Browsing University of Alaska Fairbanks by Subject "Curriculum development"
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A statewide training model for supported employment using master trainersAlaska's vast land mass and diversified urban, rural, and remote communities require innovative training curricula to meet training needs in supported employment. A competency-based training program using an independent learning format and master trainers was developed to meet these extreme needs. These training methods were evaluated with survey instruments at the time of training and at 3 months, 6 months, and 1 year follow up. The data demonstrate that the training materials as well as the independent study format and master trainer model were effective training methods. We conclude that the training methods developed are effective in meeting the diverse training needs of urban, rural, and remote sites.
Alaska's Quality Schools Initiative: A Description And Analysis Of 51 Schools' Perceived Strengths And Weaknesses In Factors Associated With Organizational ChangeThis descriptive study of 51 schools in Alaska examined how educational personnel are responding to the Alaskan Quality Schools Initiative. While research-identifying factors that accelerate or impede general change in organizations already exist, little research has been done in Alaska to assess personnel's attitudes and beliefs about standards-based education. Past school reforms have only experienced moderate success. This study shows that standards-based instruction is perceived by both rural and urban Alaskan educators to be a reform that could make improved achievement a reality. A questionnaire was designed and administered to educational personnel assessing present readiness to implement standards-based education and identifying factors which influenced past implementations of change. Profiles of schools, districts, and the state, reveal factors that may limit or expedite the implementation. Findings indicate that overall past educational change initiatives have been mismanaged. The state scores fall in the low moderate range 60.9 based on Implementation Management Associates Scale of 0--100. In regard to readiness to change the participating schools' scores fall in the moderate range (65.3). The majority of respondents believe that there is a high probability of successful implementation. They see a need and purpose for standards-based education. Personnel valued standards and believed that they were compatible with personal and organization values. Surveyed respondents were confident about the ability to change and were willing to focus on new approaches. The majority indicates the need for more resources and support. A predominant theme in the findings was that organizational stress is very high and personnel are concerned about the adverse effect this change may bring to their jobs. Past reform initiatives have not been aligned with the culture of the school or district. Ineffective communication coupled with low motivation and inadequate incentives has limited implementation efforts. Due to perceived lack of resources and expertise the majority of respondents question whether or not this initiative will be successful. Most rural schools, which have been characterized as widely resistant to change, were found to be more optimistic about change and had fewer barriers to overcome than urban schools.
Authentic Assessment For Yuuyaraq Middle School Students Based On The Yuuyaraq CurriculumThis study examines how the Yuuyaraq curriculum is being applied in the context of a middle school classroom in a small Yup'ik village in Alaska, specifically focusing on how to better assess the outcomes of the curriculum. In the early 1980s, the Yuuyaraq curriculum (YC) was revised to include the seasonal activities of the region, but lacked alignment with the assessments. By using the Participatory Action Research methodology, the researcher identified a problem, observed the situation, analyzed and interpreted the data, and developed an action plan. Data revealed that authentic assessments used in the Yuuyaraq curriculum can be assess Indigenous knowledge, how teachers' indigenous knowledge contributed to a classroom, and how rubrics are in need in a classroom to monitor student progress. The conclusions include various forms of authentic assessments used in the YC, how teacher's knowledge and practice contributed to a classroom that focused on her students' culture and identity and engaged them in a culturally relevant curriculum through the frameworks of sociocultural theory and Indigenous knowledge systems.
Home Schooling In Alaska: Extreme Experiments In Home EducationThis study explores the history of home schooling in Alaska. The 49<super> th</super> state offers an unusual degree of freedom from regulation that allows diverse and innovative experiments in home education to flourish. Currently, Alaskan home schoolers enjoy more freedom to practice their craft than in any other state of the United States. <p> Alaska has never had enough money to deliver quality education to its children. Trying to establish an education system, to serve a small population scattered over more than half-a-million square miles, required the development of innovative methods: one of these was home schooling. Home schooling provides a low cost answer to educate Alaska's children, and became an accepted institution in Alaskan education. Today home schooling continues to deliver lower cost education to both the remote and urban student, in the North, but also offers myriad options for parents who demand more and greater flexibility in educating their children. <p>