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• W1504491749 abstract "Aspects of Aboriginal 1 cultural knowledge/perspectives were integrated into the Grade 9 social studies curriculum of a high school in a western Canadian city to appraise the impact on academic achievement, class attendance, and school retention among specific groups of Aboriginal students. The results suggest cautious optimism about increasing academic achievement among these students by integrating Aboriginal perspectives. Significantly, however, the study suggests that culturally responsive curriculum and pedagogy alone cannot provide a functional and effective agenda in reversing achievement trends among Aboriginal students. Aholistic and comprehensive approach that also takes into account larger social, economic, and political variables affecting schooling may provide a more meaningful and lasting intervention." @default.
• W1504491749 created "2016-06-24" @default.
• W1504491749 creator A5013499771 @default.
• W1504491749 date "2007-12-05" @default.
• W1504491749 modified "2023-09-23" @default.
• W1504491749 title "Increasing School Success Among Aboriginal Students: Culturally Responsive Curriculum or Macrostructural Variables Affecting Schooling?" @default.
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• W1504491749 doi "https://doi.org/10.1080/15595690709336599" @default.
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