Volume 17 Number 1
October 1977

R. N. (Bob) Arkell

The pervasive pessimism of many native education researchers is reflected in their concerns about the antagonism of schools (see Note 15), failures to educate (see Note 11), unresponsiveness of school structures (see Note 3), and alienating school climates (see Note 20). Although one may not successfully argue with the feelings permeating such research, it is important to point out that such feelings do not reflect the current state of affairs.

Recent years have witnessed an explosion of strategies designed to increase grade attainment levels and lower drop-out rates among native students. They range from a reconceptualization of what schooling is all about and who should control its processes (see Note 1) to innovative and individually guided educational procedures (see Note 22). The traditionalism of past decades has been replaced by a search for, and utilization of, such alternatives as parent involvement programs (see Note 8), curriculum reform (see Notes 14 and 21), preschools (see Note 5), resource centers (see Note 12), non-graded schools (see Note 22), open classrooms (see Note 8), teacher-aides (see Note 7), self-concept and living skills programs (see Note 10), social learning strategies (see Note 13), and biblio-therapeutic materials (see Note 17). Staples (see Note 19) has recorded successes using learning contracts, career counseling, schools without walls, family groups, affective educational materials and motivational programs with disaffected students of diverse ethnic, racial and cultural backgrounds.

The continued closing of this gap will be insured if school systems begin the task of collecting intervention strategies, organizing them into a taxonomy and formulating a means by which such strategies are to be selected and employed. To demonstrate the relative ease of such a procedure the present writer has constructed a sample model (Figure 1) using only a few of Catteral’s extensive listing of intervention strategies (see Note 4), Spitzer’s organizational taxonomy (see Note 18), and Bowd’s suggestion of focusing first upon "instrumental" approaches to native education (see Note 3).

Intervention strategies require changes in one or more of the following areas: (1) School structure; (2) Instruction; (3) People (school administrators, teachers, parents, students). The more traditional educators typically define learning failure as the fault of the student and consequently generate solutions at stages 3d and 3c. The more liberal tend to focus upon solutions at stages 3a and 3b, while the more radical upon stages 1 and 2. The net result is a vast array of solution strategies with little attempt to systematize their use.

What is required is a listing of intervention strategies available in each stage of the taxonomy. As problems—arise, strategies from stage 1 could be selected, employed, and evaluated. Should the evaluation be positive then movement to stage 2 would be unnecessary. If the evaluation demonstrated a need for solutions at a stage 2 level then strategies can again be selected, employed, and evaluated. The search for solutions will frequently filter down to stage 3 and through its four sub-stages. It may well happen that intervention procedures will be utilized from all stages simultaneously or in specific sequences.

This approach to problem solving has three distinct features. First, it focuses attention upon many available strategies to combat individual learning failures. This systematizes the problem solving approach so as to avoid piecemeal solutions. Second, by looking towards organizational solutions first, the possibility of helping non-native students having similar problems increases. Third, the continuing search for alternative solutions to educational problems is greatly facilitated.

1. Adams, D. "Self Determination and Indian Education." Journal of American Indian Education, 1974, 13: 21-27.

2. Berger, A. "Nine Families and 40 Children." Journal of American Indian Education, 1973, 12: 1-8.

3. Bowd, A. D. "Ten Years After the Hawthorn Report: Changing Psychological Implications for the Education of Canadian Native Peoples." Canadian Psychological Review. (In press.)

4. Catterall, C. D. "Taxonomy of Prescriptive Interventions." Journal of School Psychology, 1970, 8: 5-12.

5. Churchman, D., J. Herman, and T. Hall. "To Know Both Worlds." Journal of American Indian Education, 1975, 14: 7-12.

6. Conry, J., and R. Conry. The Dropout Study. Research Report, Federation of Saskatchewan Indians, Task Force on Saskatchewan Indian Education, August, 1973.

7. Fifield, M., and L. Fanner. "Teacher Aides Provide Direct Instruction." Journal of American Indian Education,

8 Foerster, L. M., and D. Little Soldier. "Trends in Early Childhood Education for Native American Pupils." Educational Leadership, 1977, 34: 373-378.

9. Foerster, L. M., and D. Little Soldier. "Open Education and Native American Values." Educational Leadership, 1974, 32: 41-45.

10. Jannusch, M. R., and D. H. Big John. "Hochungra Headstart Model." Journal of American Indian Education, 1976, 16: 1-9.

11. Lane, R. B. "Canadian Indians." Canadian Psychologist, 1972, 13: 350-359.

12. Ramey, J. H., T. W. Sileo, and Zongolowicz. "Resource Centers for Children with Learning Disabilities." Journal of American Indian Education, 1975, 14: 13-20.

13 Ray, R. Identifying and Serving Handicapped Indian Students. Paper presented at annual meeting, Council for Exceptional Children, Chicago, 1976.

14. Roth, E. B. "Lato: Lats—Hunting in the Indian Languages." American Education, 1976, 12: 6-9.

15. Scribner, S., and M. Cole. "Cognitive Consequences of Formal and Informal Education." Science, 1973, 182: 553-559.

16. Siperko, G. M. B. A Study of Native Youth in Edmonton, Edmonton, Alberta, Department of Culture, Youth and Recreation, 1971.

17. Small, G. A. "Indians and Metis of Northern Saskatchewan." Perspectives, 1975, 10: 2-12.

18. Spitzer, D. R. "A New Look at Organizational Theory in Education." Educational Technology, 1976, 25-29.

19. Staples, I. E. "Affecting Disaffected Students: The Philadelphia Story." Educational Leadership, 1977, 34: 422-428.

21. Taylor, L. J., and C. R. Skanes. "Psycholinguistic Abilities of Children in Isolated Communities of Labrador." Canadian Journal of Behavioural Science, 1975, 7: 30-39.

21. Tsanusdi, T. "Native American Children—Values of the Past May Be Keys to a Brighter Future." Dimensions, 1976, 4: 65-69.

22. United States Department of the Interior. Indian Education Steps to Progress in the 70’s. Washington, D. C., Bureau of Indian Affairs, 1973.