• Enriching teaching practice through place, arts and culture: resources for in-service teachers of the Bering Strait School District

      Child, Robin L. (2017-12)
      The SILKAT (Sustaining Indigenous and Local Knowledge, Art and Teaching) project joins together the University of Alaska Fairbanks and the Bering Strait School District in an effort to celebrate the rich cultural arts and Indigenous knowledge of northwest Alaska and bring the knowledge and ingenuity of local artists and culture-bearers to the forefront of teaching practices and curriculum. This work presents the content and format of one teacher professional development module based on one of seven arts and place-based core teaching practices-the ability to elicit student thinking and facilitate reflective thinking in students. It also examines the development of two Art and Culture units, grade 3-Natural Landforms, and grade 5-Responsibility to Community, both rooted in the cultural values and knowledge of artists and culture-bearers from the region. The research completed for this project examines the supporting literature that forms the backbone for both the professional development module and the Art and Culture units, including core practices, the implications of place and culture-based arts education, Visible Thinking routines, protocols, Studio Habits of Thinking, and Understanding by Design. Following the research is a synopsis of the methods used to create the PD module and Art and Culture units, as well as the plans for dissemination within the Bering Strait School District to enhance the skills and knowledge of in-service teachers in arts and culture.
    • Positive behavior supports and interventions: is it the best approach for Juneau elementary schools?

      Anderson, Bobbie; Renes, Susan L.; Morton, James Jr.; Bratton, Imelda (2018-12)
      The US public educational system strives to assist students to develop the academic and social skills they will need to be competitive in the world market. A considerable obstacle to this goal is behavioral problems in schools, which disrupt important learning time for both the student who is demonstrating the behavior and for his or her peers. Additionally, current literature asserts that behavioral problems interfere in social and academic relationships, create stress for school faculty, and are linked to school failure and increased high-school dropout rates, which have a negative economic impact on both the student and community. Given the correlation of problematic behavior (which appears to be trending upward) with negative outcomes, it seems clear that identifying the best approach to preventing and correcting problematic behavior is imperative. The purpose of this project is to critically examine some commonly used approaches to determine the most effective and efficient method used in elementary schools to prevent and correct problematic behavior. In addition, implementation and continuance of the chosen approach is discussed with the Juneau School District in mind.