SCHOOLING ORGANIZATION OF ABORIGINAL CHILDREN IN CANADA
Notice bibliographique
Résumé
In the article the problem of aboriginal peoples’ education in Canada has been studied. Canada has one of the most advanced education systems in the world. It is multicultural country, the population of which embraces representatives of different nationalities as well as aboriginal peoples. \n\nThe analysis of scientific and pedagogical literature, which highlights the distinct aspects of the research subject, has been conducted. It is cleared that education in Canada has been studied by foreign and Ukrainian scientists: T. Kuchay, J. Edwards, N. Francis, J. Reyhner have studied schooling; O. Barabash, N. Mukan, M. Leshchenko have researched lifelong learning; Yu. Shyyka, S. Shapson, V. O’Doyley, L. Olber have analyzed bilingual education, etc. C. Andersen, A. Johns, J. Cummins, Y. Hebert, D. McCaskill, H. Raham, J. Friesen, V. Friesen, J. Lambe have studied education of aboriginal peoples of Canada.\n\nThe goal of the article is defined as research of schooling organization of aboriginal children in Canada. The objectives of the article are as following: to analyze the scientific and pedagogical literature devoted to the problem under research, to study the specificity of schooling organization of aboriginal children, and to define the factors which influence the aboriginal children’s progress.\n\nThe specificity of schooling of aboriginal representatives has been researched and it is cleared that there are three types of schools which aboriginal children attend (federal schools under the governance of the Department of Aboriginal Affairs and Northern Development Canada; band-operated schools; regular provincial public schools).\n\nAccording to research results there has been noted the tendency of lower indicators of aboriginal children’s progress in comparison with other population categories. There are external and internal factors which influence the level of aboriginal children’s progress. Among external factors we determine social and economic (poverty, the low level of welfare, illnesses, distance obstacles) and among internal ones – pedagogical (destructive learning environment which strengthen misunderstanding between teachers and aboriginal students, differences between learning outcomes of aboriginal and other students, inadequate handbooks which neglect polycultural aspect of learning materials; nonparticipation in school life and extracurricular activities of aboriginal students; parents’ noninterest in children’s learning).\n\nThe authors determine the factors which can change the situation. Among them they strengthen the necessity to provide polycultural academic programs, organization of productive learning environment, employment of aboriginal teachers or those who are able to construct the creative learning environment, schools reorganization and restructuring, opening of alternative schools.\nThe research results have been presented and the perspectives for further research have been defined.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,003 | 0,004 |
| Études des sciences et des technologies | 0,006 | 0,002 |
| Communication savante | 0,002 | 0,000 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».