Question 1

What are some aspects that promoted the rapid increase of education as a social and economic determinant of success?
A) Technology transfer, social exchange, and community consistency
B) Information transfer, technology, and social change
C) Information exchange, employment, and community support
D) Technology transfer, employment, and social consistency

Accepted Answer

The rapid increase of education as a social and economic determinant of success was mainly promoted by information transfer through the advancement of technology, which made access to education easier and more convenient, as well as by social change, which brought forth the recognition of education as a crucial factor in both personal and professional development.

Question 2

For many Indigenous kids, the following characteristics do not fit with their lives outside of school, with the exception of:
A) Educational goals
B) Family expectations
C) Educational standards
D) Forms of treatment

Accepted Answer

Educational goals may be a common thread between a student's life inside and outside of school, as many Indigenous communities value education and consider it an important path to success and empowerment. However, family expectations, educational standards, and forms of treatment may not necessarily align with the student's lived experiences outside of school.

Question 3

Which of the following describes a fundamental factor often missing from or denigrated in the schools' system for Indigenous Children?
A) Central aspects connected to their cultural identities
B) High educational goals and standards
C) High quality of education
D) Community support

Accepted Answer

C

Question 4

The United Nations promoted the following goal to be achieved by 2030:
A) Equality in the number of male and female graduates at primary and secondary school levels
B) Universal literacy-where all youth and adults learn the same language for better mutual understanding and communication
C) Universal inclusive and equitable primary and secondary education worldwide
D) Access to postsecondary education free for all

Accepted Answer

The United Nations promoted the goal of universal inclusive and equitable primary and secondary education worldwide to be achieved by 2030. This includes ensuring that all children, regardless of their background, have access to quality education and opportunities to reach their full potential. While the other options may be important, they are not the primary focus of the UN's goal for education in 2030.

Question 5

Residential schooling is described by the Truth and Reconciliation Commission of Canada (TRC) as _______.
A) a school system created to isolate Indigenous children from their own culture
B) a network of federal institutions for the integration of children into Canadian culture
C) an extension of the Canadian school system to give extra care and attention to Indigenous children's education
D) a system of cultural genocide

Accepted Answer

The answer of Residential schooling is described by the Truth...

Question 6

The TRC final report (2015) underscored the urgency of attending to Indigenous children and youth education issues by _______.
A) giving examples of what is being done in other parts of the world with similar experiences
B) outlining several case studies as examples of what needs to be done
C) laying out a series of Calls to Action to ensure that measures are in place to improve educational outcomes
D) providing the Ministry of Education with step-by-step solutions to implement

Accepted Answer

The TRC final report provided a series of Calls to Action specifically focused on improving educational outcomes for Indigenous children and youth, emphasizing the urgent need for action in this area. The report did not provide specific step-by-step solutions, nor did it rely on examples from other parts of the world or case studies.

Question 7

In response to the TRC Calls to Action, the school jurisdictions throughout Canada have implemented which of the following to ensure that Indigenous perspectives are part of a wider range of measures to improve Indigenous student success?
A) Changes to policies and curriculum
B) Special training for Indigenous students
C) Changes to the classroom structure and setup
D) Initiatives that focus on the continuous assimilation of Indigenous students

Accepted Answer

The TRC Calls to Action specifically called for changes to policies and curriculum to ensure that Indigenous perspectives are included in education. While initiatives to improve Indigenous student success may involve specialized training or changes to the classroom structure, these would typically be viewed as secondary to the broader shift toward decolonization and inclusion of Indigenous knowledge and perspectives in the education system. The idea of continuous assimilation is antithetical to the goals of the TRC and would not be considered a viable option for achieving greater Indigenous student success.

Question 8

UNESCO and other organizations focus on capacities for human development on a global basis, by _______.
A) focusing on levels of graduate school completion and job satisfaction
B) emphasizing equality among subject matters and grade levels
C) focusing on educational indicators such as attitude towards learning and specific subjects
D) concentrating on educational indicators such as levels of elementary school completion or gender equality in participation

Accepted Answer

UNESCO and other organizations focus on capacities for human development on a global basis by concentrating on educational indicators such as levels of elementary school completion or gender equality in participation. This indicates their focus on basic education and access to education for all, especially focusing on marginalized groups. Graduation levels and job satisfaction are not the main focus of UNESCO's work. While equality among subject matters and grade levels is important, UNESCO's focus is on basic education indicators that lay the foundation for further education and development. Attitude towards learning and specific subjects may not always reflect actual educational outcomes and may not be a comprehensive indicator of educational progress.

Question 9

In Canada, where most youths are expected to complete high school, great attention is paid to indicators such as _______ when comparing education across different nations or population subgroups.
A) Levels of SAT scores when entering university
B) Levels of postsecondary enrolment and completion
C) Levels of GPA after graduating from high school
D) Career choice variation

Accepted Answer

In Canada, completing high school is the norm for most youths, so indicators such as postsecondary enrolment and completion are more meaningful for comparing education across different nations or population subgroups. SAT scores and GPA may vary depending on factors such as socio-economic status or language proficiency, which can be mitigated by postsecondary education. Career choice variation may also be influenced by factors beyond education, such as cultural values or job availability.

Question 10

The libertarian Fraser Institute in Canada has created a "report card" _______.
A) based on provincial test results and other quantitative data to encourage parents to choose their children's schools.
B) focusing on course-specific test results for more effective classifications of institutions
C) based on Canada-wide standards and other qualitative data to encourage parents to choose their children's schools.
D) a and c are correct

Accepted Answer

The Fraser Institute's report card is based on provincial test results and other quantitative data to encourage parents to choose their children's schools, making option A correct.

Question 11

Data from the Programme for International Student Assessment (PISA) and other assessments have made it possible for governments and educators to identify which of the following?
A) That greater resources may be needed to address learning requirements and establish support to improve educational achievement in certain schools, areas, and groups.
B) Continuing kinds of educational inequity.
C) They demonstrated that school systems considering inequalities can make a difference in elevating student performance.
D) All of the above

Accepted Answer

Data from PISA and other assessments have been useful in identifying the need for greater resources to improve educational achievement in certain schools, areas, and groups (A), identifying continuing educational inequity (B), and demonstrating that school systems can make a difference in elevating student performance through efforts to address these inequalities (C). Therefore, all of the above options are correct.

Question 12

Focusing on specific quantifiable sorts of information, such as standardized test scores, can provide a snapshot of _______.
A) an accurate estimate of the career path a student will take about others.
B) where a student stands in relation to others in terms of specific types of knowledge or abilities at a specific point in time.
C) a long-term perspective of where a student stands in relation to others in terms of specific types of knowledge or abilities.
D) an effective assessment of where a student stands in relation to others in terms of general knowledge and abilities.

Accepted Answer

Focusing on specific quantifiable sorts of information, such as standardized test scores, can provide a snapshot of where a student stands in relation to others in terms of specific types of knowledge or abilities at a specific point in time. However, it cannot accurately predict a student's long-term career path or overall general knowledge and abilities.

Question 13

Examples of social, cultural, and economic resources that may affect educational success are:
A) Home-based activities and capacities to support learning
B) Parental familiarity with education systems
C) Training of staff in educational institutions
D) a and b are correct

Accepted Answer

Home-based activities and capacities to support learning, such as having books, educational games, and parental involvement, can positively impact a student's educational success. Parental familiarity with education systems can also help navigate the school environment and advocate for the child. However, training of staff in educational institutions is important but doesn't directly impact the resources available to the student outside of the school setting. Therefore, choices a and b are correct, making D the best choice.

Question 14

Media groups, politicians, and advocacy groups that focus on issues like school choice and accountability tend to ignore or pay minimal attention to _______, which are important factors that affect educational success.
A) Socioeconomic conditions and school environments
B) Test scores and environmental factors
C) Family background and examinations performance
D) Individual factors that affect students

Accepted Answer

Socioeconomic conditions and school environments have a significant impact on a student's educational success. Students from low-income families or attending schools in low-income areas often have fewer resources, less access to quality teachers and facilities, and higher rates of absenteeism and dropout. Ignoring these factors can lead to incomplete solutions for improving education.

Question 15

While providing information for making decisions related to student progress or employment, assessments usually exclude which of the following?
A) Skills and competencies related to ethical responsibility and social relationships
B) Academic skills related to main subject areas such English and Math
C) Organizational skills related to punctuality and finishing tasks
D) Writing and reading skills for specific levels of education

Accepted Answer

Assessments usually focus on academic skills and subject areas, as well as organizational and basic literacy skills. However, assessments often do not include skills related to ethical responsibility and social relationships, which are also important for success in both education and employment.

Question 16

Racialized communities have advanced initiatives that acknowledge and support alternative definitions of education success, such as the Afrocentric school in Toronto, in order to:
A) Increase the academic performance of their students
B) Promote curriculum and skills that affirm and reinforce solid grounding in cultural identity and heritage
C) Promote standardized testing and evaluations of success
D) All of the above

Accepted Answer

Racialized communities have sought alternative definitions of education success that focus on promoting curriculum and skills that affirm and reinforce solid grounding in cultural identity and heritage. The Afrocentric school in Toronto is an example of such an initiative. The goal of the Afrocentric school is not only to increase academic performance but also to provide a safe and inclusive environment where students can learn about their heritage and culture. Standardized testing and evaluations of success are not the primary focus of these initiatives.

Question 17

Indigenous educators and scholars have emphasized the importance of articulating and recognizing which of the following?
A) Building upon cultural resources that will improve academic performance
B) Building upon skills that are important for entering the workforce in Canada
C) Indigenous conceptions of education and success
D) a and c are correct

Accepted Answer

The answer of Indigenous educators and scholars have emphasized the...

Question 18

What are the common Indigenous perspective and pedagogies shared across First Nations, Inuit, and Métis?
A) A holistic approach to personal growth in which interpersonal relationships, spirituality, and natural settings are all connected
B) An understanding of educational and career success that is connected to the success of their communities
C) Their family and social responsibilities in how to care for family and community
D) A mainstream schooling approach that has a positive effect on the shaping of students

Accepted Answer

A holistic approach to personal growth in which interpersonal relationships, spirituality, and natural settings are all connected is a common Indigenous perspective and pedagogy shared across First Nations, Inuit, and Métis.

Question 19

Who have members within a specific community context worked with to ensure Indigenous knowledge and pedagogies are built into the curriculum?
A) Indigenous Elders, Knowledge Keepers, and scholars
B) Academic experts, teachers, and members of the Education council
C) Community members, teachers, and researchers
D) School superintendents, academic scholars, and successful graduates

Accepted Answer

Indigenous Elders, Knowledge Keepers, and scholars are the most appropriate individuals to work with in ensuring that Indigenous knowledge and pedagogies are built into the curriculum. They possess a deep understanding of Indigenous traditions and ways of learning, and their involvement in the curriculum development process helps to ensure that the curriculum reflects the unique perspectives and experiences of Indigenous communities.

Question 20

Settler colonial powers relied on the displacement of Indigenous peoples from their ancestral areas, as well as the suppression of their cultures and social patterns. What institutions were a central part of this process?
A) Boarding schools
B) Residential schools
C) Immigration services
D) Residential services

Accepted Answer

Residential schools were a central part of the displacement and suppression of Indigenous peoples. They were government-funded and operated boarding schools where Indigenous children were forcibly removed from their families and communities and forced to assimilate into Euro-Canadian culture. The schools were often abusive, with students experiencing physical, sexual, and emotional abuse, as well as neglect and malnutrition. The goal was to "kill the Indian in the child" and erase Indigenous culture and identity.

Quiz 9: Exploring Definitions of Indigenous Student Success

What are some aspects that promoted the rapid increase of education as a social and economic determinant of success?

For many Indigenous kids, the following characteristics do not fit with their lives outside of school, with the exception of:

Which of the following describes a fundamental factor often missing from or denigrated in the schools' system for Indigenous Children?

The United Nations promoted the following goal to be achieved by 2030:

Residential schooling is described by the Truth and Reconciliation Commission of Canada (TRC) as _______.

The TRC final report (2015) underscored the urgency of attending to Indigenous children and youth education issues by _______.

In response to the TRC Calls to Action, the school jurisdictions throughout Canada have implemented which of the following to ensure that Indigenous perspectives are part of a wider range of measures to improve Indigenous student success?

UNESCO and other organizations focus on capacities for human development on a global basis, by _______.

In Canada, where most youths are expected to complete high school, great attention is paid to indicators such as _______ when comparing education across different nations or population subgroups.

The libertarian Fraser Institute in Canada has created a "report card" _______.

Data from the Programme for International Student Assessment (PISA) and other assessments have made it possible for governments and educators to identify which of the following?

Focusing on specific quantifiable sorts of information, such as standardized test scores, can provide a snapshot of _______.

Examples of social, cultural, and economic resources that may affect educational success are:

Media groups, politicians, and advocacy groups that focus on issues like school choice and accountability tend to ignore or pay minimal attention to _______, which are important factors that affect educational success.

While providing information for making decisions related to student progress or employment, assessments usually exclude which of the following?

Racialized communities have advanced initiatives that acknowledge and support alternative definitions of education success, such as the Afrocentric school in Toronto, in order to:

Indigenous educators and scholars have emphasized the importance of articulating and recognizing which of the following?

What are the common Indigenous perspective and pedagogies shared across First Nations, Inuit, and Métis?

Who have members within a specific community context worked with to ensure Indigenous knowledge and pedagogies are built into the curriculum?

Settler colonial powers relied on the displacement of Indigenous peoples from their ancestral areas, as well as the suppression of their cultures and social patterns. What institutions were a central part of this process?