How can school systems weave together Indigenous ways of knowing and response-tointervention to reduce chronic absenteeism in Alberta?
| dc.contributor.author | Fowler, Teresa Anne | |
| dc.contributor.author | McDermott, Mairi | |
| dc.date.accessioned | 2020-06-24T21:42:24Z | |
| dc.date.available | 2020-06-24T21:42:24Z | |
| dc.date.issued | 2020-06-24 | |
| dc.description.abstract | It is well documented that students who demonstrate high levels of absenteeism are at an increased risk for a number of negative outcomes (e.g., see Fuhs et al., 2018). What is becoming increasingly evident, however, is that students who experience chronic stressors, such as socioeconomic disadvantage, mental health challenges, or cultural marginalization are at an increased risk for school absenteeism and represent specific populations who would greatly benefit from innovative proactive and reactive intervention techniques (Wimmer, 2013). Current Rocky View Schools (RVS) data suggests that of the nearly 800 students who identify as Indigenous within the district, 30% can be considered chronically absent. Data analyzed from September 2017 to April 2018 revealed that on-reserve students who attend an RVS school demonstrated the highest percentage of chronic absenteeism – an alarming 80%. Additionally, these on-reserve students have missed an average of 32 days of school to date this year (representing close to 23% of the school year). Based on the results of the internal data analysis, this study examines the experiences in a public school of First Nations students, who reside on reserve. Interviews were conducted with parents and students and surveys were responded to by staff and what was revealed as a barrier to attendance was a form of cross-cultural anxiety. | en_US |
| dc.identifier.citation | Fowler, T. A., & McDermott, M. (2020). How can school systems weave together Indigenous ways of knowing and response-tointervention to reduce chronic absenteeism in Alberta? Final report. Werklund School of Education, University of Calgary, Calgary, AB. pp. 1-46. | en_US |
| dc.identifier.uri | http://hdl.handle.net/1880/112217 | |
| dc.identifier.uri | https://dx.doi.org/10.11575/PRISM/37947 | |
| dc.publisher | University of Calgary : Werklund School of Education | en_US |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en_US |
| dc.rights | Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | en_US |
| dc.subject | Attendance, Indigenous, Cross-Cultural Anxiety | en_US |
| dc.title | How can school systems weave together Indigenous ways of knowing and response-tointervention to reduce chronic absenteeism in Alberta? | en_US |
| dc.type | report | en_US |
| ucalgary.item.requestcopy | true | en_US |