Native Village 
Youth and Education News

September 2013

NIEA & Harvard Study Shows Promising Practices for Effective Teaching
Condensed by Native Village

A new study, "Cultivated Ground: Effective Teaching Practices for Native Students in a Public High School," has been published by Harvard University's Graduate School of Education.

Conducted on behalf of the National Indian Education Association, the study focuses on instructional practices at two schools serving large populations of Native students.

Early College High School
Lumberton, North Carolina
Mt. Edgecumbe High School
Sitka, Alaska

Both have improved Native American student achievement while helping all students gain knowledge about their cultures.

Harvard found that while Early College and Mt. Edgecumbe operate in different political and Native contexts, both share common themes in their success. These include:

NIEA, National Indian Education Association
  • Integrating culturally-based education and culturally responsive teaching. Research has proven both to be critical in improving Native student success.
  • Strong relationships between teachers, students, and families based on mutual respect and trust. Teachers are fully engaged in their students' lives. This helps improve student achievement.
  • High standards and expectations nurture the potential of both Native and non-Native students.
  • Making instruction relevant to students' real life experiences. Assignments connect issues such as school violence to non-Native literature such as Romeo and Juliet.

The NIEA will address these and other models of effective teaching at their annual convention in October.

"Cultivated Ground: Effective Teaching Practices for Native Students in a Public High School," was funded by the Bill & Melinda Gates Foundation.

Cultivated Ground: Effective Teaching Practices for Native Students in a Public High School
A Harvard study commissioned by the National Indian Education Association.

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