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Research on Motivational Factors Contributing Toward Alaska Native Student Success in Secondary Schools

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Title: Research on Motivational Factors Contributing Toward Alaska Native Student Success in Secondary Schools


1
Research on Motivational Factors Contributing
Toward Alaska Native Student Success in Secondary
Schools
  • Alberta Jones
  • Juneau School District
  • University of Alaska Southeast Research Project
  • For Dr. Mary-Claire Tarlow, U. of Alaska
    Southeast
  • 2005-2008


2
The Drop out Issue
  • As the student spirals downward somewhere
    between end of
  • middle school and high school years, he/she
    leaves
  • with a whisper, not a bang(Briggs, 2004)
  • Definitions vary from state to state for what the
    criteria is to classify students as dropouts
  • There are common patterns that are evident prior
    to the students dropping out--Attendance is key
    (Gates study, March 2006), lack of engagement in
    activities
  • 30 of students in the United States drop out of
    school
  • (Time magazine, April 2006)

3
Review of the Literature
25 References
  • Dr. William Demmerts work-2001 and 2003,ERIC
    Clearinghouse on Rural Education and Small
    Schools
  • The Seventh Generation-Native Students Speak
    about Finding the Good Path-Dr. Thomas Peacock et
    al.
  • Northwest Education Magazine
  • Northwest Regional Educational Laboratory
  • Association of Alaska Schoolboards-AK I.C.E.,
    Alaska Native Knowledge Network, ERIC,Journal of
    American Indian Education-ASU, National Center
    for Educational Statistics, International Journal
    of Instructional Media

4
Literature Review
  • The Need for Motivating Alaska Native students
  • Resilience of Students and Overcoming Barriers
  • Motivating Alaska Native Students And Ways to
    Help Them be Successful

5
Resilience and Overcoming Barriers
  • Resilience is the ability to bounce back from
    adversity
  • (Strand Peacock, 2002).
  • In the Strand and Peacock study, people who
    were resilient overcame barriers, with support
    from family, extended family, schools and
    community members that helped them. They came
    back stronger.

6
Resilience (Continued)
  • Children who were resilient and succeeded had
    some protective factors to help them succeed.
  • Even with failures in school and life stress they
    did not give up.
  • Some are family support and other adult support,
    school connections, empowerment, and constructive
    use of time.

7
External FactorsPower of Five
  • The students having school connections with
    teachers or other adults made a difference too.
    They had the Power of Five (p.4, Schleich).

8
Internal Factors
  • Having a commitment to learning and being
    motivated
  • Having Positive values
  • Having good social skills
  • Having a positive identity
  • Motivated with high expectations
  • Having a cultural or spiritual connection

9
Native Beliefs which Foster Resilience
  • Spirituality-Everything living is interrelated
  • Mental well-being-clear thinking,
  • Emotional well being-emotionally balanced
  • Physical well being-respecting your body

10
Ways to Build Self-Esteem for Native Youth
  • Sense of belonging-with parents and family
  • Mastery of skills-through story telling and role
    modeling
  • Independence and motivation to do things
  • Generosity giving to the community and giving
    back to others

(Begins at birth-Strand Peacock, 2002)
11
Motivating Alaska Native Students and Ways to
Help Them be Successful
  • Indian Nations at Risk Task Force-Collaborative
    National effort problem solving-Inventory
    developed.
  • Community involvement focus
  • Northwest Regional Laboratory review report on
    programs and practices with Native American
    students-Demmerts work
  • University of Minnesota-Duluth-Strand and Peacock

12
Research by the three groups recommend
  • Change school size
  • Community Support within schools
  • Culturally relevant curriculum
  • Place based education curriculum
  • Participant structure and addressing learning
    styles
  • Having a support network-Assets
  • Positive teacher interaction and support

13
Method-Interview
  • Random and personal mostly 1-1, some 1-2 or 1-3
  • Population--232 total
  • 72 AK N ative SE students, 79 rural AK Native
    middle school 37 other students, 10 SACNAS
    students, 27 effective teachers, AK Native
    administrators and professionals

14
Student Questions
  • 1) What content do you like in school and why?
  • What middle school teacher(s) are you motivated
    to
  • learn from and why?
  • 3) What high school teacher(s) are you motivated
    to learn from and why?
  • 4) What class are you motivated to go to and what
    makes you motivated with it?
  • 5) How do you learn best? (What teacher
    strategies have you noticed work for you?)

15
Teacher Interview Questions
  • 1) What do you think you do that motivates
    students to come to your class?
  • 2) What do you do to motivate at risk students in
    your class?
  • 3) What do you do to motivate Native students in
    your class?
  • 4) What strategies work best for Native students
    that you use?
  • 5) What content interests Native students?

16
Graduate Student Interview Questions
  • 1) What three people in your life motivated you
    to value
  • education and pursue a college education?
  • 2) Was it the content (or subject) in middle
    school/high
  • school or your teacher that motivated you
    to pursue
  • college?
  • 3) What teaching strategies did teachers do that
    connected
  • you or helped you in school?

17
Results of the Interview
  • They were recognizable patterns of effective
    teaching strategies from their teachers.

Significant statementsgtClusters of
meaninggtEssencesgt
Emergent themes Results of tables
18
Motivational Factors Contributing Toward Alaska
Native Student Success in Secondary Schools
  • Hands-On Learning and Visual
  • Participant Structure-small group learning
    Individual and, Partner learning
  • Relationships between teachers and students-KEY!
  • Teacher Effort and Energy
  • Personalization Attitude and Character Traits
    of Teacher
  • Rigor-Students want Rigor and want teachers to
    have clear expectations for them and to push
    them-SUPPORT with rigor!!!! Explain, examples,
    demonstration, clues, etc
  • Cultural Relevance to the curriculum-Embrace all
    cultures

19
Rigor, Relevance, Relationshipsand Resilience
  • Differentiation (Tiered Instruction-Dr. Mary
    Prentiss)
  • Anticipatory Set-Attention Getter-object,
    question, story-Pull them in
  • Choices-Motivation AND Inspiration-Coach Carter
  • Blooms Taxonomy-KCAASE
  • Knowledge/Comprehension/Application
  • Analysis/Synthesis/ Evaluation
  • Backwards Design w/Essential Questions-Camps
  • Strategy for rigor-Essay writing, scoring guides

20
Best Teaching Practices Proud Project-Bringing
it back to our curriculum
  • Share a project you were proud of to engage your
    students and thinking of making the invisible
    students visible.
  • What were the success factors in that unit?
  • How can WE share units that worked??
    Cross pollination with schools and regional
    communities--we have some similar challenges and
    outcome expectations-www.ankn.uaf.edu

21
Next Steps
  • What can I do personally, and with my staff to
    make my invisible students visible?
  • What can my partner or team and I do to engage my
    Native students and all students
  • Institutional commitment We are ALL
    responsible for making a difference--Jared
    Whitney, Whitman College, 2008

22
(No Transcript)
23
Doyck-shinQuyana Gunalcheesh Thank you
24
Web Resources
Alaska Standards for Culturally-Responsive
Schools, Alaska Native Knowledge Network, 1998,
www.ankn.uaf.edu   Helping Kids Succeed- Alaska
Style, Alaska Initiative for Community
Engagement, March 2004, www.alaskaice.org   ANSWER
Camp(Alaska Native Student Wisdom Enrichment
Retreat), Sheryl Weinberg, Associate Director,
Southeast Regional Resource Center,
sherylw_at_serrc.org www.serrc.org   Working
Together, An Educational Handbook for Alaskan
Native Familes, Juneau School District, Ronalda
Cadiente-Brown, Juneau School District,
www.jsd.k12.ak.us   Alaska Native Student
Vitality Community Perspectives on Supporting
Student Success, January 2006, Malia Villegas,
Ed. M, Rebecca Prieto, B.A.   The Silent
Epidemic, Perspectives of High School Dropout, A
Report by for the Bill Melinda Gates
Foundation, John M.Bridgeland , John J.DiIulio,
Jr. http//www.civicenterprises.net/pdfs/thesilent
epidemic3-06.pdf  
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