of educ i to the faculty of graduate studies in partial
TRANSCRIPT
I
OF EDUC
LITY IN NORTHERN SASKATCHEWA
TO THE FACULTY OF GRADUATE STUDIES
IN PARTIAL FULFILMENT OF THE REQUIREMENTS
FOR THE DEGREE OF
MASTER OF EDUCATI
OF EDUCATION
OF SASKATCHEWAN
by
T
JOSEPH LEON HANDLEY
0
1970
9 197
formay be
the thesis work recorded herein or in their absentHead of t
c
and
nt
e author
Requests for permis
or the Dean
ration
of the Collegethesis work was done . It is understood that due recognition
thesis and to the University
wan in any use of the material of this thesis®ublication or any other use of the thesis for
t approval of the University of Sask-ritten permission is prohibited .
olarly pu
of material in this thesis in whole or in part shaddressed to :
Director of Indian and Northern EducaCollege
University of
Saskatoon, Canada
0
for
0
o copy or to make other use
assistance
rther Ind
who prow
course of the
scholars
lies and the
F
uable
Drr
hick he rec
exp re
received from his advisor An
.8 . Randh
The writer also wishes to expr
eciation for the cooperation of the teachers in
, the writer wishes to acknowle
rial Scho
y the Saskatchewan Teachers'
on for the
e Penaud .
J G .
r
id from the Institute for Northern
as well as the
The this study was to determine teacher
certificate held ;
years of teaching experie
Yetis children ;
ldrene
ing the total group and the fe
six
suita
0 of
divisions I, II and III in Northern Saska
to complete a q
ception of education progra
The
the
determination
responses to Part II
c a
e var
otheses, all teachers in
0 ability of
questionnaire .
0
les .
0
teac
of teaching
total
e asked
igned to determine their per-
itabilitye
that teachers would generally
teacher
two to
sive, that teacher perception of education program
accordi
above, were tested by means of multi-factor analysis of vari-
sponses to Part III of the questionnaire were analyzed
by means of frequency 0
ancestry an
shor
ceive
ers who
than 0
in
t
referre
d
of respondents .
by the teachers included no
peed sOcia
who had taken courses
that teachers with less than four
years of teachi
ita
A significant inte
of study and divis
noted when teachers were
iot taken courses in these fields .
cer
ational and vocational courses .
rding to the five vari-
earlier, several
education program suitability were
held,
ource materials was seen as a
cross-c
Areas
sciencepup i
the
le .
d
education per-
lid teach-o noted
en
ith a total of less
e
did teachers with more e
ction was found to exist between
ace o
ith In
ceived
ding o the division
Indian
on
CHAPTER
ii .
Desc
PROBLEM
Introduction a
t of the Problem
HypothesesDelimitation of the ProblemSignificance of the StudyDefinition of TermsCrganizati
TION OF EDUCATION
The Nature of Perception .
Aspects
Perceptions in Indian
vi
on of the Sample
cation
on a o
ITABILITY
a
a
a
RELATED TO TEACHER
a
a
a
a
a
.
a
Teacher Awareness of Socio-cultural Dif-ferences . a a a a . a a a a a a a .
Teacher Perception of Problems in Indiand Metis Education a 0 a a a a a
Teacher Recommendations in Indian andMetis Education
The Instrument
the Questionnaire
Reliability of the Questionna
a
a
a
a
a
a
a
a
a a
Page
8
14
22
27
35
A
Analysis C
Analysis of theAssumptions forAnalysis of the
iary
)-
ysis A
ly
V . A DESCRIPTION
cher Perception of Provincial CurriSuitability and Unsuitability for Pupilsin Northern Saskatchewan m
mary
D
OF THE FINDINGS :
Areas of Curriculum Adaptatioern Saska
a
onal Comments
Summary . . m o
VI . SUMMARY AND CONCLUSIONS
0.
0
The Problem . . . .The Design of theHypothesis 1Hypotheses 2
6
clusions
ther
t
vii
Teachers
•
PART TWO
•
0
0 0 . a
North-
50
LIX A The Questionnal
Correspondence 0
0 0 0 a
•
0 * 0 0
0 0
•
0
Teacher Perception of the Most Suitable Areasof the Education Program When Grouped Accord-ing to Five Variables . 0 0 0 0 . 0 0 0 0 0
117
Teacher Perception of the Most Unsuitable Areasof the Education Program When Grouped Accord-
to Five Variables . 0
Areas of Major Adaptation Made by TeachersAccording to Five Variables . .
0
0
119
I .
IX .
eraction eLevel
X . Analysi
LIST OF TABLES
on of Respondents Grouped According toof Certificate Held
II .
bution of Respondenher or Not They had T ken
or Cross-cultural Education
0
III . Distribution of Respondents . Grouped According toTotal Years of Teaching Experience .
m
IV .
b Lion of Respondents Grouped According toYears of Teaching Experience with Indiantis Children .
® ® ® ®
0
V . Distribution of Respondents Groupe
ording toDivision Level(s) of Teaching Experience withIndian and Netis Children f
VI . Analysis B ; Group Identification a
VII . Multi-factor Analysis of Variance
VIII .
erved Means for Area of Study, Totalrience and Division Level . .
I
Area of S
XI . Multi-factor Analysis of Variance
O
•
® .
XII . Observed Means for
cate, AreaTotal Teaching Ex r
. $
0 0
Analysis Ds Group Identification and Frequencies
Multi-factor Analysis of Variance
Observed Means for Certificate,Teaching Experience with IndiaChildren .
g ® e . 0
rdingin Indian
•
0 0
quencies
a
Teaching
ivision
0 .
of Study and
•
0 O
8
e
andand Metis
44
45
•
56
58
58
•
59
60
•
.
•
• 0
•
64
XV I .
XVII .
ption of Areas of the rovinc ialMost Suitable for Soho
in North
c
XVIII . Curriculum Areas of Major Adaptation b NorthernSaskatchewan Teachers
0 0
0
0 ®
77
XIX . Proble
in Education as Perceive
0
0
hers 0
0
0
y Northern0
0 69
70
needs of all Canadian
ably participate as cooperating and contribu
Idealistically
p the individual c
The practical ahis potentiall
somewhat different .
opportunity is the
In the case of India
geographica
1Saskatchewan Department of Education, Division Im Guide, Regina : The Department, 1964, p . 212 ®
Introduction
Canada have been developed to serve the
hildren in order that they may more
c
and Metis children, ma
olation and cultural perseverance
fully integrated into the main stj-
social, economic, and administrative separation, are not1
d of the ch
Studies have shown that Indian children of Saskatche-
e of the northern regions undergo
t from
ld develop
0
of
ced
Ian society .
1
fortable
rend if
came
0
of the chi!
CI,
e
v
U S a
into the ci
that time, but it ha :
I feel most com-
in
st be care-
nd later into life
t e
t
t
C .11 .
17 .
I
ool
health,
e large number of Indian and
were not attending schools,
:ort
the ear: ~.y 1960's was aimed at getting all children
done in
program to fit the needs of the people in that
ation Division of
going school program
ized
schools attended by Treaty Indians . This included
most Northern Saskatchewan schools
In response to to
verb
ch,
content
ate
I
choo
ice ;
ure ;
outline, Rose Colliou of Indian affairs
sam e
drafted an exile
0
idiomatic
enrichment ;
owing the
- le a la Crosse
1 ) 2)
question
6) growth in
discussion topics incidental to
Northern Sask-
Aish
on an
Associates)
North-
province .
of
in the Cur
studies
a separate mimeo
11
divi
a
developed o
socialization processchild undergoes is quiteCanadian children It is
the area in which hishese people®to discover
people haveother
i otner places elsewhCanada, in 'wrOb Amorica, and in the wor
Thr himattending anwith this schoo
ourse outline
included
on II social
vestry it remained12
This soci,l studies
e
social studies program for pupils of Indian
antes,
is to fill this gap . It reor
ffort to make it more relevant to the
It starts with
local community and moves gradually out to the regional,
total co
Indian and Metis chi
provincial, federal and international boun
perspectives of an historica
social, econom
cultural
and political context . There is great emphasis on cu ral
and "Canadian" studies
The original intention at the time of adoption of
the social studies curriculum was to develop modified14
curricula in other subject matter fields as well®
i
about, excep
the language arts .
A survey conducted by the Indian and Northern
Curr ulum Resources Centre of the College of Education to
determine how many Northern Saskatchewan teachers were
modified social studies program indicated that
oes not develop an u:iderstandinchild. is, who wereyed in the develop
an
be
what t y ar toL y,i
^1--J1 MM,solV1.0
13
14Saskatchewan Department of Educationvision
Curric
G
212®
e
e s from the
in fact
40 were returne
program in par
not aware that such a program even ex
Thus, although
adaptation, basically the same course of studies is used
in the remaind
for
more vocational training courses offered as
regular school program
such as Beauva
a la Crosse La Loche,
Ronge and
Cumberland House have added to their school complex vocational17
facilities for both b ys and girls .
The main courses
offered are ba
s . In sub, ec
social studies and
social studies
e teachers were
others felt it
"watered do16
directed by their principal not to use it,
pts have been made in curric
the province .
the last
ears there has been a trend to r
se 18 were
of the
In that per
larger schools
orkin for boys and home economics
as other than the
15Indian and Nor
"Questionnaire Results
al Stu
ey", Mimeo-graphed, Saskatoon : Col
Ibid ., p .
17Sa a
1965 ®
9, Reg a :
rtment,
nguage arts,
onal training, the school pro
on, Annual
7
Indian culture .
Education Program at the
imatel s
b
teachers presently teach
d Metis
e
0
1
liz
tools nerms
cent wanted special courses
and 34 .0 percent saw a need for courses in
According to a survey made by the Indian
d
that in the southern
lping teach
unity and to
rsity of Saskat
to adjus
tion program,
t to accept new approaches that have been
18 W .D . Knifl and A .K . Davis, "Provincial Educationin Northern Saskatchewan," Unpublished Report, Saskatoon :Knill and Davis, 1963 .
suggested or tried . Thus b
opment of education programs fo
can take place
the present education
as they feel changes a
This study proposes to examine teac er perception of
education program for Indian and
skatchewan .
in No
ability fo
education pro ram
r
0 devel-
suitable for their s
0
Hypotheses
1 . In general, teachers of In ian and Metis students
e 1 perceive that the current
2 . Teacher perception of education program suit-
ability for Indian and Metis children in Northern Sask-
atchewan wi 1 vary according to the type of teaching cer
tificate held .
Teacher perception of education program suit-
and Metis children in Northern Sask
atchewan
ording to whether or not they have
completed courses in Indian and/or cross-cultural
education .
4 . Teacher perception of education program
ability for Indian and Metis children in Northern Sask-
atchewan will vary according to the total number of
e
ically,
s
ption of educ
abil
children
atchewan
teaching
children,
6 . Teacher perception of education program suit-
abili
o Indian and Metis children in
atchewa w 11 vary according to the division level in
which the teacher has had experience with Indian and
Delimiterroblem
t Indian and Metis
Sask-
s
The study is a survey and analysis of teacher per-
ed in the definition of terms, of education
Northern Saskatche
Geograph-
limited to perception by those teachers teach-
more of grades one to eight inclusive in those
ools under the jurisdiction of the
atchewan® There are two main reasons
Albert .
ond, the area is populated p
This area o
ovince is referred to as Northern Sask-
for delimitation of
the study to Northern Saskatchewan Fir
administered as a Larger School Unit of Adm
administrative and supervisory personnel centered in Prince
of Board .
region is
by
Chipe
social studies could
of
As is pointed out
deals with
c
into any de
lity of
ommendations and thus
Those involved in teacher training
ple who are
is of Northern 6askatchewan®
subject area of the
subject areas such as English as a Second Lan
done in separate
following chapter which
earchers ha
ualli
ly the same and
This study exam
educatio
omically
age,
. Teacher perceptions are seen as
on
of literature in Indian education and
related cross-cultural studies, a considerable amount of
research has been done on the problems of Indian education .
Over the pas
problems and needs as ess
similar recommendations .
perception of the
Northern
very
changes and innovations and what a
the
have suggested
cher
0
goals and needs
students is of
The most thorough study of the
of an education program for Indian and
consequence unless the teachers are in agreement
them,
riculum
d
development for Indian schools cannot be
results of their efforts until they are aware of how the
achers in the field perceive goals, methods, materialsand ideas
or desirable t
of Terms
CAT 10
been developed .
curriculum developers will not have clear guide lines
future developments u
education
of this study
PROGRAM . That which is tschools as well as the sequence of learning
through which it is ta
GOALS
fined in the Indian Act,
scribe those Indians who
mS .
background
terms of the
t
ndian Act .
to as non-treaty Indians .
Teacher trainers and
know how the teachers perceive
in their schools .
in the community .
The purposes for which the
"Treaty Indian" as de-
and is used in this study to de-
have remai
is u ;
not Treaty
The f
ctivities
e those peop
They are frequently
t requirements for something
aty,
defined.
excluded .
I
TPACHEH .
The term Northern Areas is used
F ON .
qualification issued by
hold i
Interpretation of a situation made by an
this study
City and Cr
ynonymously®
ficate of
tment of Education .
0
organization of the Remainder of the
The
Chapter Two consists of a review of the related literature .
Chapter Three is a description of the procedures of the
nized as follows :
study are presented in Chapters
Chapter Six, the final chapter, contains a
of the report and the co
ed from the study .
lusions and recommendations
II
p
of this chapter is t
info ation for d
study . It is d
A PERCEPT N
ided into two sections .
first section deals generally with the nature of percep
Factors which influence a person's perception of another
person, 9
uation are identified . The second
section is a review of the studies done on teach percep
tion ofpr
e
s, purposes needs and recommended changes
of the ducation program in Indian and Metis communities .
The Nature of Percept
Teacher perception of education program suitability
for Indian and Metis children in Northern Saskatchewan will
be based upon their perception of the Indian and Metis
now physically, socially culturally and
psychologically . It will also indicate how well the educa-
tion program is assisting the Indian and Metis children in
fulfilling their needs and goals in life . Basically then,
this study is concerned with person perception
defined
by Secord and ose experiences and situations
not
could also include perception based on statements
one else or on knowledge ofthe
indirect means®
ch Shape Perception
Man always perceives in the light of his accumulated3
people have the sa
o e
knowledge and skills ; hence, they cannot
perceive situations exactly the same . Tiences and perception is especially c c
a
cross-cultural situation It is very likely that each group
eption will differ substantially due to differences in
one's perception of another person or pe on.s,
erception focuses on the process by which impr
and feelings about anothe
on, as used in
erson are
study, does
ly the use of direct sensory infrm t
Values
s t
1Paul F . Secord a
1 Wo Backman,Toronto : Mc Graw 1
p . 11
2Ibid ., p . 49 .
ey andNature
York :
by some
rough
with
e
ss of
15
1
C
other person or situation readily, he resorts to a classif-
ication system . More specifically, he uses available infor-
place the person, group, or situation in a category
associated
tional attributes .
ong
5grid Krech,
chey, Individual inp . 38
0
416
of an experienced teacher
those of an in-
perception of
tion program for the nee
The values
rsonality,
The action of ass a
tua-
ely on the basis of the class or category to
Stereotyp
aracteristics : the categorization of persons or
situations, a consensus on attributed traits, and a dis-6
crepency between attributed traits and actual traits,
er and Perlmutter in a study of
ople of French, German and American backgrou
Corrine Brown,Englewood Cliffs, New Jerseys
loc, ci
Balla-1962 9
person or group of persons
and perception
lik ng or disliking
significant .
asize the importance of
importance are mentioned These are
the positio o
by the perceiver and the perceived
and the fact t a
attitudes an
vior that should characterize a person
in that position . When a person occupies a certain pos-
ition
opriate role behavior and personal attributes10
appropriate to that position are exp
of him .
Liking for other persons is related to person percep-
role
I C
some.-,one is in frequ
d
structured relation
pectations are hel
17
on with another
to the
7J,S . Bruner and H .V . Perlmutter, "Compatriot and
Foreigner : A Study of Impression Formation in Three Count-ries", Journal of Abnormal and Social Psychology, 1957,Vol- 55, p . 2580
8E .E . Jones and R® deCha s, "Changes in Social Per-
ception as a Function of the Personal Relevance of Behavior",Sociometry 1957, Vol . 20
, 84x .
9id .
e
11
e
attention are statues and power .
powers of perceiver and perceiv
certain consequence
charact ristic
bid, ., p 0 262 .
like or dislike for
ption of those persons»
iving other persons .
ble traits to a
Two structured relations that mer
son perce
Where status and relative
o evolve .
able, traits are often attrib-
uted to higher status persons especially i
ey have per-12
formed some act detrimental to the perceiver .
11Nicholas Pastore, "Attri
Liked and Disliked Persons', Jour1960 Volume 51,
161-1 2 .
erforminghand a high status pers
ould be liked better than if he were of equal status13
®
When one is perce ed as b
ing so
volent
18
Certa
12A ® Pepitone,
butions of Causability, Socialand Cognitive
Processes", in Vii® TagiuriePetr llo (eds0) Person
ption and. Ina i Stanford University Pres
as to decrease another
perceived and possibly
ther'14
orably perceived
to
abil
erce
The nece
Perceptions in Indian Education
Teacher Awareness of Soci
In order to help a chil learn, the teacherhimself must discover t e reference pointsfrom which the child starts . Specificallythe teacher must learn a good deal aboutthe child's cultures
o
hiscultural motivation .
culturally different tha
views himself at odds
doubt
14
liking, "PerceptUnivers
power and status he will be more av-
cts must be
ption of education program suit
etis childr
based upon .
ostility .
o itz, "Verdicability of LTagiurie and L . Petrullo
and Interpersonal BehaviorPress, 1958, p . 195 .
i erences
ably
the basic culture of t
a teacher of pupils who are
teacher himself .
learni
uati
o strengthening his
ing and iii s-son
ord . .- Stanford
A
on Davis, "American Status SystemsSocialization of the Child," American SociologVI" June, 1941,
345 .
If any child
self concept or if he can obtain much value from the16
situation
were very awe,
the
c
experience
differences
Ulibarri foun t
e
They felt tha
of-school ex e
equally meaningful for all children
F®
aney, c
0
less experie e
generally
aware of overt differences, such as language17
rform
at school
In addition, t
16F®C0 ey, "Perce Lions Among
St dents of varying Cu of
Thesis, University of U a
a 290 .
only
fee
of the differences in the life experience of
en had better out-
Indian or Sp i
erican
children, but were unable to interpret this in t m18
s
ogram®
School experiences
, were
Teach rs were gener-
ally unaware of s
cultural factors impinging o e
Lion although teachers with five or more years of
andshed
o Devaney, were more aware of these19
17H .O . Ulibarri, "
lturalDifferences in Multi®CultuDoctoral Dissertation, University oque 1959, P . 93 .
18Ibid .
19
tons` perceptions of the p
aware of
flicts exper
value conflic
rupt the operation of
seemed to perceive the
A stu ;c
tends to support the study done by Ulibarri in
western . States . Schalm found that administrators
fferences in custom,
but were not aware of under
problems as resulting f
d in school .
Teachers working with socio-economic groups
s
on school administra-
integrated education
bouun-
were very
nd life
ing value con-20
Indian and Metis child .
When
identified they were perceived not so
much to create conflict in the child as they were to dis-21
school .
Teachers generally
blems of children as being more
closely related to the home environment than to the school22
ronrnent ;
thus, they did not identify the students'
cross-cultural situation ex-
20Schalm, "School Administrators' Perceptions
of Problems Arising from the Integration of Indian and Non-Indian Children in Publicly Supported Schools in Saskatche-" Unpublished Master's Thesis, University of Saskatche-
toon, 1968, p . 123,
21!bid .
22Howard, "The Relationship Between the Nee
and Problems of Socially Disadvantaged Children as Perceby Teachers and Students," Unpublished Doctor's DissertationSyracuse University, 1966, p . 99 .
than Indian and Cetis were also found to be unaware of socio-
cultural differences between these groups and the broader
ican society . Becker, in a study of teachers' per-
ception of the relative difficulty of teaching
four persons
24
io-economi
er class children
to control and the most
Niddle class children were easiest to teach and work with while
upper class children were termed as "overindulgent" and24
spoiled .
This
Ibid .
25R . Carson, K . Goldhammer, and R . Pellegrin, Teacher
Participation in the Community : Role Expectations and. Behavior,wene : University of Oregon, 19b7t P .
or economic background,
Teacher Perception of Problems
s
erstandable
nds, found that teachers per-
s the hardest to teach, hardest23
ting in terms of moral behavior .
education follow a middle class pattern o
living, while many of the others who are from a lower socio-25
economic background, strive for this status .
Teachers
tend to measure all students, regardless of socio-cultural
s of middle
Wax, and Dumont point out t .
ree out of every
nd Metis
many teachers of
"Social Class and Teacher-Pupil Relation-Social Order, B .E . Mercer and E .R . Carr
and Winston, 1963, pp . 275-283®
s v
children of
major proble
interviewed by Wax,
withdrawal or lack of response in the late elementary27
school .grades and
Knill identified thre
in that region :
flow
i students on t
cry negative attitudes toward Indians : "The
government has been feedi
In a study of education in Northern Saskatchewan,
1 .
3 .
1 .
the laziest people .
they found, is condescending
0
American73 .
Kill and L
1
Cultural
Teachers
id .
28pted from
Oucation in Northern Sais, Saskatoon,
ysical health of the No
Need for adult understand
I
a
Wax, andradian Community",
reservations in :_gout
26The most common attitude,
always critical . A second
Indian education identified by teacher
ont w
ill and A .Y .", TJnpu
963, P .
es of problems in education.
student .28
g and training .
same study ranked problems in the
ont, "Formal Education inXI Spring, 1964,
cents
lack of responsibility on the
i
. "Provincial: Report,
2 . Indifference and lack ofpart of the students .
4 .
of problems in
Poor w
The ranking in
resulting from home e
school, and thus beyond the perceived role of the teacher .
incentive to do well in school®
to look ahead because social welfare isilable .
on the part of the students .
. Weak background preparation
Immoral life of local peopl
cation
6 . Too strong of an influence from older childrenwho have quit school®
in early gr
erally .
Fear of going out to an unfriendly white worldtherefore education is not important .
100 Poor quality of programs offered students .
11 . School buildings and equippent are of poorquality and unattractive .
Knill's study of teacher perception
of D .P .
ard, noted earlier, that teachers do see the problems as
es with the hypothesi
nt rather than from
lity on the
24
e
Numbers 1 to 4 of the above rank
or lack o
ment .
In a socio-economic study o
29Ibid
originating with the chil
Northern Saskatchewan, Buckley, Kew and Hawley identified
PO
al Wi on,
on-
Indians and Metis in
the main problems in education as : extremely high drop-
out and failure rate
retardation -- about one-half of the students fail grade
one and two-thirds are one or more g
age
low®
ough 60 .9 percent of the teac
uestionnaire by Renaud and Shimpo, felt that they should
in Indian homes, few identified the fact that they31
w very few Indian parents as a problem in education,
Main difficulties teachers identified for Renaud and Shimpo
"rid ic
habits,
ity St
I
included a lack of realization on the
and parents of the signific
materials such as television, radio, magazines, newspapers
and books in the homes, their (the Indian children's)
0
n.
303uckley, J . Kew, and J . Hawley, The
yetis of Northern Saskatchewan, Saskatoon : Centre for Comm
As a result the average atta
ce", short interest span, lazy wo
carelessness, uncleanliness, dishonesty and
9 P . 91 .
ttendance and early age-grade
c
behind
responding to
of both students
of education, a lack of
25
optimum
31P .A . Renaud and M . Shimpo, "free Childhood on the
Canadian Prairies : A Study of Integrated Education inSouthern Saskatchewan," Unpublished Report, Saskatoon,
ersity of Saskatchewan, p, 250 .
Schalm ral and Southern Saskatchewan suggested the
followings lateness of integration of Indian students into
the public school systems, lack of security and sense of
achievement in education by the Indian students lack of
communication between the school and the Indian parent, lack
of involvement of Indian parents in school affa
, differ
ences in Indian and non-Indian values (al
h they were
unable to indicate specific differences o e
those
most obvious, such as differences in time conscio s ss
academic orientation and philosophy of child rearing) and33
inadequate command of English among Indians
Most princ-
ipals felt the Indians had insufficient English when enter-
ing school and that this resulted in a need for four years34
to complete division I .
Findings by Crawford, Peterson and Wurr agree with
the previously cited studies . They report that teachers of
32Ibid ., p . 227-248,
33P . S
34Ibid ., p . 126,
c pp . 86-126,
32clock orientation and punctualit
In addition to the problems and difficul
lis d
in t
evious pages, the administrators interviewed by
26
27
r problems
school
learning, poor attendance, little parental interes lack
of deep concern and initiative for education by the pupils,35
pupil shyness and large classes,,
In conclusion i
t there is a hig correla-tion between teacher unawareness of socio-cultural differ
ences and their ranking of the problems in education as
being a result of pupil unpreparedness rat r than inappro-
priate school programs .
ewa s
y
in their educa o ack of motivation by
Teacher Recommendations in Indian ands Education
The literature is replete with sta ents of the
oblems o education in which the fault is placed upon the
child, parent and home, with little sug
on for change on
part of the school To queries of how the many problin Indian education can be remedied, most teachers responded
suggesting that the problems originated in the home rather
than with the school,
concl ded that before the
ool situation will get any36,37
better there must be improvements in home conditions .
6 ® Schalm, p® t
37H®0® Ulibarri, off® cit.,
ollowing as ma
owing this reasoning they
35Crawford, Peterson and Wurr Minnesota ChippewaIndians, St . Paul, Minnesota : Upper Midwest EducationalLaboratory, 1967, p . 42 .
Many of thos i
their role was to concentrate on school activ t
and not
to be distracted by "the frills of society", and that
parents must come to school if there was to be communication38
the home
They saw the school as
r
between the
having a dual r
38P.A. Renaud and M . Shimpo, pp .
228 ®
39 1bid ., p . 217 ®
0 a
ed by Renaud and S m
"to avail knowledge" and "to assist in39
rming a personality",,
In addition t
academic
work of the classroom, teachers felt tha extra-curricular
activities that fell within the scope of the school's
responsibilities included intramural sports parent-teacher
association activities, continuing education, and health44
education .
Beyond the responsibilities of the school
were dances, summer camps, hot lunches, 4H clubs, scouts
and guides, square dances, musical programs, bingos,
mother's clubs, arts and crafts homemakers clubs, home
management courses, miscellaneous socials and community41
development .
With role expectations of themselves as indicated
above, it i easy to understand why the teachers would t d
40Ibid ., p . 216 .
4l lbid ®
that
to support on-going
without o
ual evaluation
and re-definition .
Although eighty ercent of the teachers,
to a questi son and othe
ities such as determi i g method of instructio
planning and developm
schedule and selecting instructional mater
ities appropriate for
42R . Carson and others, op . cit .
. 10 .
43Ibid , ,
, 2344
Ibid .,
45Ibid .,
P •
P • 23,
ding
t iv-
curriculum
0
determining their classroom
e act
rmal teacher participation,
there
was little consensus among teachers or community members
that teachers should partake in community affairs such as
taking a public stand on issues, and working actively a43
licly .
Generally, the level of perceived participa on44
was lower than the level regarded as appropriate .
Interestingly, full participation in matters concern-
ing education through school boards and other public offices
was considered much less appropriate than participat on
other matters . The
a in which teachers felt they should45
be most actively taking part was recreation .
commun
Knil
c
affairs .
Participation was greatest among those47
teachers with four to nine years of teaching experience .
one in Northern Saskatchewa
t 61 .8 percent of the 66 ansand
the question
school committees as
that the school.
ould be no special education
46
47Ibid .
icipation was measured according to tea
experience, it was found by Carson that those with least and
most experience
Is found
attitudes towards the boards and their role in
In to
to be two
feel t
can meet the intellectual,
ional needs of all children
se
p . 28 .
chool matters participat
red had no contact With the local48
The majority[had negative
1 and Davis, pp . cit ., p . 89 .
19639
be assi it d o of all
le Canadian
identity .
on two
and c
cip s .
, there must be greater pa
al involve54 5
the education of their children .
Second, the
school program must have greater inclusion of Indian history
There is general agreement that it must be57
the c
1 that adjusts to fit the child .
In order to
accomplish this there must be a change o
chers'
49H . . Ulibarri, pp . cit ., p . 109 .
50A . Sim, Education ofGower : Ontario Department of
51P .A Hen u
52P . Schalm, op . cit ., p . 88 .
S 3Wax, Wax, Dum
54L .C, Lyon and J .W . Friesen, Culture Change anddon : A Study of Indian and Non-Indian Views in
Sout
Alberta, NewYork : Associated Educ tional ServicesInco o ted, 1969, P . 38 .
5 Schalm, ate . cit .,
56 lbid .
57 1bid ., p . 88 .
0
To these people the aim of education
d school of thought
0
Indians iario,
hEducation, 1
impo, U . cit .
p . 77 .
p . 80 .
attitudes to help the
elf positively as
an Indian in order to interpret and adjus8,
will undoubtedly ace*
eased emphasis on
i
help teachers better u6€x,61,62
differences .
also needs to be a new
Canadian soc
This necess a
cultura
and increased guidance counselling program both for teachers63
and pup 1
and special curriculum development for Indian
children as we as for all children of different socio6) 65
cultural backgrounds .
8Bryde, Modern Indians
South
1969, p . 1 .
59Wax, a
ont o
60
6of Education Divis on I
as
en's Printers 1964,
212 .
. Re a
t
2p- . cit ., p . 255
. uckley and others, pp . c i ,
92 .
62C . .
others, Alaskan N tiSecon rSchool Drop-outs, banks : University of Alaska, 19P . 324 .
63P . Schalm, 2n . cit ., p . 117o
socio
llion : University of
students pro
researched .
the var
These included t e perce
s
e
revie e
tion o education g
background
al crucial
related to tea
tability for Indian and Met
information to the problem
factors are identified . First
ect perception were clarified .
past experiences, knowledge
skills and values . Attitudes toward nationality group
are important, as well as liking and disliking, stereo-
t
role
d power in shaping one's
This chapter also indicated that tea
33
erc e
s, especially
those with little teaching experience, were unaware of socio-
cultural differences, except for the most obvious factors
such as nguage, in their relationships with Indian and
Metis students and parents . It was teachers' unawareness
of socio-cultural differences which resulted in their
perception that the problems in Indian and M
cation
originated in
h
and that changes must occur in the
home before any improvements can be made in th education
program . Teachers w
generally not totally satisfied with
the present education program in Indian and Metis communities
but did not know how to improve it .
i
in
division I perceived their task mainly as one aimed at teach-
ing English to the pupils . Those teaching in division II
to
9
1
e
idea
eaching tow d
a ion of the
nd
e and
The majority of the teacher
sion I, perceived a need for m
ter equip them to do
as
ss
and guu for
he review of literature as major
suggestions by teachers in Indian and northern communities .
A recommendation that more and better resource materials be
made available was mentioned by teachers in most research
reports in Indian and northern education .
!bid .,
0 U A IWin t
PROCKLUHM
This chapter contains a description of the proced
used in this study . A section is devoted to a description
of th
istration of the questionnaire, and a third part deals with
a description of the analysis of the data .
The Instrument
The questionnaire was adapted from one developed and1
used by Ulibarri®
on the basis of a review of literature related to Indian ed-
ucation, and was then tested in a pilot study and revised2
ccordingly .
It was found easily adaptable for the p
of this study since it measured teacher awareness of socio-
cultural differences in multi-cultural classrooms through
their perception of the student's ability to master certain
aspects of the education program .
Ulibarrils questionnaire was developed
teacher perception of the suitability of the education program
ratio Ulibarri, "Teacher Awareness of Socio-culturalAes in nulti-cultural Classrooms," Unpublishednissertation, University of New Mexico, Albuquerq
p . 135 ,
description of the admin-
u herein, measured
ewan .
o be made to Ulibarri's question-
this study . A
new Part I was constructed . In it, items 1 to 6 asked for
naive in or
1
I
1 c
t t it to the pur
basic information about the teachers themselves .
highest certificate held. ;
teacher training ; total years of teaching experience ;
years of teaching
division level of teaching experience with Indian and Metis
children .
Part I! of the instrument followed very closely to
that developed by Ulibarri . It was made up of twenty struc-
ed items in which the respondents were asked to respond on
a scale ranging from "very little" to "very much", or from 1
ence w-
to item consisted of a statement of fact pertain-
Lion program and a related question .
9 3,
by Ulibarri excep
make them relevant to the Indi
atchewan
Indians of southwester
indicated that there was
10, 16, 18, and 19 were the same as
the Anglos
Indian and Metis children ;
minor cha
This
area of study in .
total
is o
s ormat to
and
ited states as studied by Ulibarri .
An analysis of the responses to Ulibarri's question
among teachers in the
interpretation of each of these items
and 20 were adap
u
the education pro
lum guides, as s
ewan ,
3
from Ulibarri's questionnaire with minor
changes in wording to make them more relevant to education in
Norther
were of the writer's own construction .
Items 2, 6, 8, 11, 12,
Item two determined the extent to which teachers feel
flexible enough for
significant adaptations to the courses of study as outlined
in the provincial curriculum guides . This item was of the
writer's own construction and was added since recent surveys
indicate that some teachers feel they must follow the curricu-
sted by the Department of Education, and
are not in a position to be critical of the guides or to make4
significant adaptations to them .
Item six concerned the recent recommendation of
Saskatchewan Task Force on Indian and Metis opportunity which
a special program be set up to train and certify
o teach in Indian and Metis communities in
em to make
PP . 6
'Indian and Northern Curriculum Resources Centre,"Questionnaire results of Social Studies Survey," Mimeo-graphed, Saskatoon, College of Education, 1970, p . 1 .
5hducation Committee for the Task Force on Indian andMetis of Saskatchewan, "Recommendations of the EducationCommittee to the Premier's Task Force on Indians and Netisof Saskatchewan," Mimeographed, Saskatoon, 1969, p . 4 .
13, 14,
and 17
explained below .
e
skills neces
This item differed from that of Ulibarri since integration o
Indian and Metis children in Northern Saskatchewan, due to
owra
determined the degree of success o
schools in helping Indian and Metis children dev
integration into broader Canadian society .
hical isolation, generally does not come until adol
the
cence, In the case of Ulibarri's population the children be-
gan integration with broader American society at early child
hood .
Item eleven concerned the availability of reference
materials for teachers in Northern Saskatchewan, This item
was included since the review of related literature pointed
out that many teachers of Indian and Metis children felt that
the lack of good reference material was a major hindrance in
school program development .
Item twelve determined the degree to which the edu
of Indian and Metis children should be aimed at prep-
aration of the child for a future in Northern Saskatchewan,
As was shown in the review of related literature there is str
disagreement among teachers concerning time orientation of
education programs for Indian and Metis pupils,
Item fifteen concerned teacher perception of the need
for specialized training in cross-cultural techniques and
erstandings for teachers working in Indian and Metis
communities in Northern Saskatchewan, Less than one-third
g
the teachers teaching in Northern Saskatchewan at the time of
Lion .
The q I
in Northern Saskatchewan who were . a t the
Indian or cross-cultural educa-
nteen attempted to measure the teachers'
ction to the trend toward increased emphasis on vocational
occupational training in elementary education programs
Indian and Netis children in Northern Saskatchewan . The
review of literature ated that there are increasingly more
vocationally orientated courses available to elementary school
children in Northern . Saskatchewan .
Part III of the questionnaire was of the writer's
construction . It consisted of four open-ended questions
thro
school curriculum suitability and unsuitability, list major
changes or ad
which respondents could make additional comments on
ions they were implementing in their class-
rooms, and make additional comments about the questionnaire
and their answers to it . The
questionnaire was to further validate the findings obtained from
an analysis of the responses to Part II of the questionnaire .
Administration Procedure ;
ose of this part of the
teaching in one or more of divisions I, II and III . The
study was limited to these teachers since in all Northern
s were administered to all teachers
of the study,
ommunities, with the exception
Narrows, Ile a Ia Crosse, l a Ronre and Cumberland
students must go elsewhere to continue their schooling beyond
City and Creighton teachers were not
6askstchewan
division .
included in this study since they are primarily "Whi
mining communities .
Communities in which the questionnaires were adminis-
onally by the researcher included Green Lake,
, Turner Lake,
che, Molanosa, Montreal Lake, Timber Bay and La Rongeo
The communities of Cumberland House and Red Earth could not
e
a
its pu
e .
1, Ile a la
1 . An e
2 .
was stress
ses .
total teaching
people in North
classrooms .
p
Crosse, Buffalo
be reached because of spring
mailed to these communities and to all others not a
by road .
Steps in presenting the questionnaire in per
letter were :
Anonymity of the respondents, schools and communities
. The subjects were asked to draw upon their
S
C
ers were left to comolete e
40
0
ooding . Questionnaires were
30
e
,ion of the nature of the study and
or by
ion of how to complete the question-
in working with Indian and Metis
of just their immediate
ires
at their convenience . Completed questionnaires were
turned to the researcher in stamped and addressed envelopes
provided for that purpose .
All teachers who were asked to complete the question-
study received three letters
study and the questionnaire . one was a letter
from the researcher in which he introduced himself and the
study and also explained how the questionnaire was to be
answered . Another letter, signed by the chairman of the
researcher's thesis committee, served as an introduction for
the researcher and informed the teachers of the committee's
partment of
mentioned abo
or h
c
for the purpose
relating t
approval of t
of introduction was from the superintendent of schools for Nor-
thern Areas . This letter also served as a formal sanction of
the study by the Northern Areas branch of the Saskatchewa
the Euder-Hicha
cr mea
e
study that was be
ionnaire
In order to determine the reliabil
that the instrument
intly measuring some
z
Copies of the first two of the letters
ix B of this study .
reliability coefficient (consistency coefficie
of the ques
reliability formula 20 was applied .
z ww""i"M M"A vi"*M 0
*M4414-W"M Handbook of StM0 WMY"
Foresman and, Company, Glenview, Illinois, 1968, p . 188 .
A third letter
lue of .70
6ristic of the people .
u
returned questionnaires which were useable .
tionnalres distributed among the teachers
168 or 8641 percent were returned .
used . Two were not fully co
without concern since responses to several items wer
dictory .
tributed were used
the type of teaching certificate held is shown in Table I .
Forty respondents held a Class C certificate (no teacher
training) or an~Interim Standard certificate (one year of
Total
e
lity coefficient for the questionnaire used in this
was found to be .733 .
De scri ion of the Sample
erm sample is used here in reference to those who
94 ques-
Saskatc
could not be
Thus, 165 or 84 .5 percent of the
The distribution of the sa
ining) . One hundred twe
TABLE I
ISTRIBUTION OF QUESTIONNAIRE RESPONDENTS GROUPEDACCORDING TO TYPE OF CERTIFICATE HELD
e analysis in this study .
Thre
one
Of the
c
onnaires dis-
of teachers according to
e had a Standard
Group
Type of Certificate
N
Class C or Interim
40Standard
Standard orProfessional
125
165
cer
ing) or a Professional c
of teacher training) .
le 11 is shown the distribution o
according to wh
or cross-cultural education®
for this variable,
sample had not completed any courses in
cultural education . Fifty-seven had taken courses
oss-cultural education .
TABLE II
Total
icate (at cast two but less than four years
c
aches
or not they had taken courses in Indian
One hundred eight of the teac
IBUTION OF QUESTIONNAIRE RESPONDENTS GROUPEDCCORDING TO WHETHER Oh NOT THEY HAD TAKEN
COURSES IN INDIAN OR CROSS-CULTURAL EDUCATION
Two groups were established.
ian or cross-
Group
Area of Study
No course(s) in Indianor Cross-cultural Education
103
Courses in Indian orCross-cultural Education
57
165
the
The distribution of the respondents according to the
total number of years of teaching experience is shown in
Table III . Ninety respondents had less than four years of
teaching experience . Seventy-five had four or more years of
experience .
TABLE III
DISTRIBUTION 0
ONNAIRE REGROUPED ACCOR
TOTAL YEATEA ING EXPERIENCE
Group
Years of xperience
N
Total
I
0 3 years
90
II
4 or more
Total
75
Table IV shows the distribution of the respondents
grouped according to the num er of years of experience they
had teaching Indian and Metis children . Fifty-six out
of on
dyed sixty-five teachers had more than three years
of experience with children of Indian or yetis background .
One hundred nine had less than four years of experience .
TABLE IV
DIST IBUTION OF RESPONDENTS GROUPED AC 0 NGTO TOTAL YEARS OF TEACHING EXPERIENC ITH
INDIAN AND METIS CHILDREN
GroupYears of Experience
I
0 - 3
109
II
4 or more
56
165
distribution of respondents according to the
division level(s) at which they had teaching experience
with Indian and Metis chil ren is shown in Table V . Of
the teachers responding to the questionnaire, seventy-two
Total
tea
I
II
had experience only in division I .
in division II or h
TABLE V
Saskatchewan .
would perceiv
DISTRIBUTION OF RESPONDENTS GROUPED ACCORDINGTO DIVISION LEVEL(S) OF TEACHING EXPERIENCE
WITH INDIAN AND METIS CHILDREN
Group Division Level(s)N
I 72
II or higher
93
Data Analysis
Analysis, of Questionnairet II
The purpose of this study was to measure teacher
e eption of education program suitability in Northern
Ninety-three had experience
165
Hypothesis I stated that teachers in general,
the education program as unsuitable for their
Indian and Metis students . In testing
hypothesis e
researcher found the mean and standard deviation of e total
se for Part II of the questionnaire . This
score was then used to compute a standard (z) score . The
degree of deviation of the respondents' score from t
distribution was then co7
tables .
The possible range of scores to the
of the questionnaire was 20 to 100, thus, the mean of the normal
distribution was arbitrarily set as 60 .
otheses 2 to 6 inclusive stated that teacher per-
ception of education program suitability for Indian and Metis
certi-
total
children would v
ficate held, major area of study in teacher
number of years of teaching experience, total years of teaching
experienc
of teaching experience with Indian and Metis children .
Ibid
1 Indian and Metis children., and division level
testing for significant differences between
of teachers grouped according to the variables mentioned above,8
ce was employed .
e
ccording to the type of to
a multi-factor analysis of vari
main advantage of a multi-factor analysis over
other statistical proce
I 0 569-57 66
es was
by means of z score p
normal
bility
total of Part II
i
0
erception.s
that it identified variances
or lack thereof, due to interactions between the variables
as well as within the variables themselves .
i) . Finn, "Univariate and Multivariate Analysisof Variance, Covariance, and HeFression : A Fortran IVFrogram, Version 4", u .p ., Buffalo : State University ofNew York, June, 1968 .
46
total sample population of
only one hundred sixty-five it was not poss
all five variables, each wit
one o To attempt to do so
a desi I
biased th
number of years of teaching experience, and
experience with Indian and Metis children are di
9Ib d ., p . 1 .
10Ibid ., p .
e to
0
have resulted in
cells, a situation which would have
lts of the analysis . Two factors total
of teaching
c
dependent on one another thus making it impossible
analysis of variance on the in ction between
variables .
The procedure used in this study was to perform three
a
sis runs using three variable
each in order
to account for all possible interactions between the five
variables . Cell frequency was not equal in any of the three
analyses performed . A situation of this nature was taken into9
consideration in the procedures .
Output from the computer program used included the
hypo eses mean squares,
ratios, degrees
freedom, and
probability
0 o an
two
10els of significance .
These data are given
in
tables in Chapter IV of this study since it is necessary
information for an understanding of the degree of variance
identified among the variables and interactio
of significant variances and interactions can be established
from the obse
mation is also
statistical
of variance makes three basic assumptions which are
0
12
e
some other statistical proced,
The second assumption is that the12
subgroups are homogeneous .
tend to distort the within
estimate of the common
A further assumption
11QX . Downie and R .N . Heath,
Edition, Hew York : Harper and F
e
of significant effects . This infor-
ncluded in table form i
Assumptions Made by Analysis of Variances
In addition to the common assumption made by most
the sampling is random, analysis
not made
The first assumption is that the errors which enter
into the scores of individual subjects are normally distrib-11
uteri .
Extreme departures from normality will make the
within group variance seem more significant than it actually
thus influencing the final re
0
t
f
mean squar
ion variance .
s that the
Statistical Methodsow, 1965, p . 177 .1
variances of the
ogeneity will
rhich are an
les comprising
the Vroups
true "I" dis
c
Part I
four open-ende
bl
be
Question
0
rdepondent .
ton .
onn
trict limitations in t
four open-ended questions .
to within var
Unless they are independe
I
All not have a
of the study questionnaire was made up of
ons . Question one asked teach
schoolcate what they found least suitable about
iculum for Indian and Netis students in Northern bask-
at chew
most
0
they were making to the provincial curriculum . Question four
)rovided an opportunity for the respondents to make any
additional comments they deemed necessary regarding the
questionnaire and their answers to it .
t
ificance, any major chang
This part of the stud
two asked them to
asked
s
tables which were established for each question .
interpretation of the
ce teachers were requested to ai
or adaptations
w
to indic
It must be emphasized
ings from this part of the questionnaire were mean
13 h. Hope, Elementary Statistics, Toronto :
ss, 1967, P . 35 .
they found
was analyzed through frequency
There were
eely to the
t the f in
only to
20 .
bility .
u
determined .
id
This ch
ion of the qu
i
U
tion o
tion
0
onna
0
d
t
education
When determ
he study .
se of the study consisted o
order to determine
ensity of the findings from Part
They cannot be interpreted as con-
of teacher perception of education
Summary
cribed
ire, the sample and th
were administered to all teachers in
sixty-five teachers, 84 .5 percent of the sampl
E
of education p
alysis of variance was d
respondents grouped according to
rogram suitability .
cance of t
e on the it
methods
t would accurately measure teacher
Questionnaires
atchewan
teaching in any of divisions I, II and III . One h
returned
ires that were usable for the purposes of
bility coefficient of .73 for Part II of
tionnaire was found using the Ruder-Richardson Formul
concerning teacher perception of education program suitability
a standard (z) score was computed and the probability level
ificant differences in
uitability a multi-
scores of the
following variables : Type
elop-
of teaching certificate held ; area of
experience ; total teachin
children ; division level of teaching exile
and Netis children . Responses to Part III of
were analyzed through frequency tables .
The findings of the study are presented in the follow-
chapters .
0
with In
51
ching
d Metis
Indian
the question-
tota
t
analysis used to
unsuitable for Indi
s
CHAPTER IV
CRIPTION OF THE ?INDINGS :
Chapter IV and Chapter V are devoted to a description
and discussion of the findings of the study . This chapter is
concerned with the findings obtained from teacher re
to
Chapter V deals with teacher responses to the four open-ended
items which m
This chapter is divided into four sections . The first
section, Analysis A, is concerned with the
structured items of Part II of the questionnaire .
chive; the education program i
III of t questionnaire .
tistical
sis 1 . The second, th
fourth sections, Analyses B to D, are concerned wit h
a
nulti-factor analysis of variance runs which were necessary
to test hypotheses 2 to 6 inclusive .
Analysis A
sis 1 stated that teachers, in general, would
i
Northern Saskatchewan as
in testing this hypothesis the total mean score of
eats to Part II of the questionnaire was changed to a
d W scores, from which the probability of a difference
from the mean of an arbitrary distribution was computed . Since
answering scale of the questionnaire ranged from 1 (very
little) to 5 (very much) for
ch of
set as mid-point of the scale and 60 was a
a ily
the mean of a norma distribution cure
(
and frequencies .
was required . Thu
hypothesis 1 could be accepted according to the respondents'
scores on the questionnaire used in this study .
Analysis B
This analysis performed, a mul
tar analysis of
variance of three factors and the interactions between them .
The variables considered were : area of study in teacher tra
ing completed by the respondents ; total number of years of
teaching experience completed by the respondents ; division
level at which the respondents had worked with Indian and Metis
children . A.s shown in Tables II, III and V each of the factors
was divided into two levels . When teachers were divided into
the three factors, each with
s, a total of eight cells
standard score of
he twenty
,
It was found that the total mean of teacher respons
to the questionnaire was 46,70 and that the standard deviation
was 7,97, The standard score of the sample mean was calcu
lated and found to be -21,45 . I
for
difference
between the sample mean and the normal population mean to be
significant at the .01 leve
on a one-tailed to i
.33 or less
concluded that
were formed . Table VI shows the group identification
For interpretation of the numerals representing factorlevels in the table refer to Tables II, III and
I
ANALYSIS B : GROUP IDENTIFICATION AND FREQUENCIES
cults of this analysis . a s
suitability in Northern Saskatchewan
area of study which they had undertaken
0 VII,
supported hypotheses 3 and 4 . They stated that there were
nificant differences in teacher perception of education program
grouped according to-:
teacher training ;
and total teaching experience . Both hypotheses were signif-
icant at a .01 level .
Group Areaof Study
Factor Levels
Total TeachingExperience
Levelience
Number
1 1 1
2 1 1
3 1 2 1 1
4 1 2 2 25
5 2 1 1 6
6 2 1 2 17
2 2 1 12
2 2 22
Total 165
a
education
than did
tour
t
aware of t
h
0
n tune of
means of each of the groups is gi en in. Table VIII
S
or cross-cultu al education
Those
s
Study
0
6
erstanding
0
in
who h
sated that
state
significant
h
2) scored
not
eluded that tl -
or more years of teas
rceived h
Lev scored
to
of the
who
these
on of
teachers who had not taken these s eciali ed
1
0
teachers with more expe -
abilAty
t
t the education pro
program and
four years of e
TABLE V
t
Although those res
no need for
I
were more satisfied with the
erience .
ced teacher
I
The two
satisfy the needs of Indian
)upils, or that they had become accustomed to the
in it .
T",rRatio
is with experience only
reasons
rued how to
1
2
3
4
7
Area of Stu
TeachinV Experience
MIN
1 x 2
1 x
1 x 2 x 3
or Te
1
1
1
157
74 . 0
3 .71
6 .75
8 .59
9 .6o
1 .05
0
0 .12
4**
0 .002**
0 .253
0 .307
0 .
0 . 1
Indicates ce at .05 level .
ce at .01 level .** Indica
if ic
A 1
education pr
;n
r
Aoi Level - Level I) did perceive the
No
the difference was not
on betwee
study and division level was found to be
vel as in Table VII .
tion, as pointed out in
iffer
olds and ha
Sa
bserved
able IX
cores o
division I perceive the educ
would also seem that co
education have had greatest effect on t
e less
0
years of teach
once only in division I with
le
oss-cultural educa
ificant at
cated that there
teachers who
radian o
to the division level
teachers who had taken courses in th
were compared accor
experience .
specialized
t
type of cou
higher .
Thus
be concluded
Indian or cross-cultural education and experience only in
ce only in division
ower than did teachers who had taken the same
experience only in division
e questi
ght groups, teachers with cour
ross-cu
erien
t
tchers
and have
children .
0
.05
e
ored
TABLE VIII
OBSERVED MEANS FOR AREATOTAL TEACHING EXPERIENCE AND
TABLE IX
THE INTERACTION BETWEEN AREA OF STUDIVISION LEVEL
'I
Factor Level Mean
1 Area o 48 .7442-72
Total Teaching Experience 1 43-582 48 .20
Division Level 44 .2546 .84
Area of Study Division Level
Level Level Observed Mean
1 48 .70
2 48 .04
2 1 39 .80
2 45 .65
lysis
h of
able
the respondent . As is shown in Tables I,
1
v
factors to be analyzed .
Analysis C
well as a fourth facto
ors were divided into two levels for
identity and
T
ANALYSIS C : GROUP IDENTIFICATION AND FREQUENCIES
1
1
1
cant factors from
type of teaching cer
Area
Total Teaching
Numberof Study
Experience
1
2
1
2
1
2
cy of each of
d
which were formed by the interaction of the three
Group Certificate
1
2
3 1
4 1
5 2
6 2
7
0
tion of education
childre
Table
were g
was rejected .
Source of Variance
Degrees of
-MeanFreedom
Square
1 Certificate
1
2
time pr
Area of Study
tfence
1
502,45
4 1 x 2
1
7 .18
35-51
1
34 .64
18 , 56
157
59 .
I
I significant difference i
MULTI-FACTOR ANALYSIS 0
Term
his stu
suitability was not found when respondents
of certificate . Thus, hypothesis 2
00 Indicates significance at .01 level .
stated that teacher percep-
suitability for Indian and Metis
atchewan would vary ace
the teacher . As is shown in
60
cher perception of
27-531
500-58
FRatio
Probability
0 .47 0 .496
8 .46 0 .004**
8,49 0 .004
0 .12 0 .7280 .60 0 .4390,59 0 .445
0,31 0 .576
noted ear
Analysis B .
factors,
direction and
basically the
teachirp
three factors
factors concerning area of study and total
significant at the .01 level . As
same level of significance was found in .
of the interactions between factors
Five s the observed means of the three
icates the direction of the di
I of variance in this analys
Analysis
TABLE XII
TS FOR CERTIFICATE,DY . AND TOTAL TEACHING EXPERIENCE
es . The
sis L
of certificate, area of study and
rience with Indian
onsidered in this analysis . As
is children were the
was the case
Analyses I and C, each of the factors was divided into two
Ac for t Level Mean.
CC rtifiCate 1 46 .632 46-30
Study 1 W-742 42-72
1'eachinr Experience 1 43-582 48 .20
levels for
the three factors
cons
MALMO 1 : GROUP
Group Certificate
Area
of analysiss
which were formed by the
VICATIO
area of study, was
was type of certifica
interactions
Lion . As explained
toes
Teaching Experience NumberWith IOeti
equency of each
E
FREQUENCIES
62
in in
held, in order that
e taken i
i t nossible
1 1 23
2 1 1
1 13
5 1 1 4 3
6 1 2
1
26
t
c
on the one
Table XIV summarizes the results of the analysis
performed on the three factors and the
between them .
TABLE XIV
s on the other since these factors
Coerce of Variance:
1
2
2
of
Q*
MULT1-PAC
t e
tud y
and tea
ctiors between
S)
ie
V
157
6o .52
indicates sinnificanve at .05 level .
dicates significance at .01 level .
teachinp experience
ith In(
end t .
ions
Mean
1
27-53
1
500-58
hint' LxrenienceInd iaChildren
1
Probability
0 .45 0 .501
8 .27 0 .005 0"
5 .10 0 .025r
0 .01 0-740
1 .07
0 .04
0 .09 0.76C-,
teachinU ex['
tion of
stated that teacher
ion program suitability in Northern Saskatchewan
the number of years of teaching
once with Indian and Aetis children was ac
As indicated by the observed means, the direction of the
between the two 1
would var
Aren
ence with India -
as that for total teaching
teachers wi
I
1
teachinp
;is P
suitable than did
-tif icate
Area of Stu
with Indian an
Netis children
0
ided was the same
It was
with
With Indian and
ed the education program to be
with more
with Indian and Netis 0
~-O.NC E
TAB
1-actor LevelMean
12
12
12
.01.
nt, but total
Netis children Drove
f ou-
chi
R STUDY, ANDGIS CHILDREN
e
72
I
2
to 20 of Part
teac
ceive the education program to be
Eetis pup
and
out on teacher responses to Part II of the questionnaire,
€'-fro
of teaching certificate held, total number of years of teach-
fence, total yea
is pupils, and division level of exp
stis pupils . The
r s
icant dif
s
m to be less
the educatio
according to tota
o f e
, in No
estionnaire . It cone
t
0 An anal y
rea of study
suitability was found among responde
certificate held,
the data obtai i om items 1
d .
not per
able for the I
of variance was carried
teacher training,
fence with Indian
ience with Indian
iere determined on the basis of
related to education for Indian and
e
e chess
ultural education .
of educatio
ording
ion level at which
ficant differences
found amo
years of experience teaching and total
d
No
Metis pupils . In
65
respondents who had taken courses
education.
had n
of
both cases
teaching exper
to
more experle
Hypothese 1, 3, 4, and 5 were
2 and 6 were rejected .
t for
ss than
ceived the education
,its than did
otheses
items of
certificate
art I
these tables,
the second
analysis of responses to
no statistical analy
been carried out
perception of education
and
programs in
j
ose of Par
schools
dices C,
total t
ith Indian
description of the findings of the study This
0
schools to the four open-ended items which made up
stionn
The
r information which would further indicate the direction
statistical
e . Since
and intensity of the findings obtai
Part
and cannot be considered conclusive .
0
more frequently than did-
two chapters devoted to
III of the questionnaire was to
II of the question
except for compilation of frequency
the responses to any of the
ion of the results is very limited
stability or unsuitability,
education
related resear
respondents accordi
experience ; to
5
ion level at which th
experience with Indian and Cetis children .
0 0
pe of teachi
ticular group of teachers responded
shown
ching
c
of study, total teaching
inc 6 1
findings from Part III of the questionnaire .
concern teacher perception
)le
wan, were combined and .
to items
one,
Generally, the hypotheses that teacher
yor the pur
6
Teacher leand Unsui
program suitability would vary according t
Re tis p
this
Ono hundred two
xty-f ive
-red item one .
int of the
question
general to allow
) responded to these items
`filth
0
One
items
erc
and total teachi
supported by the
f areas mo
pupils of Norther
ption of Provincial Curriculum Sility for Pupi
der one toni
0 to the
first two items of Part Ill of the questionnaire, which
itable and least
S
four of Part III of the questionnaire
ion of
in Northern Saskatchewan,
on se
of the questionnaire are shown
teachers,
i
reedo
I
o were p
e
che-
of the
s o r
ces
T
C
AREAS OF THE PROVINCIAL CURRICULUMOLS IN NORTHERN SASKATCHEWAN
"In reference to the provincial curriculum what doyou find most suitable for the Indian and Metis studentsof Northern Saskatchewan?"
*Total percent is great r than 100, beca
many teacherslisted more than one area of most suits lity . All percentsare rounded to the nearest whole number,
All areas of the curriculum 14%
Science 46 36%
Math 37 29%
Social Studies 36 28%
Pre-vocational and Vocational courses 30
English 24 19%
Art and Music 22 17%
Physical Education 16
Reading and Literature 11 9%
Health 5%
Respondents answering 77%Not answering 23%
OF THE PRFOR HOO S IN NO
*Total percent is greater than 100, because many teacherslisted more than one area of unsuitability . All percentsare rounded to the nearest whole number .
Respondent
Percent*Number
All areas of the curriculum 22 16%
Reading and Literature 71English 44
Social Studies and History 40 30%
Material and Resource References 39 2 %
Health 23 17%
Science 23 17%
Math 17 13%
Art and Music
French 4%
Physica Education 3
Respondents answering 135 82%Not answering 32 18%
"In ref the r ial curriculumyou find m e fo Indian and Metis s eatsof Northern Sa a o°
restricted their comments to subject matter areas .
dents to Part III . item 1 of
naire felt that all areas of the
ere suitable for Northern Saskatche
percent of the
Metis
item 2
unsuitable . All oth
placed somewhere on a con
of view . Those who
was tota
it provid
1, cultural
that Northern
riculum as stu
ful in high school which a
ils, woul
sixteen percent of those
questionna
0
0
atchewa
the so
The respondents who
was unsuitable larg
to complete
ern Saskatchewan did not succ
felt that the e
n
1
r
s to items 1 and
between these two
expressed the view that the cur
ory generally felt that it was so because
for all students regardless of so-
hical background . It was thei
pupils must follow the
t
Indian and Letis students in the past and the poor a
ment of many Indian and Netis students to
e
1 curriculum because they started from a
s of experiences, had different
e
Fourteen
stion-
cur-
rriculum was
(I
alum
y were to be success-
with the exception of La Ronge
e south
entire curriculum
opinion
These respond-
ents indicated that the majority of the students from North-
t
,ovin-
int
to overcome,
and had
They fe
and that
for the
to their
ice was percei
resp
listed science and A
indicated that those
p
jaskatchewan .
those parts of the
desires than
1
nsufficient guidance and resources were provi
in order to help
ticular situation .
e
0
S*
in division I and/or div
teachers with experi
shown in Table XVII, 1
to item 2 felt that the scienc
was unsuitable for I
scienc ogram
the science
in division III .
stud
, or
most suitable by 36
Twenty respondents
comments . Fourteen
of ob
e
den
ogram which
centered around a study of nature were most suitable since
they dealt with that which the pupils were familiar .
as the easiest subject
keep the pupils' interests because of the
Others
c
resource and reference materials and that science was a subject
pupils could actively participate .
g science as most suitable were teachers wi
spondents
ion II with the exception of two
t of the respondents
0
of it,
several respondents made specific reference to
dealt with topics
such as "agriculture", "electricity", "industry" and "magnets"
ematics was
twelv
teachers
0
een out o
h
of seventeen teachers who listed math
suitable had experience
listing mathematics as mos
the students were frequen
endix
diate environment a
respondent
was taught to the childre
iar with oaskatchewan .
, hard to teach .
ad
only in
w or modern mathematics in
-seven teachers who fe
ience only in division
II . Eleven
least
ose
1
skills as opposed to problems requiring facility in
Of those res
referred to
nAghteen of the thirty-six teachers
social and cultural back
concern to the
I and III .
uitable referred to numerical
dents finding mathematics least suitab a
which they felt that
frustrated by the new terminology
and emphasis on "theoretical conceptualization" . Ten listed
mathematics as least suitable but made no further comment .
perceived
social studies as most suitable made reference to the :social
of Indian Ancestry as found
provincial division I curriculum .
ivision I mentioned that the soc
od since it consisted mainly of a study of the DuDil's
studies pro-
0
social studies as unsuitable with
intion of the fact that too much "foreirn material"
before they were thoroughly fami
73
many
courses
children while only four
to item 2 perceived art and music
Indian a
was th
as a result of insufficient materials
0
0
much
q
and music courses,
t
7cent of tI respondents to item
music suitable for
p
icient reference cater
t of those teachers retie
s as unsuitable for
c
than and Netis
ent of these
ived
refe
ds of one teacher, "Were
devoid of training . . , really a time filler, and had no aim
in the development of the child ."
Nineteen percent of the respo nts to item 1, felt
English program was most suitable for Indi
on verbal communication was seen as very
important by most teachers, many of whom had experience
division
that the
Were :
onic
anc a
i
Clos
literature programs .
those responding to item
were least suitable . Min
e materials, lack of a
dissatisfaction with the oral
Trent course outlines
vrammar and mechanics of the English lanwup,
s are the
the re-
felt that the reading and literature pro-
were least suitable . Twenty-nine of the seventy-one
-three
ed too
f the
people who
lack of readers,
Q
ool . Only 9 percent of those
t
rp least s
seen as most suitable
item 1, and as least
;his manner specifica
literature
No one mentio
ble .
eats to item 2 . The latter teachers
ties and equi
become recreation and
development of the
eats, peireived hea .
1
and the
0
-vocational and vocational courses for both boys
As were seen as most suitable by 24
respondents to item 1 .
nature as
Physical education, also a non-academic
physical e
an
or 5 percent of
of the respondents to item 2 perceived it
able . lost of those who perceived the healt
item 1 felt
ation
ercent of the respondents to
suitable by only 2 percent of the
most suitable, and 1
7r
their of
ited resources
ed to the
eat,
the
s
simply
", adding little to the
item 1 respond-
suitable were very aware of the need f
in northern communities, but felt ha
develop and teach such a program by
ererces relating to local problems, conditions and facilities .
d health program
pond-
t
suit-
re f
tlired
i-
curriculum guide, unsuitable indicated that they were
following it .
French in schools
found French unsuitable . Most of these respo
teaching a third language to pupils who did not,
questioned
cases,
have a good command of English, and who would probably not
continue on to university or use their knowledge of French in
any way . No teachers listed French as an area of the prow
cial curriculum most suitable .
A significant 29 percent of the teachers responding
suitable aspect o
that northern
a subject until junior high school level .
teachers, all with experience only in divisions II an
teachers in the southern
teachers did not have
museums, industry,
in the south .
Northern Saskatchewan is not
to item 2 listed a lack of resource materials as the least
rovincial curriculum . Many mentioned
hers needed more resource m
human
jor Areas of Curriculum Adapt
ces, wh
rials than did
rt of the province since northern
o facilities such as libraries,
1
tion byNorthern Saskatchewan Te
Item 3, Part Ill of the questionnaire level
this study, asked teachers to list, in order of
any major changes or adaptations which they were making t
the provincial curriculum in their classrooms this past year .
TABLE XVIII
rder of significance,
oradaptations you are making to the provincial curryour classroom this year"
a 0
*Total percent is greater than 100 9 because many teacherslisted more than one area of major adaptation . All pence tare rounded to the nearest whole number .
Responden
Percent*e
No Major Adaptations 12 10%
Adaptations to : Entire Curriculum 60 49%
The Science Program 32 26%
The Social Studies Progr 53 43%
The Math Program 17 14%
The French Program 3 2%
The Health Program 13 11%
The Reading Program 4.0 33%
The English Program 31%
The Guidance Program 6 5%
rogram 3 2%
The Home Ece Program 4 3%
The Industrial Arts Program 3 2%
Responden s answering 122 74%Not answering 43 26%
responded to this ite
adaptation and the number
percent of teachers responding is shown in Table AVIII .
S, or 10 percent of the total respo
said that they made no m
their classrooms .
t of the teachers responding to this
Cre hundred twenty-two teache
three did not . Areas of ma
ents to th
ite
any area of the
lbrt~
they made adaptations to all 0
d
ons to
of the adapta-curriculum . The majority described briefly som
tions they made in the various subject areas .
stated that they made adaptations in all areas of the curricu-
but did not describe the nature of the adaptations any
further . Of those who ga
tions, the most freque
in the amount of time
more time was spe
situ s", and learni
ial studies was the one subject area in which the
most teachers mentioned that they were
some description of their adapta-
mentioned adaptation was a change
subject area . Generally,
reading, mathematics, and language arts
lisp i
0
than is suggested in the curriculum guide for Saskatchewan . In
total, nineteen teachers mentioned that they spent more time
per week in reading, mathematics, and language than suggested
riculum gu
: emphasis on .
Other adaptations included such
all subjects, wide
use of audio-visual aids, "free-discovery and spontaneous lea
ience®
making major adaptations .
in this
taught Indian history and culture and units on "life in Nort
ern Saskatchewan in the p
mention of ho
tchewan .
social studie
m
of the nature o
Twent
e percent of the resp
. One-third of the respondents
ch they expanded the course beyond Northern
1
tions mentioned were :
reading program combini
t
al modifications to the social studies progra
emphasized particular units of work, bu
the read
dents mentioned adaptations
t" . They ma
t they
ed to teacnn no
as such . Other respondents mentioned that they
description
t of the type of modifications they made .
of the forty teachers who made adapta-
ons to the reading and literature programs had exp
only in division I . The major adaptation, mentioned
most teachers, was the use of a wide variety of reading mater-
ials in place of, or in addition to, the regular readers .
Other a
sound sequence rather than the skill sequence method as out-
lined in the curriculum guide", use of a self developed remedial
1
"use of blended sight-
oFrams, no
formal reading lessons, omission of parts of the literature
course which were not interesting,
pupils' achievement in reading .
The language or English program was adapted to some
extent by 31 percent of the respondents . One-half of the
thirty-eight teachers who made adaptations to the English
a
The science pr
science was to
ifications were mad
of the science pr
e use of oral English practice then is
curriculum guide .
teachers as an area of adaptation . Major
qcidentally or not at all ;
"to the
only areas of interest were taught ;
ation and
ent ; teaching only about animals and nature in scie
a special science adaptation project supported by the Saskatche-
wan Teachers Federation ; "development of a special science
course with Northern Saskatchewan as the laboratory ."
Adaptations were made to the
14 percent of the respondents . Seven mentioned that they spent
atics than is suggested in the curriculum
uch time they were spe
that they emphasized
only the
multiplyin
ages, and
other subjects ;
ocacu
on
ide, but did not exactly say ho
ink on mat
is
erest rates .
emphasis in science on
Seven also men
of adding, subtracting, dividi
of teach much in pro
mentioned that adaptations were made in the vocabulary needed
the course since pupils were often confused
of the new Eath course .
In order to make the health
as mentioned by 26 p
of t
1 mod-
adap
of the pupils" ;
correlation of science
solving,
Teachers who were teachi
90
ptations included :
e
d
more applicable
by the standard
to the pr
teachers,
ndents who
adaptation pu
areas : "food a
I
major adaptations included :
guidance program, art,
in division II and I
home economics and one of i
81
it was adapted by 11 percent
lth incidentally as need arose,
Toned health as an area of major
imphasis on one or more of the following
emphasis on purch
h
ation of nutritious food" ; "anatomy a
"lice, scabies, and blood poisoning", "practical and immediate
concerns
Other areas of the s ich some
less than 10 percent of the respondents, mentioned
instruction, the
and industrihome
program to the interests of the childr
0
ogram in
arts . Of the three respondents who refe
mentioned that they dropped it from the course of studies .
Six teachers referred to development of a guidance program
. Three mentioned adaptation of the art
Four teachers of
orted that theyt
adapted their programs to the "needs of the community
did not follow the provincial course outline .
Addition
The last item of the ques
siology", units on.
ovided
tunity for teachers to make additional comments re
two
rding
the questionnaire, their answers to it, and about the study
in
a)
atchewan, and b)
tion
identification
problems i
0
0
onses of the teachers to this item
the questionnaire can best be grouped into two categories :
sted measures
ern Saskatchewan .
One hundred five teachers pointed out that they di
perceive the suitability or unsuitability of the educa-
tion pr
a
the questionnaire reported that they fel
problems in education originated
shown in Table XIX, problems originating in the home we
most serious .
The main problem t
chewan, teachers felt tha
oblems in teaching in Northern Sask-
only problem in education in
ovement o
home of the chi
32
r
Sixty of those who responded to this item
the main
e rn
of
ceived was the indifference
of the parents toward the education of their children . Un-
suitability of the school program was one of the least major
the teachers .
Before improvements would come in education in North-
attitudes, values,
morals, and interests of the parents must change . Two re-
right of the school to change such
itudes of the parents . The poor
spondents question
things as the values an
economic level of Northern Saskatchewan and the dependence
of many people on welfare were mentioned by many respondents
as a deterrent to educational achievement . This is related to
Problem
Indifference of parentsLack of encouragement from homePoor examples set by peers andelders in the community
by many of the Nor
u
TABLE XIX
PROBLEM IN EDUCATION AS PERCEIVED BYNORTHERN SASKATCHEWAN TEACHERS
chewan Indian and Metis
S -3
Number
60
what some teachers referred to as a "lack of a goal in life"
teachers referred to the negative effects of political
ces in education in Northern Saskatchewan but did not
elaborate on this point .
Sixty teachers made suggestions for improvement of
education in Northern Saskatchewan . All agreed that the
main goal of the school in the primary grades should be to
teach the pupils the English language .
One teacher suggested
Low economic level in the community 21and dependence on welfareLack of drive toward self improvementand lack of a goal in life
Unsuitability of the school pro 3rd 14Poor preparation of pupils in eyears of school
Politics in education and lack of 4th 6concern for the child
Poor preparation of teachers
that kindergarten, with emphasis on teac
uaFe, should be for
other respo
concerned only with
materials was of m
that more effort be
ice mate
be given more freedom i
unction in a white
accomplishment", and e
Field trips
long stays with a
"immens
respondents me
involvement in e ducation .
be brought about included :
pain some fluency in the native
programs or courses
cation
adult edue
school .
I
The
i
Mar to
teaching
one year in duration
sted that all of division I
glish and a study of
the child . The shortage of good reference
concern to sixteen teachers who suggested
i
8Lp
e an-
made to either find or de
0 It was also s
ogram was seen by thirteen teachers as
neeeding to include such things as "life skills", "how to
"attitudes of responsibility
of technical a
rban areas, farms and factories
white family were viewed as po-
by several teachers .
ioned a need for more commu
uld
Indian and Metis people
of a role of leadership in education, having the teachers
selection of
t
language,
lop mo
ed that teachers
materials,
such areas as health or consumer
involve the whole community, a "good
program", and frequent parents' days
to the traditional mat
CE :
to
11 bas
unsuitable f
naire which
schools .
four
i
V
education prop
provincial cur
e made
con
the most suitabl
be inr mare by teache -
that
*
d
lyzed the resu
culum ;
I
who listed social
ics program .
ry
teachers, in ce
pits
s of Part III
teacher perception
was a
t
certa i as
G
jor
1
0 education program
ce, mathematics, and social studies
the proFram dealing with local
respondents also listed
and vocational courses as most suitable .
0 percent of the
s
of the respondents as most
0
of these prop
which were
each
listed
areas of the curriculum . Vary of those who listed
these subject areas as most suitable qualified the
were
the majority of those who lis
to natural science,
made reference to those
ronment . Twenty-
ti
is listed reading and
literature
lao 4
roents .
Conplusior's
leas
seen as
mary teachprs
tion as onD
one ourap
as least suitable,
ble .
d i
st were teachi
suitable
,rt of the
were
mention
Rrca,-a
and so lpnre prop ram; .
to item four
the
findings
C
nom horn
v
er IV .
R
studio
0 il
I
I
ral 1 y
II and III .
dents mentioned that
p
art III of the question-
Indian and Ketis child's
ems mentioned were indifference of the
set for
c ommu
i
e
that is culturall
ren into schools .
and adap
program in
on
SUMMARY AND CONCLUSIONS
e
a
sho
soc
summary
1
from that of the majority of children in Saskatchewan for
om the provincial school program and total formal education
e is to help
integrate Indian and Metis children into the mainstream
society, it must be geared to the on-going life experience
of the children .
Since 1944 when the provincial government first became
directly involved in education in Northern Saskatchewan it
has realized that this was an area with special problems
and needs . Until 1960 major efforts in education in this
region of the province were aimed at getting all of the child-
system are designed . If the schooling exper
During the
been made concerning the education
askatchewan . Most notable of these in-
elude adaptations to English, reading
grams . An oral English program speciall
and Netis pupils was introduce
a
hool life experience
;ically different
decade numerous innovations
1962 .
social studies pro-
for Indian
new
reading pr ave
ude such programs as S .R .A .
Associates) reading laboratories used primar
purposes, and I .T .A . (Initial Te
education ; and are credited toward
tried on an experimental
ientific Research
for remedial
bet), a lingu
tic approach to reading, By 1966 a complete social studies
program grades 1 to 6 was available to teachers in Saskatche-
wan to be taught as an option to the regular social studies
program in schools populated by Indian and Metis pup
Many other less si
also been tried in the past decade .
In order to better prepare teachers
d
ifications have
to adapt and devel-
ucation programs for Indian and Metis pupils courses
have been developed which pertain to Indian and Northern
0 A recent survey showed that approximately
60 out of 205 teachers in Northern Sas
advantage of these courses .
The Prob
have taken
eof this study was to examine to
ception of the suitability of the education program for I
and Ketis children in Northern Saskatchewan . As was indicated
in the review of literature, teachers do realize that there
are many problems concerning education of Indian and Metis
children, but are hesitant to accept new approaches that
ersity
The first phase
of a questionnaire that would give
ate measu
perception of e
skatchewan .
one developed in
sure teacher awareness
of socio-cultural differences in mul
tural classrooms .
The questionnaire was made up of three parts . Part I asked for
basic info
ted or tried .
0
consisted of dev
tion program suitab
data consisted mainly of variables which were recognized
at the outse of the study as possible influence
ools and to make add
ing the questionnal d their
89
lity in No
a le questionnaire was adapt d. from
t the res
is themselves . This
of teacher
perception . Part II of the questionnaire was made up of twenty
items aimed
cher perception of the education
program in general . Part III was made up of four open-ended
questions
state
their perception of the most suitable an
suitable areas
of the provincial curriculum, to list, in order of signif-
s. ajor adaptations they were making to the education
program in
deemed necessary
answers to it .
The questionnaires were administered to all teachers
teaching in any oi divisions I, II and III in Northern Sask-atchewan .
al comments they
The re iability of t
erences in perception could be identified among
formed by these factors and the possible interactions be-
tween them, a multi-factor analysis of variance was made
Becau e of the limited size of the sample population three
separate analysis
made .
Kuder-
dson reliability coef
to be
hypothes
The procedure used to test hypothe
convert
the tot 1 an scores of the respondents to Part II of the
questionn
o a standard
of the
standard score and of the conclusions was determined from
probability to
otheses
- 6
Respondents were grouped according to five factors :
type of teaching certificate held ; area of study ; total
ing experience ; total teaching experience with I than and Metis
children ; division level of experience with Indi
nd Metis
children . In order to determine whether or not
ficant
groups
each with three factors
d teimined
uestions of Part III of
question-
naire were analyzed be means of frequency tables .
C
Conclusions
After an examination of the
s o s were re hed by
Co 1
6 to 10 are bas
clu-
resea c
They are listed below
the findings of the unstruc0
a
tured questions in the
statistically tested .
1 . Generally
eived the education pro-
gram in Northern Saskatchewan to be unsu
upils .
2 . Teacher perception of ed
did not vary significantly in relation to the type of teaching
ificate held by the teacher .
3 . Teacher perception of
did vary according to whether or not teachers had taken
courses in Indian or cross-cultural education . Those individ-
who had taken courses in these
mor
i
4. Teacher perception of education program suitability
varied c ording to the total number of years of teaching° exper-
ience, and the total number of years of teaching experience with
Indian and yetis pup 1
In both cases teachers with less than
four years of teachi
xperience felt that the educationprogram was less suitable than did more exp
ers,
There are three possible reasons why this is so : more experiencedteachers may have 1
fit the
a
thus, t
gram
program
su
ialized fields appear
Indian
t been
Indian and
ability
suitability
is pupils .
needs of thei
come
tective
teachers .
t
I
program
There was no significant difference in teacher per-
cation program when
hich
Teachers
they were grouped according to
they had experience with Indian and M
division I were generally less experienced teachers, thus,
ool program as less suit-
chers in divisions II and III . More development
of special programs for Indian and. yetis children has taken
in division I . Interaction between the two factors
might have cancelled any significant differences in per
ception .
Teachers perceived nature science
aspects of social s
environment and h
the program ;
ro-
provincial education program .
7 . Reading and literature, English and social studies
programs, as outlined in the provincial curriculum, were
perceived by teachers as lea
uitable aspects of the ed-
ucation program for Indian and Metis children . The shortage
of suitable materials and references was also liste
problem by a significant number of teachers .
pupils ;
tis
i
do less experienced,
be-
92
ics and
volved a study of the local
as the most suitable
ate he wan
ment of the I
8 .
uest
e maki
and Netis children
I
on of the teachers in Norther
or adaptations to t
ulum but not making any major adaptations in any
subject area . Adaptations b
ade in subject areas are
generally those that have been developed or
educators not actual
North
When teachers were grouped according to type of
certificate held, area of study
teaching
ience total teaching experience with Indian
with Indian and Metis children
division
the education program most suitable and least suitable gen-
erally supported conclusions 1 to 5 inclusive .
10 . Teacher comments to the last open-en
on
ire pointed out that teac
tion as being the faul
c
Metis child . The ma
of the
teat rs felt that changes must come in the home beforein the education program would be effective in
Influenced by experiences of the a
t
curric
total
vel of teaching experience
the
ome environ-
improvements in education of Indian and Metis pupils .
The recommendations made in this study
,h based
on the fin
of the research reported herein, are also
by
eas of
c
es
ing about
It was felt that
by doing
,licable to the current
Northern Saskatchewan .
1 . It is recomm
atory should be to collect
E
d
ons would be most
eds
tion at the University oftablish an extension service to wo
skatchewan do develop effective and suitable
programs,
sources laboratory be established for the use of teachers in
Northern Saskatchewan communities . The purpose of the labor
0
1
t
a
nd M
u.Lum re
and distribute mat
and ideas in methodology in Indian and Metis education . In
order to be most successful the laboratory would have to work
cooperatively with the Saskatchewan Department of Education,
the Saskatchewan Teachers Federation, the Federation
atchewan Indians, the Saskatchewan Aetis Society and the Indi
Education Program of the College of Education at the Universityof Saskatchewan .
2 . It is recommended that a teacher-at-large positi
be created to enable teachers in
freed from regular classroomto develop curriculum .
3 . In view of the sp
children,
for shor
needs in
ern Sask
e c
ewan to be
ime
tior of Indian
that the College of
skatoon es-
ers in Northernion
rs
Federation extend its 1
courses in curriculum development in particular subject areas
tions
tion prog
tion progr
1 .
for teachers I
5 . It is recommended that the means be made avail-
able by the Department of Education to hold regional Saturday
in curriculum development in Northern Saskatchewan .
These would focus on subject areas as well as in cross-
cultural education in general .6
Northern
to take some
7 . It is recomme
it
undertake a thorough evaluation of suitability of the educa-
is recommended that teachers
I'C
Areas for Further Study,
This study has Investigated only one aspect of educa-
ty in Indian and yetis communities . In
order to make more meaningful the conclusions that have been
drawn from this study it seems pertinent that further r
search be carried out In the following areas :
parents' percep-
of the education programs offered
c
of the suitability
summer short courses to include
nd Metis populated schools .
d
ested, as par
ndian or cross-sultural education .
rrcntly offered in Northern
in the schools in their communities .
2 . Research Into Indian and Metis pupils' percep-
tions of the suitability of the education programs offered
i
their contract,
meet of Education
ewan .
ols they attend .
;3 . Further researe
aspects of the education programs o
communities .
curriculum developme
m
and used i other
ject area ; m
a
of the world .
sultabil
spects of the programs requiring further re-
dology ; the
I
Orther research into the influence of the fol-
lowing variables on teacher perception of education programs
type of teaching certificate held, area of study in teacher--*
training, total teaching experience, teaching experience with
Indian and Metis pupils, and division level of e
with Indian and Metis pupils .
5 . Research into teacher perception of their role
in development of education programs .
Further research into the nature of education pro
ducation of indigenous people, being developed
erience
cular
BIBLIOGRAPHY
9?
BIBLI 31AP
A . BOOKS
Vermillion :
Buckley, Kew and Hawley . The Indians and MetisSaskatchewan . Saskatoon : Centre for CommunityUniversity of Saskatchewan, 1963 .
Carson, Goidhammer and Pellegrin . Teacher Participation inthe Community : Role Expectations and Behavior . Eugene :University of Or'eg&n- , -17067 .
Crawford, Peterson and Wurr . Minnesota Chippewa ISt . Paul, Minnesota : Upper Midwest EducaLaboratory,
Downie . H .W . and th, R . W .Second Edition . New
Lyon, L .C . and Friesen, J .W .A Study of IndianAlberta . New York iIncorporated, 1967 .
Guilford, J .P . Fundamental StatisEducation . Tor
: McGra
Hope, K . Elementary statistics .1967 .
Krech, Critchfield and Ballachey .New York : Me Graw Hill
A
1952 .
Toronto :
Kelley, E .C . and Hasey, K .I . Education and thei York : Harper and Ro
n
1 Methods .Row,, .
PsycholoEy and9
Pergamon Press,
0
98
ion :in Southern
sated Educational Services
a
Ray, C .K ., andLrop-outs .
irban
Bruner, J .S ., and Perlmutter, H .V . "Compatriot and ForeA. Study of Impression and Formation in Three SounJournal of Abnormal Social Psychology, Volume1957 .
ord, P .F ., and Backman, C .W . Sociahology . Toronto :Tic Graw Hill, 1964 .
A . tion, of Indians in Ontario . North Gower 0 ario :Department of Education 1 7,
PERIODICALS
Colliou, R . "Oral English Instruction in Indthian,, Volume I, Number 1, November 1
Allison . "American Status Systems and the Socializationof the C ld," American Sociological, Review, VI, June,1941 .
Jones, E .E ., and deCharms, R . "Chang Social Perc onas a Function of the Personal Relevance of Beha °'Sociometry, Volume 20, 1957,
Pastor, Nicholas . "Attribute
cteristics of Liked andDisliked Persons," Journal of Social PsychologyVolume 51, 1960 .
-
Wax and Dumont . "Formal Education in an American IndianCommunity," S
1 Problems, XI,
1964 .
GOVERNMENT DOCTTME
AN
skatchewan Department of Education,1969, Regina : The Department .
P
ort s,,
P ere
. "Survey of Educational Facilities in Northerntchewan : Part I," u .p, Regina :
Departmento
ducation, 1944 .
Saskatchewan De
tment of Education . "A Social S udiesProgram o Children of Indian Ancestry ." ReginaThe Department, August, 1966 . (Mimeo .) .
Saskatchewan Department of EducGuide,
gina : The Depart
Howard,
, .C . "Perception and Students ofultural Backgrou s blished Thesis,ty of Utah, 1962 .
. "The Relationship e ween the Needs and ProblemsSocially Disadvantaged Children as Perceived bychers and Students ." Unpubli hed Doctor's Disserta-n, Syracuse University, 1966 .
Philip . "School Administrators' Perceptions of ProblemsArising from the Integration of Indian and Non-IndianChildren in Publicly Supported Schools in Saskatchewan ."Unpublished Master's Thesis, University of Saskatchewan,Saskatoon, 1968 .
Ulibarri, H .O . "Teacher Awareness of Socio-Cultural Differencesin Multi-Cultural Classrooms ." Unpublished DoctoralDissertation, University of Ne Mexico, Albuquerque,1959-
UNPUBLISHED MAT IALS
Davis, Art
"A Northern 1
Reference Papers ."Vol
Copyright by .
i , Calgar
1965 .cation ommittee for the Task Force on Indian and Metis of
Sas atchewan . "Recommendations of the EducationCommittee to the Premier's Task Force on Indians andMetis of Saskatchewan ." Saskatoon, 1969 .
Finn
"Univa
Multivari
ysis of Variance,Covariance, and
scion :
IV Program,Version 4," Buffalo : State Univers
of New York,June, 1968 .
1 0
Indian and Northern Curriculum Resources Centre . "Question-sults of Social Studies Survey ." Saskatoon :
College of Education, 1970 .Knili, W .
Sa. "Provincial Education in Northern
Davis, Saskatoon, 1
and Shimpo, M . "Cree Childhood on the Canadianes : A Study of Integrated Education in Southernchewan ." Saskatoon, University of Saskatchewan .
Pepitone, A . "Attributions of Causality, Social Attitudes,and Cognitive Matching Processes," Person Perceptionand Interpersonal Behavior. H. Tagiurie and L . PetrulloTeds . Stanford; Stanford University Press, 1958,
OURCES
Weigel, H . "Letter to J . HandleyCrosse, Saskatchewan .
ES
Becker, H .S . "Social Class and Teacher-Pupil RelationsEducation and Social Order . B .E . Mercer and E .R .
.), New Yo : Holt, Rinehart and Winston, 1
itz,M . "Perdictability of Liking and Disliking,"Perception and Interpersonal Behavior . R . TaL . Petr o Teds .), Stanford : Stanford UnivePress, 1958 .
, 1970 ." I l e a la
I I
APPENDIX A.
QUESTIONNAIRE
102
Part
I - Basic
t
EPTION
OF
EDUCATION PROGRAM SUITABILITY
IN
NORTHERN SASKATCHEWAN
CHE QUESTIONNAIRE
II - Program Evaluation ctured questions
III - Program Evaluation --- open ended qu s
Note : You are asked to complete all parts of the
questionnaire . Information supplied by you
will not be i tified with you personally,
your school or the community in which you
teach . Only the compilation of the results
of the study will be made public .
Please return the
o naire in the enclosed envelope to :
Joseph L. HandleyCollege of Education
University of SaskatchewanSaskatoon,
I ATA
1 .
Pleasehighes
PART I
Cert if is e e
Area of S udy
Teacher Traini
Please circle one code numeral indicatingthe category in which you fit .
No specialization (no more than threeu
sity classes or equivalent insubject area) and have taken no
un ersity credit course(s) in Indianor
-cultural Education
Completed credit course(s) in Inor Cross-cultural Education but h ve nospecialization in any other courses
Completed four or more courses in anycombination of the Social Sciences and
cameral indicatin thold
10 4
Code
C ning)
1
Interim Standard 2
Standard 3
Professional
Other (please specify)
4
completed credit course(s) inCross-cultural Education
Completed credit courses in Indian or
4Cross-cultural Education and a special-ization only in a subject area otherthan the Social S(please specify)
Do not fit into any of tgories(please specify your subject areaspecialization)
Pleasethe cur
of Tea
one code numeral . (Countexperience)
0
1
4 - 8 years
2
9 or more years
3
3-
rien
Total Years of Teaching xperience withIndian and Meti hildren :
Please circle one code numera . (Countthe current year as a year of experience)
years
1
4 - 8 years
2
9 or more years
3
Total ear of Consecutive, aching,Northern Sakatchewan :
Code
Please circle one code numeral . (Countthe current year as a year of experience)
Grad
1 year
1
2 - 3 years
2
4 or more years
3
Level of Teach ng Experience withIndian and Metis Children :
Please circle one code numeral .
Only in Division 1
1
Only in Divisions II and 111
2
In Divisions I, II and III
3Other (please specify)
4
PROGRAM ALU ION
s part of the questionnaire contains twenty items
tability of the education program in
for e Indian and Metis students .
i
reference to the general
u
am as recommended by
tment of Ed-
ucation for this region, Do not answer in reference to your
own classroom situation only . All answers are anonymous .
This part of the questionnaire is scaled from 1 to 5,or "very little" to "very much", All points are equidistant
from one another,
coneernin
Northern
little1
c
You are asked to answer al
well as you can . If in dou
closest to your opinion,
part of the study
and Metis people in No thern Sas t e
the people in your immediate classroom,
106
very much5
Please circle the number w c most appropriately indicates
your opinion regarding each item . Answer each question as
select the number which is
REMEMBER you are asked
this
1 terms about the Indian
and not merely about
1 .
very little1
2
y little1
All child
school, regardless of cul
or soci 1background, certain psychological neAmong these are eds for belonging, parrecognition, and security .
To what extent do you believe that theseand Metis children can be met with a provprogram that is essentially the same for a
The provincial curriculum is only a guide .i t is meant that teachers will adapt it toparticular situation .
very
tle1
3
10 7
very much5
ory,
ion1 children?
In practice, to what extent do you believe you are freeto make significant adaptations to the curriculum guidesin program development?
very much5
3 . The school is one aspect of, and reflects the values of,the society for which it was developed .To what extent do you believe the environment of the
ool is compatible with the out-of-school environmentof the Indian. and Metis children?
very_ little1
4
Most school curricula are primarily oriented to thefuture . They emphasize hard work in the present in orderto be
arded in the future .
To what extent do you believe Indian and Metis childrenin divisions II and III are able to adjust to workinghard in the present in order to be rewarded in thefuture?
very much5
In the arnin
es which take place in theschool
teac I g e hniques and methods are de-pendent on indiv dual competition by the pupils .Traditionally the Indian culture placed very littlealue on individual competition .
To what ex t do you believe that the Indian anchildren
the competi ive aspects of theexperience?
very little1
3
A recent suggestion in Indian and Metis education isthat native people be trained and certified as teacherssince they would be able to communicate and teach inthe native language .
To what extent do you believe that this plan wouldresult in improvements in Indian and Me is educationif it were implemented?
very 1 little
very much3
5
One of the broad objectives accepted for implementationIn the sch ols of Saskatchewan is that of civic respon-sibility .
To what extent do yo believe t
d Metischildren practice s h ol-taught concepts o citizenshipIn their activities?
very little
very much1
One mayas onebroader
108
school
very much5
5
efine the education of Indian and Metis childrenthe processes for their integration into
iety .
Indian and Metis children
school for good,at extent do you believe t y are able to integrate
successfully into the larger Canadian society?
very little
very much1
3
4
5
very little
Much 1 is ncy andrate among the nd and Metis pleSaskatchewan ca ibuted to theiledge, skills, and at itudes necessaryhealth and sanitation patterns .
To what extent do you believe that the healt programscurrently being taught in the schools in Nor ernSaskatchewan are effective in improving the s tuation?
To what extent do you believe that theprogram provides a valuable backgrMetis children who choose to remaiatchewan communities?
toNorthek of know-velop better
10 .
Both in teaching and in our out-of-school activitieswe, as members of the Canadian society, place muchemphasis on economic efficiency .
To what extent do you believe the Indian and Metischildren are learning the value of economic efficiency?
1 0 9
very much1
5
very little1
5very muc
11 .
In order to develop and teach a school program suitedto the needs of the Indian and Metis children, it isnecessary to have access to needed resource materials .
To what extent do you believe that sufficient suitableresource materials are available to the teachers inNorthern Saskatchewan?
very little
very much1
2
3
5
1 .
Some educators believe that th education program shouldbe aimed more directly at preparation of the Indian andMetis children for a future in Northern Saskatchewan .
urrent educationIndian and
thern Sask-
very little
very muc5
13 .
of mo ation
e part
is oftenc ed as a problem
ian an M
educationation should en
interest
the contentwhich is being taught .
To
extent do you believe that the Ind
and Metischil e
e interested in the content of the materialbeing taught?
11 0
14 .
Parental motivation of children in school, to a largeextent, is based on their satisfaction witeducation program .
To what extent do you believe that the Indian and Metisparents are satisfied with the current school program?
very little
very5much
2
3
15 . An important factor in school program developmenin teaching is teacher awareness of the socio-culturadifferences between the Indian and Metis way of lifeand that of Canadian society in general .
To what extent do you believe teachers are aware osocio-cultural differences between the Indian andway of life and that of Canadian society in genera ?
very little
very much1
5
16 . The typical
of program requires much verbalizationon the part of oth the teacher and the pupil .
To what extent do you believe this verbal emphasis isa disadvantage to the Indian and Metis children?
very little1
2
much
very much5
17 . In rec there s been a trendmore v and occupational trainitary s o urriculum for Indian and MNorthern Saskatchewano
very little1
2
very little1
2 3
To what extent do you believe th
will,
thelong run, be more beneficial to India and Metisren than a more academic program woul
18 .
The range of reading abilities varies from group togroup without regard to culture or social background .
To
extent do you believe that Indian and Metischi
e able to use the regular textbooks and re-source books p
for their grade level?
very little1 4
11 1
d inci ithe elchildren
very much5
19 .
In ge eral, the Indian and Metis ch ldren communicatewith one another at home in their native languagerather than in English . A main aim of division I isthe ability to speak, read and write in the Englishlanguage .
Speculation is often made concerning the general in-telligence of Indian and Metis children . Some peoplebelieve that they score as high as do other children .Others believe that they score lower due to factorssuch as home environment nutrition,
training .
To what extent do you believe a difference in generalintelligence explains the Indian and Metis children'slow achievement in school when compared to that ofother children?
very little1
very5
u
To what extent do you be ieve Indian and Metis childrenare proficient in oral expression in the English lang-uage by the end of division I .
c
PRGG
open
you w
ing y u
l .
TION
Part
of the q estionn
items .
opportun
p
RT III
d that these
In reference to the provincial curr culfind most unsuitable for the Indian andof Northern Saskatchewan?
is made up of fo
Indian and Metis children in Northern Sa katchewan .
Use the back of the questionnaire sheets if
is needed for your comments .
s will provide
to make further comments concern-
c tion of education program suitability for
to the provincial .curri lum
t
youost u able for the Indian an
of orthern Saskatchewan .d
what do you
List, i
of
gnificance
or changeadaptations you are making to e pro cial curriculumin your classroom this year .
Kindly make a y additional comments you deem necessarye
t questionnaire and your answers to it .
APPENDIX B
CORRESPONDENCE
Copy of sa 1
etter to teachers
of eacher)SchoolSaskatchewan
Dear (name of teacher
April 22, 1 0
I am a graduate student in the Indian and NorthernEducation Program at the University of Saskatchewan and amcurrently working on my thesis . Since all of my public schoolteaching experience has been for the Northern School Board,Northern Saskatchewan is the region in which I will be carryingout my research . I am particularly interested in educationprogram development for the Indian and Metis children in thatregion . A problem which all people involved in education programdevelopment or adaptation face is whether or not the majorityof the teachers concerned perceive the proposed changes asneeded and beneficial . Thus, my thesis, an analysis of teacherperception of education program suitability in NorthernSaskatchewan, should be of value to teachers, consultants,and other persons involved in education program developmentfor Indian and Metis children .
It is through the cooperation of all teachers inNorthern Saskatchewan that the findings of this study willbe most accurate . I require your assistance through completinga brief questionnaire concerning the education program inNorthern Saskatchewan as you see it . I hope to be in yourcommunity within a few days for this purpose . Both Mr . Carrand Mr . Willms are aware of study I am undertaking and havegiven me permission to carry it out in Northern Saskatchewan .I might add that all responses to the questionnaire areanonymous and will not be identified with you, your community,or the school in which you teach . Only the compilation of thefindings of the study will be made public .
I am looking forward to seeing you soon and will answerestions you may have about the study at that time .
Sincerely yours,
(
tune)Joseph L . Handley
Copy of sample 1
to teachers
ewan
Dear
I
e of teacher
April 22, 1970
Wishing you a successful end of the school year andto see you on campus next summer, I remain,
Yours sincere
(signature)A . Renaud, 0 . .I ., Chairman,Indian and No ern EducationProgram
Fur
o e enclosed letter and questionnaireto you by Mr .
dley, this is to certify that not onlyis Tyr . Handley a graduate student in our program but also tosignify the interest that Professors and Lecturers in thisprogram have in his research topic .
As you probably know, every graduate student must submithis research proposal to a Committee of the Departmentin which he is taking his degree and which also includes anoutside consultant . In the case of Mr . Handley, ProfessorRandhawa, from the Department of Educational Psychology,functions as the latter . The other member of the Committeebesides myself is Professor Egnatoff who is responsible forone of the graduate courses in our program and is also theHead of Educational Administration . The three of us haveagreed that I shoul
this letter to endorse theresearch conducted
. Handley .
We trust that the questionnaire will receive yourfull attention and will stimulate your interest in theimprovement of the educational processes offered to childrenof Indian background .
APPENDIX C
TEACHER PERCEPTION OF MOST SUITABLE AR .EDUCATION PROGRAM WHEN GROUPED ACCORDING TO FIVE VARIABLE
OF THE
TEACHER PERCE
a
is
37
22
WHEN GROUPED ACCORDING TO FIVE
I 2
24
10
I
19
factor2
29
15
2 1
1
Level ofExperience
10
27 32 14
22 13
I I 14 10
I a
10
1 2
13
23 23
17 20
24 12
P
TEACHER PZRCEPTION OF THE MOST UNSUITABLE AREAS CF THEEDUCATION ER06RAN WHEN GROUPED ACCORLING TO FIVE VARIABLES
119
tion
WHFN GROUPED
MOST UNSUITABLE AREAS Ow THEM EDUCATION PROGRAM
TotalTeaching Experience
VARIABLES
120
Number ofesoondents I 2 I 2
factorI
2 Ifactor
1 2
Total Program 22 13 14 17 13
Readingliterature
and71 43 29 42 37 34 46 39
26 23 24 20 16 28 26 18
at ies 40 18 22 19 23 17
Resource Materials 39 27 17 23 24 15 10 29 21
Health 23 15 8 14 15 11 12
Science 23 13 10 17 16 15
Mathematics 17 10 I I 6
A c
0
D
ADAPTATION MADE BY TEACHER6
D ACCORDING TO FIVE VARIABLES
Area
None
English
Science
Health
Home EconomicsVocational CoursesFrench
ACCORDING TO FIVE VARIABLES
BY TEACHERS
122
Area of TotalIng Experience
Certificate DivisionLevel
and Metts fence
Number ofRespondent
factor1 2
factor1 2
factor factor1 2
factor1 21
10
14 31 29 33 23
15 27 26 28 25 22 31 31
40 19 21 17 13 13 27
38 16 22 19 19 24 14 16 22 16 22
32 16 16 17 15 19 13 11 21 1
S 17 10 10 12
13
13 6 12