Casting a New Light on a Long Shadow
Saskatchewan Aboriginal High School Students Talk About What Helps and Hinders their Learning
Bibliographic Data
| ID | 8158702 |
|---|---|
| Authors | Bonnie Stelmach (University of Alberta), Margaret Kovach (0000-0003-3999-632X, University of Saskatchewan), Larry Steeves (University of Regina) |
| Year | 2017 |
| Volume | 63 |
| Issue | 1 |
| Pages | 1-20 |
| Publication date | 2017-08-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Alberta Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Publisher | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v63i1.56085 |
| OpenAlex | W4391153661 |
| Language | EN |
| References cited | 6 |
What do teachers do (or not do) that makes you want to go to school? A team of Saskatchewan researchers asked Saskatchewan Aboriginal high school students this question about the aspects of instructional practice that helps and hinders their learning. While responses pointed to several aspects, teacher relational instincts and capacities were the most influential in school engagement for this group of Aboriginal students. Students in this study described three relational capacities of effective teachers: a) empathetic responsiveness to the student as whole being, b) the degree to which teacher disposition influenced the relational dynamic with students, and c) teachers’ responsiveness to the full context of the student’s life (including a sensibility of the student’s Indigenous culture). Through a case study process, focus group interviews were conducted in six Saskatchewan schools. The study included 75 Aboriginal high school students from six schools (urban, rural, provincial, and First Nations band schools) in Saskatchewan, Canada. The qualitative case study research design was informed by Indigenous principles, and the theoretical lens employed in the analysis relied predominately upon an Indigenous theoretical perspective, as articulated by Smith and Perkins (as cited in Kovach, 2014). The findings point to the teaching attributes of relationality, responsibility, and understanding of contextuality identified within an Indigenous theoretical framework as influential in fostering engaged learning environments for this group of Aboriginal high school students
Mathematics education · Pedagogy · Shadow (psychology) · Sociology · Indigenous and Place-Based Education · Indigenous Health, Education, and Rights · Psychology
Focus Groups as Qualitative Research
Those Who Understand
Professional development, changes in teacher practice and improvements in Indigenous students’ educational performance
Further Evidence of an Engagement–Achievement Paradox Among U.S. High School Students
Eliciting Engagement in the High School Classroom
School Characteristics Related to Student Engagement
| Citation velocity | historical |
|---|---|
| Highly cited | No |