Casting a New Light on a Long Shadow: Saskatchewan Aboriginal High School Students Talk About What Helps and Hinders their Learning ...
What do teachers do (or not do) that makes you want to go to school? A team of Saskatchewan researchers asked Saskatchewan Aboriginal high school students this question about the aspects of instructional practice that helps and hinders their learning. While responses pointed to several aspects, teac...
| Main Authors: | , , |
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| Format: | Article in Journal/Newspaper |
| Language: | English |
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Alberta Journal of Educational Research
2017
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| Online Access: | https://dx.doi.org/10.11575/ajer.v63i1.56085 https://journalhosting.ucalgary.ca/index.php/ajer/article/view/56085 |
| Summary: | What do teachers do (or not do) that makes you want to go to school? A team of Saskatchewan researchers asked Saskatchewan Aboriginal high school students this question about the aspects of instructional practice that helps and hinders their learning. While responses pointed to several aspects, teacher relational instincts and capacities were the most influential in school engagement for this group of Aboriginal students. Students in this study described three relational capacities of effective teachers: a) empathetic responsiveness to the student as whole being, b) the degree to which teacher disposition influenced the relational dynamic with students, and c) teachers’ responsiveness to the full context of the student’s life (including a sensibility of the student’s Indigenous culture). Through a case study process, focus group interviews were conducted in six Saskatchewan schools. The study included 75 Aboriginal high school students from six schools (urban, rural, provincial, and First Nations band ... : Alberta Journal of Educational Research, Vol. 63 No. 1 (2017): Spring 2017 ... |
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