ERIC Number: ED468912
Record Type: RIE
Publication Date: 2002-Aug
The Native Educators Research Project.
Trujillo, Octaviana; Viri, Denis; Figueira, Anna
In fall 2001, the Center for Indian Education at Arizona State University received a federal grant to conduct research on issues of Native language and culture in the classroom. Currently in its first year, the 3-year study focuses on a large cohort of American Indian, Alaska Native, and Native Hawaiian candidates in teacher preparation programs to investigate how such programs contribute to the development of effective practices that integrate Native language and culture and positively affect students' learning and social development. In the project's first year, nine researchers are gathering data on 670 Native preservice teachers in 28 teacher education programs to examine the preservice teachers' attitudes toward inclusion of Native language and culture in schooling, how their teacher preparation programs impact these attitudes, and which components of programs evidence their specific interest in the needs of Native students. Case studies will be undertaken in the project's second year, as participants begin their induction year as teachers, situated in their own classrooms. The inductees will be trained in the procedures of teacher research and will gather data related to issues of language, culture, and student achievement in their classrooms and school sites. This study aims to lead the way toward sound models and effective practices in the professional development of Native teachers. (Contains 30 references.) (SV)
Descriptors: Alaska Natives, American Indian Education, American Indians, Culturally Relevant Education, Educational Research, Elementary Secondary Education, Faculty Development, Hawaiians, Higher Education, Minority Group Teachers, Preservice Teacher Education, Preservice Teachers, Research Projects
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the World Indigenous Peoples Conference on Education (6th, Morley, Alberta, August 4-10, 2002).