Journal of American Indian Education
Abstracts — 1979

#279
MAJOR QUESTIONS ABOUT PRESERVICE TEACHERS TO INDIAN COMMUNITIES
James M. Mahan; Mary F. Smith Vol. 18, No. 2, pp. 1-5, Jan. 1979
An article which introduces questions related to cross-cultural student teaching projects and early field studies in an effort to promote further research into the effectiveness of non-Indian preservice teachers to Indian youth. The essay explores expected changes in professional performance, length of reservation placement, effects of the transience of student teachers and cross-cultural experiences. The author believes educational research, like teacher preparation, needs to become more culturally oriented, more community based, and more inclusive of minority views.

#280
ALASKA'S UNIQUE DROPOUT PROBLEMS
Ann Ousterhout Vol. 18, No. 2, pp. 6-10, Jan. 1979

Brief historical account of Alaskan Indian Education and summaries of several student dropout studies. The article outlines a study done by Charles K. Ray in 1962 which examined grades 9-12 and native students. Also outlined is a study initiated by the University of Utah Graduate School of Social Work using data from 1969, 1971 and 1976. The author believes the longtime problem of early withdrawal of pupils from school can be solved.

#281
THE DESIGN OF AN AMERICAN INDIAN COMMUNITY EDUCATION AND LEADERSHIP DEVELOPMENT CENTER
Brian P. Miller Vol. 18, No. 2, pp. 11-14, Jan. 1979

An outline of a 1977 conference, held at Arizona State University, which involved the Rural Education Program of the Northwest Regional Laboratory in Oregon, the Southwest Regional Center for Community Education Development and the ASU Center for Indian Education to plan the development of a new Indian Community Education Center in the Southwestern United States. The article includes task force outcomes, needs assessments, Center goals and proposed Center functions. According to the article, it was hoped the Center would have several pilot projects throughout the Southwest by the end of 1979.

#282
THE NAVAJOS IN A COMPLEX SOCIETY
Barbara D. George Vol. 18, No. 2, pp. 25-22, Jan. 1979

An article which looks at the effects of the history of education on the Navajo Indian, reviewing influences by a complex society and revealing relationships between the Navajo and the United States through the process of education. The article reviews three background components: the Judeo-Christian tradition, humanism and the enlightenment. The article also explores the 1920 Meriam Report, the "Reformation" of the Seventies, influences by a complex society and the current cultural pluralism of the United States system of education.

#283
BILINGUAL EDUCATION AND THE PUEBLO INDIANS
Carletta Suina-Lowery Vol. 18, No. 2, pp. 23-27, Jan. 1979

An article reviewing legislation regarding bilingual-bicultural education programs for Pueblo Indian tribes in New Mexico. According to the author, federal and state legislation regarding bilingual education has done little to enhance Pueblo children's education. The author believes efforts must be made to provide for Pueblo community control of education before developing bilingual-bicultural education programs for Pueblo students.

#284
THE EDUCATIONAL DILEMMA FACING URBAN INDIANS
Laurence French Vol. 18, No. 2, pp. 28-32, Jan. 1979

An article outlining some of the criteria for a successful urban Indian education program from the Northern Plains perspective. The essay treats the role of urban Indian centers and universities, and lists six Indian educational objectives along with six Indian educational programs. The author believes the burden of responsibility for the needed changes lies not so much with the Native American students as it does with the educators.

#285
AN ABRIDGEMENT OF CONSTITUTIONAL RIGHTS?
Harold G. Begay Vol. 18, No. 3, pp. 1-4, May 1979

An article examining some federal legislation and court opinions relative to citizenship status and constitutional rights, and to subject some policies and practices focusing on Native American education on these legislation and court opinions. In the author's opinion, the current Bureau policy of allowing BIA school board members to serve only in an advisory capacity in the education of Navajo children and students is an abridgement of Constitutional rights.

#286
THE COUNSELOR AIDE: HELPING SERVICES FOR NATIVE AMERICAN STUDENTS
Susanna Hayes Vol. 18, No. 3, pp. 5-11, May 1979

The article covers (1) the role of counselor aide or paraprofessional as assisting and supporting professional pupil personnel workers, (2) the implementation of counselor aide programs in the schools, (3) recruitment and selection, (4) characteristics of the counselor aide, and (5) the training of counselor aides. Also listed are seven possible benefits to be derived from in-service training.

#287
COMPARING THE SELF-CONCEPTS OF NAVAJO AND WHITE HIGH SCHOOL STUDENTS
Richard A. Heaps; Stanley G. Morrill Vol. 18, No. 3, pp. 12-14, May 1979

A study of self-concepts between two groups of students at Ft. Defiance and Snowflake, Arizona. The subjects were 200 Navajo and 167 white high school students. According to the authors, the Navajo and white students were generally comparable to each other in the self-perceptions involving intrapersonal evaluations. The authors suggest the need to identify and discuss cross-cultural commonalities and differences in an exchange of values between minority and white students through such processes as controlled group counseling.

#288
TWO APPROACHES TO ACCULTURATION: BILINGUAL EDUCATION AND ESL
Guillermo Bartelt Vol. 18, No. 3, pp. 15-19, May 1979

An article reviewing two philosophies: one proposing the inclusion of English as a second language program and other "remedial" offerings as a part of the traditional curriculum to allow better transition to the "majority" educational setting; the other proposing the comprehensive bilingual educational programs in which two languages are mediums of instruction. The universality of bilingual education for children and the necessary research on multilingual areas are also explored.

#289
A PHONIC READING PROGRAM FOR NAVAJO STUDENTS
Helen C. Wieczkiewicz Vol. 18, No. 3, pp. 20-27, May 1979

A description of the "Recipe for Reading" program, a highly structured remediation and teaching technique at Rough Rock Demonstration School, Chinle, AZ. Along with a description of the program, the article covers the school and population of the summer program, testing and language barriers affecting tests, and the supplementary materials used. The article also includes a 13-item list of the author's recommendations.

#290
THE U.S. AND NATIVE AMERICAN EDUCATION: A SURVEY OF FEDERAL LEGISLATION
Wayne K. Stahl Vol. 18, No. 3, pp. 28-32, May 1979

A brief coverage of legislation in Indian education from the 1600s through 1972. Specifics covered in the article: The 1877 Commission for Indian Affairs recommendation for the establishment of a compulsory common school system, the 1928 Meriam Report, the 1934 Johnson O'Malley Act, the 1934 Taylor Grazing Act, and other significant federal legislation. The author concludes that insofar as there is adequate funding for the Indian Education Act, the programs that the IEA established will be able to embrace new ideas and pilot projects capable of immeasurable development in Indian education.

#291
IDENTIFIES HANDICAPPED STUDENTS: VIDEOTAPE INVOLVES PARENTS
Douglas A. Dunlap; Vol. 19, No. 1, pp. 1-6, Oct. 1979
Jack Ondelacy; Evelyn Sells

A presentation of the Rough Rock (Arizona) Demonstration School program to identify handicapped children in the community, with special emphasis on those children out of school, as an extension of the community "involvement concept." The article covers communication as a four-part process, features of process and "The Case of Donald Begay." According to the authors, several children were identified during the project, which also strengthened the relationships developed between members of the community and staff of the special education program.

#292
MIDDLE EAR DISEASE, HEARING LOSS AND EDUCATIONAL PROBLEMS OF AMERICAN INDIAN CHILDREN
Damian McShane; Jeanette Mitchell Vol. 19, No. 1, pp. 7-11, Oct. 1979

An article reviewing the disease otitis media, which is characterized by an accumulation of fluids in place of the air normally occupying the middle ear (behind the ear drum), as it normally affects the education of Indian children. The article also reviews psycho educational consequences of middle ear infections. The authors cite three recommendations for parents and teachers: (1) reduce background noise when speaking to the child, (2) be sure the child is attentive and face the child directly as close as possible when speaking, (3) provide periods of intense, one-to-one language stimulation regularly.

#293
STUDY ON FORT APACHE: PERCEPTIONS OF AN EDUCATIONAL ENVIRONMENT
Jerry E. Hutchison Vol. 19, No. 1, pp. 12-18, Oct. 1979

A description of a study which explored the feelings of one group of Native Americans and which examined the perceptions of a large number of parents, children and teachers regarding the school environment in the White Mountain Apache community. The author concludes that despite the limitations, the study revealed differences in feelings about school activities as perceived by students, parents and teacher.

#294
FEDERAL EDUCATION FOR THE AMERICAN INDIAN
Donald K. Sharpes Vol. 19, No. 1, pp. 19-22, Oct. 1979

An article exploring the history of federal policy toward American Indians, including its education policy, from 1842 to 1969 which the author believes constitutes a national tragedy of the "first magnitude." Special attention is given to the Johnson O'Malley Act and the emergence of contract schools. The author believes we must not only understand the mechanics of how federal educational policy is formed for American Indians, but how to influence its development for meaningful programs.

#295
DETERMINING A PARENT CURRICULUM
Robert Strom; Jane Hill Vol. 19, No. 1, pp. 23-30, Oct. 1979

A description of a study which examines the child rearing expectations held by members of the two neighboring tribes of Navajo and Hopi--members of the Hopi Tribe numbering about 5,000 being surrounded by the 150,000+ members of the Navajo Nation. The nature of the teaching-learning relationship between individual parents and their preschooler was assessed by the Parent As A Teacher Inventory. The authors believe it is important to emphasize the individual family as the unit of consideration in parent education.