Current Administration of Indian Control of Indian Education in Alberta: Implications and Challenges
Notice bibliographique
Résumé
This mixed method, exploratory multi-site case study sought to understand the administrative, economic, and political challenges faced by First Nations education directors in Alberta. The purpose was to find out whether (and in what ways) these challenges restrict their capacity to improve the quality of schooling for First Nation children and to identify the roles and responsibilities of education directors who directly administer First Nation schools. The theoretical lens of Tribal Critical Race Theory (TribCrit) underpinned this study. Survey and semi-structured interviews were conducted with 16 education directors in Alberta representing 34 First Nations. This study also found that the processes and procedures put in place, for newly hired education directors to work with, varied between First Nations and were deemed insufficient. Some of the challenges education directors faced included: working with the general education system management, providing instructional leadership; negotiating change; working with a school board, council or oversight body; reporting to a range of internal and external authorities; recruitment and retention of effective teachers; being constrained by federal and provincial mandates, dealing with a perceived crisis in education within First Nation; community pressure for provincial schools to be the preferred schools for students to attend; and support from the parent, community, and agencies for schools was lacking. The most critical and chronic challenge as noted by education directors is the student achievement gap between FN students and other Alberta school students. Also, language and culture programs are not being adequately funded in First Nations. This research revealed that education directors believe First Nations are supportive of Indian Control of Education but perceive the federal government as unsupportive. Critically, the research revealed that the extent and nature of poverty experienced by students affects proper implementation of Indian control of Indian education. Further, the education directors strongly believed that core funding for schooling is grossly inadequate in light of school-based needs. In other words, the failure of the government to provide adequate funding for on-reserve schooling dramatically impeded the capacities of education directors to carry out their roles and responsibilities thereby inhibiting school improvement.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 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 tête enseignante, 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 ».