Journal of American Indian Education
Abstracts — 1983

#340
AMERICAN INDIAN ADULT EDUCATION AND LITERACY: THE FIRST NATIONAL SURVEY
Rodney L. Brod; John M. McQuiston Vol. 22, No. 2, pp. 1-16, Jan. 1983

Presents a collection of information that assists federal and state bureaucracies in the (1) assessment of the educational needs of American Indian adults, (2) examination of the accessibility of existing federal and state adult education programs to Indians, and (3) the analyzation of the degree of relationship between adult educational services and levels of functional literacy and educational attainment among Indian adults.

#341
A COMPARISON OF ACADEMIC, CAREER AND SOCIAL PATTERNS OF AMERICAN INDIAN STUDENTS
Graham Hurlburt; Ray Henjum; Vol. 22, No. 2, pp. 17-22, Jan. 1983
Lyle Eide

Presents an analyzation of attitudinal differences between a group of American Indian students who attended a local controlled school and those who attended a non-local controlled school. Attitudes examined were toward work, employment seeking, leisure activities, and education. According to the authors, although there were many preferences and activities which were similar between the two groups of students, one major difference found between the two groups was that Plains Cree and Saulteaux students in a locally controlled school reported a higher GPA than did Swampy Cree students attending a white school far away from their homes on reservations in northern Montana.

#342
GEOCENTRISM AND INDIAN EDUCATION
George A. Van Otten; Vol. 22, No. 2, pp. 23-27, Jan. 1983
Setsuo Tsutsui

Provides conclusive evidence that there are severe deficiencies in geographic education throughout Arizona public schools. As a result, most students exhibit learning disabilities which are manifestations of geocentric tendencies. According to the authors, universities and colleges training teachers in social science and humanities need to develop courses of study which focus upon geographic concepts, skills and knowledge.

#343
USING AN INDIAN COMMUNITY IN SOCIAL STUDIES EDUCATION
John M. Antes; Barbara J. Boseker Vol. 22, No. 2, pp. 28-32, Jan. 1983

Presents information on a college level social studies methods course taught by the Teacher Corps on the Menominee Reservation. The course led to the development of curriculum materials, videotapes and projects for the Menominee Indian School District. The article lists 12 of the projects developed. The authors believe, despite the phasing out of the Teacher Corps, the curriculum materials, videotapes and projects developed over the years have had an impact on the Menominee Indian School District.

#344
JOHN DEWEY'S PHILOSOPHY AND AMERICAN INDIANS: A BRIEF DISCUSSION OF HOW IT COULD WORK
Rebecca Robbins Vol. 22, No. 3, pp. 1-9, May 1983

Addresses issues relevant to Dewey's philosophy at the time of his writing and discusses some goals and ideologies of other educational movements designed to define the purpose for American education. The article covers political, social and economic conditions, progressive movement and modern schooling, and science: the Indian and Dewey. The author believes both Dewey and traditional Indian thought indicate that modern technology does not address itself to the destructive consequences of its actions.

#345
PERCEPTIONS OF LIVING SKILLS AMONG NAVAJO HIGH SCHOOL STUDENTS IN ARIZONA
Amy Belon; Marge Cattey; Vol. 22, No. 3, pp. 10-16, May 1983
Gina Harmon; Bill Rose

Migration off reservation of young Navajos is discussed. The major hypothesis tested in this study is that "Navajo senior students attending Chinle High School who perceive themselves as prepared for urban living in terms of mobility, communication, social networking, and money management skills, are more likely to migrate than two sets of peers: those who are unsure of their plans; and those who do not plan to migrate." According to the authors, Navajo senior high school students who perceived themselves as prepared for urban living in terms of communication, money management, mobility and social networking skills were more likely to migrate than two sets of peers: those who were unsure of plans to relocate and those who did not plan to relocate.