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.
Table of Contents
Part I: Literacy Instruction for Native Americans 1. The Importance of Combining Culturally Sensitive and Evidence-Based Instruction Virginia Berninger and Peggy McCardle 2. Digital Tapestry: Weaving Stories of Empowerment with Indigenous Youth Ramona Beltran, Polly Olsen, Anastasia Ramey, Susanne Klawetter and Karina Walters 3. The Story of Developing and Implementing the Sovereignty Curriculum: A Native American Teacher’s Perspectives Shana Brown 4. Classroom Teachers and Cultural Guides: Collaborating to Transform Teaching and Learning Through the Use of Traditional Tribal Knowledge Anthony Craig 5. The Future of Indian Education: Research and Multicultural Perspectives Kristin B. French and Leslie Harper 6. A Model for 21st Century Indian Education: A Story of State, School and Community Collaboration Denny Sparr Hurtado, as told to Peggy McCardle and Virginia Berninger 7. Developing Model State Policy and University Program for Teacher Education for Native American Indian Educations J.P. Leary Commentary on Part I: Literacy Instruction for Native Americans Julie Ann Washington Part II: A Developmental Approach to Merging Cultural Sensitivity and Evidence-based Practice 8. A History of the Navajo Head Start Immersion Project 1995–2000: Completing the Circle of Knowledge Louise Lockard and Jennie deGroat 9. Supporting Early Oral Language and Written Literacy in Young Native American Children Angela Notari Syverson and Jane Coolidge 10. Supporting Native Hawaiian Children and Families through Traditional Native Hawaiian Values: Three Partners in Development Foundation Education Programs Toni Porter, Jan Dill, Alison Masutani, and Lora Perry 11. Model for Narrowing the Achievement Gap: Middle School to College Graduation Ross A. Braine and Tommy Segundo Commentary on Part II: Building Successful Identities with Evidence-Based Practice: A Commentary Across the Pacific David Rose Part III: Diversity of Native American Student Populations, Instructional Approaches, and Research Applications 12. Ho‘opili ka mana‘o i ke kūkākūkā: Instructional Conversation as an Effective Strategy for Indigenous Students Lois A. Yamauchi, Rebecca J. ‘Ilima Luning, and Kristin Kawena Begay 13. Ka Mālama Na'auao Keiki 'Ōiwi ma o ka 'Ike Ku'una a Nohona Hawai'i: Nurturing the Learning of Native Children with Special Needs through Hawaiian Traditional Values and Practices Patricia Sheehey and Brinda Jegatheesan 14. Teaching as Relationship: Enabling and Empowering Native American Students through Mentoring and Research Evidence Zoe Higheagle Strong and Brinda Jegatheesan Reflections: Commentary on Part III Linda Sue Warner 15. Visions for the Future of Indian Education: Thoughts to Guide Ongoing Work at the Intersection of Evidence-Based Practice and Culturally Sensitive Education Peggy McCardle and Virginia Berninger
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.