Why Bowler Schools are Unique

Dr. Nicole Bowman answers why Bowler Schools are unique. One reason is the low turnover rates of the principal and superintendent. Average turnover is 3.2-3.5 years. At Bowler schools these positions have been filled for 7+ years by the same individuals.

Be sure to watch the entire playlist from Dr. Nicole Bowman’s PhD oral dissertation for more information.https://www.youtube.com/watch?v=ldcCVGMPEYE

Video: Why are There Differences in Tribal Policies and Activities?

Though geography may play a part, Dr. Nicky addresses why there are differences in Tribal policy activities.

The more formal policies between the tribe and the public school, the more policy activities take place. There are more collaborative activities, even informal activities. More social and cultural activities and better feelings and relationships.

Understand Differences to Improve Public Ed

tribal and public ed policy
“Understanding similarities and differences in Tribal and public ed policy aids in understanding policy environment and leadership behaviors to strengthen public ed for American Indian students.” – Dr. Nicole Bowman (Mohican/Munsee)

Understanding Educational Experiences

policy outcomes

“Correlating education outcomes of American Indian students in schools with strong policies, policy activities, and policy resources is important to understanding educational experiences and achievement of students.” – Dr. Nicole Bowman (Mohican/Munsee)

Formal Policies = Better Relationships

nb quote policy activities
“The more formal policies between the tribe and the public school, the more policy activities take place. There are more collaborative activities, even informal activities. More social and cultural activities and better feelings and relationships.” – Dr. Nicole Bowman (Mohican/Munsee)

Dr. Bowman’s Ed Policy Study Applicable to Any Tribe

Dr. Bowman is asked by her PhD review board, “How applicable do you think your findings are to other native communicates who are concerned about some of the same educational issues?”

Bowman relates that her tribal ed policy study theories and techniques could be replicated in just about any of the 566 tribes – with minor tweaks. She acknowledges differences in laws, policies, resources, and program implementation, but reassures that one could look at their constitution, ordinances, laws and policies. Bowman’s framework could be in other tribal ed departments.

*View Dr. Bowman’s Dissertation Abstract to learn more!