The education of minority students is of considerable interest within the literature. Ensuring that all children receive quality programming and that they successfully graduate from school is of concern for parents, educational stakeholders, and society alike. In Canada, the indigenous populations of First Nations, Métis, and Inuit (FNMI) students have fallen significantly short of acceptable graduation rates. In an attempt to address this issue, results from 16 selected projects funded by the Alberta Initiative for School Improvement (AISI) that focused upon FNMI Education will be discussed. A comprehensive review of the projects suggests that by involving Aboriginal parents and Elders in meaningful ways and by focusing upon Aboriginal language, culture, and history not as an ''add-on'' but an integral part of Canadian history and culture, Aboriginal students are more likely to remain in school.
Intern teachers in Southern Alberta, Canada participated in two career education courses. As a culminating activity, intern teachers created and delivered integrated career education projects in their final practicum placements, submitted project reports, and collected standardized evaluation surveys from their students. This nonexperimental study analyzed 10 intern teachers' senior high projects and 170 corresponding student evaluation surveys to determine trends in project strengths, challenges, and recommendations for future career education. Senior high students benefited from engaging in self-exploration and career research activities, as students often expressed that they found career education to be helpful and relevant to their futures. Implications for future research and practice are discussed.
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