Journal of American Indian Education
Abstracts — 1975

An overview of the Sixth Annual NIEA Conference (November 1974). The conference focused attention upon Indian designed and administered education programs. According to the author, major speakers and addresses were well received, seminars and workshops were rated "above average" and the overall conference rated from "good" to "excellent." A special feature is the inclusion of four black and white photographs of the conference.

#214
INTRODUCING ENGINEERING TO AMERICAN INDIAN STUDENTS
Leon Leonard; James Freim; Vol. 14, No. 2, pp. 6-11, Jan. 1975
Jay Fein

Results of a two-week summer program for 23 Native American high school students sponsored by the Engineers Council for Professional Development, the University of Oklahoma and Minority Introduction to Engineering. The article covers recruiting, admission and program content, including engineering projects, experiments and tours, speakers, and a "university experience." Includes brief outlines of the projects, i.e., solar energy, vehicle aerodynamics, air and noise pollution, and water quality.

#215
IN RIVER FALLS, WISCONSIN: INDIAN PARENTS BEGIN OWN EDUCATION
[No Author] Vol. 14, No. 2, pp. 12-14, Jan. 1975

An overview of the Parent Education Program (PEP) which was started at the University of Wisconsin-River Falls in 1971 by the Wisconsin Demonstration in Indian Educational Opportunities. The article cites that PEP students are now working toward Associate degrees and are moving into the University's regular program.

#216
THE BLUE LAKE ISSUE
Mary A. Hepburn Vol. 14, No. 2, pp. 15-20, Jan. 1975

The author cites the problem of obtaining source materials for training secondary social studies teachers and identifies two useful areas to find materials: government documents and journals. The article provides an overview of the conflict between the U.S. Forest Service, formed by Theodore Roosevelt, and the Taos Pueblo Indians; the Service confiscated 48,000 acres of 800-year-old Taos Pueblo worship grounds to create Carson National Forest. A discussion of the lesson plan surrounding the Blue Lake issue is included. As a result of the author's program of instruction, she concludes the perspective of the Native American student-teachers broadened. The author believes the time spent preparing one's "own" instruction materials, which do not gloss over Indian issues, is equivalent to the ready-made "teacher proof" methods commercially produced.

#217
SCIENCE TAUGHT WITH A FOCUS ON VALUES
R. M. Kalra Vol. 14, No. 2, pp. 21-25, Jan. 1975

An article expressing the author's concern over the dangers of regarding science as a singular value system to equip Native Americans with logic and more scientifically productive lives. The author believes that in order for Native Americans to utilize science and contribute to the scientific world, science must become an integral part of their cultural fabric. Included are teaching units which use a three level approach: fact, concept, value; which cover water, physics and food. The author recommends a humanistic approach in science teaching to foster cultural cooperation, not confrontation.

#218
MOHAWK NATION AND EDUCATION: AKWESASNE: R2R, ABE, GED, AND COLLEGE EXTENSION
Beverly J. Pyke, Beatrice H. White; Vol. 14, #3, pp. 1-4, May 1975
Charles E. Heerman

A description of the philosophy and program which the Mohawk people have built based on their education, information and community needs. According to the authors, of the 59 who participated in a two-year time period, 30 have sought higher educational opportunities. Many adults have also sought further education and are experiencing an increased level of self-esteem. As a result of the degree of control the Mohawk tribe now has over their education, the authors believe the rising educational expectations of Mohawk adults will not subside in the future.

#219
THE INDIAN EDUCATION ACT OF 1972
[No Author] Vol. 14, No. 3, pp. 5-6, May 1975

A summary of Title IV of Public Law 92-318, Educational Amendments of 1972. The Act provides Federal assistance in education over and above the limited funds appropriated annually for Indian Education Programs in the Office of Education, HEW and the BIA to help close the gap that exists in educational opportunities for Indian children and their elders. Listed are the 15 names, addresses and phone numbers of the 1975 National Advisory Council for Indian Education.

#220
TO KNOW BOTH WORLDS
David Churchman; Vol. 14, No. 3, pp. 8-12, May 1975
Joan Herman; Teresa Hall

An overview of the development of an alternative model of pre-school instruction initiated by the Tribal American Consulting Corporation (TACC) in 1972. The rationale of the program was that children would learn best in a culturally relevant context in order to prepare them for public school. Traditional school materials were adapted to the intent of the cultural curriculum.

#221
PRESCRIPTIONS FOR LEARNING: LEARNING CENTERS FOR CHILDREN WITH LEARNING DISABILITIES
Joseph H. Ramey; Thomas W. Sileo; Vol. 14, No. 3, pp. 13-20, May 1975
Helen Zongolowicz

A description of a program afforded by Title I Resource Centers to enable 40% of Navajo students to return to full-time participation in the regular classroom. According to the authors' research, 42% of the 123 students involved were returned to full-time participation because they had mastered 100% of the behavioral objectives set for them. The remaining 58% participants mastered 90% of the behavioral objectives set for them.

#222
CULTURAL EDUCATION FOR THE COMMUNITY: DEVELOPMENT OF A CROSS-CULTURAL SEMINAR
Arline B. Hobson; Joseph H. Stauss Vol. 14, No. 3, pp. 21-26, May 1975

The dynamics of a cross-cultural course offered at the University of Arizona, Tucson. The course uses Indian students as resource persons so that the non-Indian can effectively be educated and sensitized and thereby appreciate Indian values and Indian concerns according to authentic information. The general course requirements included: (1) attendance, (2) public presentation, (3) written speeches, (4) card-file system of research data, (5) contribution to a file of materials, (6) attendance in either speech or audio-visual lab sessions, and (7) assigned reading and research as class progresses.

#223
THE PONCAS...A PEOPLE IN THE PROCESS OF BECOMING
Charles E. Heerman Vol. 14, No. 3, pp. 27-31, May 1975

An essay which addresses the housing, health, employment, community development and education of the Ponca people from the mid-1930s to 1972. The author portrays the Poncas as a dignified people who are developing a community facing neither imminent disaster nor unbound hope for the future.

#224
A PHILOSOPHY OF INDIAN EDUCATION
William J. Benham Vol. 15, No. 1, pp. 1-4, Oct. 1975

An essay which outlines the six-fold philosophy of a member of the editorial board for the Journal of American Indian Education. The author believes the six points outlined are of vital importance to those specifically concerned with the education of Native American students; Indian education should (1) provide the essential tools needed in the pursuit of learning, (2) foster an appreciation of the self, society and world, (3) develop the ability to think critically and plan effectively, (4) encourage creativity, (5) prepare him/her for successful living, and (6) involve parents and tribe for coordination and support.

#225
AN EVALUATION OF THE INDIAN EDUCATION TRAINING INSTITUTE: INDIAN STUDIES IN THE CLASSROOM
Richard M. Evans; Vol. 15, No. 1, pp. 4-7, Oct. 1975
Michael B. Husband

An exploration of the Indian Studies Institute (ISI), sponsored by Morningside College in 1973, designed to encourage the retention of more than 200 Native Americans enrolled in the Sioux City, Iowa school system. The study determined differences in measures of knowledge in Indian affairs and attitudes about Indians between ISI participants and 35 non-participant teachers. The author believes that positive effects are still being felt and that such an institute can have measurable results.

#226
DIMENSIONS OF INDIAN EDUCATION
Duane Mackey Vol. 15, No. 1, pp. 8-12, Oct. 1975

The author believes that Indian Education can be subdivided into four important dimensions or categories. They include: (1) Indian education, (2) Indians in education, (3) education for Indians and (4) education about Indians. The reader should keep in mind that Indian Education is continuously changing and these dimensions are subject to change accordingly.

#227
CULTURAL PLURALISM INCREASES IN SOUTHWESTERN SCHOOLS
Clyde Thomas Gray Vol. 15, No. 1, pp. 13-16, Oct. 1975

An examination of the cultural pluralism in schools from 1969 to 1979 covering community participation in school activities, local control, bilingual/bicultural curricula and Indian school teachers. The author concludes there was encouraging increase in the amount of cultural pluralism in the curricula of BIA schools from the former curricula, which tended to parallel the public school system.

#228
SEPARATE SCHOOLS FOR A "NON-CHIC" MINORITY
David K. Wiles Vol. 15, No. 1, pp. 17-22, Oct. 1975

A philosophical critique investigating the rationale for separate but equal schools and of education as a direct challenge to traditional concepts of U.S. society and educational systems. Value judgments of this paper are based upon the arguments and experiences of other minorities in the U.S. and Canada who have addressed the separate school alternative.

#229
DEVELOPMENT OF A NATIVE AMERICAN EVALUATION TEAM
Lena Canyon; Sandy Gibbs; Vol. 15, No. 1, pp. 23-28, Oct. 1975
David Churchman

An article describing the Tribal American Consulting Corporation (TACC) and its work with the developing special education program to meet the needs of Native American children in Los Angeles and its work in developing suitable evaluation methods for the program. Article outlines five improvements to be implemented in the 1974-75 school year.