Journal of American Indian Education
Abstracts — 1990

#446
THE EMERGENCE OF AMERICAN INDIAN LEADERSHIP IN EDUCATION
Patrick D. Lynch; G. Mike Charleston Vol. 29, No. 2, pp. 1-10, Jan. 1990

Traces the entry of American Indian men and women into administrative positions in the BIA schools and public schools over the past 100 years. The period is subdivided into three eras, 1889-1929, 1929-1969, and 1969-present, with the development of leadership in each era described, as well as government and local policies concerning Indian education.

#447
INSERVICE TEACHERS EXPAND THEIR CULTURAL KNOWLEDGE AND APPROACHES THROUGH PRACTICA IN AMERICAN INDIAN COMMUNITIES
James M. Mahan; Frances V. Rains Vol. 29, No. 2, pp. 11-24, Jan. 1990

An intensive cultural immersion practicum of six to eight weeks duration for inservice teachers is described. Participant reported outcomes of this American Indian reservation placement experience are presented and discussed. The value of personal experience in the expansion of a teacher's cultural knowledge and understanding is emphasized; so is the need to reflect upon, and analyze, these cultural experiences to maximize the development of wisdom, insights, sensitivity, and classroom follow-up.

#448
EFFECTS OF RECURRENT OTITIS MEDIA ON LANGUAGE, SPEECH, AND EDUCATIONAL ACHIEVEMENT IN MENOMINEE INDIAN CHILDREN
Helen M. Thielke; Lawrence D. Shriberg Vol. 29, No. 2, pp. 25-35, Jan. 1990

The effects of recurrent otitis media on language, speech, and academic achievement were investigated in two groups of 3-6 year old Menominee Indian children. The two groups, one with no history of middle ear involvement and the other with considerable involvement, were comparable in gender, age, educational histories, and non-verbal intelligence. Middle ear involvement was documented by oto-scopic, audiologic, and tympanometric records. A test protocol included measures of language comprehension, language production, speech perception, and speech production. Children with histories of otitis media had significantly lower scores on receptive single word vocabulary, auditory memory for critical elements in sentences, and intelligibility in continuous speech. A follow-up assessment at two years posttesting indicated that children with histories of otitis media maintained lower average educational performance levels. These findings suggest that children with early recurrent otitis media are at risk for language, speech, and educational development and support the need for early and aggressive clinical management.

#449
COOPERATIVE LEARNING AND THE EDUCATION OF AMERICAN INDIAN/ALASKAN NATIVE STUDENTS: A REVIEW OF THE LITERATURE AND SUGGESTIONS FOR IMPLEMENTATION
Karen Swisher Vol. 29, No. 2, pp. 36-43, Jan. 1990

The literature about the cooperative nature of Indian children and youth presents enough evidence to conclude that practitioners ought to consider classroom organizational structures which promote cooperative learning activities. While several studies have been conducted with racially mixed groups of students, the effects of specific techniques or strategies on achievement and interaction outcomes of Indian students apparently have not been researched and reported to any great extent. The Johns Hopkins University Student Team Learning strategies are described as one approach for implementation of cooperative learning; however, there is a need to examine practice, and document in an empirical manner the successful strategies which are culturally congruent and achievement oriented.

#450
EDUCATIONAL INNOVATION AT LUMMI
Susanna A. Hayes Vol. 29, No. 3, pp. 1-11, May 1990

The Lummi Tribe of Northwest Washington has developed a comprehensive educational plan to provide its members cultural and academic enrichment. With careful utilization of community input and leadership, the tribe is currently able to strengthen their youth. They can unify and build a positive future. Over the past 20 years, the Lummi program has evolved in obvious stages. Starting with early childhood and parenting education, the program has gradually expanded to elementary, secondary and college levels.

#451
TEACHING ATTITUDES AND STUDY ATTITUDES OF INDIAN EDUCATION STUDENTS
Graham Hurlburt; Eldon Gade; John McLaughlin Vol. 29, No. 3, pp. 12-18, May 1990

This study of the teaching attitudes and study attitudes of a sample of Indian education majors showed that they tended to have a dominating teaching attitude as measured by the Minnesota Teacher Attitude Inventory. The results also showed that these future teachers had below average attitudes toward teacher classroom behavior and methods, and educational objectives and practices when compared to the test norm group of the Survey of Study Habits and Attitudes. Finally, the results showed that the male education students were lower than the female students on all indicators of study habits and attitudes. A discussion of the implications of these low scores for future teaching styles and attitudes concluded the study.

#452
PERCEPTION OF FAMILY BACKGROUND AND PERSONAL CHARACTERISTICS AMONG INDIAN COLLEGE STUDENTS
Ruey-Lin Lin Vol. 29, No. 3, pp. 19-28, May 1990

By using data collected May, 1986 at a mid-size, predominantly white college, this study examines the relationship between students' perception of family background, traditional or modern, and the characteristics of students' behavioral patterns. Findings from correlational analyses indicate that behavioral patterns of students from "traditional" families are quite different from patterns of students from "modern" families. Students' perceptions of their families as being modern are positively correlated with parents' educational levels, family support for education, and shared values between students and parents. Students from traditional families are more oriented toward the accomplishment of tasks than those from modern families. Some theoretical implications of these and other correlations are explored.

#453
MEASUREMENTS OF NAVAJO AND HOPI BRAIN DOMINANCE AND LEARNING STYLES
Robert W. Rhodes Vol. 29, No. 3, pp. 29-40, May 1990

Tests of brain dominance and learning style preference were given to 424 subjects on and near the Navajo and Hopi Reservations, including 199 students, 167 school personnel, and 58 parents. These numbers allow for analysis and discussion of Navajo and Hopi preferential learning styles and comparisons with national norms. Results indicate that Navajo and Hopi students vary significantly from the national norms. These students also vary significantly from Anglo teachers and from Navajo school personnel. Implications for classroom processes based on awareness of brain dominance and learning style are explored.

#454
THE FUNDING OF TRIBALLY CONTROLLED COLLEGES
Wayne J. Stein Vol. 30, No. 1, pp. 1-7, Oct. 1990

This article examines several aspects of funding which have had a part in the development of the tribally controlled community college movement. It will examine the initial funding of the tribally controlled community colleges and what is now the current funding situation. It is not an effort to tell the complete story of the tribal colleges, only a brief look at a significant aspect of that story.

#455
TRIBAL COLLEGE FACULTY WILLINGNESS TO PROVIDE ACCOMMODATIONS TO STUDENTS WITH LEARNING DISABILITIES
John M. Dodd; Mike Hermanson; J. Ron Nelson; Jerome Fischer Vol. 30, No. 1, pp. 8-16, Oct. 1990

The faculty of one tribal college was surveyed to determine their willingness to accommodate students with learning disabilities, whether students had requested the accommodation, whether they had provided the accommodation, and whether they felt the accommodation would fail to maintain academic standards. The results indicate indecision with regard to permitting eight of the 12 accommodations presented, agreement was expressed regarding permitting the use of tape recorders, providing extra credit assignments, permitting oral examinations and allowing extra time to finish exams. The faculty agreed that tutorial support and counseling services should be provided the students, and that those accommodations which were approved would not lower academic standards. The need for expanded research and implications is discussed.

#456
AMERICAN INDIAN STUDIES PROGRAMS: SURVIVING THE '80s, THRIVING IN THE '90s
Bobby Wright Vol. 30, No. 1, pp. 17-24, Oct. 1990

Since their inception in the late 1960s and early '70s, American Indian studies programs have assumed increasingly more important roles in colleges and universities. The article discusses these vital functions in light of major higher education issues which will affect their status in the coming decade. It concludes with the author's recommendations for furthering the development of American Indian studies.

#457
THE CONSTRUCTION OF AN INTERCULTURAL SENSITIZER TRAINING NON-NAVAJO PERSONNEL
Michael B. Salzman Vol. 30, No. 1, pp. 25-36, Oct. 1990

The purpose and result of this study was to develop a "Navajo Intercultural Sensitizer." The Navajo Intercultural Sensitizer (ICS) is an attempt to sensitize non-Navajo educational personnel to the attributional system of Navajo culture. This effort attempts to build on the cultural strengths of Navajo people by promoting the acknowledgment, respect, and understanding of cultural differences. The method used was based on the identification of critical incidents that produce misunderstanding, confusion, or bad feelings between Anglo and Navajo people in educational settings. The incidents included in the instrument were empirically tested to show significant differences in the attributions chosen by samples of the two cultural groups. The Navajo ICS is presented in a programmed instruction format. The learner is presented with the incident, the question, and four plausible attributions. The task of the trainee is to learn how Navajos tend to attribute meaning to the incident.