Preparing Navajo Students to Read

1968 ◽  
Vol 2 (1) ◽  
pp. 62
Author(s):  
Hadley A. Thomas
Keyword(s):  
Navajo Students

Factors related to traditionalism among Navajo students

1982 ◽  
Vol 5 (2) ◽  
pp. 213-222
Author(s):  
Victor A. Christopherson ◽  
Steven F. Dingle
Keyword(s):  
Navajo Students

Challenges Associated with Developing Discursive Classrooms in High-Poverty, Rural Schools

2004 ◽  
Vol 97 (1) ◽  
pp. 28-31
Author(s):  
Richard S. Kitchen
Keyword(s):  
Mathematics Teachers ◽  
Rural Schools ◽  
Mathematical Thinking ◽  
Secondary Level ◽  
Mathematical Discourse ◽  
High Poverty ◽  
Navajo Students

That teacher was discussing the challenges associated with initiating mathematical discourse with his Navajo students. Although he is interested in developing a classroom in which students regularly share their mathematical thinking with one another, such a discursive classroom may in fact be incongruent with the students' culture. This example demonstrates one of many issues that impede secondary-level mathematics teachers in their efforts to negotiate toward a classroom in which students' ideas are valued and frequently solicited.

Tracing a selfie

2021 ◽  
Vol 2 (1) ◽  
pp. 92-106
Author(s):  
Yi-Wen Huang
Keyword(s):  
Popular Culture ◽  
Formation Process ◽  
Real Life ◽  
Word Formation ◽  
American Southwest ◽  
Feedback Form ◽  
Teaching Career ◽  
Two Year College ◽  
Navajo Students ◽  
Teaching Pedagogies

Abstract This teaching report focuses on effectiveness of teaching pedagogies of the word formation process to Navajo students at a two-year college in the American Southwest. The activities used to teach the concepts of word formation are illustrated/described. The purpose of using authentic examples including songs from popular culture is to make students aware that these linguistic concepts are related to their everyday lives and in the hope that they can utilize these concepts and integrate real-life examples in their future teaching career. A feedback form was administered to collect the students’ views toward the pedagogies including activities in an introductory Linguistics class.

Rock Point, A Navajo Way to Go to School: A Valediction

1990 ◽  
Vol 508 (1) ◽  
pp. 170-184 ◽  
Author(s):  
AGNES HOLM ◽  
WAYNE HOLM
Keyword(s):  
Public Schools ◽  
Parental Involvement ◽  
Federal Government ◽  
Native Language ◽  
Community Control ◽  
School Age ◽  
The Public ◽  
English Speaking ◽  
Navajo Reservation ◽  
Navajo Students

Roughly two-thirds of school-age Navajo children now attend public schools; roughly a quarter still attend federal schools. Since the mid-1950s, the federal government has put large amounts of money into effecting a shift on the Navajo Reservation from smaller one-community federal schools to larger multicommunity public schools on the Navajo Reservation. The federal schools that remain have become multicommunity boarding schools. The public schools tend to draw students from more Anglo-like, more English-speaking, homes, but these Navajo students and particularly Navajo-speaking students average some years behind state averages. This article is about a Navajo community and school that went back to parental involvement and community control, that went back to the native language and to the community and Reservation as a source of content and curriculum, and that went forward to a more appropriate, more effective education for their children.

scholarly journals Applying Kasper and Petrello’s Nonjudgmental Approach to Navajo Students

SAGE Open ◽  
2016 ◽  
Vol 6 (1) ◽  
pp. 215824401663694
Author(s):  
Yi-Wen Huang
Keyword(s):  
Navajo Students

scholarly journals Juxtaposition: The Coexistence of Traditional Navajo and Standards Based Curricula

2015 ◽  
Author(s):  
Daniel Conn
Keyword(s):  
New Mexico ◽  
Public School ◽  
Department Of Education ◽  
Navajo Students

Northridge Elementary, a small public school serving almost entirely Navajo students, was recently labeled with a failing grade from the New Mexico Department of Education. This study explores what this label reveals and what it conceals. Using educational connoisseurship and criticism as the method of inquiry, this study considers how the label interacts with the structural, intentional, curricular, pedagogical, and evaluative dimensions within the school. As offered in the thematic aspect of the analysis, the label overgeneralizes realities of Northridge Elementary and is hindering rather the benefiting students.

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