Native School Research Articles

The impact of perseverance and passion for long term goals (GRIT) on educational achievements of migrant children: Evidence from Tatarstan, Russia

This article empirically studies the impact of perseverance and passion for long term goals (GRIT) on educational achievements. Specifically, the study compares GRIT levels between migrants and native school students, and tests the role of GRIT in explaining school achievements of migrants. Based on regression analysis and using a sample of 2,003 ninth graders, including 178 migrants from the Republic of Tatarstan, Russia, the results did not suggest an educational gap between native students and first generation migrants, ethnic Tatar migrants, and those from Central Asia. In addition, GRIT has significant effects in explaining the educational achievements of these migrant groups. On the contrary, the findings suggest that native students outperform their ethnic Russian migrant peers.

‘A space for you to be who you are’: an ethnographic portrait of reterritorializing Indigenous student identities

ABSTRACTThis article explores the discourse practices of an Indigenous, community-based charter school and its efforts to create space for Indigenous both/and identities across rural–urban divides. The ethnographic portrait of Urban Native Middle School (UNMS) analyzes the discourse of making ‘a space for you’, which brings together rural and urban youth to braid binary constructs such as Indigenous and western knowledge, into a discourse of Indigenous persistence constraining contexts of schooling. We use the concept of ‘reterritorialization’ to discuss the significance of UNMS’s community effort to create a transformative space and place of educational opportunity with youth. The local efforts of this small community to reterritorialize schooling were ultimately weakened under the one-size-fits-all accountability metrics of No Child Left Behind policy. This ethnographic analysis ‘talks back’ to static definitions of identity, space and learning outcomes which fail to recognize the dynamic and diverse interests of Indigenous communities across rural – urban landscapes.

A Study on English Language Education in Rural Schools of India: The Situation, the Policy and the Curriculum

The language policy in school education emerged as a political and social consensus, though established equality among the languages in school education, is somehow heading for a competitive bi / multilingualism in which the English language is (perceived to be) over taking Indian languages. On the contrary the quality of English language education in majority of Indian schools presents a very appalling picture. Teacher’s language proficiency, exposure to language and materials are major concerns for quality English language learning. An analysis of curricular statements and syllabi of the states of Andhra Pradesh, Madhya Pradesh, Mizoram, Manipur and Nagaland reveals how planning for language in education is not looked at holistically in terms of basic assumptions about language learning / acquisition (how language learning takes place), learner profiles and the contexts in which learning takes place, and the recent developments in language learning-teaching. Most states refuse to move beyond the good old structural approach of the 1950s and the 60s, while they stress for communication skills to help the learner for an upward movement. This, in reality, reveals the paradoxical situations of an English language education which would further place the rural learner in a very disadvantaged situation. There are so many curricular packages in the Andhra Pradesh to reach the goals. English will continue to dominate the school curriculum not only as a language, but as a medium of learning too. Given the important roles to English in education and in the larger society (Tickoo 1996), this will have greater implications for language education, particularly English language education in rural settings. While some of our native languages are losing their battle for survival where English is taking the ‘killer’ role and the curricular documents calling for collaborative bi-/multilingualism, what in reality felt is subtractive bilingualism? This dangerous trend may lead to mass conversion to English medium instruction in our schools, both urban and rural schools. We must ensure that English as a language in education is fully realized in terms of the basic conditions for learning the language and those educated through native medium schools attain the proficiency that would not hamper them to move forward to higher education and employment any other urban English medium educated child would compete.

Impact of Culturally Aligned Supports on Native Hawaiian High School Students’ College Attendance: A Qualitative Perspective

ABSTRACTThe contemporary education system in the United States is inadequate in the provision of services to assure that all students exit high school with the knowledge and skills necessary to enter postsecondary education or the workforce. This is particularly true for indigenous youth (Tanabe & Mobley, 2011). According to scholars, dual enrollment appears to be an appropriate solution for assisting indigenous youth to perform better in high school and to be better prepared to enter postsecondary education and the workforce (Rodriguez, Hughes, & Belfield, 2012; Vargas, Roach, & David, 2014). As demonstrated in this study, promoting dual enrollment programs, for Native Hawaiian youth, along with mentorship and financial assistance, has a positive impact on post high school outcomes. Thus, after describing the goals and model of Project Ho‘oku‘i, this article reports on the experiences and perceptions of Native Hawaiian youth who participated in a dual enrollment program (i.e., enrolled in high school and postsecondary education simultaneously). This study utilized grounded theory methodology. Focus groups, with semi-structured open-ended questions, were conducted with 103 participants over a 24-month period. The findings of the research comprise two major themes that are concerned with Native Hawaiian students’ educational Progress at large and address the issue of relationality, including the practice of self-sufficiency in sorting through future career options and learning one’s sense of self-in-society, in particular its relational aspects.

Abstract P5-10-09: Prospective cross-sectional-study on participation in mammography screening according to immigration background and education status

Abstract Introduction Although the health of immigrants is an important issue in national health care policy there is a serious shortage of data in many countries. Most studies lack information on educational status which is a major limitation. In this prospective cross-sectional-study we analyzed the influence of immigration background and educational status on the participation in mammography screening programs in Lower-Saxony, Germany. Material and methods Data collection was conducted from 2012-2016 in six certified breast cancer centers using a personal questionnaire and data from the patients' medical records. Stratification into subgroups was carried out according to first and second generation immigrants and country of origin. Results 1547/2129 primary breast cancer cases were analyzed. The percentage of patients with a history of immigration in our study cohort was 17.7%. The majority of them were citizens of EU27 Member states. First generation immigrants (n= 146), second generation immigrants (n=129), natives (n= 1272). No significant difference was seen in sex, age, tumor stage, histology, grading, Ki-67, Her2/neu-status, and hormone receptor status. A 100% participation rate in the mammography screening program was seen in patients with no school graduation. The lowest participation rate (85.5%) was seen in the group of native Germans with a college graduation and in first generation immigrants with a high school graduation (86.7%). Detailed statistical analysis will be presented on the poster. Conclusion No difference was seen between immigrants and native Germans with regard to tumor biology. In first-generation immigrants mammography screening was well accepted despite cultural and linguistic differences. Participation rate decreased with higher education level in all groups. High school graduates with immigrant background participated more frequently in breast cancer screening than native high school graduates. These findings mainly relate to immigrants from EU27 Member states rather than immigrants from non EU countries. Citation Format: Kuehnle E, Oeztuerk T, Siggelkow W, Luebbe K, Moser A, Noeding S, John J, Noesselt T, Busch C, Arfsten M, Lemster S, Hillemans P, Doerk T, Park-Simon T-W. Prospective cross-sectional-study on participation in mammography screening according to immigration background and education status [abstract]. In: Proceedings of the 2016 San Antonio Breast Cancer Symposium; 2016 Dec 6-10; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2017;77(4 Suppl):Abstract nr P5-10-09.

Speaking an Aboriginal language and school outcomes for Canadian First Nations children living off reserve

ABSTRACTThe importance of learning an Aboriginal language has been documented, yet associations with positive educational outcomes are inconclusive. Previous research in the area has been limited by small sample studies, lack of comparison groups, and the omission of the consideration of socio-demographic factors and cultural activity participation. This study uses the Canadian population-based Aboriginal Peoples Survey 2006 to examine the relationship between speaking an Aboriginal language, learning it in school, and educational outcomes for First Nations children living off reserve. Compared to children who did not speak an Aboriginal language, children who spoke an Aboriginal language and had school teachers help them learn the language at school were more likely to be rated as doing very well at school and had higher parent ratings of the importance of a post-secondary education, with no difference in the likelihood of being the appropriate age for grade, even after controlling for socio-demographic factors and participation in other cultural activities. These results suggest that learning an Aboriginal language in school is associated with positive outcomes for children who speak an Aboriginal language. Future research on this topic is needed including longitudinal studies and inclusion of direct measures of educational outcomes.

A New Mentorship Model: The Perceptions of Educational Futures for Native American Youth at a Rural Tribal School

A case study utilizing a mixed methods design concluded that a nontraditional-style mentorship intervention model for at-risk, Native American youth at a tribal school in South Dakota has positively impacted the youths’ perspectives of their educational futures. The mentorship intervention model was social work-rooted, theory-driven, and culturally-sensitive. The literature review discussed the lack of research for this oppressed group with mentorship programming and provided comprehension to advance mentorship program in rural reservation settings. Research knowledge of this at-risk group's social problems, historical trauma experience, and mentorship programs advanced the success of this intervention. By focusing on the strengths and needs of the tribal school, a partnership between a tribal school and two universities formed to establish a non-traditional mentorship program that positively impacted the youth and benefited the school’s strategic goals. Comparing the mixed method data of the Native American tribal rural school target youth group to a non-Native American, non-tribal, rural school youth group, findings justified the need for this intervention as well as supported the positive impact that the intervention has had on the Native American youths' educational perspectives.

Does Pledging Allegiance to the Flag Have Educational Value?

AbstractDespite extensive commentary on the Pledge of Allegiance in schools, little is known about how students think of its daily recitation. This study asked 88 Native American high school students about their experiences with classroom recitation of the Pledge of Allegiance. Aware that they had the right to refrain from participating, most students (84%) indicated that they did not recite the Pledge of Allegiance. A considerable portion (43%) said that the recitation made little impression on them; others were split between those who had patriotic thoughts toward the United States and those for whom the Pledge of Allegiance evoked their conflicted identities and relationships, as Native Americans, to the United States. This study concludes that recitation of the Pledge of Allegiance possesses educational value. Its enactment, perhaps particularly with some students reciting and others not reciting, prompts students’ thinking about self-identity, national identity, and civic values.

The Roles of Administrators in Aboriginal Schools: A Case Study in a Malaysian State

The Roles of Administrators in Aboriginal Schools: A Case Study in a Malaysian State

Public or private? The influence of immigration on native schooling choices in the United States

This study examines whether rising enrollments of foreign-born students in US public schools caused a movement among native children from public schools to private schools, something the literature has labeled native flight to private school. Using data from the National Center of Educational Statistics School District Demographic System, estimates of native flight are constructed using enrollment data on native and foreign-born, school-age children from 1990, 2000, and 2010. Concern regarding omitted variables bias necessitates the use of an instrumental variables technique. An instrument for the foreign-born enrollment is created using information about the ethnic composition of school districts in 1980 to predict the enrollment patterns of foreign-born students in later years. Two-stage least squares estimates confirm the presence of native flight. Flight to private school among white native students is occurring in smaller school districts in non-traditional immigrant receiving states, while flight among native minorities and Hispanics is located in school districts that reside in traditional immigrant receiving states.

Ukrainian Cultural-Educational life in Lemkovina from the End of the 19th Centuries to the 1930s

Thus, national self-awareness of the Lemkos was combined with the cultural- national elation of the whole Ukrainian nation. The destructive political influences could not destroy the Lemkos and their national originality. Some communities in the Diasporas and in cultural associations (founded in the independenct Ukraine) still cherish historical memory, art, and cultural values of Lemkovina. The biggest west ethnographic group of the Ukrainian was the Lemkos, which played an important role in the history of the formation of the Ukrainian ethnos. In spite of unfavorable social-political conditions form the end of 19th to the beginning of 20th centurie, there were numerous processes of national revival. Public associations and famous figures became the guides of national awareness and the initiators of cultural-educational work. The most active in the sphere of revival in Lemkovina were the following associations: ‘Prosvita’, ‘Native School’, ‘Rural Master’, ‘Ukrainian revisionary union’, ‘commission of Lemkos’, etc. Thanks to their active work, educational institutions of different levels, help funds, educational nucleua, museums and art centers were founded; periodicals were published and expanded, ‘strolling libraries’ were set up. Difficult historical and socio-cultural conditions and in particular the purposeful destructive political influences in 1940s could not destroy the Lemkos and their national originality.

Letters of Kuno Meyer to Douglas Hyde, 1896–1919

No single individual did more to ‘make Irish respectable’ in the decades before and after 1900 than the great German scholar Kuno Meyer. But while Meyer’s tireless activities as an editor and translator of Irish texts and as a populariser of ancient Irish literature has long been documented, less is known about his activities ‘behind the scenes’. A newly discovered cache of letters and postcards that Meyer sent to Douglas Hyde during the years 1898–1919 now reveals the full extent of that background activity and the extraordinary level of encouragement and support that he gave to the movement to establish a ‘native school’ of Irish scholars, culminating in the establishment (in 1903) of the School of Irish Learning in Dublin.

The methods of treatment of long fractures and physiological fundamentals of osteosynthesis (the dynamics of views and modern state-of-art)

The spreading of AO philosophy, the traditions of native orthopedics-traumatology school and socio-economic peculiarities of the country have influenced on the tactics and technology of the treatment bone fractures in Ukraine. Simultaneously with modern AO technique skeletal traction and fixation method are used but the indications for their application are still uncertain. It was noticed many decades ago, that success of treatment is strongly correlated with early functioning of injured segment. The criteria of functionality of technology are still among the main ones to define the degree of its correspondence to the principles of physiological treatment of fractures. It was noticed, that osteosynthesis is considered as successful if it does not require any additional external fixation, allow early function and minimize negative influence on the vitality of damaged tissues. Tactical-technological items of fracture treatment require an analysis and reconsideration taking into consideration the state of orthopedics-traumatology service in Ukraine concerning the supply of high-grade licensed fixators and instruments for osteosynthesis, equipment for intraoperative radiographic monitoring and theoretical and practical training of specialists. The method of skeletal traction is still being used to treat inoperable patients and on the stages of preoperative preparation and planning. The fixing bandages and orthesises are the necessary components in complex treatment of trauma patients as the main immobilizing means and patient-specific functional orthesises to provide early functional rehabilitation. It’s emphasize, that the use of AO technology should not exclude from practice the method of external fixation that has no alternatives in the treatment of complications, open and gunshot fractures. The absence of serial production of external fixators influenced negatively on the quality of treatment of war casualties from South East part of Ukraine.

Desire for the desert: racialising white teachers’ motives for working in remote schools in the Australian desert

Distinct from rurality, the Australian desert has long functioned as a signifier of remoteness in the dominant imagination; a product of spatialised binary relations between ‘progressive’ (white) mainstream or idealised white countryside, and disordered/dangerous Aboriginal periphery. Remoteness constitutes a complex racial dynamic that has historically mediated white teachers’ and missionaries’ desires to travel to the social margins. This article adopts a discursive understanding of remoteness to examine contemporary white teachers’ decisions to work in Aboriginal schools in the desert – decisions that are often articulated through unwitting recourse to the ‘three Ms’ or ‘tourist’. The article explores these identity constructs and how they enable different performances of whiteness. It examines how white people’s desires are often covertly raced but does not however, position the teacher as a priori racist. Rather, desire is theorised as a social construct in which subjects invest, which may at times contribute toward processes of decolonisation. This rendering moves beyond a logic of individualism and underpins the argument that recognising how these dynamics play out is vital with respect to understanding the place of white teachers inside remote Indigenous Education. Moreover, such insights are valuable for appreciating how whiteness continues to be reproduced in White Australia under a guise of good intentions.

Ramifications of diglossia on how native Arabic-speaking students in Israel write

This paper investigates the effect of diglossia in Arabic on the writing behavior of native Arabic-speaking high school students in Israel. Participating in this study were 30 students in the 12th grade. Each participant wrote an essay that was a part of the matriculation examination in the Standard Variety (SV) required for graduation by the Ministry of Education. The essays were analyzed for deviations from SV. The data used for this paper consisted of deviations from SV caused by interference of the participants’ Arabic vernacular. The findings clearly show that the linguistic distance in the two domains that were investigated – the syntactic and the lexical – significantly affected the writing behavior of the participants, who used structures and lexical items that are characteristic of their mother tongue, the Palestinian variety.

Seagulls and Eagles

Historically, Native American students have lagged far behind their non-Native peers in education achievement. While no consensus exists in the research of effective school reform efforts, one factor does surface in report after report—strong school leadership. This qualitative case study analyzed data from in-depth interviews with four Native American school principals who recently completed an education leadership program designed for leaders of schools that serve Indian students either on or off the reservation. Based on Brayboy's (2006) TribalCrit theoretical framework, the analysis revealed themes related to the importance of having a Native American principal, understanding and being committed to the local and community values, and sorting out those Western schooling ideas that are not compatible to Indian cultures.

“Not at the Expense of Their Culture”: Graduating Native American Youth from High School

What kinds of challenges do educators face in increasing Native American high school graduation rates, and what kinds of adaptations to a traditional high school are understood as necessary to achieve this outcome? This case study explored these questions as part of a larger multiple case study that investigated practices and processes related to high school graduation rates. It focused on educators’ attempts to increase Native American student graduation rates in a high school with typical gaps in graduation rates between Native American students and white students. Data collected included teacher and administrator interviews and documentary evidence. Framed by socioecological theory that focuses on relationships between district, school, and classroom processes and practices, study findings revealed that adaptations to improve Native youth graduation rates included (1) offering personally-relevant, real-world, experiential, and interdisciplinary learning experiences aligned to students’ own learning goals; (2) adapting school schedules to students’ lives outside of school; (3) prioritizing developing students’ sense of worth in contributing to their communities and societies; (4) providing flexibility regarding absences, (5) offering effective supports that emphasize connecting to an adult; and (6) partnering with families and other community members. Implications for future research and practice are discussed in light of the findings.

The construction of language value and legitimacy in Aboriginal primary school classrooms in Taiwan

AbstractThis study examines the means by which social actors at one largely Indigenous elementary school in Taiwan resolve the linguistic conflicts arising between official language policies and practical pedagogical practices. Special reference is made to Pangcah, an endangered indigenous language in contest with other languages, Mandarin inparticular, as the medium of instruction. The findings highlight the use of code-switches between languages in the context of the lesson being observed. The ‘depreciation’ of the Pangcah language can be understood as reflective of enduring symbolic and hegemonic dominations, the instability of the indigenous language being a manifestation of Pangcah’s limited social status. While teachers may vociferously advocate Pangcah as a means of identity construction, they remain committed to Mandarin. It is suggested that their commitment to Mandarin reveals an internalization of the majority ideology that sees Mandarin as the most advantageous means by which indigenous childr...

Conceptual History, Cultural History, Social History

V. M. Zhivov’s introduction to Studies in Historical Semantics of the Russian Language in the Early Modern Period (2009), translated here for the first time, offers a critical survey of the historiography on Begriffsgeschichte, the German school of conceptual history associated with the work of Reinhart Koselleck, as well as of its application to the study of Russian culture. By situating Begriffsgeschichte in the context of late-nineteenth and early twentieth-century European philosophy, particularly hermeneutics and phenomenology, the author points out the important, and as yet unacknowledged, role that Russian linguists have played in the development of a native school of conceptual history. In the process of outlining this alternative history of the discipline, Zhivov provides some specific examples of the way in which the study of “historical semantics” can be used to analyze the development of Russian modernity.

School of German Language

Department of German is one of the oldest language departments at MGIMO. Since its foundation in 1944 the military experienced teachers of the department, most of whom were native speakers, have begun to develop a unique method of teaching the German language, thereby revolutionize learning this foreign language. The first steps made under the supervision of the Department of Antonina V. Celica. The department refused to conventional time and is still used in universities such as the Moscow Linguistic University, separate teaching phonetics, grammar and vocabulary, which was due to the specific objectives set for the teaching staff: prepare for short term specialists in international relations, active Germanspeaking. The department can be proud of its graduates, many of whom continue his career in the walls of native high school. Many graduates have dedicated their lives to serving the State in the Ministry of Foreign Affairs.