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An Analysis of Alberta's First Nations, Metis, and Inuit School-Community Learning Environment Project

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An Analysis of Alberta's First Nations, Metis, and Inuit School-Community Learning Environment Project University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2008 AN ANALYSIS OF ALBERTA'S FIRST NATIONS, METIS, AND INUIT SCHOOL-COMMUNITY LEARNING ENVIRONMENT PROJECT Kelly Burke Thomas The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Thomas, Kelly Burke, "AN ANALYSIS OF ALBERTA'S FIRST NATIONS, METIS, AND INUIT SCHOOL- COMMUNITY LEARNING ENVIRONMENT PROJECT" (2008). Graduate Student Theses, Dissertations, & Professional Papers. 1254. https://scholarworks.umt.edu/etd/1254 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. AN ANALYSIS OF ALBERTA’S FIRST NATIONS, METIS, AND INUIT SCHOOL-COMMUNITY LEARNING ENVIRONMENT PROJECT By Kelly Burke Thomas Bachelor of Arts, Brigham Young University, Provo, Utah, 1981 Masters of Education, Weber State University, Ogden Utah, 1993 Dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Education The University of Montana, Missoula, Montana Spring 2008 Approved by: Dr. David A. Strobel, Dean Graduate School Dr. Merle Farrier, Chair Education Leadership Dr. Neldon Hatch Assistant Superintendent, Westwind School Division Dr. Bill McCaw Education Leadership Dr. Frances L. O’Reilly Education Leadership Dr. Darrell Stolle School of Education FNMI Environment Project ii ABSTRACT Thomas, Kelly B., Doctor of Education, May 2008 Education Leadership An Analysis of Alberta’s First Nations, Métis, and Inuit School-Community Learning Environment Project Chairperson: Dr. Merle Farrier The First Nations, Métis, and Inuit School-Community Learning Environment Project was one of the programs through which the Aboriginal Branch of Alberta Education attempted to increase the academic success rate of First Nation, Métis, and Inuit students. Sixteen school jurisdictions in Alberta were asked to choose one school within their district on which to focus the resources offered by the Project. These resources included a large amount of money and print materials prepared by the Aboriginal Branch. The schools were asked to consult with the school community and area residents, including elders, to prepare strategies they believed would fulfill the goals of the First Nations, Métis, and Inuit School-Community Learning Environment Project. The first goal of the Project, and the one this quantitative study examines, was to increase the number of students who obtained the acceptable standard on the Provincial Achievement Tests. The Project was initiated in the 2003-2004 school year and ended in 2004-2005. This study compares the means of the numbers of students who obtained the acceptable standard on the Provincial Achievement Tests in the two years before the Project began, 2001-2002 and 2002-2003; two years during the Project, 2003-2004 and 2004-2005; and two years after the Project ended, 2005-2006 and 2006-2007. This study also compares the strategies each school used to achieve the goal of increasing the numbers of students attaining the acceptable standard on the Provincial Achievement Tests. In addition, 12 schools were purposefully quota sampled that were not part of the Project; the numbers of students who obtained the acceptable standard on the Provincial Achievement Tests in these schools were compared with the numbers of students who obtained the acceptable standard in schools that were part of the Project. Analysis of the results indicated that, generally speaking, the First Nations, Métis, and Inuit School-Community Learning Environment Project resulted in only nominal improvements in increasing the academic success of First Nation, Métis, and Inuit students attending schools that took part in the Project. FNMI Environment Project iii ACKNOWLEDGEMENTS For me, this dissertation was a long and grueling process that made me extend myself in many ways. It forced me to look at practices and procedures in different lights and through new eyes. It would not have been possible without the help of Dr. Merle Farrier. His continual, positive encouragement lifted many loads at times when they were needed most. I would also like to acknowledge and thank the staff of the Glenwood School. They are so capable and professional. They knew when to take up the torch when I was failing and needed help and they carried on. They are great examples of loving and caring for their students, many of which are First Nation and Métis. We all have a great concern for these wonderful people whose ancestors have gone through so much and we strive to help them each day. A great strength for me through this process has been my mother and father, Burke and Freda Thomas. Even though I feel like I should be the one taking care of them, they are constantly looking out for my wellbeing and the welfare of my family. I don’t know what I would do without them. They not only take care of our physical needs, but emotionally and psychologically as well. They are both towers of strength and I appreciate their constant sacrifice on behalf of my family and myself. It is a great blessing to be able to live right beside them and have them so close. I also want to recognize and thank my family. As many hours have been spent away from them during this process, I hope I can make up for it. And lastly, but most importantly, I want to thank my wife, Kathy Thomas. Her constant encouragement, her unfailing support, and her unequaled assistance during this whole passageway into academia have led me to appreciate her in ways I cannot imagine. I shall be eternally grateful to her. Through our combined faith in the Lord, who essentially is the One responsible for this and our lives, we were able to make it through together. FNMI Environment Project iv DEDICATION I would like to dedicate this work to the man who made it all possible, Dr. Leroy Walker. I first knew Dr. Walker when I was a high school student and he came to the Cardston High School to teach physical education. He was a tenacious and fierce competitor in all he did and students were drawn to him because of his enthusiasm and passion. When I was a seasoned teacher, it was my pleasure to be hired as a teacher on his staff when he was the Principal of the Cardston High School. He was never sitting still. When I wanted to talk with him, he would say, “walk with me” and as we were walking down the hall we would have to have our discussion because he always had some place to go. When I became a principal and he was my superintendent, I knew I had a true educator and friend as my leader. It was at this time he approached Dr. Roberta Evans at the University of Missoula and together they started the ‘Canadian Cohort’ for people in southern Alberta who desired to further their education. In May, of 2006, Dr. Walker passed away. It was a great loss to our school division and to me personally. It is because of Dr. Walker that this grand opportunity has been made possible for me, and I dedicate this work to his memory. FNMI Environment Project v TABLE OF CONTENTS ABSTRACT ...................................................................................................................ii ACKNOWLEDGEMENTS ...........................................................................................iii DEDICATION............................................................................................................... iv LIST OF FIGURES .....................................................................................................xiii LIST OF TABLES........................................................................................................ xv CHAPTER ONE............................................................................................................. 1 INTRODUCTION .......................................................................................................... 1 Statement of the Problem ............................................................................................. 1 Alberta’s Commission on Learning ......................................................................... 1 Recommendations ............................................................................................... 2 First Nations, Métis, and Inuit School-Community Learning Environment Project .. 3 The Problem................................................................................................................. 5 Research Question........................................................................................................ 7 Purpose of the Research ............................................................................................... 7 Significance of the Research......................................................................................... 7 Government of Alberta............................................................................................ 8 First Nations, Métis, and Inuit Families ................................................................... 8 Teachers and Educational Assistants of Individual Schools ..................................... 9 Lack of Quantitative Data.....................................................................................
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