Achievement issues for Aboriginal students in Mathematics programs: Issues and underlying factors relating to mathematics upgrading programs in First Nations communities

 
9783659209697: Achievement issues for Aboriginal students in Mathematics programs: Issues and underlying factors relating to mathematics upgrading programs in First Nations communities

Summary of book content: This thesis describes a 2012 study in a remote First Nations community to analyse the effectiveness of the standard General Education Development (GED) testing. The various issues encountered by the participants and myself as the tutor are examined and contrasted with that of mainstream society. Identity issues seemed to drive the analysis in the study at every turn. The interviews revealed that identity disconnects have been experienced by the participants in many different ways and that for some, those disconnects continued to take place within the GED program itself. As the tutor of the participants, I implemented many of the measures I have used in my teaching of at-risk students in the past. I felt this was warranted because all of the participants came from at-risk backgrounds in that they did not graduate from secondary school with their peers. This paper is an attempt to reify the circumstances that the participants found themselves in. As such, it is hoped that the paper will offer perspective to First Nations communities as they move forward with their mathematics upgrading education programs.

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About the Author:

Tracy travelled to Northern Ontariio in1993 to complete her BEng. There, she met her husband-to-be, an Ojibway academic who had dedicated his life to debunking mistaken beliefs about his people. She supported and ensconced herself in Aboriginal issues for 15 years before she returned to earn her MEd.This work represents these years of reflection.

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Book Description Book Condition: New. Publisher/Verlag: LAP Lambert Academic Publishing | Issues and underlying factors relating to mathematics upgrading programs in First Nations communities | Summary of book content: This thesis describes a 2012 study in a remote First Nations community to analyse the effectiveness of the standard General Education Development (GED) testing. The various issues encountered by the participants and myself as the tutor are examined and contrasted with that of mainstream society. Identity issues seemed to drive the analysis in the study at every turn. The interviews revealed that identity disconnects have been experienced by the participants in many different ways and that for some, those disconnects continued to take place within the GED program itself. As the tutor of the participants, I implemented many of the measures I have used in my teaching of at-risk students in the past. I felt this was warranted because all of the participants came from at-risk backgrounds in that they did not graduate from secondary school with their peers. This paper is an attempt to reify the circumstances that the participants found themselves in. As such, it is hoped that the paper will offer perspective to First Nations communities as they move forward with their mathematics upgrading education programs. | Format: Paperback | Language/Sprache: english | 221 gr | 136 pp. Bookseller Inventory # K9783659209697

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Book Description LAP Lambert Academic Publishing Aug 2012, 2012. Taschenbuch. Book Condition: Neu. Neuware - Summary of book content: This thesis describes a 2012 study in a remote First Nations community to analyse the effectiveness of the standard General Education Development (GED) testing. The various issues encountered by the participants and myself as the tutor are examined and contrasted with that of mainstream society. Identity issues seemed to drive the analysis in the study at every turn. The interviews revealed that identity disconnects have been experienced by the participants in many different ways and that for some, those disconnects continued to take place within the GED program itself. As the tutor of the participants, I implemented many of the measures I have used in my teaching of at-risk students in the past. I felt this was warranted because all of the participants came from at-risk backgrounds in that they did not graduate from secondary school with their peers. This paper is an attempt to reify the circumstances that the participants found themselves in. As such, it is hoped that the paper will offer perspective to First Nations communities as they move forward with their mathematics upgrading education programs. 136 pp. Englisch. Bookseller Inventory # 9783659209697

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Book Description LAP Lambert Academic Publishing Aug 2012, 2012. Taschenbuch. Book Condition: Neu. Neuware - Summary of book content: This thesis describes a 2012 study in a remote First Nations community to analyse the effectiveness of the standard General Education Development (GED) testing. The various issues encountered by the participants and myself as the tutor are examined and contrasted with that of mainstream society. Identity issues seemed to drive the analysis in the study at every turn. The interviews revealed that identity disconnects have been experienced by the participants in many different ways and that for some, those disconnects continued to take place within the GED program itself. As the tutor of the participants, I implemented many of the measures I have used in my teaching of at-risk students in the past. I felt this was warranted because all of the participants came from at-risk backgrounds in that they did not graduate from secondary school with their peers. This paper is an attempt to reify the circumstances that the participants found themselves in. As such, it is hoped that the paper will offer perspective to First Nations communities as they move forward with their mathematics upgrading education programs. 136 pp. Englisch. Bookseller Inventory # 9783659209697

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Book Description LAP Lambert Academic Publishing. Paperback. Book Condition: New. Paperback. 136 pages. Dimensions: 8.7in. x 5.9in. x 0.3in.Summary of book content: This thesis describes a 2012 study in a remote First Nations community to analyse the effectiveness of the standard General Education Development (GED) testing. The various issues encountered by the participants and myself as the tutor are examined and contrasted with that of mainstream society. Identity issues seemed to drive the analysis in the study at every turn. The interviews revealed that identity disconnects have been experienced by the participants in many different ways and that for some, those disconnects continued to take place within the GED program itself. As the tutor of the participants, I implemented many of the measures I have used in my teaching of at-risk students in the past. I felt this was warranted because all of the participants came from at-risk backgrounds in that they did not graduate from secondary school with their peers. This paper is an attempt to reify the circumstances that the participants found themselves in. As such, it is hoped that the paper will offer perspective to First Nations communities as they move forward with their mathematics upgrading education programs. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Bookseller Inventory # 9783659209697

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Book Description LAP Lambert Academic Publishing Aug 2012, 2012. Taschenbuch. Book Condition: Neu. This item is printed on demand - Print on Demand Neuware - Summary of book content: This thesis describes a 2012 study in a remote First Nations community to analyse the effectiveness of the standard General Education Development (GED) testing. The various issues encountered by the participants and myself as the tutor are examined and contrasted with that of mainstream society. Identity issues seemed to drive the analysis in the study at every turn. The interviews revealed that identity disconnects have been experienced by the participants in many different ways and that for some, those disconnects continued to take place within the GED program itself. As the tutor of the participants, I implemented many of the measures I have used in my teaching of at-risk students in the past. I felt this was warranted because all of the participants came from at-risk backgrounds in that they did not graduate from secondary school with their peers. This paper is an attempt to reify the circumstances that the participants found themselves in. As such, it is hoped that the paper will offer perspective to First Nations communities as they move forward with their mathematics upgrading education programs. 136 pp. Englisch. Bookseller Inventory # 9783659209697

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