Journal of American Indian Education
Abstracts — 1984

#352
A SUGGESTED RESEARCH MAP FOR NATIVE AMERICAN MATHEMATICS EDUCATION
Helen Neely Cheek Vol. 23, No. 2, pp. 1-9, Jan. 1984
Relates contributing causes for Women's and Native American's lack of mathematical ability which often prevents them from attaining high paying career opportunities. The author suggests some ways to increase the study of mathematics in the two groups and cites areas where further research could be done.

#353
NATIVE AMERICANS IN ELEMENTARY SCHOOL SOCIAL STUDIES TEXTBOOKS
Maxel J. Ferguson; Dan B. Fleming Vol. 23, No. 2, pp. 10-15, Jan. 1984

An overview of a textbook review study composed of three parts: (1) the determination of the use of Geography, Population, Native American Relations, Relationships of Native Americans and Contemporary Native American Life; (2) the examination of evaluative words; (3) the investigation of illustrations which portray Native Americans. The authors conclude both strengths and weaknesses in 34 elementary texts they examined. Included is an appendix of the eight Virginia-adopted series, grades K-7, reviewed in the study.

#354
ASTRONOMY IN THE NATIVE-ORIENTED CLASSROOM
Murray R. Smith Vol. 23, No. 2, pp. 16-23, Jan. 1984

The article profiles four activities, grades 6 to 9, which enhance astronomy concepts and which foster native awareness and self-respect. The four activities emphasize the Milky Way Galaxy, the Constellations, the Big Dipper, and Medicine Wheels and the Heavenly Bodies. Activities would be suitable for a group of students using materials found in the classroom and standard arts/crafts supplies.

#355
PROMOTING RETENTION AMONG AMERICAN INDIAN COLLEGE STUDENTS
Dennis R. Falk; Larry P. Aitken Vol. 23, No. 2, pp. 24-31, Jan. 1984

The study identified factors promoting retention of Native American college students by interviewing 125 students and 11 college personnel. The results indicate that (1) active support of family members, (2) developmental academic preparation, (3) overt institutional commitment, (4) more complete financial aid, and (5) "personal motivation" are the most important factors promoting retention.

#356
COMPARISON OF ATTITUDES OF RESERVATION PARENTS AND TEACHERS TOWARD MULTICULTURAL EDUCATION
Karen Swisher Vol. 23, No. 3, pp. 1-10, May 1984

A study to determine the attitudes of parents and teachers at the Standing Rock Community Elementary School, North Dakota, toward multicultural education and the desirability of implementing multicultural education into the program of instruction. Comparisons of attitudes were made between and within the parents and teachers. The results show significant differences between the attitudes of parents and teachers toward multicultural education and instructional program.

#357
PARTNERSHIP IN EDUCATION: A TRIBAL EDUCATION COMPONENT
John Red Horse Vol. 23, No. 3, pp. 11-18, May 1984

A discussion of the beginning phases of an educational component of Arizona State University on the Navajo reservation. The article is presented in three basic sections: (1) discussing antecedents gained from previous training efforts on the Navajo reservation, (2) discussing the initial certificate program emphasizing academic and applied skills seminars, (3) discussing the negotiations for immersion of university education into the tribal community.

#358
MAJOR CONCERNS OF ANGLO STUDENT TEACHERS IN NATIVE AMERICAN COMMUNITIES
James M. Mahan Vol. 23, No. 3, pp. 19-24, May 1984

A study identifying specific cultural and methodological concerns of 42 Anglo student teachers serving in Navajo, Hopi and Apache elementary schools. As a result, the author believes that teachers can be culturally sensitive, feel uneasy about many basic teaching skills and strategies, and make successful personal adaptations on reservations. Also included are six questions and six suggestions for further consideration.

#359
THE SUN IS SHINING IN MY EYES: THE NAVAJO CHILD ENTERS KINDERGARTEN EXPECTING TO WRITE AND HE CAN
Sigmund A. Boloz; Diana Jenness Vol. 23, No. 3, pp. 25-30, May 1984

The observations of one kindergarten class on the Navajo reservation which have convinced the author that most kindergarten children are capable of writing. The author relates that in the first week of her low-risk classroom environment she observed children wanting to write words and successfully doing so on a daily basis. Into the second week, students were creatively writing phrases, sentences and stories. Sketched out are points which the author believes promoted language proficiency among the kindergarten students.

#360
NATIONAL INDIAN BILINGUAL CENTER
Arizona State University Vol. 23, No. 3, pp. 31-32, May 1984

An overview of the National Indian Bilingual Center (NIBC) since its conception on 1 October 1983. The article presents NIBC as a "Multifunctional Service Center" or "Super Center" to provide training and technical assistance to the Indian Bilingual Education Title VII projects, grades K-12, throughout a 13 state area (Area 16). According to the article, a satellite system has been established for the delivery of services to local projects in Alaska, Montana, Washington, Wyoming, New Mexico, Arizona, Utah, Michigan, Minnesota, North Carolina, Oklahoma and South Dakota.