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Descriptors:
Psychotherapy; American Indians; Cultural Relevance; American Indian Culture; Counselor Client Relationship; Counseling Techniques; Counselor Role

Abstract:
Limited literature is available applying specific theoretical orientations with American Indians. Solution-focused therapy may be appropriate, given the client-identified solutions, the egalitarian counselor/client relationship, the use of relationships, and the view that change is inevitable. However, adaption of scaling questions and the miracle question may be necessary.

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Child Abuse; Child Welfare; Foreign Countries; Incidence; Child Neglect; Placement; American Indians; Caseworkers; Public Agencies; Statistical Analysis; Computer Software; Decision Making; Eskimos; Surveys; Comparative Analysis

Abstract:
Objective: Fluke et al. (2010) analyzed Canadian Incidence Study on Reported Child Abuse and Neglect (CIS) data collected in 1998 to explore the influence of clinical and organizational characteristics on the decision to place Aboriginal children in an out-of-home placement at the conclusion of a child maltreatment investigation. This study explores this same question using CIS data collected in 2003 which included a larger sample of Aboriginal children and First Nations child and family service agencies. Methods: The decision to place a child in an out-of-home placement was examined using data from the "Canadian Incidence Study of Reported Child Abuse and Neglect-2003" and a reanalysis of CIS-1998 data (Fluke et al., 2010). The CIS-2003 dataset includes information on nearly 12,000 child maltreatment investigations from the time of report to case disposition. The CIS-2003 also captures information on the characteristics of investigating workers and the child welfare organizations for which they work. Multi-level statistical models were developed to analyze the influence of clinical and organizational variables using MPlus software. MPlus allows the use of dichotomous outcome variables, which are more reflective of decision-making in child welfare and facilitates the specific case of the logistic link function for binary outcome variables under maximum likelihood estimation. Results: Final models revealed the proportion of investigations conducted by the child welfare agency involving Aboriginal children was a key single agency level predictor of the placement decision. Specifically, the higher the proportion of investigations of Aboriginal children, the more likely placement was to occur. Contrary to the findings in the first paper (Fluke et al., 2010), individual Aboriginal status also remained significant in the final model at the first level. Conclusions: Further analysis needs to be conducted to further understand individual and organizational level variables that may influence decisions regarding placement of Aboriginal children. There is also a need for research that is sensitive to differences among, and between, Metis, First Nations and Inuit communities. Results are not generalizable to Quebec because data from this province were excluded. (Contains 7 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Abuse; Placement; Child Welfare; Foreign Countries; Incidence; Centralization; Canada Natives; American Indians; Public Agencies; Decision Making; Sampling; Hierarchical Linear Modeling; Computer Software; Databases

Abstract:
Objective: This paper builds upon the analyses presented in two companion papers (Fluke et al., 2010 and Fallon et al., 2013) using data from the 1998 and 2003 cycles of the "Canadian Incidence Study of Reported Child Abuse and Neglect (CIS-1998 and CIS-2003)" to examine the influence of clinical and organizational characteristics on the decision to place a child in out-of-home care at the conclusion of a child maltreatment investigation. This paper explores various model specifications to explain the effect of an agency-level factor, proportion of Aboriginal reports, which emerged as a stable and significant factor through the two data collection cycles. It addresses the issue of data comparability between the two cycles and explores various re-specifications and descriptive analyses of reported models to evaluate their solidity with regards to the sampling schemes and the precise contribution of a multi-level specification. Methods: The decision to place a child in out-of-home care was examined using data from the "CIS-2003". This child welfare dataset collected information about the results of nearly 12,000 child maltreatment investigations as well as a description of the characteristics of the workers and organization responsible for conducting those investigations. Multi-level statistical models were developed using MPlus software, which can accommodate dichotomous outcome variables and are more reflective of decision-making in child welfare. The models are thus multi-level binary logistic regressions. Results: Final models revealed that two agency-level variables, "Education degree of majority of workers" and "Degree of centralization in the agency" clarify the nature of the effect of "Proportion of Aboriginal reports", a stable, key second level predictor of the placement decision. The comparability of the effect of this agency-level variable across the 1998 and 2003 cycles becomes further evident through this analysis. By using a unified database including both cycles and various specifications of models, the comparability was found to be robust, in addition to clarifying the precise contribution of a multi-level specification. Conclusions: This third paper in a series establishes the "Proportion of Aboriginal reports" received by the child welfare agency as an important agency level predictor associated with a child's likelihood of being placed in the Canadian child protection system. While the more complex models give support to the notion that unequal resources subtend those results, more analyses are needed to confirm this hypothesis. Unequal resources for agencies with larger Aboriginal caseloads may explain the persistence of the results. These findings suggest that specific resource constraints related to worker education may be explanatory. (Contains 6 tables and 5 figures.) [For Part A, see EJ995515.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Program Descriptions; Number Concepts; Numbers; Number Systems; Instructional Materials; Material Development; Indigenous Populations; Elementary School Teachers; Instructional Design; Indigenous Personnel; American Indians; American Indian Languages; American Indian Education; Native Language; Ethnology; Mathematics

Abstract:
Results from a project conducted in Mexico are discussed, in which a group of 17 indigenous teachers analyzed the numeration systems of their first language. The main goal of the project is to develop resources that help teachers in supporting students' understanding of the systems. In the first phase of the project, the central organizing ideas of 14 numeration systems were specified. Each system belonged to a different Mesoamerican language. Three aspects of the systems were identified that would have to be accounted for in instructional design. They include using 20 as a multiplicative base. Examples are presented of the instructional resources that indigenous teachers could use to help their students understand the quantitative rationales of the systems. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Indigenous Populations; Teaching Methods; Foreign Countries; Research Design; Skill Development; Oral Language; Elementary School Students; Creative Teaching; American Indians; Oral Tradition; Language Arts; Disadvantaged; Inclusion; Cultural Differences; Political Influences; Action Research

Abstract:
This paper reports on an innovative approach to oral language development in one British Columbia elementary school, in the context of a larger-scale research project aimed at building cultural inclusive classrooms through the development of imaginative teaching practices. A number of approximately three-week units were designed to lead students through a series of increasingly challenging oral language activities; each unit was developed on the basis of a traditional oral narrative of the Sto:lo, the aboriginal people of the region. In the tradition of design-based research, key features of the units are discussed in connection with pedagogical challenges encountered by the teachers using them. This approach to integrating oral language in the language arts curriculum was effective at promoting engagement by at least some marginalised students, but limited by cultural and political factors that were not addressed in the original research design. Conclusions are drawn for future research on imaginative oral language development. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Teaching Methods; American Indians; American Indian Culture; American Indian Education; Teacher Student Relationship; Science Teachers; Culturally Relevant Education; Science Instruction; Teacher Attitudes; Teacher Surveys; Scores; Knowledge Level

Abstract:
This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher perceptions of practices using culturally relevant instruction were evaluated. The data were analyzed both quantitatively and qualitatively. The results from the survey analysis show that the teachers' existing practices of culturally relevant science teaching were limited in choosing topics relevant to American Indian culture. We found three common themes from the teachers' perceptions of culturally relevant science teaching, meaning of culturally relevant science teaching, teaching strategies, and purpose of culturally relevant science teaching from the qualitative data. We also found that teachers with higher survey scores perceive culturally relevant science teaching differently than teachers with lower survey scores, specifically for the purposes and teaching strategies of culturally relevant science teaching. The results show that teachers with higher survey scores tended to perceive culturally relevant science teaching as a two-way learning process between teachers and students where the teachers can learn traditional science knowledge from the students. They also tend to perceive using concrete traditional science examples as effective teaching strategy for culturally relevant science teaching and building strong relationships with American Indian students as the most important purpose of culturally relevant science teaching. We also discuss common challenges faced by science teachers when trying to implement culturally relevant science teaching with American Indian students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Foreign Countries; Language Acquisition; Ideology; Multilingualism; Language Planning; Participant Observation; Mexican Americans; American Indians; American Indian Languages; Immigration; Parent Attitudes; Language Attitudes; Language Maintenance; English (Second Language); Second Language Learning; Intervention; Spanish

Abstract:
San Lucas Quiavini is a community of Zapotec (Otomanguean) speakers in Oaxaca, Mexico. Since the 1970s, the community has seen large-scale migration to Los Angeles, California, where about half the community now resides. Participant observation and interviews conducted over nine years in both locales, with a focus on interactional patterns in the home domain, indicate that parental language ideologies concerning the relationship between language and place of birth, the nature of multilingual acquisition and impact belief--the belief that parents have as to the level of control they can exercise over their children's language choices (De Houwer in "Studies on language acquisition." Mouton de Gruyter, Berlin, 1999), taken together, disfavor the maintenance of the heritage language. In particular, a weak impact belief undermines parents' ability to engage in language interventions in support of San Lucas Quiavini Zapotec. As a result, family-external language intervention factors that promote language shift, such as the school and peer groups, exert great influence. With a substantial number of San Lucas families living in California and their impact on language choices in the home community (Perez Baez in press), family language policy is of great relevance to the survival prospects of San Lucas Quiavini Zapotec not only in diaspora but also in the home community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Youth; Alaska Natives; Language Patterns; Ideology; Language Planning; Migration; Linguistic Borrowing; Ethnography; American Indian Languages; American Indians; English (Second Language); Second Language Learning; Longitudinal Studies; Cultural Influences

Abstract:
Few studies ethnographically detail how Indigenous young people's mobility intersects with sociolinguistic transformation in an interconnected world. Drawing on a decade-long study of youth and language contact, I analyze Yup'ik young people's migration in relation to emerging language ideologies and patterns of language use in "Piniq," (pseudonym), a Yup'ik village in Alaska, as villagers experienced a rapid language shift to English. Spatiotemporally situating young migrants' experiences joining different peer groups at different times, I highlight how young people's linguistic repertoires and everyday negotiations of peer belonging in Piniq were intimately related to the accumulating (trans)local impacts of migration and schooling in the small but highly complex village context. I also show how taking youth migration and intragenerational, longitudinal timescales into account in rapidly transforming sociolinguistic settings can help bring into focus the "layered simultaneity" (Blommaert, 2005) of Indigenous youth language practice and the distributed nature of contemporary Indigenous linguistic ecologies. Implications for language planning are briefly discussed. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Attainment; Ethnicity; High School Graduates; Graduation Rate; Barriers; Access to Education; Family Income; Racial Differences; White Students; African American Students; Hispanic American Students; Asian American Students; Pacific Islanders; American Indians; Mathematics Achievement; Reading Achievement; Scores; College Preparation; Paying for College

Abstract:
National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Florida related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, "Knocking at the College Door: Projections of High School Graduates," see ED540129.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Minority Groups; Recruitment; American Indians; Sampling; Probability; Race; Hispanic Americans; Birth; Documentation; Infants; Mothers; Questionnaires; State Surveys; Cooperation; African Americans; Ethnic Groups; Whites; Socioeconomic Status

Abstract:
This study examined whether and how survey response differs by race and Hispanic origin, using data from birth certificates and survey administrative data for a large-scale statewide experiment. The sample consisted of mothers of infants selected from Oklahoma birth certificates using a stratified random sampling method (N = 7,111). This study uses Heckman probit analysis to consider two stages of survey response: (1) being located by the survey team and (2) completing a questionnaire through collaboration with the survey team. Analysis results show that African Americans, American Indians, and Hispanics are significantly less likely to be located during the study recruitment than white Americans, controlling for other demographic and socioeconomic factors. Conditional on being located, the probability of collaboration did not differ among the four groups. Findings suggest that researchers should pay attention to separate stages of respondent recruitment and improve strategies to locate members of racial and ethnic minority groups during recruitment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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