Journal of American Indian Education
Abstracts — 1978

#264
NON-INDIANS IN INDIAN SCHOOLS
James A. Mahan; Mary F. Smith Vol. 17, No. 2, pp. 1-6, Jan. 1978
A description of a reservation student teaching project in which 150 non-Indian student teachers from a Midwestern university were placed for 17 weeks in Bureau of Indian Affairs boarding schools, public schools, and Indian controlled schools serving Navajo, Hopi, and Cherokee youth. The article treats motives for participation, necessity of professional attitudes and screening procedures. The authors conclude that placements on reservations should be the result of extensive deliberation on the part of all involved.

#265
PEER LEARNING AMONG INDIAN STUDENTS: EXTENDING COUNSELOR INFLUENCE INTO THE CLASSROOM
George W. Cardell, Vol. 17, No. 2, pp. 7-12, Jan. 1978
William C. Cross; W. James Lutz

A study designed to determine what effect peer learning among Indian children has with regard to: (1) learning of mathematical skills, (2) development of student attitudes toward mathematics, and (3) satisfaction reactions or attitudes with the interactive process of peer learning itself. The sample examined was comprised of two intact sixth grade mathematics classes of Mescalero Elementary School numbering 17 and 18 students each. The authors believe the study provided evidence that the partner learning process significantly and positively affected performance in the cognitive domain of mathematical skills of the sample group.

#266
ARTS AND CRAFTS, CULTURE AND ENVIRONMENT: TRIPLE TREAT IN PHOENIX
[No Author] Vol. 17, No. 2, pp. 13-14, Jan. 1978

An essay on the 10th anniversary show of the Heard Museum Guild's Indian Arts and Crafts Exhibition which opened in Phoenix in late November 1977. According to the essay, the exhibition was the forerunner for a "triple-treat" during the holidays for Arizona's tourist trade, together with the December exhibit on "Survival: Life and Art of the Alaskan Eskimo" and the January exhibit on "Kachinas: An Evolving Hopi Art Form?"

#267
NATIVE AMERICANS IN U.S. HISTORY TEXTBOOKS: FROM BLOODY SAVAGES TO HEROIC CHIEFS
Jesus Garcia Vol. 17, No. 2, pp. 15-19, Jan. 1978

A review of a study designed to determine whether themes Helen L. Harris identified as being employed to depict Native Americans in American literature were also used in U.S. history texts. The approach was to examine the treatment of Native Americans in five California-adopted, eighth grade U.S. history textbooks to decide whether Indians were described in a variety of topics and issues, and whether terms employed to describe them went beyond stereotypic phrases. According to the author, of the 1,900 statements examined, all depictions of Native Americans were limited to the themes outlined by Harris, while other approaches and themes were only superficially undertaken.

#268
WHITE STEREOTYPES OF INDIANS
Tim Shaughnessy Vol. 17, No. 2, pp. 20-24, Jan. 1978

An article excerpted from a dissertation entitled "The Attitudes of Selected Educational Groups in Arizona Toward Indians" by the author. In the excerpt, stereotypes as "beliefs," the concept of ethnic stereotype, attributes which underlie stereotypes, and Indian self-determination are discussed. The author includes a 10-item list of stereotypical points of view with which Indians are often labeled.

#269
FOR AMERICAN INDIAN SCHOOLS: A CURRICULUM MODEL
Donald K. Sharpes Vol. 17, No. 2, pp. 25-27, Jan. 1978

An article examining the two-fold problem in curriculum development: (1) to identify with and be distinctly American Indian, and (2) to become educated to cope with the modern world. The included curriculum outlines are: Energy and Matter, Language and Culture, Spirit and Life, Law and Economics, and Physical Development and Health. Also included is a typical unit of instruction.

#270
ALASKAN ESKIMO MUSIC IS REVITALIZED
Thomas F. Johnston Vol. 17, No. 3, pp. 1-7, May 1978

An article which examines traditional Eskimo music as a learned social phenomenon including: (1) psychological associations which are elusive to temperate zone peoples, (2) music's dependency upon language, (3) Eskimo music in the schools which can counter the desultory effects of culture shock, (4) the movement of Eskimo musical heritage into the classroom, (5) Eskimo music's role in defining ethnic identity.

#271
AN ANTHROPOLOGICAL PERSPECTIVE OF NATIVE AMERICAN CULTURAL STUDIES
Frederick D. Smith Vol. 17, No. 3, pp. 8-12, May 1978

An attempt to place some of the Native American cultural studies programs in an anthropological perspective. The study is primarily concerned with two concepts: (1) Indian studies programs as revitalization movements, and (2) the extent to which revitalization movements were initiated from outside the Native American community. According to the study, the author believes there is considerable doubt that the educational programs can be viewed by themselves as revitalization movements and doubts that the Anglo involvement in the overall movement was sufficient to consider it to be initiated from outside Native American societies.

#272
IN THE GARDENS OF POPELOUTCHOM
Margo Angel Man Vol. 17, No. 3, pp. 13-18, May 1978

The record of an oral, and at times romantic, account of the Popeloutchom (meaning "The Westerners") garden-world which was described as a "place of beauty and constant delight where work was unnecessary" as told by a single surviving full-blood member of the tribe, Ascencion Solorsano, who died in January, 1930. Included is the name and California address of a Native American whose ancestors were the Westerners depicted in the article and who also has access to further personal testimonials and documents.

#273
ADVISOR TEAMING
Wayne Winterton Vol. 17, No. 3, pp. 19-25, May 1978

A review of the advisor teaming effort adapted from the advisor-advisee concept of I/D/E/A's individually guided education program. The Advisor Teaming program began in 1977 and, according to the author, deserved attention because of (1) the surprisingly minimal degree of resistance encountered in staff acceptance of the concept and (2) the observable positive effects advisor teaming had on students and staff at the conclusion of the first semester of implementation. Included are the specific goals of the project.

#274
A START IN INDIAN EDUCATION
Arnold Wade; John Anderson Vol. 18, No. 1, pp. 1-5, Oct. 1978

An examination of the ESEA Title III Indian Education Project at Ashland, Wisconsin, which was initiated to: (1) develop mutual understanding between the schools and the Indian and non-Indian community, (2) develop a Native American Study Resource Center for designing curriculum offerings in Indian history and culture, (3) provide human relations training and bicultural awareness through staff development, (4) prepare students for immediate job placement, vocational and/or college training through curricular and extra-curricular activities.

#275
AMERICAN INDIAN WOMEN AS ART EDUCATORS
Leona M. Zastrow Vol. 18, No. 1, pp. 6-10, Oct. 1978

An essay exploring the question: How do the women who have continued their tribal art forms continue to teach those art forms? The article covers Pima basket weavers, Papago women, New Mexico women and includes a summary. Although only one reference is included, 17 other sources may be obtained from the author.

#276
ACADEMIC PERFORMANCE AND CULTURAL MARGINALITY
Richard E. Carroll Vol. 18, No. 1, pp. 11-16, Oct. 1978

A study of students at Haskell Indian Junior College at Lawrence, Kansas, on how they fit the description of marginality. A sample was observed from the Fall 1975 enrollment from the 546 entering freshman students. The article outlines ACT scores and GPA performances. According to the author, the evidence gathered tends to support the idea that the behavior of Haskell students fits a pattern of marginality.

#277
REPORT FROM SOUTH DAKOTA: ADOPTION AND DEVELOPMENT OF TEACHER
CERTIFICATION REQUIREMENT
David J. Mathieu Vol. 18, No. 1, pp. 17-22, Oct. 1978

The article discusses the adoption of the 1975 Certification program which the author feels lacked the effectiveness to improve the methods and attitudes of teachers in the field since the requirement only applied to teachers receiving certification after 30 June 1978, and did not apply to recertification. Also covered is the anticipated intent of the law, curriculum development and bicultural education benefits. The author states, "...the development of supplemental guidelines was a long, arduous, but rewarding process."

#278
LOCUS OF CONTROL AND SELF-ESTEEM IN INDIAN AND WHITE STUDENTS
James C. Martin Vol. 18, No. 1, pp. 23-29, Oct. 1978

A study concerned with differences in self-esteem and local control between Indian and white children in 22 public school systems in Oklahoma. The author utilized the Coopersmith Self-Esteem Inventory to measure 254 fourth graders, 290 eighth graders, and 219 twelfth graders. The author believes both Indian and white children tend to become more 'internal' with age, and that white children perceive themselves as having more control over their actions than do Indian children.