Presentation is loading. Please wait.

Presentation is loading. Please wait.

Program Evaluation for American Indian Education:

Similar presentations

Presentation on theme: "Program Evaluation for American Indian Education:"— Presentation transcript:

1 Program Evaluation for American Indian Education:
Developing a Community-Based Process for Defining and Measuring Successes in High School

2 Let’s get acquainted! Jackie Vertigan, M.Ed., LSC; All Nations Program, South High School, Minneapolis Public Schools Doctoral Student, University of Minnesota Duluth: Indigenous Teaching & Learning; Evaluation Studies I know this much…

3 Setting the Stage Will you please share your thoughts with me?
I urge (beg, plead, encourage) your thoughts as we talk together today…

4 Students have made me wonder…
Uni-dimensional versus multi-dimensional Strength-based versus deficit model Ways of being, learning and knowing… ontologies, axiologies, and epistemologies Broadening definitions of success Response to societal trends and impacts on students

5 Asking questions… Who gets to say what education should be for Native American students? Why? How do we know when a program has met its goal? Standardized tests? 4-year grad rates? What about when it is a decolonized approach? Is there a way to develop a model that will stand up to scrutiny from funders and other constituents?

6 Grounded Theory “systematic qualitative research methodology … emphasizing generation of theory from data in the process of conducting research” (Martin, 1986) “no preconceived hypothesis and … continual comparative analysis of data” (Glasser & Strauss, 1967)

7 The process… So far… Review of the literature: Evaluation
educational evaluation, Indigenous evaluation Indigenous educational evaluation

8 The process… 2 case studies, including data review and interviews
Coding the responses

9 Interview Questions regarding the programmatic approaches to teaching AI/NA students.
What are the primary goals and objectives of the program? Describe the organizational structure/system? What is the school/program’s philosophy? Describe the staff and their roles. What is/was done in terms of professional development and/or teacher preparation? What pedagogical approaches are used in the school/program? What is the focus of the curriculum? How does it further the goals of the program/school? In what ways is Indigenous culture and language integrated into the school/program? How are family and community involved? How is the program assessed or evaluated? What are the ideal components of the program? What challenges exist to implementing an ideal program? What are ideal components that are/were not present? What other thoughts would you like to share?

10 Next steps… Looking for input Further case studies and focus groups
Preliminary findings Input Second generation of findings Cycle back

11 What are the components for evaluation of programs serving AI/NA students?
Possibly 8 components Tailored to each situation Rubric with the option to assign value/weight to the components

12 1) philosophical approaches
What is the purpose of school? What is the world view? What constitutes “western knowledge” and “Indigenous knowledge?” Racial incommensurability Heterogeneity v. homogeneity

13 2) culture and language Authentic respect for culture and language
Integrated approach Multigenerational approaches Holistic connections between social and environmental elements

14 3) community and family investment
Family & community involvement AI control of AI education; autonomy and self-direction Removing the identity rift; don’t have to choose between being academic and being Native

15 4) systemic and administrative support
rewrite the dominant narrative strategic goal setting distributed leadership with a common vision of excellence embracing of culturally responsive pedagogies exemplary leader and/or distributed leadership size of the school and format

16 5) teacher development quality and commitment of the teachers
school define, attract, develop, and retain quality staff compare and contrast western versus traditional Indigenous holistic ways of knowing educators are treated as professionals and encouraged to develop themselves as needed

17 6) pedagogical considerations
Reciprocal, co-constructed, cooperative, and culturally appropriate teaching & learning Flexible formats, arts-based, integrative, whole-brained learning Culturally appropriate classroom assessments

18 7) curriculum Interdisciplinary, experiential, community-based, applied-knowledge learning projects Ways of knowing, cause and effect are not necessarily linear, more often in circle format Interconnectedness of all things is understood through language and cultural practices

19 8) assessment and accountability
Community based goals Community based measures Cyclical review process Developing and maintaining relationships

20 Logic Model

21 Feedback Only as good as it is useful. Is it useful? What is missing?
What resonates for you?

22 References AdvancEd, Inc. (2014). retrieved from the web: American Indian Higher Education Consortium. (2014). Retrieved from the web: Anderson, C., et al. (2012). It is only new because it has been missing for so long: Indigenous evaluation capacity building. American journal of evaluation, 33, 4, Anuik, Jonathon and Gillies, Carmen (2012) Indigenous knowledge in post-secondary educators’ practices: nourishing the learning spirit. Canadian Journal of Higher Education, 42, 1, Assie-Lumumba, N’Drie T. (2012). Cultural foundations of the idea and practice of teaching profession in Africa: Indigneous roots, colonial intrusion, and post-colonial reality. Educational Philosophy and Theory, 44, 2. Aylward, Lynn M. (2010). The role of Inuit languages in Nunavut schooling: Nunavut teachers talk about bilingual education. Canadian journal of education, 33, Bang, M. et al (2014). Muskrat theories, tobacco in the streets, and living in Chicago as Indigenous land. Environmental education research, 20, 1, Barton, Sylvia (2004). Narrative inquiry: locating Aboriginal epistemology in a relational methodology. Journal of advanced nursing, 45, 5, Baynes Jeffries, R. & Carson Singer, L. (2003). Successfully educating urban American Indian students: an alternative school format. Journal of American Indian education, 42, 3. Beaulieu, David and Figuiera, Anna. (2006). The power of Native teachers: language and culture in the classroom. The Center for Indian Education, Arizona State University. Beaulieu, David. (1990). Indian education and national policy. Tribal college; journal of American Indian higher education, 2. Bishop, Allan R., et al., (2009). Te kotahitanta: addressing educational disparities facing Maori students in New Zealand. Teaching and teacher education, 25, Bishop, Allan R., et. al., (2012) Developing an effective educational reform model for indigenous and other minoritized students. School effectiveness and school improvement, an international journal of research, policy and process, 23, 1, Brave Heart, Maria Yellow Horse and DeBruyn, Lemyra M. (1998). The American Indian holocaust: healing historical unresolved grief. American Indian and Alaska Native Mental Health Research, 8, 2, Brave Heart, Maria Yellow Horse, et al., (2011). Historical trauma among Indigenous peoples of the Americas: concepts, research, and clinical considerations. Journal of Psychoactive Drugs, 43, 4, Brave Heart, Maria Yellow Horse, et al. (2012) Wicasa was’aka: restoring the traditional strength of American Indian boys and men. American Journal of Public Health. 102, S2, pS177-S183. DOI: /AJPH   Brayboy, Brian M. J. (2005). Toward a tribal critical race theory in education. The urban review. 37, 5. Chinn, Pauline (2007). Decolonizing methodologies and Indigenous knowledge: the role of culture, place and personal experience in professional development. Journal of research in science teaching, 44, 9, Clinton, President William J. (1998). Executive Order Federal Register, 63,154. Crandall, Joanie and Kutz, Skip (2011). Ranking and sorting and labeling: driving Aboriginal students out of schools, 21, 1. Curtis, Elana, et al. (2012). Improving indigenous and ethnic minority student success in foundation health study. Teaching in higher education. 17, 5, Donaldson, M. (2012). Despairing the disparity: what can we do to help? Kairaranga, 13, 2. Grande, Sandy (2004). Red pedagogy. Rowman & Littlefield. Lanham, MD Grant, Agnes and Gillespie, LaVina. (1992). Joining the circle: a practitioner’s guide to responsive education for Native students. Retrieved from the web: Gray, Jan & Beresford, Quentin. (2008). A ‘formidable’ challenge: Australia’s quest for equity in Indigenous education. Australian Journal of Education, 52, 2, Gross, Michael Paul. (1973). Indian Control for Quality Indian Education. North Dakota Law Review, 49, 2, Guevremont, A. & Kohen, D. (2011). Knowledge of an Aboriginal language and school outcomes for children and adults. International journal of bilingual education and bilingualism, 15, 1, 1-27.

23 References, cont. Habib, A., Densmore-James, S, & Macfarlane, S. (2013). A culture of care: the role of culture in today’s mainstream classrooms. Preventing school failure: alternative education for children and youth, 57,3, Hohepa, M. (2013). Educational Leadership and integrity: Doing things the same, differently. American journal of education, 119,4, Huffman, Terry. (2010). Theoretical perspectives on American Indian education. AltaMira Press, Lanham, MD. Keddie, A, et al (2013) Beyond culturalism: addressing issues of Indigenous advantage through schooling. Australian association for research in education, 40, p Marks, G.N. (2007) Do schools matter for early leaving? Individual and school influences in Australia. School effectiveness and improvement, 18, 4, McGregor, H. (2013) Situating Nunavut education with Indigenous education in Canada. Canadian journal of education, 36, 2, Meyer, M (1998). Native Hawiian epistemology: sites of empowerment and resistance. Equity & excellence in education. 31, 1, Morelli, Paula, and Mataira, Peter (2010), Indigenizing evaluation research: a long-awaited paradigm shift. Journal of Indigenous voices in social work. 1, 2, 1-12. Morsette, Aaron. (2012). Trauma in American Indian communities. Retrieved from the web: National Center for Educational Statistics. National Indian Education Association. Pewawardy, Cornell. (2002). Learning styles of American Indian/Alaskan Native students: a review of the literature and implications for practice. Journal of American Indian Education, 41, 3. Powers, K. (2003). Does cultural programming improve educational outcomes for American Indian youth? Journal of American Indian education, 42, 2, Reyhner, Jon, & Eder, Jeanne. (1989). A history of Indian education. Billings, MT: Eastern Montana College. Rogers, Christine A. and Jaime, Angela M. (2010). Listening to the Community: guidance From Native community members for emerging culturally responsive educators, equity & excellence in education, 43, 2, Ross, Terris. (2012). Higher education: gaps in access and persistence study: statistical analysis report. National center for educational statistics. The “Red Book” Comprehensive federal Indian education policy statement: a proposal from Indian country to the White House. Tucker, Bill Education next. Web resource: Villegas, Ana Maria and Lucas, Tamara, Preparing culturally responsive teachers: rethinking the curriculum. Journal of teacher education, 53, 1,

Download ppt "Program Evaluation for American Indian Education:"

Similar presentations

Ads by Google