This study investigates the effects of the Family and Child Education (FACE) prekindergarten program on school readiness. The FACE program is located in Bureau of Indian Education-funded schools on some of the most rural American Indian (AI) reservations in the United States. It explicitly integrates the language and culture of the communities in…

Analyzes 116 Navajo senior class students attending Chinle High School on their perceptions of difficulties in migrating from the reservation and adjusting to urban life, Examines four variables related to basic survival skills for successful urban living: mobility, communication, social networking, and money management. (ERB)

Classroom observations and 235 interviews conducted in BIA schools revealed instructional and management needs related to time-on-task, expectations for student academic performance and behavior, special education issues, vocational education, parent involvement, teacher isolation, staff turnover, inservice training, student transfers, English…

Among 424 Navajo and Hopi high school students, teachers, parents, and Anglo teachers, all Indian groups differed significantly from national norms in brain dominance or learning style. Mismatches between teaching styles and learning styles occurred between Anglo teachers and all Indian students and between Navajo teachers and students. Contains…

Based on interviews conducted on the Mohawk Reservation at Akwesasne in 1980, this article focuses on some of the spiritual values which have deep roots in Mohawk culture. (CM)

From 1882-91, the American Indian program at Hampton Normal and Agricultural Institute (Virginia) included the training of young married couples, aimed at assimilation of the family unit and transformation of Indian family life. Describes the 23 families (mostly Lakota and Omaha) that participated, arrangement of marriages, student recruitment,…

Questionnaires were used to determine the suitability and acceptability of using a live theatrical performance to develop awareness of alcohol related issues for Native people. Questionnaires completed by 139 members of the general audience and 65 key informants indicated a strong positive response to the play. (JHZ)

Reviews information on American Indian dropouts. Surveyed 991 American Indian women, aged 17-36; found no simple formula for school success or dropping out. However, an important factor in the lives of women who completed high school or college was the support of their families, particularly mothers and grandmothers. Contains 56 references. (SV)

Among 150 eleventh grade American Indian students, those attending urban high schools were significantly more creative than reservation students on 5 of 7 variables of the Torrance Test of Creative Thinking, Figural Form B. There was no significant difference between groups in academic achievement. Contains approximately 100 references. (SV)

A study investigated gender differences in five areas of creativity among 165 third- and fourth-grade American Indian students attending Choctaw reservation schools. Girls obtained higher scores than boys across all subtests, with significant differences in originality and creative index scores. (Contains 56 references.) (TD)

Presents model for delivering early intervention services to families of young, handicapped Native American children on rural reservations which considers Native American cultural values and beliefs. Defines model components in terms of Family Systems Model under development at University of Kansas. Describes implementation approach with Arizona…

A comparison of American Indian girls and boys on the reservation with White girls found that Indian girls faced the most difficult problems. They may have distant relationships with their parents, especially their fathers. They may be less social, less trusting and more likely to want to commit suicide. (JHZ)

The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was administered to 175 Navajo children at 2 reservation elementary schools. Local normative information was developed to reduce test bias associated with the English-laden content in the test. A procedure was developed for converting WISC-III scores, enabling comparison of…

University, tribal, and community partners developed a 5-week summer program called Nizhoni Academy to provide academic support services and culturally appropriate instruction to educationally disadvantaged secondary students attending rural schools on the Navajo and Hopi Reservations. Attending the academy had positive impacts on participants'…

A study of 19 northern Michigan Ojibwa families found that children's academic and social performance in elementary school was positively affected by mother's traditional Ojibwa values, particularly sharing, other-centeredness, harmony with nature, noninterference, and focus on extended family. Father's values did not significantly affect…