Journal of American Indian Education
Abstracts — 1974

#197
LEGAL OBLIGATIONS TO PROVIDE EDUCATIONAL SERVICES FOR INDIANS
Daniel M. Rosenfelt Vol. 13, No. 2, pp. 4-8, Jan. 1974

Presents a discussion on both federal and state responsibilities in Indian education. According to the article, while the federal government has no legal obligation to provide educational services to Native Americans, the United States did agree in many treaties, to provide teachers and other educational services. The author cites that, unlike the federal government, the state governments do have an obligation to provide public education for Indians.

#198
TEACHER PERCEPTION OF STEREOTYPES
Maria Falkenhagen; Inga K. Kelly Vol. 13, No. 2, pp. 9-13, Jan. 1974

A study to determine teachers' viewpoints on Native American stereotypes in books for the young, what guidelines the teachers would set on selecting juvenile literature. The study also compares its findings with current research and tries to determine criteria for book selection in this area. The article discusses teacher response and research findings, dress, living conditions, customs, and evaluation criteria. Included in the article is an eight-item list of the criteria the authors hoped would assist educators in an evaluation of fictional literature about Native Americans for the elementary classroom.

#199
A READING IMPROVEMENT STRATEGY
Robert D. Alley; Ronald G. Davison; Vol. 13, No. 2, pp. 14-20, Jan. 1974
Walter T. Kelly; Raymond L. Kimble

An article discussing the Title I (ESEA) reading improvement project which was initiated at the Chilocco Indian School in Oklahoma during the spring of the 1970-71 school year. According to the article, the instructional program utilized a full-time reading teacher and teacher aide. The authors conclude that, in general, the techniques utilized in the comprehensive instructional program resulted in "significant" achievement gains.

#200
SELF-DETERMINATION AND INDIAN EDUCATION
David Adams Vol. 13, No. 2, pp. 21-27, Jan. 1974

This article discusses the idea of self-determination in Indian education. It gives the definition of self-determination, the role of "Anglos" in Indian education and gives examples of self-determination in action today. The article cites the Rough Rock Demonstration School as a model of self-determination in action. The author believes that, given the success of Rough Rock and similar experiments in self-determination, it would be reasonable to expect new isolated examples of "Indianization" as forthcoming in the future.
#201
TWENTY SECONDS OF PAIN
Billy Mills Vol. 13, No. 3, pp. 1-8, May 1974

Edited excerpts from the keynote address at the 15th Annual Indian Education Conference, sponsored by the Center for Indian Education at Arizona State University. Mr. Mills is an Oglala Sioux and 10,000 meter Gold Medal winner in the 1964 Olympic Games in Tokyo, Japan.

#202
INDIAN CHILDREN IN WHITE WESTERN WISCONSIN SCHOOLS: THE RACIAL ABYSS
James R. Parker; Martin Zanger Vol. 13, No. 3, pp. 9-15, May 1974

An essay describing the authors' insights gained from the Bluewing Tutorial Project (1973) which the authors believe was successful in dealing with (1) the stereotypical "concern" a teacher may have for "Indian" children, (2) objectivity and neutrality teachers may have toward a child. Several example cases are given. The authors conclude that solutions to stereotyping, as many teachers lack the sensitivity to deal with the problems effectively, must come from the tribal community.

#203
COGNITIVE AND PERSONALITY TESTING USE AND ABUSE
Joseph N. Cress Vol. 13, No. 3, pp. 16-19, May 1974

An investigation of the practicality and reliability of cross-cultural cognitive testing. It is concluded that the cognitive potential of members of one cultural milieu cannot be assessed accurately by the tests designed for another culture. Cognitive tests may be seen as accurate predictors of academic success within the dominant culture.

#204
THE TEACHING OF INDIAN AND NON-INDIAN COMMUNICATION: A CURRICULAR INNOVATION
Lynn R. Osborn Vol. 13, No. 3, pp. 20-26, May 1974

An introduction to the teaching of Indian and non-Indian communication. The author believes that direct confrontation with another society is the best way to learn about alien modes of life or to gain perspective of one's own culture, and has designed a course to identify and partially resolve some of the problems of communication between Indian and non-Indian people. The course is divided into five sections: (1) lectures and audiovisual presentations, (2) group task force projects, (3) individual projects, (4) field trips, and (5) written examinations.

#205
INCREASING THE COLLEGE SUCCESS OF ALASKA NATIVES
J. S. Kleinfeld; K. S. Kohout Vol. 13, No. 3, pp. 26-31, May 1974

A review of the Special Services Program which was established at the University of Alaska, Fairbanks to provide counseling and student assistance services for Indian, Eskimo, and Aleut students. The purpose of this study was to examine any changes in the college success of Alaska Native students that may have resulted from this Special Services Program. The authors conclude the success of Alaska Natives at the University markedly increased for Natives with low and medium levels of academic preparation as a result of the Special Services Program.

#206
SELF-CONFIDENCE OF SELECTED INDIAN STUDENTS
James C. Martin Vol. 13, No. 3, pp. 32-34, May 1974

A study examining four measures of self-confidence, i.e., artistic-intellectual, realistic-masculine, social-conventional, enterprising, in 144 elementary and junior high Indian students from a BIA boarding school in Oklahoma. The author concludes a student's number of years enrolled in school (not grade level) give a better indication of a proposed relationship between school-related variable and self-confidence.

#207
A BRIEF OVERVIEW OF A CHANGING ERA
William J. Benham Vol. 14, #1, pp. 1-3, Oct. 1974

A short article highlighting developments in Indian education and overviews past enrollments in schools serving Indians. The author believes, as tribal economic opportunities increase, the need for boarding schools will be lessened and the public schools will experience an increase in enrollment. The author also concludes that in the future we will see more tribal contract schools coming into existence and more tribal participation in public school systems.

#208
SUMMER CAMPING WITH AMERICAN INDIAN YOUTH: REPORT FROM CAMP NANA-MAH
Michael R. Jackson; Vol. 14, No. 1, pp. 4-11, Oct. 1974
Kenneth A. Griffiths

The article outlines (1) the opportunities at Camp NaNa-Mah, located near the Uintah-Ouray Indian reservation, for children to be campers, youth to be staff and (2) the opportunities provided by the Camp to enhance the educational, emotional, and social and cultural functioning of the children and youth. The authors cite the need for year-round consistency in funding. The authors also believe a closer liaison between tribal and local school officials would help reduce gaps in service and provide greater alternatives to traditional educational techniques. Eleven elements of the camp program are outlined.

#209
EPDA-COP STUDENTS RECEIVE DEGREES
John J. Sullivan Vol. 14, No. 1, pp. 12-15, Oct. 1974

A brief presentation of the Career Opportunities Program of the Education Professions Development Act since its initiation in 1970. According to the author, the Career Opportunities Program has provided a way to address the problem of providing post-secondary education opportunities for adult Native Americans who desire a career in education in reservation communities. The article briefly outlines six effects the author believes would be felt in the reservation community when the program could be initiated and broadened to include other areas of specialization. A special feature of the article is the inclusion of two black and white photographs of the 1973 Arizona State University graduation ceremonies.

#210
SIXTH NIEA CONFERENCE COUNTDOWN: "IT'S GOTTA BE NOW"
National Indian Education Association Vol. 14, No. 1, pp. 16-17, Oct. 1974

A preview of the approaching NIEA conference, sponsored by NIEA, "Concerned Phoenix Indians" and the Arizona Indian Child Development Services Program. The main emphasis of the conference would be to reflect the importance of providing the services and delivery system to bring about quality education for all Native Americans.

#211
AN INDIAN MUSIC CURRICULUM
Thomas F. Johnson Vol. 14, No. 1, pp. 18-25, Oct. 1974

An article which addresses the conflict between (1) the healthy continuance of the Alaskan Indian musical tradition which is dependent upon the functional adaptiveness of Alaskan music, e.g., its prime role in ceremony, and (2) the shifting inner motivations and attitudes of successive generations. The article outlines four prerequisites for successful Indian music revitalization: (a) life-styles compatible to Indian musical creativity, (b) knowledge of traditional forms, (c) self-determined motivation, and (d) pride in traditional music. Included are a discussion of source and sound materials and eight steps to furthering Indian music.

#212
COMMUNITY COUNSELORS AND THE COUNSELING PROCESS
Thomas Davis; Fred Sanderson Vol. 14, No. 1, pp. 26-29, Oct. 1974

A presentation of the "community counselor concept" developed by Davis for the Menominee County Community School and the Wisconsin Joint School District #8 through a Title IV-A grant. The four aspects of community counselors support the basic philosophy of the Menominee Education Committee - schools should be controlled by, and serve, the Menominee community. The four aspects of community counselors are: visibility of local involvement in education, expression of cultural distinctiveness, visibility of local control of education, and assistance to the poverty frustrated community.