Papers by Susan Faircloth
American Indian and Alaska Native Students with Disabilities: Implications For Research and Practice
Introduction Lisa Bass 1
Peter Lang eBooks, Jul 11, 2016
The Early Childhood Education of American Indian and Alaska Native Children: State of the Research
Journal of American Indian education, Mar 1, 2015
Abstract:This article builds upon a review of the literature originally commissioned by the Offic... more Abstract:This article builds upon a review of the literature originally commissioned by the Office of Indian Education and the U.S. Department of Education and expanded as part of a 2010 symposium on American Indian and Alaska Native (AI/AN) education sponsored by the American Educational Research Association (AERA) and hosted by Arizona State University. The goal is to provide a snapshot of the state of the research in early childhood education for AI/AN children and to offer potential implications for practice and future research.
Sovereignty and Education: An Overview of the Unique Nature of Indigenous Education
Journal of American Indian education, Mar 1, 2015
The Evolution of Native Education Leadership Programs
Routledge eBooks, Jun 21, 2023
Table of Contents If you're viewing this document online, you can click any of the topics below t... more Table of Contents If you're viewing this document online, you can click any of the topics below to link directly to that section. Using Culturally and Linguistically Appropriate Assessments To Ensure that American Indian and Alaska Native Students Receive the Special Education Programs and Services They Need. ERIC Digest.
Chapter 4 M(othering) and the Academy
Rutgers University Press eBooks, Dec 31, 2022
On Becoming a Full Professor
Routledge eBooks, Jun 23, 2023
Leadership Development for Schools Serving American Indian Students: Implications for Research, Policy, and Practice
Journal of American Indian Education
This article reviews extant research and scholarship on the role of leadership preparation for as... more This article reviews extant research and scholarship on the role of leadership preparation for aspiring American Indian school leaders (e.g., princi-pals). Although a review of the lit erature indicates a lack of published scholarship on this topic, what is published evidences the requirement for ongoing attention to the preparation of future school leaders to better meet the cultural, linguistic, and academic needs of American Indian students, their families, and their communities. The authors conclude with recommendations for research, policy, and practice. This article is an extension of previous research conducted by Indigenous scholars Susan C. Faircloth and John W. Tippeconnic III (2010). It begins with an overview of the lit erature, followed by recommendations for future research and implications for policy.
Unlocking Silent Histories of the Lumbee Community: Supporting Educational Sovereignty Through Video Ethnographies
Journal of American Indian Education
National Center for Education Statistics, May 1, 2021
◾ The Introduction includes information on sampling, participation, reporting, and the school typ... more ◾ The Introduction includes information on sampling, participation, reporting, and the school types reported in the tables and figures throughout this report, as well as guidance about making comparisons and interpreting results. ◾ The Survey Questionnaires section discusses the development of the NIES survey questions as well as their importance for setting context for interpreting the educational experiences of AI/AN students. In addition, this section discusses how individual survey questions provide the building blocks for the composite variables interspersed in the two subsequent sections. ◾ The AI/AN Culture and Language section provides an in-depth look at the findings from the student, teacher, and administrator survey questions that are focused on AI/AN culture and language. Indeed, this discussion of culture and language provides the most thorough examination of these questions since the inception of the NIES program in 2005. ◾ The Performance Results for the Nation section provides information about the achievement of AI/AN students at grades 4 and 8 on the NAEP reading and mathematics assessments from 2005 to 2019. A supplemental subsection-Perspectives Beyond the Average Score-examines individual and contextual factors that are associated with higher versus lower academic performance among AI/AN students, as well as variables related to engagement at school and perceptions about effort in school. ◾ The State Results section provides reading and mathematics performance results for the 15 states that had reportable results for AI/AN students in 2019. This report presents selected results from the NAEP and NIES 2019 survey questionnaires, which can be accessed at experience/survey_questionnaires.aspx.
Indigenous Education and Self-Determination in a Global Context: The Case of New Zealand and the United States
Routledge International Handbook of Rural Studies, 2016
Challenges of Student Voice Within a Context of Threatened Identities
Radical Collegiality through Student Voice, 2018
This chapter expands on an earlier publication in which we discussed the trickiness of a collabor... more This chapter expands on an earlier publication in which we discussed the trickiness of a collaborative, community-based participatory research project in Aotearoa (New Zealand) that explored the unique identities and perspectives of a group of Ngāti Turi rangatahi (Māori D/deaf youth). This research was tricky because it involved a diverse group comprising Māori and non-Māori D/deaf and hearing researchers of different ages and genders, and because of the complex ethical issues involved in “outing” students through the use of an adapted approach to the photovoice methodology. In this chapter, we delve more deeply into this collaborative work and its implications for the establishment of radical collegiality with a group of historically marginalised students and their adult peers.
National Center for Education Statistics, 2019
‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. 1 Some fou... more ‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate. 1 Some fourth-and eighth-grade AI/AN students assessed in science in 2015 completed the NIES student survey questionnaires. NOTE: AI/AN = American Indian/Alaska Native. BIE = Bureau of Indian Education. DoDEA = Department of Defense Education Activity (overseas and domestic schools). NIES = National Indian Education Study. For public and BIE schools, the number of schools and the number of students are rounded to the nearest hundred. The number of private and Department of Defense schools are rounded to the nearest 10. Detail may not sum to totals because of rounding.
Researching identity with indigenous D/deaf youth
New Zealand Journal of Educational Studies, 2014
AbstractIn this article, we explore the "trickiness" of interpreting voice through our ... more AbstractIn this article, we explore the "trickiness" of interpreting voice through our research experiences with six Maori D/deaf rangatahi (young people). The text we present is a coconstructed hut incomplete and inexact account of the first stage of this work, which encouraged these young people to take photos, construct accompanying narratives and identify messages that best represented who they were and what was important to them. Initial data analysis from rangatahi and us (as invited outsiders) is presented. Whilst there was agreement on some things, we also saw key differences. We discuss the challenge of our interpretations associated with youth identity, agency and aspiration, alongside issues associated with silence and a lack of dialogue, through this first stage of the research process.Keywords: indigenous, deaf, youth voiceIntroductionWe start this article with a brief mihimihi (introduction), locating ourselves as a diverse group of adults who are not members...
Reports are available on the Ministry of Education's website Education Counts: www.educationcount... more Reports are available on the Ministry of Education's website Education Counts: www.educationcounts.govt.nz/publications. Opinions expressed in this report are those of the authors and do not necessarily coincide with those of the Ministry of Education. iii Ngā mihi nui ki a koutou. Many people contributed to our national evaluation of He Kākano and to this report, which synthesizes findings reported in preliminary interim reports across all 84 schools participating in the project. We would like to acknowledge the Māori students who contributed to our national evaluation and who are the focus of this research, on whose behalf we are committed to utilise evidence on processes, impact and policies to inform educational practice to enhance outcomes. We would like to acknowledge the essential contribution of all other participants, and particularly our case study schools. Without their important contribution this national evaluation would not have been possible. The project was situated in the Jessie Hetherington Centre for Educational Research (JHC) at Victoria University of Wellington, with rigorous quality assurance mechanisms including project management, budget oversight, peer review and ethical review. The evaluation project was led by Dr Anne Hynds (director, qualitative research oversight, and researcher) and Professor Luanna Meyer (co-director, overall evaluation research design expert and project oversight, and researcher). Other key members of the research team were Professor Wally Penetito (Māori research cultural expert), Dr Flaviu Hodis (survey design and statistical analyses of survey and student achievement data), Associate Professor Susan Faircloth (international expert on school leadership for indigenous students in mainstream environments to consult on design of measures and interpretation of results), Rawiri Hindle, Dr Catherine Savage, Pania Te Maro, Dr Robin Averill and Marama Taiwhati (joining the team on the departures of Catherine Savage and Pania Te Maro respectively). We are also indebted to Hemi Te Hemi for his wonderful support with carrying out case study visits with the team at several case study schools. Our team of Māori and non-Māori researchers, well-versed in Kaupapa Māori research methods and culturally responsive and bicultural educational perspectives, was key to our commitment that expertise in Māori research methodologies and Māori Kaupapa was respected and represented throughout. The evaluation approach was bicultural and employed both qualitative and quantitative data and analysis methods. We were fortunate to have the help of many additional key personnel at the JHC who assisted in data collection, coding, data analysis, and report preparation. We acknowledge the essential work in the administrative aspects of carrying out the evaluation, namely
9 Importance of Exceptional Leadership: One School Leader’s Insight on Effective Leadership in a High Poverty School System Wendell Waukau 149
This study focuses on four key issues: the perception of the role played by principals in Ontario... more This study focuses on four key issues: the perception of the role played by principals in Ontario in the administration and supervision of special education programs and services; the extent to which the construct of the principal as the instructional leader accurately depicts the role of the principal in schools with high concentrations of students with special needs; the knowledge and skills needed by principals for them to assume responsibility for the administration and supervision of special education programs and services in school contexts of diversity and difference; and the [re]structuring of leadership preparation programs to bridge the gap between current knowledge and leadership/classroom practice.
4 Effective Instructional Leadership for Diverse High Poverty Populations: The Effect of Instructional Supervision on Principal Trust Robbie Wahnee 63
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Papers by Susan Faircloth