ERIC Number: ED207726
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
An On-Campus, Off-Campus Model for Native Indian Teacher Education.
Owston, Ronald D.; MacIver, Donald A.
Designed essentially for native paraprofessionals in order to meet a shortage of native teachers, a three-week on and five-week off-campus cycle program for Canadian Indian teacher education at the University of New Brunswick allows students to obtain degrees for teaching certification in four academic years and three summers. The participants (mainly women with families), who are employed in federal or provincial schools as teacher aides or education workers, travel from reserves to university for the on-campus cycle, and professors from regular teacher education departments of the universities travel to the reserves to conduct weekly tutorial classes during the five-week off-campus period. The program, funded by the Department of Indian Affairs and administered and supervised by university faculty, entitles all status Indians in the program to textbook, travel, and accommodation allowances from the Department. External evaluations, professional instruction, comparisons of students with those in other regular university programs, and rigid student teaching requirements maintain the same educational standards as those in the regular university programs. Results of the four-year-old program seem positive in terms of student social and intellectual growth, dropout rate, and student teaching performance. (JD)
Descriptors: Access to Education, American Indian Education, American Indians, Canada Natives, Demonstration Programs, Extension Education, External Degree Programs, Field Instruction, Foreign Countries, Higher Education, Nontraditional Education, Rural Education, Student Financial Aid, Student Teacher Supervisors, Student Teaching, Teacher Education Programs
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: University of New Brunswick
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 1981).