Journal of American Indian Education
Abstracts — 1995

#498
A DEMAND FOR EXCELLENCE IN BOOKS FOR CHILDREN
Jan LaBonty Vol. 34, #2, pp. 1-9, Winter 1995

The purpose of this paper is to discuss, from a scholarly viewpoint, the differences between demanding excellence in books for children and censorship. Books written expressly for children are judged by the criteria for literary and artistic excellence. Books with minority characters are held to an additional set of criteria for excellence. In the case of The Indian in the Cupboard trilogy by Lynn Reid Banks, objections to her books by American Indians is supported by the aforementioned criteria and is not an example of censoring a book because someone may not like it. The paper outlines why the historical and linguistic inaccuracies and the negative stereotypes of the Iroquoian characters in these particular books make them unacceptable for either required reading in the grade schools or as a read-aloud book.

#499
PREDICTING ACADEMIC SUCCESS FOR AMERICAN INDIAN STUDENTS
Sherry M. Dingman; Mary A. Mroczka; James V. Brady Vol. 34, #2, pp. 10-17, Winter 1995

Given the difficulties inherent in assessing children with instruments normed for another culture, the failure of early efforts to devise culture-fair tests, and the lack of predictive validity for noncognitive measures for American Indians, finding a means for predicting academic success for this population remains problematic. This investigation found that one important measure of academic success for American Indian students (quarters of college enrollment), was a significant covariate of performance on three tests of simultaneous processing (Localization, Form Completion, and Orientation). It is suggested that these, or similar sorts of tests, may be valid predictors of academic potential for the American Indian population. These tests are seldom included on the most widely used standardized intelligence tests.

#500
IMPORTANCE OF AMERICAN INDIAN CULTURE IN TEACHING SCHOOL SCIENCE; A FOLLOW-UP STUDY
Gerry D. Haukoos; Leland Bordeaux; Dorothy LeBeau; Shirley Gunhammer Vol. 34, #2, pp. 18-26, Winter 1995

The purpose of this study was to examine teachers' retention of science content and pedagogy one year after an inservice education program. In the initial study of outcomes form the inservice training activities, participants demonstrated their need to increase integration of science and native culture, decrease their use of content/teacher-centered teaching strategies, and increase their use of hands-on /student-centered teaching strategies (Haukoos & LeBeau, 1992). In this follow-up study, however, years of education in Eurocentric and didactically taught science classrooms took their toll on participants once they returned to their own students. Study results showed participants retained a degree of understanding that science was to be taught using hands-on/student-centered strategies, but initial gains in integrating science and native culture and moving away from content/teacher-centered strategies lost much of their earlier momentum. The dilemma of educational reform in school science, and teachers returning to educational settings that lack support systems and history of incorporating American Indian culture are discussed.

#501
DYNAMIC ASSESSMENT IN EARLY INTERVENTION: IMPLICATIONS FOR SERVING AMERICAN INDIAN/ALASKA NATIVE FAMILIES
Susan Rae Banks; John T. Neisworth Vol. 34, #2, pp. 27-43, Winter 1995

The continued use of standardized norm-referenced assessment instruments with American Indian/Alaska Native infants and young children is of concern to the Nations' leaders, family members, educational leaders, and service providers, as is the lack of research in this area. The use of such instruments is highly suspect with respect to reliability and validity issues. Alternative approaches are suggested in emerging literature that emphasize treatment and social validity. Dynamic assessment is a major alternative approach that seems well suited to assessments for infants and young children with sensory motor, affective, and cultural differences not represented in norms of typical standardized instruments. This paper provides both a brief definition of dynamic assessment and a summary of cultural implications. It also addresses the potential utility of dynamic assessment approaches for young American Indian/Alaska Native children and their families based on empirical studies conducted with early childhood populations.

#502
THE CARE VOICE AND AMERICAN INDIAN COLLEGE STUDENTS: AN ALTERNATIVE PERSPECTIVE FOR STUDENT DEVELOPMENT PROFESSIONALS
Dorothy Roberts Arvizu Vol. 34, #3, pp. 1-17, Spring 1995

This manuscript examines similarities between the concept of the Care voice, as articulated by Carol Gillligan (1982), and some commonly observed characteristics of American Indian world views, and describes a study that examined American Indian world views in terms of ethical orientation. Targeted toward college student development professionals, this study sought to find a possible “bridge” of understanding that would enable non-Indian student affairs professionals to better understand and serve their Indian students. A survey was conducted with the participation of two tribally-controlled colleges, and one inter-tribal post-secondary institution to quantitatively assess the degree to which selected American Indian college students chose solutions to presented ethical dilemmas that were representative of either a care or justice perspective. Qualitative information regarding the cultural relevance of the “care voice” was collected from American Indian educators and students. The findings indicated that while women scored higher then men, across cultures, on the Care scale of the survey, American Indian women scored higher on Justice than all other groups in the survey. Review of the qualitative and quantitative evidence indicated that while the American Indian participants felt than an ethic of care was more descriptive of American Indian world views than an ethic of justice, the American Indian college students in this study employed both care and justice orientations when making ethical decisions.

#503
THE MULTICULTURAL WORLDS OF PUEBLO INDIAN CHILDREN'S CELEBRATIONS
Joseph H. Suina, Laura B. Smolkin Vol. 34, #3, pp. 18-27, Spring 1995

Those who work with American Indian students in educational settings may find themselves puzzled by tribal requests for release time for American Indian personnel or by children's absences from school. This article is designed to provide insight into the multi-layered world of celebrations of a particular North American native people, the Pueblos. Setting the persistence of native traditions within a historical context, this paper examines the ways in which each of three cultures finds its expression of values and beliefs in the celebrations that engage Pueblo children throughout the calendar year. As American Indian children's schooling is affected by celebration and ceremonies both in and outside the classroom, this article concludes with implications and guidelines that educators might consider not only in their work with Pueblo children, but with the children from other tribes as well.

#504
EXPLORING NAVAJO MOTIVATION IN SCHOOL SETTINGS
Dennis M. McInerney; Karen Gayton Swisher Vol. 34, #3, pp. 28-51, Spring 1995

American Indian children appear to be at a particular disadvantage with regard to academic achievement and school retention. Many factors have been cited as determinants of this unsatisfactory situation but there are inadequate research data available on these factors. Consequently, little useful information exists to guide communities, schools and teachers in the development of programs to improve this situation. This research has three aims: to demonstrate an effective and valid use of psychometric research with an indigenous minority group; to validate a motivational instrument, based upon the Personal Investment model of motivation, for use in a cross-cultural setting; and using the validated instrument, explore some of the key aspects of Navajo motivation in predicting school-related beliefs and intentions. Over five hundred Navajo students from a large reservation high school were surveyed. Factor analysis and multiple regression analysis were used to analyze the data. Results argue for the validity of the approach and the applied value of the scales used to measure Navajo motivation in school settings. The data suggest that of the elements of the Personal Investment model utilized, sense of self components, i.e., sense of purpose and sense of competence, together with the task component, i.e., striving for excellence, are the most salient for this Navajo group. Other components of the model are of minor importance. The significance of the study is discussed within the context of the inadequate information currently available on American Indian school motivation.

#505
EDITORIAL...ON BIA EDUCATION
John W. Tippeconnic III Vol. 35, #1, pp. 1-5, Fall 1995

In this editorial, Dr. Tippeconnic illuminates the impact of current efforts to balance the federal budget on policies affecting the quality of education for American Indian/Alaska Native students. Evidence of the present trend toward tribally controlled schools and the shift of the BIA education budget to tribal control is reviewed. Reform efforts of the Bureau are recognized and examples of successful BIA funded and supported programs are cited. Dr. Tippeconnic points to the need for further research in Indian education and calls for individuals to become actively involved in insuring that progress toward continuing improvements in Indian education are a priority.

#506
A DESCRIPTION OF FAMILY AND CHILD EDUCATION (FACE): A COMPREHENSIVE APPROACH TO FAMILY LITERACY
John W. Tippeconnic III; Patricia Jones Vol. 35, #1, pp. 6-9, Fall 1995

This article describes the development of FACE, the Family and Child Education program, sponsored by the Office of Indian Education Programs, Bureau of Indian Affairs. Using the students' native language and culture to create stronger home-school relationships, the program attempts to break intergenerational cycles of illiteracy.

#507
COMPARING BIA AND TRIBAL SCHOOLS WITH PUBLIC SCHOOLS: A LOOK AT THE YEAR 1990-91
D. Michael Pavel Vol. 35, #1, pp. 10-15, Fall 1995

Drawing on data from the Schools & Staffing Survey sponsored by the National Center for Education Statistics, this paper discusses and compares features of Bureau of Indian Affairs and Tribal schools with public schools.

#508
A RESEARCH STUDY TO DETERMINE PERCEPTIONS OF JOB-RELATED STRESS BY BUREAU OF INDIAN AFFAIRS EDUCATION EMPLOYEES
Linda Sue Warner; Jim Hastings Vol. 35, #1, pp. 16-29, Fall 1995

Utilizing questionnaires designed to elicit information about physical health, emotional/mental health, job performance, and attitude towards job, this study examined differences in perceptions of job stress by employees of BIA day schools and boarding schools. The research revealed a significant difference in the levels of perceived stress related to the type of position held at the school.

#509
BIA SCHOOLS COMPLETE FIRST STEP OF REFORM EFFORT
Richard St. Germaine Vol. 35, #1, pp. 30-38, Fall 1995

This article describes the Effective Schools correlates monitoring and evaluation initiative which was implemented by the Office of Indian Education Programs (OIEP) in the U.S. Department of Interior in the period 1989-94 in all BIA schools as a means for generating a process of comprehensive school improvement planning. This article discusses the findings from Phase One (the first five years) of the process with projections for the next step under the Goals 2000 school reform policy.

#510
BUREAU SCHOOLS ADOPT GOALS 2000
Richard St. Germaine Vol. 35, #1, pp. 39-43, Fall 1995

This article reviews the impact of federal education reform measures on Bureau of Indian Affairs schools. The Office of Indian Education Programs organized a school support team process to assist BIA-responsible schools with the development of consolidated school reform plans, curriculum content standards, opportunity to learn standards, and numerous restructuring initiatives. Despite serious Congressional cuts to Goals 2000 funding in 1995, the movement has begun and promises to transform BIA-responsible schools into highly effective centers of learning.