10 research outputs found
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Towards Identifying School-level Factors Reducing Disciplinary Exclusions of American Indian/Alaska Native Students
Our study examined the relationship between the Native American community’s recommendations for improving outcomes for American Indian/Alaska Native (AI/AN) students and school level practices in Oregon. We merged data on teacher practices from the 2009 National Indian Education Study (NIES) with data reflecting disciplinary exclusions. Our unweighted sample consisted of 40 elementary schools, 40 middle schools, <10 high schools, and 10 K-8/12 schools. Results indicated that the majority of teachers did not participate in recommended professional development nor did they integrate Native culture into instruction. Although correlations between participation in professional development and use of Native culture were significant, linear regression outcomes indicated no significant association between school level practices and disciplinary exclusion patterns of AI/AN students. Follow-up analyses of K-8/12 schools, which had the lowest rates of disciplinary exclusions for AI/AN students, indicated that greater AI/AN enrollment density was associated with lower out-of-school suspension rates. Based on our analyses and current efforts in Oregon to improve educational outcomes for AI/AN students we recommended greater emphasis on (a) disaggregating discipline data by student race, (b) meaningful collaboration between state departments of education and Native community leaders, (c) schools’ accountability for reaching out to Native parents and community members, and (d) sharing disaggregateddata with all relevant stakeholders
Journal of Positive Behavior Interventions Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support
The Gift of Education: How Indigenous Knowledges Can Transform the Future of Public Education
This article advocates for the necessity of Indigenous Knowledges in furthering Indigenous self-determination in public schools, as well as furthering the broad aims of public education. Drawing attention to past efforts across the United States to transform the public school curriculum and analyzing data from testimonies given at Oregon State Legislature Hearings, we argue that Indigenous Knowledges offer an important resource for educating all students responsibly and improving relationships within and across communities. Framing these ideas as gift-giving logic, we argue that if educators and policy-makers are open, they can learn a great deal from Indigenous Knowledges and advocacy efforts