The American Indian Education KnowledgeBase is an online resource to aid education professionals in their efforts to serve American Indian students and close the achievement gap American Indian students have faced in public, Bureau of Indian Affairs, and other schools.
This KnowledgeBase is currently being updated to reflect recent changes under federal law. The current version is provided for your reference as much of the information may still be relevant.
Purpose: To ensure educators working with American Indian students are aware of past efforts at improving the academic achievement of these students, the limited success of these efforts, and current federally funded Indian education programs
This link is to the National Writing Project website. As noted at its website, "The National Writing Project is a professional development network that serves teachers of writing at all grade levels, primary through university, and in all subjects."
Authored by Dr. Jon Reyhner, Northern Arizona University, this article describes how American Indian students can be encouraged to practice and improve their writing skills.
This website contains resources on writing instruction from the National Council of Teachers of English. "The research, policy statements, and information collected here reflect the National Council of Teachers of English's commitment to improving writing instruction for all students."
The NCTE archives hold an extensive collection of materials related to language instruction and literature designed for Native American students in the late 1960s and 1970s, including some focused on Rough Rock [a Navajo-operated school in Chinle, Arizona, sought to combine local control of the school with a curriculum that served its population educationally, politically, and psychically. Students at Rough Rock studied (and continue to study today) in English and in Navajo, and they learned Navajo art and science traditions in addition to the standard curriculum. Through a deep, cross-disciplinary immersion in their own culture and history taught largely by Navajo teachers, Rough Rock students could better understand their people’s intellectual traditions and ideas and, by contrast, those of others, as well.] . In one of the most important of these documents, a report on the school from 1969, four Navajo external evaluators examined the school in its third year, tasked by the Rough Rock school board to determine how well the curriculum was working.