Who defines success: An analysis of competing models of education for American Indian and Alaskan Native students.

摘要

My dissertation work is a comparison of success indicators in 14 case studies of innovative schools serving American Indian and Alaskan Native students. The 14 cases are divided between schools that implemented state mandated Comprehensive School Reform Demonstration model programs and schools which developed an indigenous or tribally controlled reform model. School size ranged from 65 to 1050 students. My study targeted seven key areas of research priority indicated by the review of literature (e.g., Swisher and Tippeconnic, 2001; Demmert, 2001; Strang and von Glatz, 1998). These included: (1) to examine educational processes that support and provide opportunities for students to fully participate in achieving individual and community goals; (2) to focus on research in public, private, and parochial schools because 90% of Native students attend these schools, yet studies primarily are conducted in BIA/Tribal Grant/Contract schools; (3) to study effective instructional practices (i.e., teaching approaches, models) and relationship building among teachers and Indian students; (4) to investigate effective school leadership and school improvement efforts; (5) to examine partnership building to improve schooling; (6) to study reform efforts to improve instructional practices in schools serving American Indian students; and (7) to examine effects on student outcomes for culturally compatible curricula and culturally relevant learning environments. The research design included qualitative and quantitative analysis informed by four years of field work and concluding with an analysis of documents from archives, internet, and state and local sources. Data collection methods included observations in schools and classrooms, school community archival material, demographic data banks, and interviews with teachers, students, community members, and administrators. A coding system to quantify the qualitative data was created to assess the cultural responsiveness of the fourteen case schools. Comparisons were made across the schools based on three predictor variables, including culturally compatible curricula, effective pedagogy, and indigenously controlled reform. School communities that adopted Indigenously-controlled or locally-directed reform initiatives were characterized by a predominance of indigenous leaders involved in decision making roles, typically in the capacity of advisory boards rather than tribal school boards. In addition, these schools had adequate funding, stable leadership, developed partnerships between teachers and elders, supported acquisition of language and cultural knowledge among students, families, community members and school staff, and jointly developed curriculum resources. Family and community involvement in academic and cultural activities ranged from language resources and ceremonial events to early childhood and after school programs. Assimilationist models of education continue as the predominant model in schools serving indigenous communities. In some cases, Tribal leaders involved in the management and operation of schools serving their communities also implemented teacher education programs for community members which provides employment for adults, and brings indigenous teachers into classrooms. An assessment rubric is available in this document, as well as the Integrated Culture and Academic Model for American Indian and Alaskan Native students.