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Schools in the Study. School Selection Process. Reviewed available data Graduation rates Completion rates Provincial achievement tests Nomination process Provincial Education Departments Universities School Districts Aboriginal Organizations. Research Process.
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School Selection Process • Reviewed available data • Graduation rates • Completion rates • Provincial achievement tests • Nomination process • Provincial Education Departments • Universities • School Districts • Aboriginal Organizations
Research Process • Conducted in the 2003 - 2004 school year • Researchers averaged 12 days at each site • Conducted 120 interviews • Held 37 focus groups of parents, teachers, and students • Document reviews • Observations
Success Factors • Strong leadership and governance structures • High expectations for students • Focus on academic achievement and long - term success • Secure and welcoming climates • Respect for Aboriginal culture and traditions • Quality of staff development • Wide range of programs/supports for learning
Literacy Program Features • 50% used highly structured programs • Small ability groups for reading instruction • Some relied highly on individualized programs and technology • Early identification of problems • Constructive use of assessment • Diverse intervention programs at all levels
Teacher Qualities • Warm but demanding style of teaching • High expectations for Aboriginal learners • Willingness to become involved in community activities and spend time with community members • Willingness to learn about the differences between home and school cultures • Willing to adapt their ways of teaching
School Strategies • 6 of 10 schools had literacy as an explicitly stated goal • 6 schools were using data to monitor student achievement, rationalize goals, and set targets • 4 schools organized literacy instruction around ability groupings and levelled reading materials
Strategies (cont) • 5 schools employed highly structured reading programs characterized by direct instruction/precision teaching methods • Several schools utilized CAI and several focussed on ‘reading in the content area • Commercial Reading Programs commonly used include Reading Mastery, Accelerated Reading, and Literacy in Motion
Intervention Strategies • All 10 schools had established intervention strategies for at-risk readers • Early intervention via HeadStart, Nursery, Pre-School, Full Day K offerings was common and within the school primary grades received greatest focus • All schools reached out to involve parents
Intervention Strategies (cont) • 3 schools employed Reading Recovery • Older students were supported through CAI, tutor support, and small group corrective reading strategies • 4 schools deliberately fostered meta-cognition with regard to literacy
Aboriginal Language Instruction • English used for instruction in all schools • Immersion limited to K-1 in a single school • Native language classes ranged from 1 or 2 periods a week to daily for all grades • Courses available for Secondary students not always recognized for credit • Serious obstacles include: Few local speakers, lack of trained teachers, few materials.
Strong Cultural Component • Honoured traditions to reinforce cultural identity • Deep respect - Elders had critical role • Integrated into school life and curriculum • Lack of quality curricular resources • Use of community resources and people • Degree of emphasis varied with community
Promising Practices • Increased Structure – ability groups, leveled books • Smaller classes, school-wide literacy time • Increased instruction time • Culturally relevant materials • Emphasis on vocabulary building • Technology • Ongoing Assessment • Parent and community support for reading
Research Needs • Longitudinal Studies • Quantitative • Comparative • Data from Immersion Programs • Early childhood programming
Infrastructure Needs • Language modeled in homes and communities • Early childhood programs (literacy development piece) • Evaluation of ECD programs • More Aboriginal language teachers • More language materials • Increased training
Society for the Advancement of Excellence in Education Building School Success Through Research www.saee.ca