregarded, negatively affecting their educational performance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teacher Effectiveness; Teaching Methods; American Indians; American Indian Culture; American Indian Education; Teacher Student Relationship; Science Teachers; Culturally Relevant Education; Science Instruction; Teacher Attitudes; Teacher Surveys; Scores; Knowledge Level

Abstract:
This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher perceptions of practices using culturally relevant instruction were evaluated. The data were analyzed both quantitatively and qualitatively. The results from the survey analysis show that the teachers' existing practices of culturally relevant science teaching were limited in choosing topics relevant to American Indian culture. We found three common themes from the teachers' perceptions of culturally relevant science teaching, meaning of culturally relevant science teaching, teaching strategies, and purpose of culturally relevant science teaching from the qualitative data. We also found that teachers with higher survey scores perceive culturally relevant science teaching differently than teachers with lower survey scores, specifically for the purposes and teaching strategies of culturally relevant science teaching. The results show that teachers with higher survey scores tended to perceive culturally relevant science teaching as a two-way learning process between teachers and students where the teachers can learn traditional science knowledge from the students. They also tend to perceive using concrete traditional science examples as effective teaching strategy for culturally relevant science teaching and building strong relationships with American Indian students as the most important purpose of culturally relevant science teaching. We also discuss common challenges faced by science teachers when trying to implement culturally relevant science teaching with American Indian students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Cultural Pluralism; Student Diversity; Educational Strategies; Educational Practices; Educational Policy; Family School Relationship; School Community Relationship; Immigrants; Cultural Differences; Teacher Role; Culturally Relevant Education; American Indians; American Indian Education; Bilingual Education; English Language Learners; Classroom Communication; Equal Education; Principals; High School Students; Leadership Effectiveness; Parent Participation; School Readiness; Global Approach; Aspiration; Family Role; International Education; World Affairs; Multicultural Education

Abstract:
Diverse schools offer enriched academic and social environments, as students and families of different backgrounds and experiences provide a vibrant mosaic of insights, perspectives, and skills. To take advantage of the unique opportunities that diversity brings, schools must value and effectively connect with students and families of all backgrounds. Committed educators are taking on this challenge with gusto, engaging their diverse communities on a daily basis. This book highlights stories from around the world, as innovative teachers, educational leaders, and community activists passionately share personal accounts of their successes, challenges, and lessons learned. These are unsung heroes, doing vital work each day, with little attention beyond the appreciation of their own school communities. The 17 chapters, each by different authors with unique experiences, provide insights, strategies, and new tools that will be of value to anyone who is concerned about improving education for all. These diverse innovative voices will inform, engage, and most of all, inspire you. [Foreword by Edwin Darden. Contributions by: Shriya Adhikary; Jioanna Carjuzaa; Jesse Bethke Gomez; Waliha Gani; Debra Fulcher; Sean Grainger; Young-chan Han; Ashley Harris; Amineh Ahmed Hoti; Karyn Keenan; Nardos King; Sara Kugler; Graciela Rosas; Jeff Scanlan; Howie Schaffer; Andrea Sobel; Roni Silverstein; and Stacie Stanley.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethnic Groups; Latin Americans; Writing (Composition); Foreign Policy; American Indians; Indigenous Populations; Drinking; Language of Instruction; Violence; American Indian Culture; American Indian Languages; Spanish; Authors; Latin American History; Foreign Countries; Ideology; Power Structure

Abstract:
Much has been written about "indianismo" and "indigenismo" and their literary and social meaning, but rarely have these two "criollo" movements been positioned face to face with actual Indigenous expression. This article attempts a preliminary pass at just such an approach by comparing four indigenous themes established by Manuel Gonzalez Prada's essay "Nuestros indios" (1904) with analogous approximations in "Me llamo Rigoberta Menchu y asi me nacio la conciencia" (1985). Notwithstanding their different national contexts, manner of composition, and periods of composition, there is a surprising conformity between both texts' respective discursive positions on four topics: 1) the problem of the "caporal", or overseer, who rises up over his own ethnic group; 2) the negative impact of alcohol among indigenous communities; 3) the conundrum of language and culture with respect to education; and 4) the turn toward violence as a response to internal colonialism. The consonance between Gonzalez Prada's Peruvian "indigenismo" and Rigoberta Menchu's Quiche perspective as dictated to anthropologist Elizabeth Burgos could be a coincidence, but it also suggests a common frame of reference for a "criollo"-indigenous dialogue in the context of persistent internal colonialism in two Latin American countries with large Amerindian populations. (Contains 28 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
American Indians; Alaska Natives; Heart Disorders; Risk; Intervention; Prevention; Program Effectiveness; American Indian Education; Health Education; Culturally Relevant Education; Health Behavior; At Risk Persons; Adults; Parents; Family Life; Family Relationship; Motivation; Interviews; Counseling

Abstract:
American Indian and Alaska Native (AIAN) populations are disproportionately at risk for cardiovascular disease (CVD), diabetes, and obesity, compared with the general US population. This article describes the h[schwa]li?dx[superscript w]/Healthy Hearts Across Generations project, an AIAN-run, tribally based randomized controlled trial (January 2010-June 2012) designed to evaluate a culturally appropriate CVD risk prevention program for AI parents residing in the Pacific Northwest of the United States. At-risk AIAN adults (n = 135) were randomly assigned to either a CVD prevention intervention arm or a comparison arm focusing on increasing family cohesiveness, communication, and connectedness. Both year-long conditions included 1 month of motivational interviewing counseling followed by personal coach contacts and family life-skills classes. Blood chemistry, blood pressure, body mass index, food intake, and physical activity were measured at baseline and at 4- and 12-month follow-up times. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Fine Arts; Alaska Natives; American Indians; American Indian Education; Tribally Controlled Education; American Indian Studies; American Indian Culture; Art Education; Institutional Characteristics

Abstract:
Linda Lomahaftewa, a noted painter, has taught at much bigger places than the Institute of American Indian Arts (IAIA). But Lomahaftewa, who is Hopi-Choctaw, and others on the faculty of IAIA are intensely devoted to the mission of this small but unique school. IAIA--the nation's only four-year fine arts institution devoted to American Indian and Alaska Native arts--is celebrating its 50th anniversary this year. Since its creation in 1962, the tribal college near Santa Fe, N.M., has produced thousands of painters, sculptors, writers and filmmakers. Some have attained national and international reputations in the art world. Lomahaftewa, 64, is proud that the school has survived some tough times and has had a deep influence on American Indian art on many levels. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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