Describes changes in instructional methods, in techniques of social grouping, and in teacher sensitivity to the cultural and experiential differences that the Shoshoni and Arapaho children bring to the classroom. All have increased attendance and achievement in this reservation school. (IRT)

Investigated cultural bias in 79 items of three verbal tests of the Wechsler Intelligence Scale for Children-Revised (WISC-R). Administered three subtests to 40 Anglo- and 40 Native-American Navajo subjects. Results indicated 15 of 79 items (information, similarities, and vocabulary subtests) were biased against the Navajo sample. (Author)

Reports on cognitive, social, emotional, and cultural factors that differentiate between high and low academic achievers among 30 elementary Indian children. Suggests that the high achiever strongly identifies with the aims of education, and comes from a stable, somewhat acculturated, English-speaking family. Contains 11 references. (SV)

A study sought to determine: (1) what factors had made a difference in student achievement on the Havasupai reservation in Arizona after the Havasupai had contracted for control of their education system, and (2) whether these phenomena repeated in other Native American schools which had contracted for control. The fact that Native American…

Critiqued Zarske, Moore and Petersen's article examining the factor structure of the WISC-R as a measure of general intelligence for learning disabled children. Suggests this conclusion doesn't follow from the factor analytic data. Presents the response of Zarske, Moore and Petersen. (Author/RC)

Reports data on the predictive utility of the WISC-R factor scores for Native American Navajos and examines the diagnostic utility of the FD scores as a correlate of academic achievement. Results indicate limited utility of the WISC-R factor scores in predicting academic achievement for Native American Navajos. (Author/RC)

A bilingual education program developed in Pryor (Montana) for Crow students in grades K-8 emphasizes teaching English within the context of the students' culture and language, promoting an understanding of language usage, and incorporating Native knowledge of science and math in the classroom. (LP)

A language arts teacher, grades 6-8, reflects on her experiences implementing the Foxfire approach in a small tribal school and focuses on the successes of one American Indian student--development of interview skills and improvement of her standardized test scores. (SV)

Internalizing symptoms, which include anxiety and depression, may be the most common pattern of psychopathology found in children. However, the knowledge base targeting internalizing symptomology in Native American children of the Southwest is surprisingly limited. This paper reports on a study of prevalence rates of internalizing disorders among…

Project DISC (Developing Indian Software Curriculum) was initiated in the Rapid City (South Dakota) school district to improve Native American children's reading and language arts ability and to provide them with microcomputer skills. During the summer of 1982, introductory computer activities were planned, a computer specialist was hired, and…

Examines the role of "relief" teacher at a Navajo Reservation elementary boarding school: developer of academic projects based on student interests and abilities. Describes a whale project that involved building a life-size model, information searches, letter and report writing, and a student-organized demonstration of exhibits. (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)

The Mississippi Band of Choctaw Indians' OSAP High Risk Youth Demonstration Program seeks to prevent substance abuse through experiences offered in an after-school program. In 1990-91 the program served 710 students in grades K-8 in 7 of the reservation's 8 schools, each of which tailors the program to its own needs. Five components were common to…

The Structure of Intellect Learning Abilities (SOI-LA) Test was administered to 244 Navajo students (second through eighth grades) at Leupp Boarding School in northern Arizona to determine behavioral characteristics in regard to intellectual and creative ability. Comparison of SOI-LA test scores of Leupp students with norm scores revealed 54 of…

The development of effective skills and basic competencies in written English for Ute students in a reservation public school system and adult Ute learners seeking high school equivalency certificates is discussed. The focus of analysis is on assessing the Ute students' assumptions about written language and their use of those assumptions when…