Special Edition
August 1989 Contents
- PREFACE
John W. Tippeconnic III and Karen Swisher, Editors (pp. i-ii)
-
THE STYLES OF LEARNING ARE DIFFERENT, BUT THE TEACHING IS JUST THE SAME: SUGGESTIONS FOR TEACHERS OF AMERICAN INDIAN YOUTH
Karen Swisher and Donna Deyhle [pp. 1-14]
Examines learning style and interactional style differences of American Indian and Alaskan Native students. Provides specific classroom examples and research findings concerning culturally influenced learning styles, the visual approach to learning, field dependence, public vs. private demonstration of learning, and cooperation versus competition in the classroom. -
NATIVE INDIAN LEARNING STYLES: A REVIEW
FOR RESEARCHERS AND TEACHERS
Arthur J. More [pp. 15-28]
The article discusses four areas of research that provide evidence for important differences in Learning Style between Indian and non-Indian students: (1) internal cognitive processes or learner characteristics, (2) external or environmental conditions, (3) teaching and communication styles, (4) traditional learning styles. According to the author, differences in Learning Style "occur frequently but are not found with sufficient consistency to suggest a uniquely Indian learning style. However, they occur often enough to warrant careful attention." The article suggests seven areas of learning style strengths and weaknesses among Native people and outlines four implications for teachers and three other specific implications. The author concludes that the "most effective application of learning style theory lies in the greater understanding and ability to adapt to individual differences, and in identifying and building on the strengths of Indian students." -
COYOTE'S EYES: NATIVE COGNITION STYLES
Terry Tafoya [pp. 29-42]
The author attempts to explain the story involving Coyote's eyes. From the story he extracts the development of certain cognitive schemes and establishes methods for Piaget's assimilation and accommodation. The author includes a discussion of the circle as associated with Indian tribal philosophy and believes that legends and stories form the basis for traditional teaching paradigms which are not recognized as the same style of teaching one discovers in "school." -
AMERICAN INDIAN ACADEMIC SUCCESS: THE ROLE OF INDIGENOUS LEARNING STRATEGIES
Cathaleene J. Macias [pp. 43-52]
Eleven American Indian women enrolled in a MSW program participated in an interview study designed to identify effective learning strategies. Most of the women reported relying on writing and verbalization as study strategies and preferred essay tests to multiple-choice or true-false tests. This preference for essay tests was linked in the interviews to a strong ability to synthesize knowledge, a cognitive skill identified by researchers as characteristic of Indian people. The women also described themselves as good listeners and as being reluctant to pass judgment before careful, subjective reflection, behaviors which are also characteristic of Indians. These women's introspective reports and high academic performance are evidence that there are distinctive Indian cognitive strengths that facilitate graduate school success. -
LEARNING STYLES: A STUDY OF ALASKA NATIVE AND NON-NATIVE STUDENTS
Joan K. Wauters; Janet Merrill Bruce [pp. 53-62]
Research on learning styles, particularly those of minority students, is still very new and technically unrefined. This study examines the results of one learning style instrument, the Productivity Environmental Preference Survey (PEPS), used to evaluate 200 Alaskan high school seniors. A multivariate analysis of variance (MANOVA) was used to analyze differences between Native and non-Native subjects. Rural and urban subjects were also compared. Significant differences were found in learning styles between Native and non-Native subjects on the Persistence, Peer, Authority, Auditory, and Visual subscales. The two groups, however, were both strikingly dissimilar to the PEPS norm group. Pedagogical implications for Alaskan students are included which suggest the use of diverse teaching modalities and frequent student-teacher interactions. -
LEARNING PREFERENCES OF CAPABLE AMERICAN INDIANS OF TWO TRIBES
Barbara J. Walker; John Dodd [pp. 63-71]
A preference scale based on four types of learning preferences was employed to determine which preference would be indicated most frequently by a selected group of Native American adolescents. The pattern symbols preference was selected by the majority. When the group was divided by sex, it showed the females were more evenly divided in their learning preference than the males. Suggestions are made for teaching activities which would be compatible with the preferences indicated by the majority of males. The key factors indicated were a preference for small group activities that allow for personal interpretation of the subject in a cooperative rather than competitive learning environment. -
BRAIN HEMISPHERIC FUNCTIONS AND THE NATIVE AMERICAN
Allen Chuck Ross [pp. 72-76] (Reprinted from Vol. 21, No. 3, pp. 2-5, May 1982, JAIE.)
Focuses on the discussion of the linear, or left brain orientation, of the American educational system's ideals and identifies the inappropriateness of using the orientation with the American Indian student. According to the author, it has been determined that traditional American Indians are more dominant in right hemisphere thinking which may also be a reason for the psychic phenomenon and miracle healing performed by spiritual people. -
THE RIGHT-BRAINED INDIAN: FACT OR FICTION?
Roland D. Chrisjohn and Michael Peters [pp. 77-83] (Reprinted from Vol. 25, No. 2, pp. 1-7, January 1986, JAIE.)
An article which describes the hopes for "right-brain" curriculum development as "ill founded." The authors outline some general reasons for their "uneasiness" about the "right-brain" curriculum for Indians; the authors point out that the sort of evidence that has been used to argue in favor of the "right-brained Indian" does not in any way support the conclusion that Indians differ in brain organization from non-Indians. The article covers Neuropsychology and Performance on Intelligence Tests. The authors conclude that the evidence supporting a "right-brained Indian" is too weak to justify any emphasis on "right-brain" curricula in Indian Education. -
A COGNITIVE PATTERN OF THE YAKIMA INDIAN STUDENTS
Rhett Diessner; Jacqueline L. Walker [pp. 84-88]
According to the authors, patterns of Bannatyne's recategorized Weschsler Intelligence Scales (WISC-R and WAIS) scores for 75 Yakima Indian students, enrolled in a private, tribally controlled and operated Junior and Senior High School in the Columbia River Basin, were investigated. In congruence with similar studies, a statistically significant pattern was found: Spatial Ability, Sequential Ability and Verbal Conceptual Ability. The authors believe evidence is presented indicating that the discovered cognitive pattern may be typical across American Indian populations. The authors believe the evidence presented increase the possible validity of a particular American Indian cognitive style.
* Page numbers refer to location in the original published version of the article.
