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Lessons Learned from American Educational Legislation for Canadian Educators: No Child Left Behind and the Ontario Aboriginal Education Framework
Journal of American Indian Education
Vol. 49, No. 1/2 (2010), pp. 69-85
Published by: University of Minnesota Press
Stable URL: http://www.jstor.org/stable/43608590
Page Count: 17
You can always find the topics here!Topics: American Indian education, No Child Left Behind Act, Students, Learning, Teacher education, Academic achievement, Minority group students, Native Americans, Educational research
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This article outlines the similarities between the U.S. No Child Left Behind Act of 2001 and the Ontario Ministry of Education's recently released First Nation, Métis, and Inuit Education Policy Framework in the context of the historical and contemporary educational realities of American Indian/Alaska Native and Aboriginal peoples in the United States and Canada. The key outcomes of NCLB are considered nearly eight years into its implementation in American public schools and serve as a premise to the discussion of the ideological disconnect between the Policy Framework and Aboriginal students' academic achievement in Ontario, including the inappropriate reliance on standardized testing in light of Aboriginal students' learning styles. Several key challenges are presented to Ontario and Canadian educational policymakers, teachers, and teacher educators based on the lessons that can be learned from the implementation of public educational policy in the United States.
Journal of American Indian Education © 2010 University of Minnesota Press