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dc.contributor.authorLapointe, Travis
dc.date.accessioned2016-06-21T17:26:53Z
dc.date.available2016-06-21T17:26:53Z
dc.date.issued2013-08
dc.identifier.urihttp://hdl.handle.net/20.500.11803/229
dc.description.abstractAs a focus for in-depth study, the area of Aboriginal achievement is an obvious choice. I see low levels of Aboriginal achievement in my school and district (School District 84, Vancouver Island West) as well as the presence of a significant gap in achievement between Aboriginal and non-Aboriginal students. Aboriginal students are also more likely to leave school before earning a Dogwood graduation certificate. If they do remain in school they are more likely to leave with a less meaningful adult Dogwood. In the case of either credential, they are less likely to have completed academic courses such as English 12 that are required for entry into post-secondary institutions. It is clear from my vantage point as a school counsellor that that this is not viewed as an acceptable situation by the parents and communities of our Aboriginal students and there is a felt need for urgent change. The school counsellor is uniquely placed to help affect this change, working closely with students, parents and educational staff.en_US
dc.language.isoenen_US
dc.subjectAboriginal student successen_US
dc.titleAboriginal Achievement: A School Counsellor’s Roleen_US
dc.typeThesisen_US
thesis.degree.disciplineSchool Counselingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Educationen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteVictoriaen_US
cityu.site.countryCanadaen_US


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