Journal Home
 

Volume 20 1980 Contents

  • Issue 1 October 1980
    • LANGUAGE USE BY YAVAPAI-APACHE STUDENTS WITH RECOMMENDATIONS FOR CURRICULUM DESIGN
      Teresa L. McCarty [pp. 1-9]
      An article determining the present status of language use of 20 Yavapai-Apache junior high school students during the 1977-78 school year.  The article covers the Fort McDowell community and the school, the nature of language use at home and school, Yavapai basically as an unwritten language, issues in planning and implementing a bilingual-bicultural curriculum, teamwork between education specialists and community school board, and includes a model curriculum.  According to the author, while the model formulated in the article pertains to a particular school, its basic features are adaptable to a wide range of educational contexts. *

    • MATERIALS PREPARATION FOR USE IN BILINGUAL PROGRAMS
      Marie-Louise Liebe-Harkort [pp. 10-15]
      An article describing the production of materials for an experimental program teaching White Mountain Apache literacy.  The article discusses the advantages of Native language, factors used for the course (introduction of graphemes and digraphs), varied and repeated exercises, and "main lessons."  According to the article, the children involved in the project were excited about learning to read and write their own language.

    • STYLISTIC GROWTH IN CLASSROOM NATIVE MUSIC
      Thomas F. Johnston [pp. 16-22]
      An article describing the transcription, classification, and use of Alaskan Eskimo and Indian musical materials collected in rural communities during 1973-78 at the Fairbanks campus of the University of Alaska.  The article's emphasis is the philosophy of incorporating traditional music and dance into textbooks suitable for educational use by Alaskan Eskimo and Indian school children, and also for the use of the general community in extension courses.  The article covers educational significance and culture shock, and proposed activities and participants.

    • CULTURAL DIFFERENCES IN PROCESSING INFORMATION
      Margaret Cattey [pp. 23-29]
      A study which attempts to demonstrate that (1) there may be culturally specific ways of processing information and (2) processing through different hemispheres in the brain may be a result of how one perceives the world in which one lives.  The article focuses on Native Americans (Navajo) and the similarities it shares with the Chinese population.  The article also includes a comparison between the Navajo, Chinese and Anglo-American cultures.  The article covers the use of language, unity and harmony, behavior and temperament, visual/motor skills, left ear advantage in speech, and educational implications.

    • INDIAN COMMUNITY EDUCATION: PROGRAM DEFINITIONS AND PRIORITIES
      Brian P. Miller [pp. 30-33]
      An article responding to the growth and development of community education by attempting to formulate a generic description of Indian community education, taking into account the multiple and divergent definitions and constructs which existed.  The article includes a sample 23-item questionnaire.  According to the author, the concerns and views of national ICE leaders and those of community members differ concerning what ICE is and what its priorities should be regarding basic human needs issues.

  • Issue 2 January 1981

    • CURRENT INDIAN EDUCATION ISSUES
      John W. Tippeconnic III [pp. 1-3]
      An article outlining the responses of five of the top Indian education leaders when asked:  What is the most important issue(s) facing Indian education in the 1980-81 school year?  According to the article, an analysis of the issues identified by the Indian education leaders show a general concern for funding levels of Indian Education programs which affect academic standards, staffing, in-service and pre-service training, the possible consolidation or elimination of supplemental programs, etc.  Another issue presented in reflection was the desire to promote and practice the concept of Indian control through real decision-making by school boards.

    • ALTERNATIVE MODEL PROGRAM EVALUATION OF CULTURAL BASED COMMUNITIES
      Linda Tigges; Leona M. Zastrow [pp. 4-12]
      An evaluation of the Santa Clara Pueblo Headstart program in the spring of 1979.  The purpose of the evaluation was to determine whether the program related to the needs of the Santa Clara children, how successful it was, what problems the teachers encountered, and whether the Pueblo should administer its own Headstart program, rather than having it administered by an outside agency.  According to the article, the evaluators concluded (1) that the constraints-needs model was successful in determining the kind of evaluation that could be carried out in the social context in which the evaluation took place, (2) that the evaluation design was successful by satisfying the needs of the users, (3) that many of the results of the evaluation reflected the culture and needs of the tribe.

    • HISTORICAL RESEARCH AND AMERICAN INDIAN EDUCATION
      Grayson B. Noley [pp. 13-18]
      An article addressing the scant attention in historical research given to the history of American Indian education.  The article outlines and discusses the need for new research approaches to understand the nature of the individuals who made up those unique societies and their unique and varying cultures.  The article also explores the problem of the "Eyewitness."  The author believes the "fundamental historical questions must be pressed to a level where we engage all the subtlety and variety out of which not only meaning, but appreciation, rises."

    • FURTHER NOTES ON BILINGUAL EDUCATION PROJECTS
      G. Edward Evans; Karin Abbey; Jeff Clark [pp. 19-27]
      An alphabetical (by tribe) presentation of assessments on, and descriptions of, bilingual projects which were based upon material the authors received in the course of the projects.  The article covers the Alaska Native Language Center, the Atka Aleut Program, Alaska State-Operated School System and Barrow, the Cherokee Bilingual Family School, the Cherokee Bilingual Education Center, the Northern Cheyenne Bilingual Education Program, the Choctaw Bilingual Education Program, Bilingual Education for Choctaws of Mississippi, the Cree Bilingual Education Project, the Crow Bilingual Education Program, the Acomita Day School Title VII Bilingual/Bicultural Program, the Lakota Bilingual Education Project, the Miccosukee Bilingual Education Project, Rock Point Bilingual Education Project (Navajo), Rough Rock Demonstration School Project, the Papago Bilingual Education Project, the Wanaki Bilingual Education Project (Passamaquaddy), the British Columbia Indian Language Project (Salish), Seminole Bilingual Project, the San Juan Pueblo Tewa Bilingual Project, SUN (Ute), and the Gallup-McKinley County Public Schools.

    • SELF-CONCEPT AND NATIVE IDENTITY: COMPARISON OF FOUR COMMUNITIES IN LABRADOR
      Carl J. Bognor [pp. 28-32]
      A study to examine self-concept and achievement of native and non-native students in Labrador.  According to the author, the data presented in the article are intended as a replication of the Heaps and Morrill study with two substantially different native populations.  The author recommends, based on the study, that the Tennessee Scale be used with caution with native persons, particularly in counseling situations.

  • Issue 3 May 1981

    • APPLYING ANTHROPOLOGY TO EDUCATIONAL PROBLEMS
      Leona M. Foerster; Dale Little Soldier [pp. 1-6]
      An article examining some implications and applications which are possible when the tools and techniques of the anthropologist are applied to the educational problems of Native Americans.  Subtitles include, Ascertaining the Discontinuities, Ethnographic Model to Study the Culture of the School, Ethnographic Model to Study the Culture of the Family and Child, and Analyzing and Comparing Data.  The author believes that "harmony in all things is the Indian way" and that the blending of home and school cultures can be more harmonious for Native American students.

    • SCHOOL BOARD TRAINING AT BLACKWATER: A PROCESS WITH A PRODUCT
      Jackson M. Drake; Margaret A. Mangini [pp. 7-12]
      An article describing the development and writing of the Blackwater School board policy/procedures manual and the initiation of a requested seven-phase process of training school board members.  The authors cite that the path to self-sufficiency need not be lonely; help can be sought from consultants along the way.


    • INDIAN STUDENTS' STUDY HABITS AND ATTITUDES
      Thomas M. Sawyer [pp. 13-17]
      An overview of the Special Services/Learning Center program at Northern Montana College in Havre which is designed to help students "succeed in college," and a review of the study accomplished at NMC to determine the effectiveness of Indian students' study habits and attitudes.  According to the author, the male Indian students studied better while the female Indian students scored below the national average.

    • THE EDUCATION OF THE CANADIAN INDIAN: THE STRUGGLE FOR LOCAL CONTROL
      Brian Titley [pp. 18-24]
      A historical overview of the Canadian Indian situation regarding their educational responsibilities from the British North America Act of 1867 to the early 1970s.  According to the author, attempts to educate Indian children in the value system of the dominant society have generally met with failure; Indian organizations desire to take control of education, hoping to educate their children in a system which stresses Indian values and culture.

    • STRESS AND THE NAVAJO UNIVERSITY STUDENT
      I. Linda Edgewater [pp. 25-31]
      An article discussing stress as it relates to the Native American student at the university level covering "Stress and Health Relationship," "Cultural Stress and the Navajo," and "Which Values Are Best?" -- values that will make it possible for Native Americans to excel in college, get skills, an education and still be "Indian" without cultural conflict.

    • THOUGHTS ON AN INTEGRATED APPROACH TO CURRICULUM
      Susan E. Haase [pp. 32-33]
      A brief article arguing for the necessity of those who are involved in curriculum design, and in policy decision-making, to reassess their approach to the task with an integrated approach.  The article defines the 'integrated approach' by focusing on the concepts of interdisciplinary design as well as the 'whole child' for whom the curriculum is intended.
* Page numbers refer to location in the original published version of the article.

[    home       |       volumes       |       editor       |       submit       |       subscribe       |       search     ]