Perceptions and practices of principals: supporting positive educational experiences for Aboriginal learners

Preston, Jane P.; Claypool, Tim; Rowluck, William; Green, Brenda

doi:10.1080/13603124.2015.1124926

Cited by 10 publications

(9 citation statements)

References 14 publications

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“…Indigenous education leadership has also been regarded as a cultural phenomenon. Some scholars believe that leadership is variable in different contexts; these variations between different cultural contexts can be subtle (Preston et al, 2016). Therefore, Hohepa (2013) proposed that education leaders should know how to implement cultural preferences in a social environment and how to operate properly within a given cultural context.…”

Section: General Pattern Of Knowledge Productionmentioning

confidence: 99%

“…In addition, a great number of scholars have employed a qualitative method to conduct research on Indigenous education leadership (Cherubini and Volante, 2010;Ford et al, 2018;Lickers, 2016;Santamar ıa et al, 2015;Williams, 2012). Ethnography (Blakesley, 2011;Jorgensen, 2016;Rhea, 2015;White, 2010) and case studies (Donald et al, 2013;Niesche and Keddie, 2014;Preston et al, 2016;Santamar ıa et al, 2014) were used by the same number of scholars, each group representing eight percent of the publications. What is more, mixed methods were selected by certain scholars (Hynds et al, 2015;Riley and Webster, 2016;Walsh et al, 2018) whose research was included in this corpus.…”

Section: General Pattern Of Knowledge Productionmentioning

confidence: 99%

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Exploring Indigenous education leadership research in Canada, the United States, Australia and New Zealand

Fan

Liu

2020

IJCED

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PurposeThis literature systematically reviews articles published in “core” international journals on the topic of Indigenous education leadership over the period from 2000 to 2018 in four English-speaking countries, covering Canada, America, Australia and New Zealand, in which all of them have long colonial history and Indigenous population. These reviews provide insights into the nature of this emergent literature and generate many implications that required for further research in Indigenous education leadership.Design/methodology/approachIn this study, a vote counting method was employed and a clearly delimited body of research on Indigenous education leadership was also identified. The vote counting method can enlarge the perspectives on the noticeable heterogeneity of Indigenous education leadership within the four English-speaking countries. This is the basic constitutive element for the development of a comparative literature in Indigenous education leadership. Moreover, this method can clearly calculate the annual number of articles about Indigenous education leadership, and the various methods used in the publications of Indigenous education leadership can be figured out as well, which helps to find out the different patterns of changes on Indigenous education leadership.FindingsThis study identifies the patterns of Indigenous educational leadership research across four English-speaking countries, which will contribute to the development of research in this regard.Originality/valueThis is one of the first studies about Indigenous educational leadership in the world. It will not only contribute to education practice but also leadership theory development.

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Section: General Pattern Of Knowledge Productionmentioning

confidence: 99%

Section: General Pattern Of Knowledge Productionmentioning

confidence: 99%

Exploring Indigenous education leadership research in Canada, the United States, Australia and New Zealand

Fan

Liu

2020

IJCED

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“…Additional recommendations surface from the results of this study. Since best practices for promoting Aboriginal student success are grounded in relationships (Preston et al, , 2016, principals and educators in Nunavut need to establish innovative ways to create many and varied types of student-and community-focused relationships both inside and outside the school building. To create new and supportive school-community relationships, it is important that school personnel welcome, use, and build on the personal insights of Inuit students, parents/ caregivers, community members, and community organizations.…”

Section: Recommendations and Conclusionmentioning

confidence: 99%

Situating Educational Issues in Nunavut: Perceptions of School Leaders and Teachers

Preston

2016

Self Cite

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The purpose of this article is to describe some educational contexts and challenges experienced by students and educators who live in Nunavut. The data for this qualitative study include twenty-four semi-structured interviews involving fourteen principals, vice-principals, and teachers from Nunavut. Four themes surfaced: student attendance, legacy of residential schools, lack of Inuktitut/Inuinnaqtun resources, and transient teachers. With regard to student attendance, participants viewed this issue as one of the most challenging aspects of their education system. Second, participants emphasized that the Nunavut Department of Education was promoting fluent Inuktitut/Inuinnaqtun and English learners. While participants valued the importance of maintaining the vitality of the Inuit language, they believed resources to promote the Inuit language were limited. Third, many principals indicated that the legacy of residential schools was a reason some school-parent relationships lacked an element of trust. Last, participants explained that the constant teacher turnover caused relational strains between educators, students, parents, and community members. Cultural compatibility theory was employed as the philosophical basis to conceptualize findings. This theory assumes that a student needs an educational experience where that learner can see, feel, hear, taste, and touch his/her cultural values and beliefs. The design of educational programs need to foster the unique identities of Inuit peoples through the implementation of curricula built upon local Inuit culture, language, and knowledge. In doing so, attendance issues within school can be addressed, for example. Also, when parents see their culture within the school curriculum and environment, they will feel more welcomed and at home in this familiar context.

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“…They feel teachers also need to understand the complex lives of their students and respond in a flexible or innovative manner. There is also a need for schools to demonstrate a belief in students, promote student belonging and relationships, and build school experiences that are culturally relevant (Preston, Claypool, Rowluck, & Green, 2017).…”

Section: Supporting First Nations Studentsmentioning

confidence: 99%

Guitars and Makerspace: Examining the Experience of First Nations Students | Guitares et laboratoires ouverts : examen de l’expérience d’élèves des Premières Nations

Wilson

Gobeil²

2018

CJLT / RCAT

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This research project examined the impact on student engagement of a makerspace approach in an all-First Nations high school. First Nations learners have many factors limiting their success in the K-12 system such as lack of connection to the curriculum, limited cultural relevance of course content, and poor attendance. A common concern for those working with First Nations students is how to deliver a learning experience that is engaging and assists students in earning enough credits to graduate. In this case study, a makerspace approach to learning was used to engage and support learners. A makerspace is a learning context where participants are supported and encouraged to design and create as part of required learning, to meet curricular objectives, or to creatively explore their own ideas. The program at the focus of this research introduced students to 3D computer design technology and (computer numerical control) CNC wood milling technology to make electric guitars. This project used a case study design to determine ways to improve the school experience of First Nations students through unique course design. The findings show that the experience for students was positive, engagement increased, and attendance showed improvement. RésuméCe projet de recherche s'est penché sur l'incidence d'une approche « Makerspace » (laboratoire ouvert) sur l'engagement des élèves dans une école secondaire fréquentée uniquement par des membres des Premières Nations. Plusieurs facteurs limitent la réussite des apprenants des Premières Nations dans le système scolaire de la maternelle à la 12 e année, comme un manque de connexion au programme, la pertinence limitée du contenu des cours et un haut taux d'absentéisme. Les personnes qui travaillent auprès des élèves issus des Premières Nations ont comme préoccupation commune l'offre d'une expérience d'apprentissage qui engage les élèves et les aide à obtenir suffisamment de crédits pour obtenir leur diplôme. Dans cette étude de cas, une approche de laboratoire ouvert a été utilisée pour faire participer les apprenants et les appuyer. Un laboratoire ouvert est un contexte d'apprentissage dans lequel les participants sont soutenus et encouragés à concevoir et à créer, que ce soit en vue de l'apprentissage requis,

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Perceptions and practices of principals: supporting positive educational experiences for Aboriginal learners

Cited by 10 publications

References 14 publications

Exploring Indigenous education leadership research in Canada, the United States, Australia and New Zealand

Exploring Indigenous education leadership research in Canada, the United States, Australia and New Zealand

Situating Educational Issues in Nunavut: Perceptions of School Leaders and Teachers

Guitars and Makerspace: Examining the Experience of First Nations Students | Guitares et laboratoires ouverts : examen de l’expérience d’élèves des Premières Nations

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