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Descriptors:
American Indians; American Indian Education; Postsecondary Education; Higher Education; Interviews; Alaska Natives; Dropouts; Dropout Rate; School Counselors; Academic Achievement

Abstract:
This study examined 21 American Indian students' postsecondary transition and retention experiences through a phenomenological methodology. Postsecondary transition is the process of leaving home and adjusting to postsecondary education. Postsecondary retention is achieving success and remaining at a university for at least 6 months. Data sources included individual interviews, journal analysis, and document analysis. The 10 emergent themes described an interconnected phenomenon centered on institutional, social, and interpersonal dimensions. (Contains 1 table.) 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; 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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Photography; Clubs; Ethnography; Audiences; Scholastic Journalism; Foreign Countries; Literacy; Reading Instruction; Multiple Literacies; Information Technology; Single Sex Schools; Females; Interviews; Power Structure; Self Concept; Cooperation; Teaching Methods; Activism; Disadvantaged Schools; Rural Schools

Abstract:
In this study, we draw on three interrelated concepts, i.e. placed resources, multiliteracies and the carnivalesque, to understand how information and communication technology (ICT) resources are taken up within the context of a print-based journalism club. Our research participants attend an under-resourced girls' residential secondary school in rural Kenya. We used ethnographic methods to document how the 32 club members (aged 14-18-years) used digital cameras, voice recorders and laptops with connectivity to research, conduct interviews, photograph and create texts. Key findings include shifts in identity performance, journalistic competence, and hierarchical distinctions and societal power; growing writer activism and audiences; and the emergence of imagined identities and transformative social futures. Our research challenges current skills-based approaches to introducing new literacies and highlights how the introduction of new ICT resources, when situated within collaborative practices (both research and pedagogical), can result in enhanced literacy learning and text production. These changes have not been without tensions and dilemmas, including the extent to which such practices could only occur outside the formalized classroom with its traditional practices, structures and emphasis on exam results. In addition, some of these tensions raise new questions about the role of ICTs as pedagogical tools and the tendency to "romanticize" their potential. (Contains 3 figures and 2 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:
Student Records; Elementary Secondary Education; Federal Legislation; Pilot Projects; American Indians; Alaska Natives; American Indian Education; Disadvantaged Youth; Educational Opportunities; Educational Legislation; Poverty; Educational Finance; Budgets; Federal Aid; Public Agencies; Grants; Federal Programs; School Construction; School Maintenance; Educational Facilities Improvement; Tribally Controlled Education; Early Childhood Education; Financial Support; College Readiness; Academic Standards; Higher Education

Abstract:
This volume contains advocacy briefing papers presented at the 15th Annual National Indian Education Association (NIEA) Legislative Summit held February 15-15, 2012 in Washington, DC. The following papers are included: (1) Become a Powerful Advocate; (2) NIEA Legislative Priority for 2012: Reauthorization of the Elementary and Secondary Education Act/No Child Left Behind Act; (3) NIEA Summary of the Native CLASS Act (S.1262); (4) Preserving Native Languages; (5) Encouraging Tribal-State Partnerships and Collaboration in Education through Consultation; (6) Tribal Education Agencies Pilot Project; (7) Provide Indian Tribes Access to Tribal Member Student Records; (8) Technical Amendments to ESEA/NCLB; (9) Fiscal Year 2012 BIE, Department of Education, and Head Start Funding Levels; (10) Bureau of Indian Education Schools; (11) The Johnson O'Malley Program; (12) Funding Indian Education Through Impact Aid; (13) Insufficient Funding for Construction and Repair of BIA Schools; (14) Funding for Tribal Education Departments; (15) Funding American Indian - Alaska Native Head Start and Early Head Start Programs; (16) Establishing Higher Education Priorities for Native Students; (17) NIEA Urban Native Education Council Positions; (18) Executive Order 13592: Improving American Indian and Alaska Native Educational Opportunities; (19) NIEA Summary of Executive Order 13592; (20) White House Memorandum on Tribal Consultation; (21) Executive Order 13175: Consultation and Coordination with Indian Tribal Governments; and (22) Condition of Indian Education 2011. Individual papers contain footnotes. (Contains 1 figure.) [For the 14th Annual Legislative Summit Briefing Papers, see ED523542.] 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:
High School Students; Foreign Countries; Graduation Rate; Federal Legislation; American Indians; American Indian Education; Immersion Programs; Native Language Instruction; American Indian Languages; Academic Achievement; Culturally Relevant Education; Self Determination; Tribally Controlled Education; Canada Natives

Abstract:
In 1999, under federal government legislation, Mi'kmaw communities in Nova Scotia won the right to manage the education of their children for the first time in a century. With support from Mi'kmaw Kina'matnewey, an education authority that provides central services, local Mi'kmaw schools deliver language immersion courses, culturally-appropriate teaching pedagogy and other initiatives to promote student success. In 2010-11, Mi'kmaw Kina'matnewey reported a high school student graduation rate of 75 per cent for students in the system, twice the Canadian average. The self-governance arrangement is drawing attention as a possible model for First Nation education in Canada. 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:
Demonstration Programs; Inclusion; Postsecondary Education; Two Year College Students; Student Attitudes; Mental Retardation; Self Determination; Self Concept; Community Colleges; High Schools; Dual Enrollment; Partnerships in Education; Interviews

Abstract:
In 2010, the U.S. Department of Education announced an initiative to improve transitioning to postsecondary education (PSE) for individuals with intellectual disabilities (ID) by funding the model comprehensive Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) program. The TPSID provides for grants to create or expand inclusive comprehensive transition and postsecondary programs for students with ID. The authors provide a descriptive report of one such TPSID-funded demonstration in the state of Hawai'i and share preliminary feedback from student participants, agency and institutional partners, and project staff. The authors' interviews with the participants and collaborators provided insights and perspectives of the challenges inherent in implementing such a demonstration model. They found that student participants with ID, who were culturally and linguistically diverse, relished the opportunity to participate in PSE and were motivated by the opportunity to learn, meet new people, and contribute to their families. Interagency partners valued the process and benefits of interagency teaming, with most reporting that participating in collaborative teaming resulted in a shift in their views on inclusion of students with ID in PSE. The authors concluded that the implementation of an inclusive PSE transition model can be a transformative process for students with ID, PSE institutions, and support agencies. Furthermore, that collaborative interagency teaming is a powerful method to inform and empower the implementation of change and stimulate and facilitate new opportunities and approaches to improve transition outcomes for students with ID. (Contains 8 tables, 1 figure and 1 footnote.) 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; Elementary School Teachers; International Education; Comparative Education; Teaching Methods; Evaluation Methods; Student Attitudes; Comparative Analysis; Data Analysis; Cross Cultural Studies; Correlation; Grade 4; Student Evaluation; Literacy; Self Concept; Reading Achievement; Reading Attitudes; Reading Instruction; Reading Tests

Abstract:
This study, through multilevel analyses of the data of four English-speaking nations (i.e., Canada, England, New Zealand and the United States) from the Progress in International Reading Literacy Study (PIRLS) 2001 database, investigated the relationship between teachers' uses of various types of classroom assessments and their fourth-graders' reading literacy achievement, reading self-concept, and attitudes toward reading. The results showed varied outcomes associated with teachers' uses of different types of assessments (multiple-choice items, short-answer and paragraph writing, and oral communication) across countries and across aspects of student reading achievement. Implication of the study and recommendations for future research are discussed. (Contains 8 tables and 2 figures.) 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; Health Behavior; Adults; Children

Abstract:
American Indian and Alaska Native (AI/AN) populations bear a heavy burden of cardiovascular disease (CVD), and they have the highest rates of risk factors for CVD, such as cigarette smoking, obesity, and diabetes, of any U.S. population group. Yet, few randomized controlled trials have been launched to test potential preventive interventions in Indian Country. Five randomized controlled trials were initiated recently in AI/AN communities to test the effectiveness of interventions targeting adults and/or children to promote healthy behaviors that are known to impact biological CVD risk factors. This article provides a context for and an overview of these five trials. The high burden of CVD among AI/AN populations will worsen unless behaviors and lifestyles affecting CVD risk can be modified. These five trials, if successful, represent a starting point in addressing these significant health disparities. 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 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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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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