This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Benjamin J. Taylor, Virginia H. Mathews, Marjorie Boyd, Dennis J. O'Connor, NM. Taos Municipal Schools, John R. Cragun, Albuquerque Bureau of Indian Affairs (Dept. of Interior), Eugene C. Kartchner, Robert Rebert, and Clark S. Knowlton.
(1969). An Evaluation of Career Selection Education in Thirteen Project Schools of the Western States Small Schools Project. The Western States Small Schools Project (WSSSP) developed the Career Selection Education (CSE) program to provide students from small high schools in Arizona, Colorado, Nevada, New Mexico, and Utah with: (1) knowledge about self, broad occupational groupings, the institution and dynamics of society which generate, define, and lend meaning to occupation, and skills useful in a wide variety of occupations and integrated with other areas of the curriculum; (2) practice in career planning; and (3) training opportunities for specific occupations. CSE was instituted in 13 project schools during 1965-66 and was operational as a WSSSP project until August 31, 1968. This report presents: (1) opinions of students, school administrators, Career Selection Agents (CSA), and community employers; (2) descriptions of the students' home environment, reading habits, and work, school, CSE, and community experiences; and (3) the evaluation of CSE's curriculum, the administration, psychological tests and counseling effectiveness, work experience, cost, value in career selection, and interest both initial and in repeating the program. Separate questionnaires were developed for each respondent category (present and former students, CSA's, school administration, and community employers), describing the school program, and reporting the various test data relating to both present and former students. All categories felt favorable toward the CSE program–its greatest strength was the benefits derived; its greatest weakness (minimal) was that it was somewhat boring and disorganized. [More] Descriptors: Attitudes, Career Choice, Career Development, Career Education
(1973). Responsive Environment Program for Spanish American Children (REPSAC). Final Evaluation Report, 1972-73. The major goals of the Responsive Environment Program for Spanish American Children (REPSAC) are early intervention to prevent placement of Spanish American children in special education classes, provision of media and learning activities which enhance and develop a favorable self-concept and attitude toward his own and other cultural groups, and formulation of activities that increase parental interest and involvement in the program and in their child's education. During 1972-73, 30 three-, four- and five-year old low birth weight Spanish American children who reflected such handicaps as physical difficulties, learning aptitude, perceptual and motor problems, language problems, and economic, cultural, and educational deprivation participated in REPSAC at Clovis, New Mexico. The 1972-73 evaluation examined the program's 3 components: instruction, staff development, and community-parent involvement. The evaluation design consisted of comparing REPSAC students with a similar group of children not in the program for learning aptitude, English and Spanish language development, and sensory, perceptual, speech, and psychomotor development using a pretest, posttest, and 2-group analysis of covariance; observations; and interviews. Among the major findings was that REPSAC students made significant gains in Spanish language development and speech development. [More] Descriptors: Academically Handicapped, Analysis of Covariance, Community Involvement, English (Second Language)
(1973). Proceedings: National Indian Bilingual Education Conference (1st, Albuquerque, N.M., April 17-19, 1973). Curriculum Bulletin No. 15. This conference report was a finale to the first National Indian Bilingual Education Conference (NIBEC) and a prelude to the second. The first conference was inspired in part by a 1972 meeting called by the U.S. Office of Education in Denver for participants in the Indian Title VII programs. The report covers the first NIBEC held in Albuquerque, New Mexico, in 1973, and presents a prologue to the second NIBEC to be held in Billings, Montana, May 6-9, 1974. The 5 conference topics included in the proceedings are: bilingual classroom strategies, bilingual staff development, community participation, bilingual program administration, and bilingual materials development. Though the styles of these 5 articles differ greatly, they all emanate from the same resources, the recorded tapes of all the 1973 NIBEC sessions. It is hoped that the recording of the 1973 ideas will help NIBEC 1974 in maintaining this valuable dialogue among Indian educators. The NIBEC Declaration, a list of current Indian bilingual projects, and registered NIBEC members were also given. [More] Descriptors: Administration, American Indian Reservations, American Indians, Bilingual Education
(1974). San Juan School Evaluation. Research and Evaluation Report Series No. 27. The San Juan School (Espanola, New Mexico) was evaluated by a team from the Bureau of Indian Affairs' Central Office staff in Albuquerque. Team members assisted the Division of Program Review as representatives from other divisions, using the expertise in their respective fields. The methodology and techniques, which were left to the evaluator's discretion, included questionnaires, observations during school visits, interviews, and parent opinionnnaire. Program information categories selected for review and evaluation were presented and discussed with the San Juan Pueblo school staff and school board in separate meetings. Designated categories were: (1) school philosophy and goals; (2) curriculum; (3) instructional program; (4) testing and self-evaluation; (5) out-of-class activities; (6) administration (school, agency, and area); (7) school facilities and plant; and (8) community involvement. For the reports in this publication, each evaluator compiled and analyzed the data, presenting the findings in a summary form. Some findings are: (1) 57 percent of the respondents (school board, PTA, tribal officials, and parents) felt the present program goals and objectives were satisfactory; (2) there were few planned or competitive sports and recreation events due to a lack of facilities, equipment, staff, and money; (3) food services suffer from insufficient staff; and (4) 63 percent of the parents felt their children would be ready for public school on completing study at San Juan Day School. [More] Descriptors: American Indians, Community Involvement, Curriculum Evaluation, Educational Administration
(1974). The Cherokee Project. [Year 1 Report]. The Cherokee Project, a model demonstration program for learning disabled children at Cherokee, North Carolina, began operations in 1973. Funded by the Bureau of Education for the Handicapped, Office of Education (DHEW), it is administered by the Bureau of Indian Affairs, Indian Education Resources Center (Albuquerque, New Mexico). This final report of the first year (1973-74) of the project discusses: the project's beginning; selection of target children; methods and materials used for screening and diagnoses; teacher and parent involvement; teaching methods and materials; behavior problems encountered; project evaluation; and suggestions for setting up a program for learning disabled children. The project evaluation found that: (1) 12 of the 32 target children made dramatic improvement in their learning problems; (2) 14 made reasonable and expected progress; and (3) 6 made no significant progress. Some suggestions are: (1) become familiar with the common characteristics of learning disabled children; (2) use the WISC or SIT for intelligence testing and observe children's performance as they take the test; and (3) work individually with the children and observe how they work as well as what they know or do. [More] Descriptors: American Indians, Behavior Problems, Demonstration Programs, Diagnostic Tests
(1972). The Study of Mexican American Education in the Southwest: Implications of Research by the Civil Rights Commission. The United States Commission on Civil Rights conducted a 4-year study of Chicano education in the Southwest and compiled information on conditions in the schools attended by Chicanos, educational practices in these schools, and educational achievement of Mexican American students in these districts. Data were compiled in 3 phases: a stratified random sample of all school districts in the United States, a mail survey of 538 districts and 1,166 schools throughout the Southwest, and a field study of 52 schools in California, New Mexico, and Texas. Findings include that the Mexican American public school pupils are severely isolated by district and schools within districts, Chicanos are underrepresented on school professional staffs and on boards of education, and the majority of Mexican American staff and school board members are found in predominantly Mexican American schools or districts. It was also found that the proportion of minority students who remain in school through the 12th grade is lower than that of Anglo students, that a disproportionately large number of Chicanos lack reading skills commensurate with age and grade level, that the reading achievement drop is severe for minority children as they advance in age and grade, that grade repetition rates for Mexican Americans are higher than for Anglos, that Mexican Americans are as much as 7 times as likely to be overage as Anglos, and that Chicanos are underrepresented in extracurricular activities. [More] Descriptors: Academic Achievement, Boards of Education, Civil Rights, Economic Factors
(1973). Evaluation of Student Rights and Responsibilities Programs. Research and Evaluation Report Series No. 25. Student rights encompass all specific rights which the courts recognize as being vested in students. These may be derived from applicable Federal, State, and/or local laws, including school regulations. On June 22, 1973, an ad hoc committee (50 percent American Indian) was convened in Albuquerque, New Mexico to review a special report form prepared for evaluating Indian student rights and responsibilities. The committee was concerned with the organization of these codes and their compliance with local, State, and Federal legal and technical requirements. The form was distributed to 33 Bureau of Indian Affairs (BIA) secondary schools and dormitories, 20 of which responded. This paper discusses the philosophical extent of student rights and the past and present status of rights and responsibilities in BIA and non-BIA schools. Some findings are: almost all schools have some type of written handbook or guide; 3/4 have some type of grievance procedure; and all but three apply the Interim Procedure for student expulsions. The appendixes, which comprise the bulk of the document, give: references to BIA school management policies and disciplinary procedures; the constitution for BIA high schools operated within the Navajo area; the report form sent to the schools; a roster of the schools; information relative to the Phoenix Meeting on Student Rights and Responsibilities; and a bibliography of reports related to Indian student rights prepared within the past three years. [More] Descriptors: American Indians, Boarding Schools, Court Role, Discipline Policy
(1973). Research and Development Project in Career Education. Final Report. (January 3, 1972-July 3, 1973). Also Final Evaluation Report for TAOSCORE Project. New Mexico's career education development, testing, and demonstration project operated in the Taos Municipal School District had as its objectives to: (1) develop and implement an elementary school program to increase career awareness, (2) improve guidance and counseling services at all grade levels with special emphasis on career orientation and exploratory experiences for junior high school students, (3) provide job preparation in occupational areas for senior high school students with special emphasis on work experiences and cooperative education opportunities, and (4) establish a placement service to insure the placement of all students in a job, a postsecondary occupational program, or a baccalaureate program. This document describes the project design, procedures, and results. An independent summative audit of the findings indicated that the program objectives were broader in scope than in depth. Teacher, counselor, and administrator effort varied from intense to superficial. Components operated as intended at some schools but not at others. The evaluation findings led to the recommendation that the program not be refunded by the State or Federal governments. Future productivity seems best provided through in-house services detailed findings and comments are presented in the final report and in the evaluation. Materials developed during the project are appended. [More] Descriptors: Career Development, Career Education, Career Guidance, Developmental Programs
(1973). Evaluation of Effects of the Clovis – Portales Bilingual Early Childhood Program: Final Report, 1972-73. Initiated in 1972, the Bilingual Early Childhood Program (BECP) serves as early intervention for 3- and 4-year-old children in Clovis and Portales, New Mexico (40 children at each site). Target group children were predominantly from Spanish-speaking backgrounds and were selected as participants using guideline requirements of language, background, income of parents, and residence. The goal of the BECP is to demonstrate that early childhood bilingual education intervention will facilitate the learning of two languages (English and Spanish) simultaneously in a responsive environment designed to enhance the child's cognitive, affective, and psychomotor development. Specific objectives were developed for the program components: instruction, staff development, materials development, and community-parental involvement. The evaluation design for the instructional component was within a framework of a pretest-posttest design without a control group. Abilities measured were: language development in English and Spanish, school readiness, and subjective evaluation of self-concept. Findings indicated that the students made significant gains in language ability in English and in Spanish, and in general school readiness. The children developed and maintained a positive self-image and developed substantially in various dimensions of personality growth. It was concluded that BECP functioned as planned for the target group. [More] Descriptors: Bilingual Education, Demonstration Programs, Disadvantaged Youth, Evaluation
(1974). Student Rights and Responsibilities. A Review of the Draft of Program Guidelines. Research and Evaluation Report Series No. 25-A. The Bureau of Indian Affairs (BIA) has undertaken a general program development activity in the area of student rights and responsibilities. In August 1973 a committee of professional educators was appointed to develop guidelines for the Student Rights and Responsibilities Program. During December 1973 and January 1974, the draft of the guidelines was circulated to 195 BIA schools, the 12 area offices, who distributed it to tribal leaders, the American Indian Law Students Association at the University of New Mexico, and the National Indian Youth Council. Items used to elict response were: suggested changes and additions, weakest features, strongest features, and general comments. This report is important to the total thrust in the Student Rights and Responsibilities Program since it shows that each step of the program's development was reviewed in some form or another at the grassroots level of education. A brief analysis of reactions to the draft guidelines, a copy of the instrument used relative to the review, actual comments, and a copy of the draft are included in this report. [More] Descriptors: American Indians, Federal Programs, Guidelines, School Policy
(1974). Responsive Environment Program for Spanish American Children (REPSAC): Third-Year Evaluation Study. Final Evaluation Report, 1973-74. The Responsive Environment Program for Spanish American Children (REPSAC) is a group educational program for "high risk" (of low birth weight and with various handicaps) Spanish American children. It aims to provide successful experiences for these children in both English and Spanish language learning and in improving cognitive and affective development. During 1973-74 (REPSAC's third year of operation), twenty-nine 3, 4, and 5 year old low birth weight children handicapped by physical difficulties, learning aptitude, perceptual and motor problems, language handicaps, and economic, cultural, and education deprivation participated at Clovis, New Mexico. The program was divided into comprehensive components: instructional, staff development, community-parental involvement, and media development. The evaluation design that assessed REPSAC's effectiveness used pre- and posttests. The abilities measured were: learning aptitude, language development in English and Spanish, sensory and perceptual development, speech development, school readiness, and psychomotor development. A periodic subjective evaluation of the students' self concept, observations, and interviews was also conducted. Some major findings were: students made significant gains in language ability in English and Spanish, sensory and perceptual ability, school readiness, and psychomotor development; students developed and maintained a favorable self-image; and parents maintained a positive attitude toward the program. [More] Descriptors: Academically Handicapped, Attitudes, Bilingual Students, Community Involvement
(1972). Narrative Evaluation Report on the Institute for Strengthening Librarians' Capability to Elicit and Respond to the Felt Needs of Minority/Culturally Isolated/Disadvantaged Persons and Groups in the Southwest. At an institute at the University of Oklahoma, some 85 people from Arkansas, Arizona, New Mexico, Texas, and Oklahoma discussed ways to improve cross-cultural and user developed library services to all types of disadvantaged persons. The participants were librarians and representatives of the minorities, the culturally different, and the poor. Following a factual presentation of economic and educational statistics for the six-state area, panel and group discussions were held. Blocks of time were devoted to meetings of groups by state, in which action plans were drawn up. Also discussed were regional interstate services which might assist the states and the American Library Association Office of Library Service to the Disadvantaged in achieving improved service nationwide. While it was felt that many technical aspects of the institute could have been improved, the program proved strong in the communication among participants, in its consortium-type sponsorship, and in its articulated structure which took into account the fact of local, state, regional, and national complementary responsibility. [More] Descriptors: Communication (Thought Transfer), Disadvantaged, Institutes (Training Programs), Librarians
(1974). An Analysis of Certain Selected Causes of Poverty in San Miguel County. San Miguel County, one of the larger, older, and more predominantly Spanish American counties in New Mexico, is located in the north central section of the State. Marked by varied topographical and climatic characteristics, the county was once one of the more prosperous and densely populated areas of the State. Today it suffers from high rates of malnutrition, unemployment, welfare, disease and infant mortality, poverty, malfunctioning social systems, and few sources of employment other than Federal, State, and local governments. It is hypothesized that a major cause of today's poverty among the Spanish Americans there is the imposition of alien Anglo American legal, political, social, and economic systems shortly after the American occupation of the Southwest, systems that the rural village people have not yet completely understood or assimilated. There is a history of conflict between Spanish and Anglo land tenure systems, of a negative impact caused by imposition of Anglo county systems, and of failure of government programs to benefit the Spanish Americans. The document examines the geographic environment, natural resources, genetic backgrounds, social and economic systems, land grants, taxes, State and county government systems, Federal programs, and the rural farm economy of the area. [More] Descriptors: Anglo Americans, Area Studies, Conflict, Cultural Background
(1973). Project ANNA Student Survey. In reviewing the Alaskan Native Needs Assessment (Project ANNA), it was determined that one of the most important educational decision-makers was the student. This concern reflected the belief that in Alaskan Native communities, students and their desires are a potent factor in deciding which option (boarding school, boarding home program, state dormitory) to select for high school. The survey method was: (1) questionnaires were mailed to each school for school officials to distribute to students; (2) questionnaire content was outlined by the Project ANNA committee; and (3) the completed questionnaires were returned to the Indian Education Resource Center, Albuquerque, New Mexico. Responses were presented in graph forms. Data indicated that the Alaskan Native students would like to keep the boarding schools, the boarding home program, and village schools all as viable options. Many wanted to attend college or pursue some form of training past high school. They expressed a preference for the 2-world goal, to be prepared to live in or out of the village. The most important finding of the survey was the "Mobility Factor", referring to the movement from one high school program to another. It was discovered that 42% of the high school students had changed high schools. Descriptors: Alaska Natives, American Indians, Boarding Schools, Decision Making
(1969). Indian Manpower Resources in the Southwest: A Pilot Study. The Indian Manpower Resource Study (IMRS) was undertaken to provide basic information essential to the planning and development of effective programs to make use of the manpower resource of reservation Indians in Arizona and New Mexico. In the past, decision making has largely been undertaken with a minimum of valid information. The reservations studied were Fort Apache, San Carlos, Acoma, Laguna, and Papago. Data indicate that Indians of the Southwest have substantially lower incomes than other Americans. Also, although most reservation families live in a rural setting, they should not be considered farm families. The study, in addition to income and available manpower supplies, also gathered information on age and sex, family characteristics, industry and occupational experiences, and consumption patterns. This study supports the hypothesis that the creation of on-reservation opportunities would be met by a willing labor force. Generally, information indicates that Indians may require more concentrated efforts to resolve their employment problems than other disadvantaged U. S. citizens because of their relatively greater deprivation. Natural and human resource development of reservations should be encouraged. Industries can be developed in tourism and recreation where feasible. [More] Descriptors: American Indian Reservations, American Indians, Consumer Economics, Cultural Background