Aboriginal Inquiry: Lifting All Learners
An Impact Assessment of the Aboriginal Enhancement Schools Network (AESN)
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Home
About
Table of contents
§ 1: Introduction
§ 2: Literature Review
§ 3: Methodology and Methods of Analysis
§ 4: Intrinsic Case Study 1: Arrow Lakes
§ 5: Intrinsic Case Study 2: Prince Rupert School District
§ 6: Case 3: The AESN Case Study Assessment
§ 7: Network Impacts
§ 8: Summary of overall impacts: Sustained, initiated and emerging
§ 9: Concluding observations for policy makers
References
Appendices
§ 1: Introduction
§ 2: Literature Review
§ 3: Methodology and Methods of Analysis
§ 4: Intrinsic Case Study 1: Arrow Lakes
§ 5: Intrinsic Case Study 2: Prince Rupert School District
§ 6: Case 3: The AESN Case Study Assessment
§ 7: Network Impacts
§ 8: Summary of overall impacts: Sustained, initiated and emerging
§ 9: Concluding observations for policy makers
References
Appendices
Table of contents
§ 1: Introduction
1.0 Introduction
1.1 Assessing Impact
1.2 Telling/sharing stories: Assessing impact in culturally inclusive ways
1.3 The structure of the report
1.4 What is the AESN?
1.4.1 Network structure
1.4.2 The inquiry process: Investigating and questioning practice
1.4.3 Who is involved in the AESN?
1.4.4 Leadership in the network
1.4.5 Connecting as learning and learning through connection
1.4.6 Network funding
1.5 Summary
§ 2: Literature Review
2.0 Literature Review
2.1 Approaches to Aboriginal education in BC schools
2.1.1 Early models of Aboriginal education (1960-2000)
2.1.2 The contemporary context (2000- present)
2.2 Charting a new course: A pedagogical, research informed approach
2.2.1 Aboriginal pedagogy
2.2.2 Embracing a Relational, Culturally Responsive Pedagogy
2.2.3 The BC approach to culturally responsive pedagogy
2.3 Teacher learning and professional development
2.3.1 Knowledge in practice: Reflection through inquiry
2.3.2 PLCs or inquiry?
2.3.3 Networking for inquiry
2.3.4 Deeper forms of networked learning for teachers
2.4 Convergence between and implications of the above discussion
2.4.1 Shifting teacher beliefs
2.4.2 Moving beyond performance to student identity
2.4.3 Constraints on teacher learning
2.5 Conclusion
§ 3: Methodology and Methods of Analysis
3.0 Methodology and Methods of Analysis
3.1 Case study: Intrinsic and Instrumental
3.2 Impact assessment
3.3 Culturally responsive assessment practices used in this report
3.3.1 A culturally inclusive advisory board
3.3.2 Respecting ownership, knowledge and community protocols
3.3.3 Culturally inclusive measures: Using story to share impact
3.4 Timeline for compiling the cases and completing the study
3.5 Summary of data collected
3.5.1 Focus groups
3.5.2 Interviews
3.5.3 Written narratives
3.5.4 Phase 4
3.6 Data Analysis
3.6.1 Phase 1
3.6.2 Phase 2
3.6.3 Phase 3
§ 4: Intrinsic Case Study 1: Arrow Lakes
4.0 Intrinsic Case Study 1: Arrow Lakes
4.1 General description of the district
4.1.1 Demographics
4.2 Vision
4.3 Aboriginal Enhancement Agreement
4.4 The role of the AES Network in School District 10
4.5 Shifting school and community mindsets
4.6 Education beyond the classroom walls
4.6.1 Extending the impact
4.6.2 Experiential learning
4.6.3 The ethno-botany inquiry project
4.6.4 Aboriginal art & woodcarving
4.6.5 Archery – Outdoor Education
4.6.6 Online Aboriginal literature/information circles: Technologically mediated Aboriginal learning
4.7 Key features of the AESN in Arrow Lakes
4.7.1 A focus on building self-esteem and self-acceptance amongst Aboriginal and non-Aboriginal students
4.7.2 Emergent evidence of nested, interconnected learning systems
4.7.3 Innovative approaches to culturally inclusive education
4.7.4 Leadership
4.8 Summary of AESN impacts
§ 5: Intrinsic Case Study 2: Prince Rupert School District
5.0 Intrinsic Case Study 2: Prince Rupert School District
5.1 General description of the district
5.2 Aboriginal Education Partnership Agreement
5.3 Aboriginal education programming
5.3.1 Aboriginal Education Council
5.4 The role of the AESN in the Prince Rupert School District
5.4.1 Exploring one school’s inquiry journey: Conrad School
5.4.2 An inquiry mindset
5.4.3 Leadership
5.5 Shifting teacher beliefs about Aboriginal learners
5.6 Networked teacher learning
5.7 The role of conceptual/big picture thinking
5.8 Key features of the AESN in Prince Rupert
5.8.1 Nested, interconnected learning systems
5.8.2 Partnerships with community
5.8.3 Leadership
5.8.4 Aboriginal pedagogies: culturally inclusive practice
5.8.5 Perseverance and grit
5.9 Summary of AESN impacts
§ 6: Case 3: The AESN Case Study Assessment
6.0 Case 3: The AESN Case Study Assessment
6.1 Successful impacts and outcomes of AESN focused on academic performance standards
6.2 Other inquiry categories
6.2.01 Inquiries involving Social Responsibility Performance Standards, social emotional learning, building relationships and purposeful connections to the Aboriginal community
6.2.02 Social Responsibility outcomes without connecting to Aboriginal community (not necessarily involving members of the Aboriginal community)
6.2.03 Schools that have used Aboriginal community members to develop inquiry
6.2.04 Inquiries that have included self-developed rubrics/assessment tools
6.2.05 Inquiries that have included strong authentic Aboriginal culture/language
6.2.06 Inquiries that have included digital technology
6.2.07 Inquiries that have included Aboriginal role models
6.2.08 Inquiries that have led to off-site educational opportunities
6.2.09 Inquiries that allowed for student input
6.2.10 After school programs /programs involving parents
6.2.11 Inquiries that include student comments
6.2.12 Ways of linking to school district enhancement agreements
6.3 Summary of the case
6.3.1 The first step
6.3.2 The second step
6.3.3 The third step
6.4 Emerging thinking about community involvement
6.5 Deconstructing colonial mindsets
6.6 An important catalyst for change: The First Peoples Principles of Learning and culturally responsive pedagogies
6.7 Conclusion
§ 7: Network Impacts
7.0 Network Impacts
7.1 Network features
7.1.1 Telling a story with data
7.1.2 The Network supports and enables
7.1.3 Permission to be a learner
7.1.4 Catalyst for change
7.1.5 Parallel and/or competing structures
7.2 Leadership
7.3 Tracing inquiry mindedness as evidence of impact
7.3.1 Dissonance, discomfort and irritation
7.3.2 Innovating and “possiblizing” together
7.4 Cases that illustrate adoption of promising practices
7.4.1 Case 1
7.4.2 Case 2
7.4.3 Case 3
7.4.4 Case 4
7.5 Aboriginal education for all: Integrated content, engaging, relevant learning
7.6 Learning Aboriginal pedagogy and principles of Aboriginal learning
7.6.1 Tracing student learning outcomes: From academic performance to pride and acceptance
7.7 Emergent patterns of teacher learning?
7.7.1 Sharing is the gift of the Network
7.7.2 Aboriginal teacher leadership
7.8 Size and geographic location
§ 8: Summary of overall impacts: Sustained, initiated and emerging
8.0 Summary of overall impacts: Sustained, initiated and emerging
8.1 A sustained overall impact on the culture of teachers, schools and districts
8.2 A sustained impact in creating and profiling leadership for change
8.3 A sustained impact on student learning
8.4 A sustained impact on Aboriginal education policy and programs
8.5 An initiated impact on culturally responsive teaching practice
8.6 An initiated impact on culturally responsive leadership
8.7 An initiated impact on understanding learning as a community based educational partnership
8.8 An emergent impact on recognizing and disrupting colonial mindsets and actions
§ 9: Concluding observations for policy makers
9.0 Concluding observations for policy makers
9.1 The need for consistent and ongoing support
9.2 Final words
References