000			03038ctm a2200313 4500
001			6504136
003			UtOrBLW
005			20161202092130.0
006			m |o d |
007			cr |||||||||||
008			140120s2013 onc sbm 000 0 eng d
043			_an-cn---
100	1		_aPeters, Julie _92760
245	1	0	_aSelected cases on the continuum of First Nations learning _h[electronic resource] / _cby Julie Peters
260			_cc2013.
300			_a1 online resource (xi, 209 p.) : _bdigital file.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
500			_a"A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy"
502			_aDissertation (Ph.D.)--University of Western Ontario, 2013.
504			_aIncludes bibliographical references.
520	3		_aEach of the articles in this dissertation addresses a policy or theoretical issue at a different point on the learning continuum. Chapter 2, First Nations Early Learning and Child Care in Canada, examines federal policy specific to First Nations early learning and child care (ELCC). This article contributes to our understanding of ELCC by examining the historical role and relationship of the federal government in the financing and delivery of ELCC, outlining the current state of federal early learning policy related to First Nations, and presenting national data on First Nations ELCC to assess how it can inform policy and data needs. The third chapter, Standardized Testing and First Nations Schools: A Case Study examines the impact of the use of provincial standardized testing in an on-reserve elementary school in Ontario. Using a case study approach, the perspectives of the school administration and teachers are explored. The research questions include: 1) Why might an Indigenous school choose to implement a regional standardized assessment? 2) How does this impact the schools’ ability to provide a culturally based education? 3) What challenges does a First Nations school face in implementing a standardized assessment? Chapter 4, Educational Expectations of First Nations Applicants to Postsecondary, utilizes data from a large-scale Canadian survey to look at the relationship between personal, family, community, and academic factors and the educational expectations of First Nations learners. Expectations are a fundamental part of the attainment process, and have been shown to be a key predictor of eventual educational attainment. Most theories of educational expectations, however, have been developed based on the experiences of non-Indigenous youth. The concluding chapter discusses policy implications and future research.
650		0	_aEarly childhood education _zCanada _974
650		0	_aEducation _zCanada _9261
710	2		_aUniversity of Western Ontario. _bDepartment of Sociology _92761
856	4	0	_uhttp://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=3195&context=etd _zFull text
942			_2ddc _cTHESES
999			_c1546 _d1546