University of SaskatchewanHARVEST
  • Login
  • Submit Your Research
  • About
    • About HARVEST
    • Guidelines
    • Browse
      • All of HARVEST
      • Communities & Collections
      • By Issue Date
      • Authors
      • Titles
      • Subjects
      • This Collection
      • By Issue Date
      • Authors
      • Titles
      • Subjects
    • My Account
      • Login
      JavaScript is disabled for your browser. Some features of this site may not work without it.
      View Item 
      • HARVEST
      • Electronic Theses and Dissertations
      • Graduate Theses and Dissertations
      • View Item
      • HARVEST
      • Electronic Theses and Dissertations
      • Graduate Theses and Dissertations
      • View Item

      Conceptualizing teachers' perceptions of Aboriginal student achievement : an exploratory study

      Thumbnail
      View/Open
      PEARCE-DISSERTATION.pdf (6.157Mb)
      Date
      2015-04-23
      Author
      Pearce, Joseph
      Type
      Thesis
      Degree Level
      Doctoral
      Metadata
      Show full item record
      Abstract
      ABSTRACT The primary purpose of this study was to explore teachers’ perceptions of Aboriginal student achievement in six Saskatchewan public community schools in urban, rural, and Northern settings. Three of the schools were elementary schools, and three were high schools. Data for the study were obtained by means of teacher semi-structured interviews, and a teacher survey designed expressly for this research. The research opportunity sought to “explore in the context of selected Saskatchewan community schools, teachers’ perceptions of Aboriginal achievement, the unique and contextualized features that govern Aboriginal learning, and the efforts of teachers to enhance Aboriginal student learning.” Historically, Aboriginal student achievement has been viewed through a deficit lens. To gain a positive perspective of this phenomenon, a constructivist paradigm, a social justice theory of change governed by an ethos of appreciative inquiry were employed using a Mixed Methods Research design. Specifically, a two phase exploratory methodology where a qualitative phase followed by a quantitative one was used to best inform the research perspective. A multi-case study approach for each school and division was deemed the most effective means of exploring teacher conceptualizations of the manner and conditions under which Aboriginal students best learn. A total of nine teachers were interviewed and 28 responded to the teacher survey instrument. Member checks of the interview data were undertaken and statistical data using both Excel for Windows as well as SPSS statistical programs were employed for survey data analysis. Owing to the small survey sample, the author advises that caution be used when considering the survey results. However, it is hoped that refinement of the survey tool and its use in later research will prove to be of benefit in understanding the phenomenon of Aboriginal student achievement. A peer data analysis panel was convened to thematically analyse the four open-ended questions contained in the survey. Findings for this study indicated teachers valued the work of collaborative teams, supportive school learning environments, differentiated instruction, assessment for learning, professional development, and culturally responsive instruction and curriculum and school/division alignment to enhance Aboriginal student achievement. The study found that perceptions of Aboriginal and non-Aboriginal teachers differed where Aboriginal student achievement was concerned. As well, participants felt that heightened Aboriginal student achievement could be fashioned by determined student engagement in their academic work. Finally, participants believed that parent and community engagement in schools and the academic life of their children would also enhance Aboriginal student learning outcomes. It is hoped that this study will serve as a point of initiation for more research into the phenomenon on a wider basis in order to generate greater understanding of the means by which Aboriginal students may flourish within public schools in Saskatchewan and potentially elsewhere.
      Degree
      Doctor of Philosophy (Ph.D.)
      Department
      Educational Administration
      Program
      Educational Administration
      Supervisor
      Cottrell, Michael
      Committee
      Prytula, Michelle; Burgess, David; Walker, Keith; Kalyn, Brenda; Lessard, Sean
      Copyright Date
      January 2015
      URI
      http://hdl.handle.net/10388/ETD-2015-01-2003
      Subject
      Aboriginal
      student learning
      public community schools
      mixed methods research design
      assessment for learning
      differentiated instruction
      parent and community involvement
      culturally responsive curriculum and instruction
      alignment
      student membership
      Collections
      • Graduate Theses and Dissertations
      University of Saskatchewan

      University Library

      © University of Saskatchewan
      Contact Us | Disclaimer | Privacy