Highly qualified AI/AN teachers can effectively mitigate this pattern of underachievement because they will meet both the academic and cultural needs of their students; recent research indicates meeting both needs is imperative in improving the academic success of AI/AN students (Brayboy& Castagno, 2009; Castagno & Brayboy, 2008). [BB- It is worth noting, somewhere early on that ECE was on of five areas that the 13336 EO asked to be addressed...I have not read the most recent one, but it is an area of importance.] Nationally, there is a call for early childhood programs to be staffed by teachers who are professionally prepared and highly qualified. This emphasis on formal education and State certification for ECE teaching staff is based upon research demonstrating that high quality ECE experiences provided by well-prepared teachers promote greater child language development, mathematical ability, literacy skills, attention skills, self-regulation, and socialization skills (CQCO Study Team, 1995; Childrens Action Alliance, 2006; Peisner-Feinberg, et al., 1998). Where Native teachers are concerned, Swisher& Tippeconnic note, We believe that a good teacher is a good teacher, but when there is a good Native teacher, the relationship between Native student and teacher is enhanced (Swisher& Tippeconnic, 1999, p. 302).
|Effective start/end date||7/1/12 → 6/30/16|
- US Department of Education (DOEd): $1,039,926.00