Research regarding indigenous student learning outcomes in New Zealand, Canada, and the USA: Recurring themes

This chapter examines recurring themes that emerged from research related to the improvement of Indigenous students’ learning outcomes in three countries: New Zealand, Canada, and the USA. It begins by describing a New Zealand research project, which outlined key messages for Maori parents and schools emerging from research summarized by Manning et al. (Aust J Indig Stud 40: 92-101, 2011). It then describes two components of similar Canadian research conducted by Steeves (2014) in conjunction with the Seeking Their Voices project (Berryman, et al., Seeking their voices: improving indigenous student learning outcomes. Regina. Saskatchewan Instructional Development and Research Unit, University of Regina, Canada, 2014). This included a literature review and 18 interviews. These interviews involved internationally respected academics, as well as key Indigenous/non-Indigenous policy leaders and school system administrators from New Zealand, Canada, and the USA. Finally, it draws upon the selected works to provide a detailed discussion of the recurring themes that emerged from them.