Implementers of cross-cultural student teaching projects in American Indian communities are advised to incorporate: identification of participant motives; screening procedures; and input from Native American educators and lay people. (JC)

Reports survey responses of 45 teachers who participated in a cultural immersion practicum on the Navajo Reservation. Describes personal attitude and behavior changes and professional changes resulting from the experience. Provides details on this Indiana University summer practicum program, and tabulations of item responses. (SV)

The personal, evaluative statements of student teachers were used to study the perceptions of newcomers to American Indian schools and communities. Respondents in this study were 90 Anglo preservice teachers from 10 universities, completing the final 17 weeks of their teacher preparation programs as full-time student teachers in Navajo and Hopi…

Data spanning the nine year life of a culturally-oriented field project sponsored by Indiana University indicated the feasibility and productive impact of intensive teacher preparation experiences in a cultural community (Native American) where the trainee (Anglo) functioned in the role of a minority person. For 9 consecutive years, 291 preservice…

At Indiana University, preservice teachers participate in required community-based multicultural programs that allow them to become directly involved with community characteristics, values, needs, and achievements. It is hoped that this experience will help them to adapt curriculum and instructional techniques to fit community realities and…

Identifies and ranks major and specific cultural and methodological concerns of 42 Anglo student teachers serving in Navajo, Hopi, and Apache elementary schools. Data reveal that young teachers can be culturally sensitive, feel uneasy about basic teaching skills and strategies, and do make successful personal adaptations on reservations. (Author)