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ERIC Number: EJ1158825
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0022-4871
Implementing Instructional Practices to Improve American Indian and Alaska Native Students' Reading Outcomes: An Exploration of Patterns across Teacher, Classroom, and School Characteristics
Vincent, Claudia; Tobin, Tary; Van Ryzin, Mark
Journal of Teacher Education, v68 n5 p435-450 Nov-Dec 2017
The Native Community strongly recommends integrating Native language and culture (NLC) into reading instruction to improve outcomes for American Indian/Alaska Native (AI/AN) students. However, little is known about the extent to which recommended practices are used and what might facilitate their implementation. The National Indian Education Study conducted by the U.S. Department of Education surveys teachers of AI/AN students on their instructional practices. This descriptive study builds on previous analysis of survey data, which identified measurable dimensions of NLC in instruction. We now examine (a) the extent to which teachers implement these dimensions and (b) what teacher, classroom, and schoolwide characteristics facilitate implementation. Outcomes suggest that the recommended practices are rarely implemented, and that AI/AN teachers speaking Native language(s) and teaching in classrooms with high AI/AN enrollment located in schools employing AI/AN teachers and staff implement the recommended practices more often. We discuss implications for teacher education and support.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Grade 4; Intermediate Grades; Grade 8; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A140162