Journal of American Indian Education
Abstracts — 1997

#522
HEARING THE MESSAGES: INTEGRATING PUEBLO PHILOSOPHY INTO ACADEMIC LIFE
Christine T. Lowery Vol. 36, #2, pp.1-8, Winter 1997

This essay was written near the end of my first year in academia and covers the academic journey through the Ph.D. program, the dissertation, the search for a place, right up the merit review, “at best, a hostile act.” The journey to the Ph.D. is not without confusion or pain and is made even more complex by the mixed messages that one draws from academia and the messages one carries in one's heart. Sometimes the academic din is so compelling, the ability to hear the messages that guide us as Indian people quickly fades. One way to ensure our stability is to share our stories, in hopes that the stories will help those who are coming behind us.

#523
HOW DO AMERICAN INDIAN FIFTH AND SIXTH GRADERS PERCEIVE MATHEMATICS AND THE MATHEMATICS CLASSROOM?
Jeanne Ramirez Corpus Mather Vol. 36, #2, pp. 9-18, Winter 1997

The documented underachievement and under representation of non-Asian minorities, especially American Indians, in the fields of mathematics and science raises questions about mathematics education. The current study compared American Indian, African American, Hispanic, and White fifth and sixth graders' perceptions of: a) mathematics, b) mathematics ability, c) role models, d) teacher treatment, e) teaching practices, and f) career goals. The study utilized over one thousand student questionnaires with primary data analysis done using the Chi-Square of Group Comparisons.

Findings indicated some perceptions were unrelated to the racial/ethnic background of the student, but also indicated some perceptions were significantly correlated to a student's racial/ethnic background. Implications for educators were addressed, including changes in teaching strategies, curriculum, and role model exposure.

#524
AN ETHNOCULTURAL COMPARISON OF EMPOWERMENT IN TWO DISTRICTS: LEARNING FROM AN AMERICAN INDIAN AND A CANADIAN FIRST NATIONS SCHOOL DISTRICT
J. Tim Goddard; Carolyn M. Shields Vol. 36, #2, pp. 19-45, Winter 1997

This paper is a preliminary examination of the educational practice of four schools serving Indian populations, two under the jurisdiction of a state school district in the United States and two under the control of a Canadian Indian Band. In this paper, we first present a framework, drawn from Cummins' (1990) empowerment model, for identifying ways in which each system has promoted either an Anglo-conformity orientation or an intercultural orientation with respect to four dimensions: cultural/linguistic incorporation, community participation, pedagogy, and assessment. We then examine the relationship between the governance structures and the framework. We conclude with a discussion of the implications related to the role of governance in promoting empowering educational programs.

In general, there appeared to be no automatic link between local control and more empowering educational practices. Rather, in each case, interactive pedagogical practices which moved away from a transmission orientation to engage students more completely in the processes of learning, were associated more with the priorities of site-based educators than with governance structures. This then raises further questions concerning the possible and desirable relationship between governance and pedagogy.

#525
THE TRADITIONAL TRIBAL VALUES OF OJIBWA PARENTS AND THE SCHOOL PERFORMANCE OF THEIR CHILDREN: AN EXPLORATORY STUDY
Kip Coggins; Edith Williams; Norma Radin Vol. 36, #3, pp. 1-15, Spring 1997

The study of 19 northern Michigan Ojibwa families examined the relationship between mothers' and fathers' level of holding traditional values and their children's academic and social; functioning in elementary school. Results indicated that identification with more traditional American Indian values by mothers had a beneficial impact on their children's academic and social performance in school. However, fathers' level of holding traditional values was not significantly associated with children's academic and social outcomes. Results suggest that culture should be viewed as a tool, not an obstacle, in enhancing the school performance of American Indian children.

#526
RURAL ALASKA NATIVE PERCEPTIONS OF CULTURAL TRANSMISSION: IMPLICATIONS FOR EDUCATION
Deborah L. McLean Vol. 36, #3, pp. 16-26, Spring 1997

Are Alaska Native parents' perceptions of how their children learn important? Is the knowledge that Alaska Native parents teach to their children and how they teach important to educators? This paper describes interviews with parents from southwestern Alaska about their perceptions of what, how, and when children should learn. The author contends that the methodologies of teaching employed by Alaska Native parents to teach their children important survival skills and traditional knowledge has important implications for educators and the development of school curriculum. Integrating parental teaching strategies with the educator's strategies may mean a more appropriate learning environment for Alaska Native students.

#527
AN EXPLORATION OF AMERICAN INDIAN STUDENTS' PERCEPTIONS OF PATTERNING, SYMMETRY AND GEOMETRY
Claudia Giamati; Marion Weiland Vol. 36, #3, pp. 27-48, Spring 1997

This qualitative study involving 56 American Indian students, predominantly Navajo, in grades nine and ten examines their perceptions of fundamental aspects of patterning in mathematics. Through observation of the students' responses to open ended mathematical patterning exercises and interviews, we sought to understand their perceptions about symmetry and transformational geometry as they might relate to their language and cultural background. We found that the students did not produce typically symmetrical patterns and that their patterns demonstrated a deep command of transformational geometry. The outcomes support the relationship between students' perceptions and the influences of their Navajo language and culture.

#528
Special Issue – Part 1. Selected Papers from the Research Symposium, National Indian Education Association 1997 Conference, Tacoma, WA - Editor's Note and Preface.

DISSEMINATING AMERICAN INDIAN EDUCATIONAL RESEARCH THROUGH STORIES: A CASE AGAINST ACADEMIC DISCOURSE

Linda Miller Cleary; Thomas Peacock Vol. 37, #1, pp. 7-15, Fall 1997

There is a need for research findings to find their way into schools and classrooms in time to save children and languages and cultures. The paper reports the rationale of the authors of the book, Collected Wisdom: American Indian Education, for using stories to report the findings of their phenomenological (qualitative interview-based) study of 60 teachers of American Indian students, in order to close the gap between the reporting of research findings and the implementation into classroom practice.

#529
CAREGIVER AND PROFESSIONAL PERCEPTIONS OF ASSESSMENT PRACTICES AND VALIDITY FOR AMERICAN INDIAN/ALASKA NATIVE FAMILIES
Susan Rae Banks Vol. 37, #1, pp. 16-44, Fall 1997

Culturally relevant program planning and evaluation that meets the needs of young American Indian/Alaska Native (AI/AN) children with special needs and their families is interwoven with, and contingent upon, the assessment practices that are utilized. Given the lack of empirical information and the critical need to address cultural issues in early childhood assessment for AI/AN populations, a descriptive study of current practices and the relationship to validity provided the basis for this investigation. Self-report questionnaire research approach was used to conduct this study. Questionnaires were completed by 20 parent/caregiver participants and 11 professional participants. Results showed gaps between recommended practices in early childhood service delivery and practices currently in use. Parent/caregiver and professional participants reported that the assessment process included a heavy reliance on traditional standardized norm-referenced instruments, and that testing was primarily conducted in school settings with limited parental involvement. Additionally, data showed that there were a number of reported practices and related perceptions for which responses given by parent/caregiver participants differed significantly from responses given by professional participants. Early intervention programs serving culturally/linguistically diverse learners must not embrace the downward extension of traditional testing practices. Therefore, the discussion focuses on contrasting current reported practices with “best practices” and provides recommendations to begin to bridge the gaps.