ABSTRACT
The purpose of this study was to document the development and evaluation of the Tunngavik Homework Helpers program, from the vantage points of the program coordinators, teachers, and parents who actively collaborated in its planning, development, and implementation. A critical perspective of teaching/curriculum development as research was adopted. The authors, who worked as program coordinators for the Regional School Operations (RSO) office, acted as two members of the facilitation team developing and implementing the program; reflection on facilitation forms part of the critical analysis contained herein. Teachers, likewise, became researchers as throughout the study they reflected on their practices. Parents gained access to and experienced demystification of the process of curriculum development as the Tunngavik Homework Helpers program evolved. The study was carried out in a small community in the Nunavut territory of Canada.
