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Deux années de mentorat en milieu scolaire et adapté à la culture favorisent une bonne santé mental chez les jeunes provenant des PNMIAuthor(s): Claire Crooks, Deinera Exner-Cortens, Sarah Burm, Alicia Lapointe et Debbie Chiodo (2016)
Cette étude visait à examiner les répercussions qu’aurait, sur le bien-être des jeunes provenant des PNMI, leur participation à un programme de mentorat en milieu scolaire et adapté à la culture. Les chercheurs ont découvert que...

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Programme en milieu scolaire adapté à la culture pour les jeunes provenant des PNMI : amélioration sur les plans des relations, de la confiance, du leadership et de la réussite scolaireAuthor(s): Crooks, C., Burleigh, D., Snowshoe, A., Lapp, A., Hughes, R. et Sisco, A. (2015)
Cette étude visait à évaluer le programme L'ABC des relations saines : Uniting Our Nations, programme en milieu scolaire et adapté à la culture qui cible les jeunes provenant des PNMI. Les résultats ont permis de mettre en évidence les multiples répercussions positives du programme. On a rapporté que...

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Évaluation des programmes adaptés à la culture pour les jeunes autochtones : défis et stratégiesAuthor(s): Crooks, C., Snowshoe, A., Chiodo, D. et Brunette-Debassige, C. (2013)
Il convient de trouver un équilibre entre une méthode de recherche stricte et les besoins d’un partenariat communautaire au moment d’évaluer les programmes destinés aux jeunes des Premières Nations. Les chercheurs ont constaté que...

Viewed 133 times.
L'interdépendance et l'identité culturelles favorisent la résilience chez les jeune des PNMIAuthor(s): Crooks, C., Burleigh, D. et Sisco, A. (2015)
L’étude se penche sur les façons précises dont les programmes adaptés à la culture favorisent la résilience chez les jeunes PNMI. Les chercheurs ont découvert que...

Viewed 154 times.
Two Years of School-Based, Culturally Relevant Mentoring Promotes Positive Mental Health for FNMI YouthAuthor(s): Crooks, C., Exner-Cortens, D., Burm, S., Lapointe, A. and Chiodo, D. (2016)
This study examined the effects of participation in a school-based, culturally relevant mentoring program on wellbeing among FNMI youth. Researchers found that...

Viewed 187 times.
Cultural Connectedness and Identity Foster Resilience in FNMI YouthAuthor(s): Crooks, C., Burleigh, D. and Sisco, A. (2015)
This study explored the specific ways in which culturally relevant programming promotes resiliency in FNMI youth. Researchers found that...

Viewed 208 times.
Evaluating Culturally-Relevant Programs for Indigenous Youth: Challenges and StrategiesAuthor(s): Crooks, C., Snowshoe, A., Chiodo, D. and Brunette-Debassige, C. (2013)
A balance must be found between a strict research design and honoring the requirements of a community-based partnership when evaluating programming for First Nations youth. The researchers found that community-based research partnerships are...

Viewed 208 times.
Culturally Relevant School-Based Programming for FNMI Youth: Improved Relationships, Confidence, Leadership and School SuccessAuthor(s): Crooks, C., Burleigh, D., Snowshoe, A., Lapp, A., Hughes, R. and Sisco, A. (2015)
This study evaluated the Fourth R Uniting Our Nations, a school-based, culturally relevant program for FNMI youth. Results highlighted multiple positive impacts of the program. Participants reported that...

Viewed 337 times.
Fostering Literacy Success for First Nations, Métis and Inuit StudentsAuthor(s): Toulouse, P.R. (2013)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

Literacy success rates for First Nations, Métis and Inuit students are currently measured by their acquisition of standard English and/or French, reflecting the languages of the Ontario curriculum. Because FNMI students often communicate in non-standard forms of English and/or French with their own unique nuances, they often encounter challenges in the standard languages. For these students, literacy success is cultivated by individualized programs that support their identity, experiences and relationships with the world. Literacy programs for these learners must, therefore, offer differentiated instruction, make real-life connections and involve strategies and resources that are engaging, motivating and culturally affirming.

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Supporting Aboriginal Educators in Pre-service Training Programs and in their Careers as TeachersAuthor(s): Kitchen, J., Cherubini, L., Trudeau, L., Hodson, J. (2010)
This research explored the experiences of six Aboriginal teachers in both mainstream and native teacher education programs in Ontario. These early-career teachers from the Mohawk, Anishinabe and Métis groups reflected upon the challenges they encountered during their teacher preparation courses and first years of teaching. Specifically, this research identified the need to design current teacher education programs that value the individual and cultural identities of Aboriginal teacher candidates.

Viewed 1,885 times.