WWW.DISSERTATION.XLIBX.INFO
FREE ELECTRONIC LIBRARY - Dissertations, online materials
 
<< HOME
CONTACTS



Pages:     | 1 |   ...   | 11 | 12 ||

«“Before We Teach It, We Have to Learn It”: Wisconsin Act 31 Compliance within Public Teacher Preparation Programs A DISSERTATION SUBMITTED TO THE ...»

-- [ Page 13 ] --

Additionally, UW-La Crosse provides an annual conference specifically addressing Wisconsin Act 31. The third non-participating institution, although not close to American Indian communities, is within reach of the urban communities in Minneapolis and St.

Paul, Minnesota, which could further provide data on addressing contemporary issues associated with urban communities. The value of full participation by all UW System teacher preparation programs would provide a more comprehensive look at the need within teacher-licensing programs. Additionally, the 19 private institutions that have teacher preparation programs would also be good to include as a comparison to public institution teacher preparation programs. Furthermore, student completion rates for each program would be beneficial in understanding where further issues may lie with regard to Wisconsin Act 31 compliance in relation to the courses that are presented at public and private institutions.

An additional facet to the institution and instructor input would be student feedback on what is actually learned within the compliance courses. A comparison between what was previously known by the students compared to what was learned throughout the course would provide the student side of system of knowledge. Students could provide a foundation for understanding where there is further breakdown of what is needed within a course that complies with Wisconsin Act 31. Based on student information, courses could determine if there needs to be more of a focus on the curriculum and education related issues or the more fundamental components of Wisconsin Act 31.

In returning to the respondent aspect of the research, no instructors were personally interviewed during the research. The research originally included follow up interviews with instructors after the completion of the survey and analysis of his or her syllabus.

However due to time constraints and access to respondents, this portion of the research needed to be preserved for future research. The interviews would follow up on elements that were not as prevalent in the syllabus in order to fully substantiate the survey data.

Ideally, each instructor would be individually interviewed as a follow-up to the survey and document analysis to provide a more comprehensive depiction of the course that he or she teaches.

Beyond the specific implications for the research presented, broader opportunities have become recognized as significant based on the research. These opportunities for

exploration include:

How the American Indian Studies Consortium standards apply to those who are •

–  –  –

Who worked on Wisconsin Act 31 and what were their intentions behind the law?

• Furthermore, have the initial intentions been fulfilled since the establishment of

–  –  –

How can the law be adapted, changed, and/or implemented to a more specific • degree to incorporate more about American Indian Studies within K-12

–  –  –

Overall, based on the findings in this research, many questions emerged as significant to addressing the issues with Wisconsin Act 31 in not only K-12 institutions but also higher education institutions as well.

Conclusions As suspected throughout the research process, additional questions emerged relating to not only compliance of Wisconsin Act 31 within teacher preparation programs. Although the findings within teacher preparation programs provided insight into understanding more fully the issues of Wisconsin Act 31 compliance in the 21st century, it also led to contemplating the overall fulfillment of the original intentions of Wisconsin Act 31. A respondent indicated that no one has ever checked to see if their course is not only in compliance with Wisconsin Act 31 but also whether or not the course actually achieves the objectives of Wisconsin Act 31. Considering the far reaching implications of compliance in K-12 schools and higher education institutions, the question remains, are we achieving the goals set out in Wisconsin Act 31 in 1990? By answering this question perhaps teachers will not only be better prepared to educate future generations of students but also provide for stronger connections with American Indians throughout the state of Wisconsin. The effect of a healthier understanding between American Indians and non-American Indians not only affects the present but also the future of humanity.

–  –  –

Barnhardt, R. and Kawagley, A. O. (2008). Indigenous knowledge systems and education. Yearbook of the National Society for the Study of Education, 107(1).

223-241. doi: 10.1111/j.1744-7984.2008.00144.x Blackhawk, N. (2007). Recasting the narrative of America: The rewards and challenges of teaching American Indian history. The Journal of American History, 93(4), 1165-1170.

Blaikie, N. (2010). Designing social research. Cambridge, MA: UK. Polity Press.

Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425-446. doi: 10.1007/s11256-005-0018-y Carjuzaa, J. (2009). Professional development for teacher educators to help them prepare their teacher candidates to integrate Montana’s Indian education for all act across the K-12 curriculum. International Online Journal of Educational Sciences, 1(1), 29-47.





Castagno, A. E. (2008). “I don’t want to hear that!”: Legitimizing whiteness through

silence in schools. Anthropology and Education Quarterly, 39(3), 314-333. doi:

10.1111/j.1548-1492.2008.00024.x Christensen, R. and Poupart, L. (n.d.). Fusing first nations knowledge into the curriculum: A model for teacher education. Retrieved from University of Wisconsin – Green Bay, Professional Program in Education center for First Nations Studies website: http://www.uwgb.edu/educfns/files/docs/fusionchapterfinaldraft.pdf

Cozby, P. C. (2009). Methods in Behavioral Research (10th ed). New York, NY:

McGraw-Hill.

Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications, Inc.

Fixico, D. L. (1996). Ethics and responsibilities in writing American Indian history. The American Indian Quarterly, 20(1), 29-40.

Gall, M.D., Gall, J.P., & Borg, W. R. (2007). Educational Research: An Introduction (8th

–  –  –

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.

General School Operations, Wis. Stats. s.118.19(8) (1995).

Haukoos, G. D. & Beauvais, A.B. (1996). Creating positive cultural images: Thoughts for teaching about American Indians. Childhood Education, 73(2), 77-82.

Howard, G. R. (2006). We can’t teach what we don’t know: White teachers, multiracial schools (2nd ed.). New York, NY: Teacher’s College Press.

Kaomea, J. (2005). Indigenous studies in the elementary curriculum: A cautionary Hawaiian example. Anthropology and Education Quarterly, 36(1), 24-42.

Milwaukee Public Museum. (n.d.). Wisconsin educational act 31. Retrieved from http://www.mpm.edu/wirp/ICW-23.html Montana Office of Public Instruction, Indian Education. (2008). Indian education fall 2008 annual data collection summary. Retrieved from http://www.opi.mt.gov/pdf/IndianEd/Data/08IE_ADCSummary.pdf Montana Office of Public Instruction, Indian Education. (2010). Indian education fall 2010 annual data collection summary. Retrieved from http://www.opi.mt.gov/pdf/IndianEd/Data/10IE_ADCSummary.pdf Morton v. Mancari, 417 U.S. 535 (1974) National Center for History in the Schools. (1996a). History standards, standards for grades K-4, topic 2, standard 3A. Retrieved from http://www.nchs.ucla.edu/Standards/standards-for-grades-k-4/standards-k-4/topicNational Center for History in the Schools. (1996b). History standards, US history content standards, United States era 1, Standard 1, standard 1A. Retrieved from http://www.nchs.ucla.edu/Standards/us-history-content-standards/us-era-1 Satz, R. (1996). Chippewa treaty rights. Madison, WI: Wisconsin Academy of Science.

School Finance, Wis. Stats. s.121.02(1)(h) (2013).

Shavelson, R. (1996). Statistical reasoning for the behavioral sciences. Needleham Heights, MA: Allyn & Bacon/Pearson.

Sleeter, C. E. (2011). The academic and social value of ethnic studies: A research review.

Washington, DC: National Education Association.

Starnes, B.A. (2006). Montana’s Indian education for all: Toward an education worthy of American ideals. Phi Delta Kappan, 88, 184-192.

Trochim, W. M. K. (2006). Research Methods Knowledge Base (3rd ed). Retrieved from http://www.socialresearchmethods.net/kb/index.php United States Census Bureau. (2012). The American Indian and native population: 2010.

Retrieved from http://www.census.gov/prod/cen2010/briefs/c2010br-10.pdf.

University of Wisconsin-Extension, Native American Task Force. (2000). Act 31 survey.

Retrieved from http://www.uwex.edu/ces/natf/documents/act31.pdf Vision Maker Media. (2013). About us: NAPT. Retrieved from http://www.nativetelecom.org/About_Us Warren, W.Z.. (2006). One teacher’s story” Creating a new future of living up to our own history?. Phi Delta Kappan, 88, 198-203.

Wisconsin Department of Public Instruction. (2008, August 26). Wisconsin educator standards - teachers. Retrieved from http:// http://dpi.wi.gov/tepdl/stand10.html Wisconsin Department of Public Instruction. (2009). American Indian studies program information packet. Madison, WI: Wisconsin Department of Public Instruction.

Wisconsin Department of Public Instruction. (2012, March 12). American Indian studies program: Statutes and rules. Retrieved from http://dpi.wi.gov/amind/ai-stats.html Zehr, M.A. (2008). Native American history, culture gaining traction in state curricula.

Education Week, 28(11), 1-12. Retrieved from http://www.edweek.org/ew/articles/2008/11/05/11curriculum_ep.h28.html?qs=ze hr+native+american

–  –  –

c) What department(s) do you teach for?

4) How were you selected to teach the course?

5) What resources/materials do you utilize in the course when teaching about American Indian history and culture?

6) Have you had any professional development with regard to American Indian Studies?

If yes, what was it, where did it take place, and when did it take place?

7) Have you had any personal development or cultural experiences with regard to American Indian Studies, such as mentorships?

If yes, what was it, where did it take place, and when did it take place?

8) What is your interpretation of Wisconsin Education Act 31?

a) What do you feel are the essential components of the Act?

b) What do you feel that you have to teach or include in your course to be in

–  –  –

9) What is your definition of sovereignty as it applies to American Indians?

10) Do you feel that you are well prepared to prepare future teachers to comply with Wisconsin Act 31? Please explain.

Appendix B – Wisconsin State Statutes Pertaining to Wisconsin Act 31 s. 115.28(17)(d): State Superintendent in conjunction with the American Indian Language and Culture Board develops a curriculum for grades 4-12 on the Chippewa Indian's treaty-based, off-reservation rights to hunt, fish, and gather s.118.0(c)7-8: Each school board provide instruction to students to give 7) an appreciation and understanding of different value systems and cultures. 8) at all grade levels, an understanding of human relations, particularly with regard to American Indians, Black Americans and Hispanics s.118.19(8) states that a person must receive “instruction in the study of minority group relations, including instruction in the history, culture and tribal sovereignty of the federally recognized American Indian tribes and bands located in this state” (of Wisconsin) s.121.02(1)(h): Instructional materials - each school board provide adequate instructional materials, texts, and library services which reflect the cultural diversity and pluralistic nature of American society; efforts to provide accurate, authentic information depend on the use of the quality instructional materials that are free of bias and stereotypes, students must be exposed to resources that reflect a diverse world s.121.02(1)(L)4: K-12 Social Studies: As part of the social studies curriculum, include instruction in the history, culture, and tribal sovereignty of the federally recognized American Indian tribes and bands located in the state at least twice in the elementary grades and at least once in the high school grades; Typically includes 4th grade WI history, 5th grade US history, 7th grade civics, 8th grade US history, for elementary and

Pages:     | 1 |   ...   | 11 | 12 ||


Similar works:

«IONIA Treasury of Olympus A Supplement for ZENOBIA by Günter D'Hoogh Written by Günter D'Hoogh © 2004 Additional material and assistance from Paul Elliott. Illustrations by Paul Elliott Acknowledgements It was a pleasure working on this project, being a history teacher it’s a fantastic feeling that it’s quite well possible to merge history and roleplaying together. I hope that the reader as much enjoys playing it as I enjoyed writing this little “Campaign Guide”. I especially want to...»

«AP® Chinese Language and Culture Teacher’s Guide Miao-Fen Tseng 曾妙芬 University of Virginia, Charlottesville The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,000 schools, colleges, universities, and other educational organizations. Each year, the College Board serves seven million...»

«Turkish Online Journal of Distance Education-TOJDE July 2014 ISSN 1302-6488 Volume: 15 Number: 3 Article 13 MODERN LANGUAGES AND DISTANCE EDUCATION: Thirteen Days in the Cloud Associate Professor Elfe DONA, PhD. German Modern Languages and Teacher Education Wright State University 3640 Colonel Glenn Hwy, Millet Hall 335 Dayton, Oh 45435, USA Assistant Professor Sheri STOVER, PhD. Instructional Design Wright State University 3640 Colonel Glenn Hwy, Allyn Hall 445 Dayton, Oh 45435, USA Associate...»

«Dr Challoner’s High School Sixth Form Prospectus 2016 Educate, Enrich, Enable “One of my favourite things about life in the Sixth Form is developing a real passion for your chosen subjects and sharing this love with other students and teachers.” 2|Page DCHS Sixth Form Prospectus 2016 Contents (Click the links below to go to a specific page) Welcome from the Headteacher 5 Letter from the Head Girl 7 The Sixth Form at Dr Challoner’s High School 8 Our Curriculum Offer 9-11 Support for...»

«This unit plan includes: • five lesson plans • background information for the teacher and student • BIG IDEAS lesson wrap-ups • experiment ideas for each lesson • field trip guides for each lesson • lesson assessments Background Information Is there a difference between a cave and a cavern? This is a common question, and most people use the terms interchangeably. However, it is important to note that there is a difference. A cave is any cavity in the ground that is large enough that...»

«The origin of the spacetime metric: Bell’s ‘Lorentzian pedagogy’ and its significance in general relativity∗ Harvey R. Brown† Sub-Faculty of Philosophy, University of Oxford Oliver Pooley‡ Balliol College, University of Oxford Abstract The purpose of this paper is to evaluate the ‘Lorentzian pedagogy’ defended by J.S. Bell in his essay “How to teach special relativity”, and to explore its consistency with Einstein’s thinking from 1905 to 1952. Some remarks are also made...»

«The Challenge of Being Yourself: Adaptation, Adolescence, and Disguise in Teenage Romantic Comedy Films of the Late 1990s and Early 2000s Image Removed for Copyright Isabel Stirling Clark April 9 th, 2009 Senior Thesis Adviser: Professor Rebecca Sheehan The Challenge of Being Yourself: Adaptation, Adolescence, and Disguise in Teenage Romantic Comedy Films of the Late 1990s and Early 2000s The drama teacher in Kenny Ortega’s High School Musical 3: Senior Year, Ms. Darbus, tells her student,...»

«Discipline – Improving Classroom Management through Action Research: A Professional Development Plan Munir Moosa Sadruddin∗ Abstract Action research is an effective plan for the professional development of teachers. It helps practitioners’ to improve their teaching skills. This research paper examines the strategies used by the researcher to maintain discipline in classroom through action research. The paper determines whether punishment and de-motivation are better reinforcing tool to...»

«DOCUMENT RESUME ED 372 540 EC 303 172 AUTHOR Cook, Lynne; Friend, Marilyn TITLE Educational Leadership for Teacher Collaboration. PUB DATE Mar 93 NOTE 26p.; Chapter 14 in: Billingsley, Bonnie S.; And Others. Program Leadership for Serving Students with Disabilities; see EC 303 164. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Administrator Role; Change Strategies; *Cooperative Planning; *Disabilities; Educational Cooperation; Elementary Secondary...»

«IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 20, Issue 5, Ver. III (May. 2015), PP 01-12 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org The Impact of Free Primary Education on Pupil-Teacher Ratio in Kuria East Constituency, Kenya Chacha, B.1, Dr. Zani, A. P.2 1 Post Graduate Researcher, Department of Sociology and Social Work University of Nairobi, P.O. Box 30197, 00100, Nairobi, Kenya 2 Lecturer, Department of Sociology and Social Work, University of Nairobi,...»

«TABLE OF CONTENTS: Editorial page Accolades Initiatives at ISBS Guru Vani Student ChitChat EDITORIAL PAGE: Hi, Once again the editorial team of Xpressions welcomes you all to its XIIIth edition. Our passion and zeal increases with every launch and we hope to continue the same in future also. Hope you all had a rocking Holi celebration. The last month had been very exciting for ISBS. ISBS had its convocation ceremony for the batch 2009 – 11. By winning the overall Trophy of Dhruv 2012, the...»

«A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF ARISTOPHANES’S LYSISTRATA By LAURA FACCIPONTI SERIES EDITORS: W. GEIGER ELLIS, ED.D., UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Aristophanes’s Lysistrata 2 INTRODUCTION ADULT THEMES Classic Greek comedies are frequently bawdy, using physical humor, puns, and sexually explicit language. Lysistrata, due to its subject matter, is...»





 
<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.