Narrowing the Achievement Gap for Native American Students

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Alaska Native
American Indian Education
American Indian Students
Boarding School Era
Category=JNF
Category=JNK
Category=JNU
Category=YPJJ
CHiXapkaid
Concerted Efforts
culturally adapted instructional methods
culturally responsive pedagogy
Denny Hurtado
developmental literacy approaches
Devereux Early Childhood Assessment
Educational Debt
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
evidence-based teaching strategies
Hawaiian Immersion School
Indian Education
Indian People
Indigenous
indigenous education research
Instructional Conversation
Literate Families
minority student outcomes
multicultural curriculum development
Native American Students
Native Education
Native Hawaiian
Native Hawaiian Culture
Native Hawaiian Families
Native Students
Navajo Nation
Professional Development
Rough Rock
Shared Book Reading
Social Science Research
Sovereignty Curriculum
Speech Language Pathologist
Tribal Sovereignty
William Demmert

Product details

  • ISBN 9781138286696
  • Weight: 326g
  • Dimensions: 152 x 229mm
  • Publication Date: 18 Nov 2016
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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There has been much talk and effort focused on the educational achievement gap between white versus black, Hispanic and American Indian students. While there has been some movement the gap has not appreciably narrowed, and it has narrowed the least for Native American students. This volume addresses this disparity by melding evidence-based instruction with culturally sensitive materials and approaches, outlining how we as educators and scientists can pay the educational debt we owe our children.

In the tradition of the Native American authors who also contribute to it, this volume will be a series of "stories" that will reveal how the authors have built upon research evidence and linked it with their knowledge of history and culture to develop curricula, materials and methods for instruction of not only Native American students, but of all students. It provides a framework for educators to promote cultural awareness and honor the cultures and traditions that too few people know about. After each major section of the volume, the editors will provide commentary that will give an overview of these chapters and how they model approaches and activities that can be applied to other minority populations, including Blacks, Hispanics, and minority and indigenous groups in nations around the globe.

Peggy McCardle, Ph.D., M.P.H., is a former branch chief at Eunice Kennedy Shriver National Institute of Child Health and Human Development. In 2013 she received both an NICHD Mentor Award and the Einstein Award from The Dyslexia Foundation. She consults and writes about language development, bilingualism, reading, and learning disabilities Virginia Berninger is Professor of Educational Psychology at University of Washington, USA. She currently focuses on diversity in learning and translating research into educational practice.