Resiliency and collateral learning in science in some students of cree ancestry

Science Education

Volumn 89, Issue 4, 2005, Pages 595-613

  Sutherland, Dawn ^a  

^a UNIVERSITY OF WINNIPEG   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 25444528246     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/sce.20066     Document Type: Review

References (61)

1. Aikenhead, G. (2001). Renegotiating the culture of school science. In R. Millar, J. Leach, & J. Osborne (Eds.), Improving science education: The contribution of research. London: The Open University Press.
2. Aikenhead, G. S. (1996). Science education: Border crossing into the subculture of science. Science Education, 69, 453-475.
3. Allen, N. J., & Crawley, F. E. (1998). Voices from the bridge: Worldview conflicts of Kickapoo students of science. Journal of Research in Science Teaching, 35(2), 111-132.
4. Ames, C. (1992a). Achievement goals and the classroom motivational climate. In D. H. Schunk & J. Meece (Eds.), Student perceptions in the classroom. Hillsdale, NJ: Erlbaum.
5. Ames, C. (1992b). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 79, 409-414.
6. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
7. Assembly of First Nations. (1988). Tradition and education. Vol 1: Towards a vision of our future. Ottawa: Assembly of First Nations. (ERIC Document Reproduction Service No.)
8. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
9. Castellana, M. B. (2000). Updating aboriginal traditions of knowledge. In G. J. S. Dei, B. L. Hall, & D. G. Rosenberg (Eds.), Indigenous knowledge in global contexts (pp. 21-36). Toronto: University of Toronto Press.
10. Colorado, P. (1988). Bridging Native and Western science. Convergence, 21(213), 49-68.
11. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
12. Ermine, W. J. (1995). Aboriginal epistemology. In M. Battiste & J. Barman (Eds.), First Nations education in Canada: The circle unfolds (pp. 101-112). Vancouver: University of British Columbia Press.
13. Friere, P. (1970). Pedagogy of the oppressed. New York: Continuum.
14. Furniss, E. (1995). Victims of benevolence: The dark legacy of the Williams Lake Residential School. Vancouver: Arsenul Pulp Press.
15. George, J., & Glasgow, J. (1988). Street science and the conventional science in the West Indies. Studies in Science Education, 14, 109-118.
16. Giroux, H. (1992). Border crossings: Cultural workers and the politics of education. London: Routledge.
17. Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 82, 525-538.
18. Haig-Brown, C. (1988). Resistance and renewal: Surviving the Indian Residential School. Vancouver: Tillacum Library.
19. Howard, S., Dryden, J., & Johnson, B. (1999). Childhood resilience: Review and critique of literature. Oxford Review of Education, 25(3), 307-323.
20. Hull, J. (1987). An overview of the educational characteristics of registered Indians in Canada. Winnipeg: The Working Margins Consulting Group.
21. Hull, J. (2000). Aboriginal post-secondary education and labour market outcomes: Canada, 1996. Ottawa: Indian and Northern Affairs, Canada.
22. Jegede, O. (1995). Collateral learning and the eco-cultural paradigm in science and mathematics education in Africa. Studies in Science Education, 25, 97-137.
23. Jegede, O., & Aikenhead, G. (1999). Transcending cultural borders: Implications for science teaching. Paper presented at the meeting of the National Association for Research in Science Teaching, Boston, MA.
24. Jegede, O., & Okebukola, P. A. O. (1991). The relationship between African traditional cosmology and students' acquisition of science process skills. International Journal of Science Education, 13(1), 37-47.
25. Kawagley, A. O., Norris-Tull, D., & Norris-Tull, R. (1998). The indigenous worldview of Yupiaq culture: Its scientific nature and relevance to the practice and teaching of science. Journal of Research in Science Teaching, 35(2), 133-144.
26. Landry, S., & Tam, K. K. (1998). Understanding the contribution of multiple risk factors on children's development at various ages (W-98-22E). Ottawa: Human Resources Development Canada.
27. Larson, J. (1995). Fatima's rules and other elements of an unintended chemistry curriculum. San Francisco, CA: American Educational Research Association Annual Meeting.
28. Lee, O., & Fradd, S. H. (1996). Literacy skills in science learning among linguistically diverse students. Science Education, 80(6), pp. 651-672.
29. Lynch, P. (1996a). Students' alternative frameworks for the nature of matter: A cross-cultural study of linguistic and cultural interpretations. International Journal of Science Education, 18(6), 743-752.
30. Lynch, P. (1996b). Students' alternative frameworks: Linguistic and cultural interpretations based on a study of a western-tribal continuum. International Journal of Science Education, 18(3), 321-332.
31. Lynch, P., Chipman, H., & Pachaury, A. (1985). The language of science and preferential thinking styles: A comparison between Hindi speaking students (in India) and English speaking students (in Tasmania). Journal of Research in Science Teaching, 22(8), 699-712.
32. Mackay, R., & Myles, L. (1995). A major challenge for the education system: Aboriginal retention and dropout. In M. Battiste & J. Barman (Eds.), First Nations education in Canada: The circle unfolds (p. 22). Vancouver: University of British Columbia Press.
33. McInerney, D. M. (1994). Goal theory and indigenous minority school motivation: Relevance and application. Australian Aboriginal and Navajo Indian research. Paper presented at the meeting of the International Congress of Applied Psychology, Madrid, Spain. (ERIC Document Reproduction Service no. ED388738)
34. McInerney, D. M. (1998). School motivation and cultural context: An overview of research. Paper presented at the meeting of the Annual Meeting of the American Educational Research Association, San Diego, CA. (ERIC Document Reproduction Service no. ED419850)
35. McInerney, D. M., Hinkley, J., Dowson, M., & Van Etten, S. (1998). Aboriginal, Anglo, and Immigrant Australian students' motivational beliefs about personal academic success: Are there cultural differences? Journal of Educational Psychology, 90(4), 621-629.
36. McInerney, D. M., & McInerney, V. (2000). A longitudinal qualitative study of school motivation and achievement. Paper presented at the meeting of the Annual Meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service no. ED441815)
37. McInerney, D. M., McInerney, V., Bazeley, P., & Ardington, A. (1998). Parents, peers, cultural values and school processes: What has most influence on motivating indigenous minority students' school achievement? A qualitative study. Study 1 - Competition. (ERIC Document Reproduction Service no. ED420706)
38. McInerney, D. M., & Swisher, K. G. (1995). Exploring Navajo motivation in school settings. Journal of American Indian Education, 34(3), 28-51.
39. McKinley, E., McPherson-Waiti, P., & Bell, B. (1992). Language, culture and science education. International Journal of Science Education, 14(5), 579-595.
40. Meece, J., & Holt, K. (1993). A pattern analysis of student's achievement goals. Journal of Educational Psychology. 85, 582-590.
41. Miller, J. R. (1996). Shingwauk's vision: A history of native residential sschools. Toronto: University of Toronto Press.
42. National Indian Brotherhood. (1972). Indian Control of Indian education. Ottawa: National Indian Brotherhood.
43. Peat, F. D. (1994). Lighting the seventh fire: The spiritual ways, healing and science of the Native American. New York: Carol Publishing Group.
44. Phelan, P., Davidson, A., & Cao, H. (1991). Students' multiple worlds: Negotiating the boundaries of family, peer and school cultures. Anthropology and Education Quarterly, 22(3), 224-250.
45. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research and applications. Upper Saddle River, NJ: Merrill Prentice-Hall.
46. Pomeroy, D. (1992). Science across cultures: Building bridges between traditional Western and Alaskan Native cultures. In S. Hills (Ed.), History and philosophy of science in science education (Vol 2, pp. 257-268). Kingston: Queen's University.
47. Royal Commission on Aboriginal Peoples. (1996). Gathering strength (Vol. 3). Ottawa: Minister of Supply and Services Canada.
48. Rutter, M. (1979). Protective factors in children's responses to stress and disadvantage. In M. W. Kent & J. E. Rolf (Eds.), Primary prevention in psychopathology. Vol. 3: Social competence in children (pp. 49-74). Hanover, NH: University Press of New England.
49. Rutter, M. (1984). Resilient children. Why some disadvantaged children overcome their environments, and how we can help. Psychology Today, March, 57-65.
50. Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57, 316-331.
51. Sameroff, A. J., Seifer, R., & Bartko, W. T. (1997). Environmental perspectives on adaptation during childhood and adolescence. In S. S. Luthar, J. A. Burack, D. Cicehetfi, & J. Weisz (Eds.), Developmental psychopathology: Perspectives on adjustment risk and disorder (pp. 507-526). New York: Cambridge University Press.
52. Snively, G. (1990). Traditional native indian beliefs, cultural values, and science instruction. Canadian Journal of Native Education, 17(1), 44-59.
53. Statistics Canada. (2003). 2001 census Aboriginal population profile (Catalogue No. 94F0043XIE). Ottawa, Canada: Author.
54. Sutherland, D. (1999). The treatment of knowledge. The Science Teacher, 66(3), 40-43.
55. Sutherland, D. L. (1998). Aboriginal students' perception of the nature of science: The influence of culture, language and gender. Unpublished Ph.D., University of Nottingham, Nottingham.
56. Sutherland, D. L., & Dennick, R. (2002). Exploring culture, language and the perception of the nature of science. International Journal of Science Education, 24(1), 1-24.
57. Wang, M. C. (1996). Fostering resilience among children at risk of educational failure: National Research Center on Education in the Inner Cities, Philadelphia, PA. (ERIC Document Reproduction Service no. ED401368)
58. Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997a). Fostering educational resilience in inner-city schools. Publication series no. 4 (L97-4): Mid-Atlantic lab for student Success, Philadelphia, PA; National Research Center on Education in the Inner Cities, Philadelphia, PA. (ERIC Document Reproduction Service no. ED419856)
59. Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997b). Revitalizing inner cities: Focusing on children's learning. Publication series no. 7 (L97-7): Mid-Atlantic lab for student success, Philadelphia, PA; National Research Center on Education in the Inner Cities, Philadelphia, PA. (ERIC Document Reproduction Service no. ED419067)
60. Wang, M. C., & Kovach, J. A. (1995). Bridging the achievement gap in urban schools: Reducing educational segregation and advancing resilience - Promoting strategies. Publication Series #95-9: Temple University, Philadelphia, PA, National Education Center on Education in the Inner Cities. (ERIC Document Reproduction Service no. ED389806)
61. Wang, M. C., & Walberg, H. J. (Eds.). (1996). Strategies for improving education in urban communities. A collection of articles in honor of Edmund W. Gordon and Maynard C. Reynolds.