Lessons Learned from American Educational Legislation for Canadian Educators: No Child Left Behind and the Ontario Aboriginal Education Framework.
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| Title: | Lessons Learned from American Educational Legislation for Canadian Educators: No Child Left Behind and the Ontario Aboriginal Education Framework. |
|---|---|
| Authors: | Cherubini, Lorenzo1 (AUTHOR) |
| Source: | Journal of American Indian Education. 2010, Vol. 49 Issue 1/2, p69-85. 17p. |
| Subject Terms: | *Education of Native Americans, *Education policy, *Alaska Native students, *Cognitive styles, *Standardized tests, *Education, No Child Left Behind Act of 2001, Indigenous children |
| Geographic Terms: | Ontario, Canada, United States |
| Company/Entity: | Ontario. Ministry of Education & Training |
| Abstract: | This article outlines the similarities between the U.S. No Child Left Behind Act of 2001 and the Ontario Ministry of Education's recently released First Nation, Métis, and inuit Education Policy Framework in the context of the historical and contemporary educational realities of American Indian/Alaska Native and Aboriginal peoples in the United States and Canada. The key outcomes of NCLB are considered nearly eight years into its implementation in American public schools and serve as a premise to the discussion of the ideological disconnect between the Policy Framework and Aboriginal students' academic achievement in Ontario, including the inappropriate reliance on standardized testing in light of Aboriginal students' learning styles. Several key challenges are presented to Ontario and Canadian educational policymakers, teachers, and teacher educators based on the lessons that can be learned from the implementation of public educational policy in the United States. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of American Indian Education is the property of Arizona State University, Center for Indian Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 54429177 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=54429177 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 69 Subjects: – SubjectFull: Education of Native Americans Type: general – SubjectFull: Education policy Type: general – SubjectFull: Alaska Native students Type: general – SubjectFull: Cognitive styles Type: general – SubjectFull: Standardized tests Type: general – SubjectFull: Education Type: general – SubjectFull: No Child Left Behind Act of 2001 Type: general – SubjectFull: Indigenous children Type: general – SubjectFull: Ontario Type: general – SubjectFull: Canada Type: general – SubjectFull: United States Type: general – SubjectFull: Ontario. Ministry of Education & Training Type: general Titles: – TitleFull: Lessons Learned from American Educational Legislation for Canadian Educators: No Child Left Behind and the Ontario Aboriginal Education Framework. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cherubini, Lorenzo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2010 Type: published Y: 2010 Identifiers: – Type: issn-print Value: 00218731 Numbering: – Type: volume Value: 49 – Type: issue Value: 1/2 Titles: – TitleFull: Journal of American Indian Education Type: main |
| ResultId | 1 |
