Angelo, T.A. (1993) A “teacher's dozen”: Fourteen general, research-based principles for improving higher learning in our classroom. AAHE Bulletin, April, 3-13.

Angelo bases his 14 principles on three main assumptions: (1) that to more effectively and efficiently promote learning, instructors need to know something about how learners learn; (2) there really are some general, research-based principles that instructors could apply to improve teaching and learning; and (3) that teaching is so complex and varied that instructors themselves must figure out whether and how these general principles apply to their particular discipline, course or learners. The 14 principles are:

• Active learning is more effective than passive learning.
• Learning requires focused attention and an awareness of the importance of what is to be learned.
• Learning is more effective and efficient when learners have explicit, reasonable, positive goals, and when their goals fit well with the instructor's goals.
• To be remembered new information must be meaningfully connected to prior knowledge, and it must first be remembered in order to be learned.
• Unlearning what is already known is often more difficult than learning new information.
• Information organized in personally meaningful ways is more likely to be retained, learned, and used.
• To learn well, learners need feedback on their learning, early and often; to become independent, they need to learn how to give themselves feedback.
• The ways in which learners are assessed and evaluated powerfully affect the ways they study and learn.
• Mastering a skill or body of knowledge takes great amounts of time and effort.
• Learning to transfer, to apply knowledge and skills in new contexts, requires a great deal of practice.
• High expectation encourages high achievement
• To be most effective, instructors need to balance levels of intellectual challenge and instructional support.
• Motivation to learn is alterable; it can be positively or negatively affected by the task, the environment, the instructor, or the learner.
• Interaction between instructors and learners is one of the most powerful factors in promoting learning; interaction among learners is another.

Archibald, J. & Urion, C. (1995) Ourselves, our knowledge. Establishing pathways to excellence in Indian education implementation: Challenges and solutions. Canadian Journal of Native Education, 21 (1).

A pilot study of the experiences of First Nations post secondary graduates focused on the relationship between post secondary education and employment, factors encouraging success, and barriers and problems faced by Native college students. The research model used was consistent with First Nations ways through respect for respondents, growth-oriented dialogue among participants, and the centrality of such fundamental principles as spirituality and sense of community. Data collection included mailed surveys, telephone interviews, and focus groups. Of 67 respondents, about 70% were women and most were graduates of the Faculty of Education (UBC). Principle sources of student support were First Nations people, institutions and agencies. Barriers were related to negative perceptions of UBC as an institution and to racism in various forms. Respondents reported little difficulty finding employment; two-thirds were working in a First Nations context and about two- thirds had worked in a field related to their university studies.