 | |  | | | | Product Description | This publication reviews Native American research and related literature on education practices and outcomes in English language arts and mathematics. | | Authors | Helen S. Apthorp, Elaine DeBassige D'Amato, & Amy Richardson | | Target Audience | State and district education leaders, curriculum directors, and teachers serving Native American populations
| | Ways to Use this Product | As a tool for developing standards-based practices for working with Native American students |  Key Ideas | - Case study and program evaluation reports indicate that in tribally controlled schools serving Navajo communities, teaching indigenous language and literacy first, followed by teaching students to read and write in English and promoting bilingualism, helps students perform well on norm-referenced tests of reading vocabulary and comprehension and local assessments in writing.
- Results of a program evaluation conducted in Hawaii indicate that a culturally congruent English language arts program significantly improved Native Hawaiian children's achievement in reading.
- Ethnomathematics, the study of traditional and everyday mathematics and the integration of findings from this study into the development and use of curricular methods and materials that are aligned with content standards, led to improved student achievement for Native Hawaiian children and Alaskan rural middle school students.
|  How to Get this Product | View/Download the PDF | | APA Citation | Apthorp, H. S., DeBassige D'Amato, E., & Richardson, A. (2003). Effective standards-based practices for Native Smerican students: A review of research literature (Rev. ed.). Aurora, CO: Mid-continent Research for Education and Learning. | | You may be interested in | |
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