This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Dennis W. Viehland, Washington Bureau of Indian Affairs (Dept. of Interior), Washington Economic Development Administration (DOC), Suzanne Vaughan, Rebecca Watts, Carolyn S. Davis, Albuquerque Bureau of Indian Affairs (Dept. of Interior), Billy E. Askins, Harold C. Meier, and Washington Women's Bureau (DOL).
(1979). Graduate Enrollment in the West 1973-74 to 1978-79. As part of the Project on Expanding Regional Cooperation in Graduate and Professional Education, broad changes are reported in graduate enrollment over the past six years in the 13 western states that comprise the compact of the Western Interstate Commission for Higher Education (Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming). Tables show that graduate enrollment peaked in the academic year 1975-1976; that enrollment in the graduate school of the member states has varied greatly from year to year; and that contrary to expectations, the recent declines in graduates have resulted from a decrease in part-time student enrollment rather than full-time enrollment declines. Other findings demonstrate that California enrollment dominates the figures (with almost 60 percent of the total); that 59 percent of those enrolled in graduate study were men; and that the proportion of women enrolled in graduate school is rising slowly (less than one percent in the west and less than two percent nationally). [More] Descriptors: Declining Enrollment, Enrollment Trends, Females, Geographic Distribution
(1977). Indian Projects Funded by EDA, August 26, 1965-September 30, 1977. Since 1967 the Economic Development Administration (EDA) has carried out an Indian program that emphasized economic development of Indian reservations and trust lands. In the past 12 years Indian tribes in 32 states have received community and industrial development grants to assist them in developing a viable economic base on their lands. Tribes in Arizona have received the greatest amount of assistance with $113,263,174 awarded in the period from August 26, 1965 to September 30, 1977. New Mexico tribal groups received $37,927,795, and Indians in Washington received $37,467,572. Indians in Massachusetts received the smallest amount of assistance: $146,050. EDA grants were made for such projects as planning and impact studies, water and sewer systems, tourism facilities, industrial parks, and community facilities such as fire stations, community centers, and health centers. Assistance was also given to national Indian groups for conferences, training programs, studies, and other types of activities, including those related to industrial development. In addition to listing the total Indian project funding by state for the 12 year period, this document itemizes the amounts and kinds of assistance given to specific tribes in each state. It also lists the amounts and kinds of aid awarded to the national level projects. [More] Descriptors: Alaska Natives, American Indian Reservations, American Indians, Community Development
(1977). Mexican-Americans in the Southwest. Of the 10 million Mexican Americans in the United States, 90% reside in the southwestern states of California, Colorado, Arizona, New Mexico and Texas. Historically, the acquisition of Spanish speaking citizens by the U.S. has resulted from military conquest. Yet, Mexican Americans did not have a significant political voice until the high fatality rate of Mexican Americans in World War II prompted the formation of the American G.I. Forum and the League of United Latin American Citizens. Both groups have served as vehicles for expression of numerous Mexican American concerns and issues. The economic, social and educational levels of this population are "shockingly" low. Most Chicanos do not have the training and background to obtain good paying jobs. Thus the Chicanos' economic level is a reflector of the educational structure. Social discrimination, stemming from an ethnocentric attitude, prevails despite legal sanctions guaranteeing equal opportunities. The Chicano movement is slowly changing this; but it is a slow process. Both the Catholic and Protestant churches are also beginning to take a larger role in "El Movimiento". A new religious renaissance is spreading, emphasizing self-assertion, indigenous leadership and a pluralistic spirit of existence. The Chicano's philosophy of education is currently being re-defined to emphasize internal examination of one's self-worth and to provide a specific set of values which provide orientation toward the individual viewed as independent of external measures. Descriptors: Cultural Interrelationships, Cultural Traits, Culture Conflict, Dissent
(1975). Penasco Career Implementation Program. Third-Party Evaluation. Second-Year Report of Findings. The Penasco School System's Career Education Program (PENCEP) in New Mexico is being evaluated over a three-year time span. Second-wave data collection (reported here) took place during the third semester of PENCEP's operation, midpoint in its development. A school site similar to Penasco but which has no formal, externally funded career education program was selected for comparison purposes. (Over 90% of students in both schools are Spanish surnamed.) Based on structural questionnaires, data at both schools was gathered during personal interviews with teachers, administrators, seniors, and a sample of fourth and eighth graders. Evaluation focused on the achievement of PENCEP objectives; relation of outputs to achievement of objectives; non-program variables which influence achievement of objectives; impact on community institutions; problems encountered in meeting outputs and attaining objectives; and changes for program improvement. PENCEP objectives include the development of favorable attitudes and conducive behavior toward work and formal education; development of career decision-making skills and job skills; and the placement of students in meaningful, productive careers. Data analysis indicates that the program is running smoothly, but impact on students is ambiguous. It was concluded that the third year of PENCEP operation will be successful if the current level of efficiency in functioning can be maintained, if student gains from the program can be clearly demonstrated, and if full integration of PENCEP concepts, approaches, facilities, and equipment can be accomplished in the school system. Descriptors: Career Education, Decision Making Skills, Educational Attitudes, Elementary Secondary Education
(1977). Public Hearings on Native American Vocational Education (November, 1976-January, 1977). NACVE Task Force on Native American Vocational Education. Summarizing hearing procedures and findings, this document includes testimony presented at hearings conducted by the Task Force on Native American Vocational Education. Held between late 1976 and early 1977 at Rapid City, South Dakota; Albuquerque, New Mexico; Seattle, Washington; and Washington, D.C.; these hearings address the current status of Indian vocational education under the provisions of the Education Amendments of 1976 (PL 94-482). Major findings are presented as follows: there are two types of facilities needed–schools on or very near the reservations and area schools which can serve small tribes or a group of tribes; there is a critical need in elementary through adult education programs for information regarding options in employment and student assessment of interests and aptitudes; and until other segments of education are improved, vocational education programs will have to include components of remedial reading, wriLing, and computation. Major Task Force recommendations are represented as follows: that the legislation be amended to require the Bureau of Indian Affairs (BIA) to match vocational education funds appropriated via the U.S. Office of Education (USOE); that the BIA and USOE share the responsibility for administering and monitoring these funds; that the USOE and BIA provide technical assistance to tribes submitting proposals under this legislation; that proposal evaluation criteria consider the special needs of the diverse populations to be served; and that tribes determine their own education priorities. Descriptors: Adult Education, Agency Role, American Indian Reservations, American Indians
(1977). Final Evaluation Report for the Conecuh County Part D Experience-Based Career Education Program. Evergreen, Alabama. The goal of the Conecuh County (Alabama) project was to successfully implement an experience-based career education (EBCE) program based on the model developed by Northwest Regional Educational Laboratory, whcih integrates academic requirements and work experience opportunities into a comprehensive curriculum. To determine program effectiveness of its first year of operation, a third-party evaluation was conducted. Assessment instruments were administered to EBCE and comparison students on a pretest/posttest basis. Students completed subtests of the Comprehensive Tests of Basic Skills, a Socialization Profile, the New Mexico Career Oriented Activities Checklist, the Student Attitude Survey battery, and a Student Information Questionnaire. Parents, employers, and EBCE staff were also asked to respond to an end-of-year questionnaire. Analysis of student outcome data indicated positive results favoring EBCE students in the areas of basic academic skills, career knowledge and planning, career maturity, attitudes toward education, sex role stereotyping, and attitudes toward self. Overall, parents and employers responded favorably toward the EBCE program. Observation of the implementation process was also made by the third-party evaluators and rated as satisfactory. (Second- and third-year evaluative reports are available in ERIC–see note.) [More] Descriptors: Academic Achievement, Career Awareness, Career Development, Career Education
(1978). A School and Home-Based Bilingual Education Model (Kindergarten-Grade 4): End-of-Year Evaluation Report, 1977-78 (Third-Year Evaluation Study). Designed to develop, over a 5-year period, a model K-6 bilingual program, the project provided early childhood bilingual education intervention to facilitate the learning of English and Spanish simultaneously in an effort to effectively develop the child's cognitive, affective and psychomotor skills. Innovative and tested instructional bilingual-bicultural materials were implemented to assist children with limited English speaking ability from low income families. Located in the Clovis, New Mexico municipal schools, the project was divided into two programs: kindergarten and grades 1-4. The primary focus of the 1977-78 external evaluation was to measure the project's impact on student achievement in language development, reading, and math skills. Assessed were bilingual language development, school readiness, and basic skills in the kindergarten and language development, reading, and math skills in grades 1-4. The kindergarten evaluation design consisted of a pre- and posttest one group design and a special regression model. The Grades 1-4 Program was evaluated with a two group (treatment and control) pretest-posttest covariance model. Results indicated that the kindergarten students made significant gains in school readiness and basic skills but not in language development; and, there was no significant difference between the treatment (bilingual) and control groups in terms of English and Spanish language development and developmental skills in reading and math, except in the area of reading at the second grade level, with the difference in favor of the control group. Descriptors: Academic Achievement, Bilingual Education, Demonstration Programs, Early Childhood Education
(1973). Bilingual Education for American Indians. Vol. II–Navajo. Curriculum Bulletin 13. Bilingual education for Navajos is the central element in changing education from an alien function to one shared and controlled by the community. A number of community-controlled educational systems have become the driving force in Navajo bilingual education, and the past three years have produced not just higher quanitity, but considerably improved quality, according to Dr. Bernard Spolsky, director of the Navajo Reading Study at the University of New Mexico (UNM). Spolsky's paper "Advances in Navajo Bilingual Education, 1969-72" is featured in this curriculum bulletin, which seeks to enlarge the case for Navajo bilingual education and update the state of the art. Three conference reports are also included. The first, which covers a Navajo bilingual-bicultural materials conference held in Albuquerque in October, 1972, discusses curriculum ideas shared by persons involved with Navajo language teaching. The second report includes a student proposal requesting implementation of a Navajo bilingual education program at UNM along with a description of the faculty-student meeting that responded to the proposal. The third paper summarizes proceedings of a November, 1972, conference at UNM which examined questions relating to the training of Navajo bilingual teachers. Final portion of the document is a supplement to the 1970 "Analytical Bibliography of Navajo Reading Materials". It features 49 listings, most of which were published between 1970-72, and includes information on author, title, publisher, source, and educational level, along with a brief description of the publication's content. [More] Descriptors: American Indian Education, American Indians, Bibliographies, Bilingual Education
(1977). Faculty Marginality and Radical Academic Ideology. One of the outgrowths of the student counterculture of the late 1960's and 1970's was the emergence of a specifically educational counterculture that found a following among members of college and university faculties. As war and militarism declined as dominant issues provoking campus unrest, assaults on the structure of higher education sharpened. The experience of the University of New Mexico was typical: faculties became polarized between those defending traditional academic practices and standards and those taking an antiestablishment stand. Frequent and acrimonious debates occurred over grading practices, academic regulations, curriculum requirements, student participation in governance, and tenure and promotion policies, among others. An empirical study at the university undertook to specify factors or characteristics predicting faculty receptivity to antitraditional or radical educational values. Responses to a questionnaire were analyzed. Three themes were present in the questions, each counterposing two ideologies: (1) egalitarianism versus meritocracy; (2) science as the objective search for truth versus science as ideology; and (3) positivism versus personalism in pedagogical methods. Results are discussed as they relate to faculty militancy and unionization. [More] Descriptors: Academic Standards, Collective Bargaining, College Faculty, Curriculum
(1977). The Native American Videotape Archives – Catalog. Developed under the auspices of the Bureau of Indian Affairs' Bicentennial Celebration and its videotape documentation project, this catalog describes documentary videotapes of tribal activities produced by American Indians with the consent of individual tribes. The catalog is divided into the following sections: User's Policy (regulations governing access to and use of the videotape archive located at the Institute of American Indian Art, Santa Fe, New Mexico); Master Tape List (contains master tape numbers, the tribal name, and program title); Master Tape Abstracts (master tape number, tribe, program title, length, and brief summary of each master tape program); Project Title List (project number, project title, tribe, and number of source tapes shot); Cross Reference Index to Source Material (headings include Arts and Crafts, Economic, Family and Family Background, Government and Law, History and Culture, Social, and Subsistence; subheadings are also provided for each major heading; for example, Ceremonies is a subheading within the major heading of Social); Names Index (names all persons who could be identified in the source tapes); and Log Sheets (each log sheet on each of the source tapes includes project title, project and source number, date of taping, viewer cues, counter number references, cross reference subject headings, a brief description of the content appearing between the indicated counter numbers, and comments pertaining to the technical quality of that portion of the tape). [More] Descriptors: Abstracts, Activities, American Indians, Art Expression
(1977). Project EXCEL (Experience-Based Education Learning Program) of the Las Cruces Public Schools. Evaluation Report for the 1976-77 School Year. Patterned after the Appalachia Educational Laboratory program model, the experience-based career education (EBCE) Project EXCEL was evaluated for its effectiveness after one semester of implementation. Project EXCEL (Experienced-Based Career Education and Learning Program) was implemented in Las Cruces, New Mexico, and was designed to provide an alternative to traditional high school education. It combines a basic academic program with exploratory opportunities in the career and work world. The project's objectives were classified under three major types of goals: student, program perception, and instructional. Hypotheses were formulated and a research design was developed for each of the specific subgoals in the major goal categories. EBCE students were tested using the Student Information Questionnaire, Comprehensive Tests of Basic Skills, Career Maturity Inventory, Student Attitude Survey, and Socialization Profile. Questionnaires were also administered to parents and employers of the students. Results favored the program on program perception and instructional goals. The outcomes for student goals were overall not significant. Students, their parents, and employers generally showed a positive attitude toward the program. Mixed results were shown in the instructional goals section. Descriptors: Business, Career Development, Career Exploration, Cooperative Programs
(1979). Final Evaluation Report for Conecuh County Experience-Based Career Education Program. Evergreen, Alabama. The goal of the Conecuh County (Alabama) project was to successfully implement an Experience-Based Career Education (EBCE) program based on the model developed by Northwest Regional Educational Laboratory, which integrates academic requirements and work experience opportunities into a comprehensive curriculum. To determine program effectiveness at the end of its third year of operation, a third-party evaluation was conducted. Assessment instruments were administered to EBCE and comparison students on a pretest/posttest basis. Students completed subtests of the Comprehensive Tests of Basic Skills, the JOBS instrument, the New Mexico Career Oriented Activities Checklist, the Student Attitude Survey battery, the Nowicki-Strickland Scale (locus of control), and a Student Information Questionnaire. Parents, employers, and EBCE staff were also asked to respond to an end-of-year questionnaire, and implementation process documentation was completed throughout the year. Analysis of student outcome data indicated that EBCE students did as well as comparison students and in some cases higher on tests of basic skills and that E0CE students showed positive increases in test results concerning career knowledge and planning, career maturity, attitudes toward education, sex-role stereotyping, locus of control, and attitudes toward self. Overall, parents and employers responded favorably toward the EBCE program. The implementation process was rated as satisfactory. (First- and second-year evaluative reports are available in ERIC–see note.) [More] Descriptors: Academic Achievement, Career Awareness, Career Development, Career Education
(1978). Information Profiles of Indian Reservations in Arizona, Nevada, & Utah. Based on information provided by Bureau of Indian Affairs (BIA) Agency Offices and by the Indian Health Service, this publication provides profiles of 45 Indian reservations located in Arizona, Nevada, and Utah. These profiles include data on reservations located partially or totally in the adjoining states of Oregon, Idaho, California, and New Mexico which are under the administrative jurisdiction of the BIA Phoenix and Navajo Area Offices. Primarily based on data collected during 1977, the profiles provide information on the people and area, education, employment, housing, industrialization, resources availability, income, health, resource development, and additional attainments. Each profile includes addresses and phone numbers of BIA and tribal officials and offices as of March 1978. Reservations covered include the Camp Verde, Colorado River, Fort Apache, Fort Yuma, Gila River, Havasupai, Navajo, Papago, Yavapai-Prescott Community, Battle Mountain, Duck Valley, Fallon Colony, Goshute, Las Vegas Colony, Pyramid Lake, Reno Sparks Colony, Uintah and Ouray, and Yomba. Tabular data are given on the service population of Phoenix Area by state, lands under BIA jurisdiction as of June 30, 1977, Indian population and labor force as of April 1977, reservation populations and acreage recapitulation, and estimates of resident Indian population and labor force status by state and reservation. [More] Descriptors: Alaska Natives, American Indian Reservations, American Indians, Community Characteristics
(1978). Responsive Environment Early Education Program (REEEP): Third-Year Evaluation Study. Final Evaluation Report, 1977-78. REEEP serves as an educational intervention providing direct services to "high risk" (of low birth weight–less than 5 1/2 pounds) 3-, 4-, and 5-year-old children, living in the Clovis, New Mexico area. The program aims: to prevent school failure with an intervention program which includes early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; to provide inservice training for the project teacher and aide; to disseminate information concerning the program. Student achievement was evaluated via standardized tests to measure language development in Spanish and English, school readiness, and self-concept. Program impact was determined by a special regression analysis model using three dependent variables and eight independent variables. Inservice training and dissemination activities were subjectively evaluated using site visits, observations, records, and self-reports by the staff. Major findings included: REEEP students made significant gains in language development in English and Spanish and in school readiness; students showed a positive and continuous growth concerning self-concept and emotional development; the inservice training was found to be successful and effective; the quantity and quality of the dissemination activities were adequate; the regression analysis data indicated that 60% of the students scored better than estimated/expected on the English test, 40% scored better than estimated/expected on the Spanish test, and 70% scored better than estimated/expected on the school readiness test. Descriptors: Academic Achievement, Academically Handicapped, Bilingual Students, Demonstration Programs
(1978). A Guide to Conducting a Conference With American Indian Women in Reservation Areas. Among the major concerns of the Women's Bureau are the special needs of women of various racial and ethnic backgrounds who encounter double discrimination because of their sex and their racial or ethnic origin. For those who speak English as a second language, a further barrier is added. American Indian women are one group in need of special programs to create an awareness of their job rights and to increase the accessibility of employment and training opportunities for them. In response to a successful conference on "Employment Awareness for Indian Women" held on the Shiprock, New Mexico, Navajo Reservation, this guide has been prepared to aid in conducting similar projects elsewhere. While not intended to be a comprehensive "how-to" instrument, the guide is adapted to the status of Indian women and highlights those parts of the conference program needing special consideration: strong community participation in planning phases, an opening session speaker who is a known leader, availability of bilingual interpreters, minimal or no expense to participants, briefing sessions for resource people, and follow-up mechanisms. In planning such programs, it is essential to have a knowledge of the unique legal status of Indian tribes so that provision can be made to have that issue addressed. Situations and conditions vary from reservation to reservation, making flexibility and adaptability a major requirement for the use of this guide. [More] Descriptors: American Indian Reservations, American Indians, Career Awareness, Conferences