Journal of American Indian Education-Arizona State University

Volume 23 1983 Contents

Issue 1 October 1983
- WHAT PROBLEMS DO AMERICAN INDIANS HAVE WITH ENGLISH?
  J. D. Fletcher [pp. 1-14]
  The report of a survey designed to determine problems American Indians experience while learning English language skills required for survival and success in the modern, technological culture. Listed in the article are eight report summaries which provide evidence that Native Americans have problems with English in school and six experiences common to second language learners. The article also covers phonology, morphology and semantics. *
- HIGH SCHOOL DROPOUT AMONG NATIVE AMERICANS
  Theodore Coladarci [pp. 15-22]
  An article reviewing the conduct, results and implications of a specific study of 224 high school dropouts (over a three year period) which identified the population, developed instruments, discussed and practiced interviewing techniques, contacted and interviewed high school dropouts and analyzed the resulting data. According to the article (1) the content of the schooling was a salient factor in the dropout rate, (2) the nature of teacher-student relationship emerged as a salient factor in the decision to drop out, (3) over a third of the dropouts reported the desire to be with other dropouts as a salient factor in their decision to drop out, (4) the frequent complaint of being required to attend school the entire senior year, when only one or two classes were needed to graduate, was a salient factor in the decision to drop out, (5) problems experienced at home, i.e., separations, divorces, alcoholism, unemployment, child abuse, etc., were difficult areas for educators to address.
- APOLOGIZE OR ANALYZE: MEASURING ACADEMIC ACHIEVEMENT IN THE RESERVATION SCHOOL
  Sigmund A. Boloz; Richard Varrati [pp. 23-28]
  An article which discusses questions raised concerning the effectiveness of reservation school curricula and which addresses student variables of stability within the district, socio-economic status and school attendance. The authors conclude, that in the current times of budget constraints, the reservation school administrator can best answer the general concerns of the school with hard data, and that the school should not be evaluated solely on the basis of generalized results of standardized achievement tests. The article also lists seven additional variables and their significance for Native American children.
Issue 2 January 1984
- A SUGGESTED RESEARCH MAP FOR NATIVE AMERICAN MATHEMATICS EDUCATION
  Helen Neely Cheek [pp. 1-9]
  
  Relates contributing causes for Women's and Native American's lack of mathematical ability which often prevents them from attaining high paying career opportunities. The author suggests some ways to increase the study of mathematics in the two groups and cites areas where further research could be done.
- NATIVE AMERICANS IN ELEMENTARY SCHOOL SOCIAL STUDIES TEXTBOOKS
  Maxel J. Ferguson; Dan B. Fleming [pp. 10-15]
  An overview of a textbook review study composed of three parts: (1) the determination of the use of Geography, Population, Native American Relations, Relationships of Native Americans and Contemporary Native American Life; (2) the examination of evaluative words; (3) the investigation of illustrations which portray Native Americans. The authors conclude both strengths and weaknesses in 34 elementary texts they examined. Included is an appendix of the eight Virginia-adopted series, grades K-7, reviewed in the study.
- ASTRONOMY IN THE NATIVE-ORIENTED CLASSROOM
  Murray R. Smith [pp. 16-23]
  The article profiles four activities, grades 6 to 9, which enhance astronomy concepts and which foster native awareness and self-respect. The four activities emphasize the Milky Way Galaxy, the Constellations, the Big Dipper, and Medicine Wheels and the Heavenly Bodies. Activities would be suitable for a group of students using materials found in the classroom and standard arts/crafts supplies.
- PROMOTING RETENTION AMONG AMERICAN INDIAN COLLEGE STUDENTS
  Dennis R. Falk; Larry P. Aitken [pp. 24-31]
  The study identified factors promoting retention of Native American college students by interviewing 125 students and 11 college personnel. The results indicate that (1) active support of family members, (2) developmental academic preparation, (3) overt institutional commitment, (4) more complete financial aid, and (5) "personal motivation" are the most important factors promoting retention.
Issue 3 May 1984
- COMPARISON OF ATTITUDES OF RESERVATION PARENTS AND TEACHERS TOWARD MULTICULTURAL EDUCATION
  Karen Swisher [pp. 1-10]
  A study to determine the attitudes of parents and teachers at the Standing Rock Community Elementary School, North Dakota, toward multicultural education and the desirability of implementing multicultural education into the program of instruction. Comparisons of attitudes were made between and within the parents and teachers. The results show significant differences between the attitudes of parents and teachers toward multicultural education and instructional program.
- PARTNERSHIP IN EDUCATION: A TRIBAL EDUCATION COMPONENT
  John Red Horse [pp. 11-18]
  A discussion of the beginning phases of an educational component of Arizona State University on the Navajo reservation. The article is presented in three basic sections: (1) discussing antecedents gained from previous training efforts on the Navajo reservation, (2) discussing the initial certificate program emphasizing academic and applied skills seminars, (3) discussing the negotiations for immersion of university education into the tribal community.
- MAJOR CONCERNS OF ANGLO STUDENT TEACHERS IN NATIVE AMERICAN COMMUNITIES
  James M. Mahan [pp. 19-24]
  A study identifying specific cultural and methodological concerns of 42 Anglo student teachers serving in Navajo, Hopi and Apache elementary schools. As a result, the author believes that teachers can be culturally sensitive, feel uneasy about many basic teaching skills and strategies, and make successful personal adaptations on reservations. Also included are six questions and six suggestions for further consideration.
- THE SUN IS SHINING IN MY EYES: THE NAVAJO CHILD ENTERS KINDERGARTEN EXPECTING TO WRITE AND HE CAN
  Sigmund A. Boloz; Diana Jenness [pp. 25-30]
  The observations of one kindergarten class on the Navajo reservation which have convinced the author that most kindergarten children are capable of writing. The author relates that in the first week of her low-risk classroom environment she observed children wanting to write words and successfully doing so on a daily basis. Into the second week, students were creatively writing phrases, sentences and stories. Sketched out are points which the author believes promoted language proficiency among the kindergarten students.
- NATIONAL INDIAN BILINGUAL CENTER
  Arizona State University [pp. 31-32]
  An overview of the National Indian Bilingual Center (NIBC) since its conception on 1 October 1983. The article presents NIBC as a "Multifunctional Service Center" or "Super Center" to provide training and technical assistance to the Indian Bilingual Education Title VII projects, grades K-12, throughout a 13 state area (Area 16). According to the article, a satellite system has been established for the delivery of services to local projects in Alaska, Montana, Washington, Wyoming, New Mexico, Arizona, Utah, Michigan, Minnesota, North Carolina, Oklahoma and South Dakota.

^* Page numbers refer to location in the original published version of the article.