Abstract
This chapter examines recurring themes that emerged from research related to the improvement of Indigenous students’ learning outcomes in three countries: New Zealand, Canada, and the United States of America (USA). It begins by describing a New Zealand research project, which outlined key messages for Māori parents and schools emerging from research summarized by Manning et al. (Aust J Indig Stud 40: 92–101, 2011). It then describes two components of similar Canadian research conducted by Steeves (2014) in conjunction with the Seeking their Voices project (Berryman, et al., Seeking their voices: improving indigenous student learning outcomes. Regina. Saskatchewan Instructional Development and Research Unit, University of Regina, Canada, 2014). This included a literature review and 18 interviews. These interviews involved internationally respected academics, as well as key Indigenous/non-Indigenous policy leaders and school system administrators from New Zealand, Canada, and the USA. Finally, it draws upon the selected works to provide a detailed discussion of the recurring themes that emerged from them.
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Manning, R., Martin, J., Reyhner, J., Steeves, L., Macfarlane, A. (2020). Research Regarding Indigenous Student Learning Outcomes in New Zealand, Canada, and the United States of America: Recurring Themes. In: Papa, R. (eds) Handbook on Promoting Social Justice in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-74078-2_101-1
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