This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Washington Congress of the U.S., Gilbert Sanchez, Howard Adams, Washington Comptroller General of the U.S., Alfred J. Cali, Robert Spotts, Lubbock Askins (B.E.) and Associates, Thomas E. Atcitty, Washington Bureau of Indian Affairs (Dept. of Interior), and Rosemary G. Campos.
(1978). Spanish Heritage Population of the Southwest by County: 1960 and 1970; NCHSR (National Center for Health Services Research) Research Report Series. The Spanish Heritage (Hispanic) population is our second largest minority. Eighty percent of Hispanics live in the five southwestern states of California, Texas, New Mexico, Arizona, and Colorado. The 1970 U.S. Census was the first to identify Hispanics separately. The present study estimates 1960 Hispanic population data from the data for 1970. Ten tables, arranged in alphabetical order for the 5 southwestern states, show 1970 and estimated 1960 population by state, county, and sex for the total population and for Hispanics. Ratio changes are also shown. Each table is labelled by state and county code as used by the Bureau of the Census and inlcudes the 454 county names. All numbers under the following three headings were found in selected census reports: Total 1960 Population, Total 1970 Spanish Heritage Population, and County Percent Change: 1960-1970. All numbers under the following headings were derived from the previous three headings: 1960 Spanish Heritage (Estimate) and Percent Spanish Heritage (1960 Estimate). Following the tables are maps of the five states which show the county boundaries, county names, and Health Service areas. The 1960 Spanish Heritage estimate could not be calculated for 107 of the 454 counties due to lack of 1970 data for these counties. Therefore, the unreported persons of Spanish Heritage who live in these counties are not represented in this report. [More] Descriptors: Census Figures, Females, Males, Maps
(1977). A Comparative Study of the Roles and Functions of School Principals and Bilingual Program Administrators. This study was designed to compare time allocations to major functions actually performed and idealized by bilingual administrators and principals; to rank specific procedures used in accomplishing these functions; to determine staffing patterns, and program and organizational characteristics; and to isolate personal/professional demographics of bilingual administrators. Ninety Elementary Secondary Education Act Title VII directors in Arizona, California, Massachusetts, New Jersey, New Mexico, and Texas responded to a survey. Findings showed large similarity in roles based on time allocations to functions, despite differences in organizational factors involving unit responsibility, staff profiles, student characteristics, and functional assignment. Both groups reported a high to moderate sense of autonomy in program leadership. Demographic data descriptive of the bilingual program directors revealed approximately one-third to be females, over two-thirds holding advanced study beyond the master's, and two-thirds certified in administration. Success factors keying on human leadership skills, community leadership, upper administration support needs, and specific capability in business management were identified. [More] Descriptors: Administrative Organization, Administrator Characteristics, Administrator Responsibility, Administrator Role
(1972). Johnson-O'Malley Annual Report, Fiscal Year 1972. Presenting narrative and tabular data re: American Indians and the Johnson-O'Malley Program, this 1972 annual report includes the following: an introduction to the JOM Program; 1972 program participation by states and districts; an historical synopsis of the JOM Program; a map of the JOM administrative areas; a flow chart depicting JOM organization; a list of state directors of Indian education (addresses and phone numbers); a list of area office education (JOM) representatives (names, addresses, and phone numbers); JOM contracts with state departments of education (contract descriptions for Alaska, Arizona, California, Idaho, Michigan, Minnesota, Montana, Nebraska, Nevada, New Mexico, North Dakota, Oklahoma, South Dakota, Washington, Wisconsin, and Wyoming); JOM program contracts with school districts (contract descriptions for Colorado, Florida, Iowa, Kansas, Mississippi, Oregon, and Utah); JOM contracts for peripheral dormitories; an appendix (statistical data re: total JOM supported enrollment, total JOM expenditures, and total JOM expenditures and enrollment; JOM Act of April 16, 1934 as amended by the Act of June 4, 1936; excerpts from Public Law 81-874 relevant to the public school education of American Indians; JOM student statistical summary report for fiscal years 1966 through 1972; and school district analysis, 1971-72). [More] Descriptors: Administration, American Indians, Annual Reports, Contracts
(1976). A Model of "Grass-Roots" Community Development: The D-Q University Native American Language Education Project. Embodying a thoroughly grass-roots, democratic approach, the Native American Language Education (NALE) Project of D-Q University began operation during 1973-74. Local Native Americans are employed to work with the indigenous population in the local communities. Members of the local community are provided the time and opportunity to discuss, meet, and present their views, feelings, and opinions regarding the total language development process which occurs within their own community. The elderly people, who possess all the knowledge and wisdom of tribal language, culture, and history, are periodically contracted as professional consultants because of their tribal expertise, to correct, evaluate, and approve language materials before they are printed and distributed. In 1973-74 materials were prepared for, and disseminated to, a large audience comprised of Indian tribes across the country. Most staff effort was focused at the Papago in Arizona and the Zuni in New Mexico. By 1974-75 virtually all resources were focused at Papago and Zuni. This report includes: a summary of the historical and current situation of the Zuni and Papago peoples; discussions of the community development theory and the NALE project, and of the role of self-determination in language development; a description of the NALE project (background, philosophy, general objectives, and operation); and a brief discussion of the project evaluation. [More] Descriptors: American Indian Languages, American Indian Reservations, American Indians, Community Development
(1976). Nursing Research Support in Community Health Agencies in the West. To determine what resources are available to community health nurses, a survey was conducted of 345 agencies in WICHE's 13 western state region (Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, New Mexico, Nevada, Oregon, Utah, Washington, and Wyoming). Major findings were: (1) only two percent of responding agencies had a full-time nurse researcher, while 13 percent reported having a nurse involved in part-time research; (2) the presence of a nurse researcher is related to agency size as measured by the number of visits per year and to administrative staff; (3) research support services are difficult to obtain for many of the agencies; (4) seven percent of the agencies report having a nursing research section; (5) less than two percent of the agencies report having a budget designated for nursing research; (6) in spite of the lack of research support, there exists a very large interest in developing research, and the research atmosphere is generally rated as favorable; (7) there is a wide range of topics that respondents are interested in researching, and the greatest interest is in nursing care and the evaluation of its quality; and (8) the largest obstacle to implementing research is the lack of available funds. Results are not reported by individual state, but in narrated tabular and graphic form for the entire region. The questionnaire and a list of suggested research topics are appended. [More] Descriptors: Budgets, Facilities, Financial Support, Higher Education
(1963). Colorado Western States Small Schools Project. Annual Report, July 1, 1962-June 30, 1963. At the time of this report, the Western States Small Schools Project (WSSSP) had completed one full year of operation (1962-63) in the schools of Arizona, Colorado, New Mexico, Nevada, and Utah. Major WSSSP objectives are identified as: developing ungraded programs (K-12); developing appropriate uses of programmed materials; providing teacher preparation for small schools and rural living; and developing approaches to school board members' orientation to the education problems of rural America. Using a case study approach to the evaluation of the total project, data collected at the beginning of the project and again at its completion are to be analyzed in terms of observable changes resulting from project activities in each participating school. Among the activities cited in this Colorado report are: advisory meetings; regional workshops; a superintendent's conference; a scheduling conference; an amplified telephone project; and an annual summer workshop. Also, this report contains the names of administrators, teachers, and a short description of WSSSP proposals. Reports are presented for project activities which have progressed far enough to have some significant findings re: the utilization of programmed type materials in English; a general music class; independent study in science; individualized instruction in mathematics and language; and the telephone method of teaching in a non-graded school. [More] Descriptors: Annual Reports, Conferences, Independent Study, Instructional Materials
(1977). Indian Education in the Public School System Needs More Direction From the Congress. Report to the Congress by the Comptroller General of the United States. The General Accounting Office's recommendations to the Congress and the Office of Indian Education, Department of Health, Education, and Welfare is derived from a review of 16 projects funded under Title IV of the Indian Education Act of 1972 and designed to meet the special needs of American Indian children (operative during 1974-75 in Arizona, California, Minnesota, New Mexico, and Oklahoma). Major recommendations centered on improving the identification process re: American Indian children with special needs (i.e., improvements in definitions and guidelines for local educational agencies attempting to identify such children); assessing and defining the special education needs of Indian children (local educational agencies spent grant funds on various projects and activities because the Act does not adequately define the special educational needs of Indian children); establishing goals and objectives and evaluating program effectiveness (the Office of Indian Education cannot determine if the Title IV program is successful because program goals have not been established and grantees have been unable to determine if Indian children's needs are being met because some did not evaluate their projects, while others inadequately measured program effectiveness); strengthening parent committee involvement (at some local educational agencies, Indian parents were not actively and consistently involved); and improving program administration (improving time allocations, staff, and grantee information communication). Descriptors: Advisory Committees, American Indians, Definitions, Educational Needs
(1977). Experience-Based Career Education. Evaluation of Outcomes at Three Pilot Programs, 1976-77. Utilizing a pre/post test design, the progress of first year Experience-Based Career Education (EBCE) students (experimental group) toward projected EBCE student outcomes was compared with that of non-EBCE students (control group) at three school sites which employ the EBCE model developed by Far West Laboratory (FWL). Also, the program perceptions of students, their parents, and community resources were examined. Several instruments were used to collect data, including The Assessment of Career Development, New Mexico Career Education Test Series, and EBCE Perceptions Survey. The program outcomes indicated that the FWL model EBCE program is adaptable to a variety of settings. The EBCE programs were supported by parents and EBCE students. In addition, community resources reported favorably on their student contacts. Student outcomes indicated that both groups progressed normally in basic skills and showed an increased level of career development activities, improved school attitudes, and improved relationships with adults. EBCE students showed gains in areas measuring activities rather than knowledge and more positive perceptions of growth than their corresponding controls. (This report includes fifty-two data tables. The appendix contains project development instruments, descriptions of other instruments, program implementation evaluation forms, forms used for documentation of data collection procedures, comparison group data at one school, and data on post-graduation student planning.) Descriptors: Academic Achievement, Career Development, Career Education, Community Involvement
(1978). A Review of Selected State Budget Formulas for the Support of Postsecondary Educational Institutions. Formula budgeting procedures used in several states for allocating resources to public institutions of higher education are reviewed and criteria to be considered in developing a formula budget for public institutions in Pennsylvania is recommeded in this report. Section 1 summarizes the history of formula budgeting in Pennsylvania. Section 2 reviews the use of formula budgeting procedures nationally and discusses the advantages and disadvantages of these procedures. Further it reviews the philosophy, rationale, and components that are considered in different types of formulas. Section 3 provides a description of the various types of formulas that have been, currently exist, or are proposed by 10 different states: Alabama, Louisiana, New Mexico, Ohio, Oklahoma, Tennessee, Texas, Virginia, and Washington. Section 4 reviews the process employed by three states, California, Illinois, and Texas, in the development and maintenance of formula budgeting and problems associated with this process. Finally, Section 5 presents a set of recommendations concerning the major components that should be considered in the development of formula budgets for state-owned, state-related, and community college sectors of the Pennsylvania system of higher education. The appendix provides a summary of each formula used and provides a technical description of the formula budget of each state. [More] Descriptors: Budgeting, Community Colleges, Computation, Funding Formulas
(1977). Grants to Indian-Controlled Postsecondary Educational Institutions and the Navajo Community College Act. Hearing Before the United States Senate Select Committee on Indian Affairs, 95th Congress, 1st Session on S. 468 – To Amend the Navajo Community College Act; S. 1215 – To Provide for Grants to Indian-Controlled Postsecondary Educational Institutions, and for Other Purposes (July 28, 1977). Presenting testimony, these 1977 Senate Hearings deal with S. 468, a bill designed to amend the Navajo Community College Act of 1971 to insure adequate funding for operation and expansion of the college on the Navajo Reservation, and S. 1215, designed to amend the Indian Self Determination and Education Assistance Act of 1975 by adding a third Title to address funding needs of other present and forthcoming community-based postsecondary educational institutions. Included in this document are: the two bills; a report by the U.S. Department of Interior re: the bills; written material submitted by an Arizona Senator and the President of the Oglala Sioux Community College; and statements presented by: senators from New Mexico, Arizona, and South Dakota; the President of Sinte Gleska College; the Director of Indian Education Programs, the Acting Director for Postsecondary Education, and the Acting Planning Officer for the Office of Indian Education Programs, Bureau of Indian Affairs; the Acting Director of the American Indian Higher Education Consortium; the President of the American Indian Higher Education Consortium and the Director of the Fort Berthold Community College; Chairman of the Mississippi Band of Choctaw Indians representing the National Tribal Chairmen's Association; the President of the National Indian Education Association; the President of the Navajo Community College; the Vice Chairman of the Navajo Tribe; and the Executive Director of the National Congress of American Indians. Descriptors: American Indians, Community Colleges, Federal Legislation, Financial Support
(1976). Vocational Education on the Navajo Reservation: Present Status and Future Directions. Vocational education services provided to Navajo people are examined in this study. Three major purposes are presented: to develop a complete picture of vocational education programs offered to Navajos, and determine whether funds are allocated in an equitable manner; to identify where critical decisions concerning vocational education programs are made; and to analyze existing vocational education services in relation to job opportunities presently available. Chapter I provides an overview of the problems of the Navajo Nation. Chapter II describes the Federal Vocational Education Act of 1963 and emphasizes funding allocation criteria. Chapter III examines federal and state funding to secondary level vocational education in Arizona and New Mexico, and chapter IV describes vocational education funding and decision making in the postsecondary institutions on or near the reservation. Chapter V deals with CETA (Comprehensive Employment and Training Act) funds for the Navajo people. Chapter VI examines vocational education in the Bureau of Indian Affairs; chapter VII analyzes Navajo vocational education programs versus labor market needs; chapter VIII describes in detail provisions regarding Indians in recently passed vocational education legislation; and chapter IX summarizes the findings of the study and makes specific recommendations to each of the key agencies (federal, state, local, and tribal). Descriptors: Decision Making, Educational Finance, Educational Legislation, Educational Problems
(1977). A School and Home-Based Bilingual Education Model (Nursery School-Grade 3). End-of-Year Evaluation Report, 1976-77 (Second-Year Evaluation Study). This report presents the results of an external evaluation of a model bilingual program for nursery school through third grade students in the municipal schools of Clovis and Portales, New Mexico. The project is divided into three programs–nursery school, kindergarten, and grades 1-3–designed to reach children with limited English-speaking ability from low-income families. Bilingual and bicultural materials were used to promote development of affective, cognitive, and psychomotor skills. This evaluation, which focused on stduent achievement in language development, reading and math skills, utilized a pre- and post-test design. Among the major findings: (1) Nursery school students made significant gains in language development (English and Spanish) and school readiness and indicated a positive growth in self-concept and personal development; (2) Kindergarten students made significant gains in language development (English and Spanish), school readiness and basic skills; (3) For Grades 1-3, significant differences between control and treatment students were found only for second grade Spanish and first grade reading achievement. These differences were in favor of the treatment group. An appendix to the report describes the instruments used in the evaluation. Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Bilingual Students
(1978). Differences in Professional Tasks of Elementary Principals in Rural and Urban Areas. A questionnaire was sent to 16 rural and 16 urban elementary school principals in New Mexico to determine if professional tasks of elementary principals differed according to urban (towns of 50,000 or more) or rural (up to 2,500 population) location. Randomly selected, the principals were asked to respond to 22 questions related to tasks involving teachers and other personnel, tasks dealing with clerical work, professional duties, and other tasks. Questionnaire results from 13 urban and 11 rural principals indicated many common tasks regardless of population. Differences were that more urban than rural principals kept attendance records, more urban principals ordered supplies from the school's central office, while rural principals prepared their school's master calendar more often than urban counterparts. While most rural principals did not oversee the food service program, almost half of the urban principals had that responsibility. Implications for training of future administrators, both rural and urban, included emphasis on preparation of in-service faculty programs and personnel management, including interviewing procedures, hiring, formulation of job descriptions, personnel evaluation, and functions of special education personnel. Descriptors: Administrator Responsibility, Administrator Role, Clerical Occupations, Community
(1976). Information Profiles of Indian Reservations in Arizona, Nevada, and Utah. Based on information provided by Bureau of Indian Affairs (BIA) Agency Offices and by the Indian Health Service, this publication provides profiles of 46 Indian reservations located in Arizona, Nevada, and Utah. These profiles include data on reservations that are: (1) located partially or totally in the adjoining States of Oregon, California, Idaho, and New Mexico; and (2) under the administrative jurisdiction of the BIA Phoenix and Navajo Area Offices. Primarily based on data collected during 1975, the profiles provide information on: the people and area, employment, housing, industrialization, resources available, resources development, education, income, health, and additional attainments. Each profile includes addresses and phone numbers of BIA and tribal officials and offices as of January 1976. Reservations covered include: Camp Verde, Colorado River, Fort Apache, Fort Mojave, Gila River, Havasupai, Maricopa (Ak-Chin), Gila Bend, Payson Indian Community, Yavapai-Prescott Community, Battle Mountain Colony, Duck Valley, Fallon Colony, Goshute, Pyramid Lake, Las Vegas, Moapa, Skull Valley, and Uintah and Ouray. Tabular data are given on: the service population of Phoenix Area by state, lands under BIA jurisdiction, selected data on the Indian population and labor force, reservation populations and acreage recapitulation, and estimates of resident Indian population and labor force. [More] Descriptors: Alaska Natives, American Indian Reservations, American Indians, Community Characteristics
(1975). Navajo Health Authority, Board of Commissioners, Annual Report, June 1975. The Navajo Health Authority (NHA) was created by the Navajo Tribal Council to guide and assist the Navajo people to improve their health and well-being. Its goals are to: (1) develop health manpower training programs appropriate to support the development of the American Indian Medical School and to meet the needs of the American Indians in staffing their health care systems; and (2) foster, guide and assist in the planning, development, cooperation and evaluation of a health service system for the Navajo people which will be exemplary and a model for the American Indian community. During the past year, NHA secured a land site at Shiprock, New Mexico, for the American Indian School of Medicine; organized a Governmental Liaison Committee, with representation from all the major, health-related departments of the Federal government; initiated a Family Practice Health Center and Residency Training Program at Shiprock; and prepared the draft legislation for the establishment and funding of the American Indian School of Medicine. This annual report presents data on NHA's progress. Topics covered are: legislative and community liaisons, the Joint Interagency Liaison Committee, the Medical School Planning Committee, administration and support services, Office of Student Affairs, Native Healing Sciences, preventive medicine, family and community medicine, health education, nursing office, emergency medical services, and health statistics and research. [More] Descriptors: Administration, Agency Cooperation, American Indian Reservations, American Indians