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THIS DOCUMENT DISCUSSES THE IMPACT OF TRADITION ON THE CONCEPTUALIZATION OF THE NATURE OF EDUCATIONAL PROCESSES. IT INDICATES RESEARCHES AND ANALYSES IN EDUCATION HAVE ASSUMED THAT IT IS NECESSARY TO STUDY ONLY INDIVIDUAL BEHAVIOR IN LEARNING SITUATIONS, THAT ALL EDUCATIONAL EXPERIENCES AND FORMAL EDUCATION ARE SYNONYMOUS, AND THAT THE TEACHER ALONE EDUCATES THE CHILD. MODERN SCHOOL SYSTEMS FAIL TO ACKNOWLEDGE THE ROLE OF THE SCHOOL IN SOCIETY AND THE INFLUENCE OF SOCIAL FACTORS ON INDIVIDUAL LEARNING BEHAVIOR. RESEARCH IN EDUCATION IS TOTALLY INADEQUATE BECAUSE OF THE FAILURE TO INCLUDE INFORMATION ABOUT THE SOCIAL ROLES IN THE SCHOOL SETTING, OF THE TEACHERS, THE PUPILS, AND THE LAY PUBLIC. TRADITION HAS TWO COMPONENTS. "GREAT TRADITION" IS MANIFESTED IN CURRENT EDUCATIONAL THEORY AND PRACTICE. "LITTLE TRADITION" IS THE VALUE SYSTEM OF THE LOCAL COMMUNITY. RECENT DEVELOPMENTS IN EDUCATION HAVE CLASSED EDUCATION AS ONE OF THE GREAT SOCIAL MOVEMENTS. CONSEQUENTLY, CONSIDERABLE TENSION HAS ARISEN BETWEEN THE "GREAT TRADITIONS" OF THE EDUCATIONAL INSTITUTION AND THE "LITTLE TRADITIONS" OF THE COMMUNITY CONCERNING THE PROCESSES OF CHILD REARING. WHILE CONSIDERABLE EMPHASIS IS BEING PLACED ON CURRICULAR ACTIVITIES, LITTLE RECOGNITION IS GIVEN TO SOCIETAL VALUES. (JM)

THE PROBLEMS OF GAINING COMMUNITY PARTICIPATION IS A MAJOR ONE IN MANY OF THE PROGRAMS AIMED AT ASSISTING THE AMERICAN INDIAN. THIS PROBLEM IS USUALLY INTENSIFIED WHEN WHITE PERSONS, ASSUMING THAT THEY CAN DO MORE THAN THE COMMUNITY ITSELF, INTERVENE TO THE PARTIAL EXCLUSION OF THE INDIANS. IN SPITE OF THIS PROBLEM, THE HEAD START PROGRAMS FOR INDIANS WERE JUDGED, WITH FEW EXCEPTIONS, TO BE HIGHLY SUCCESSFUL. THIS IS PART OF THE TOTAL REPORT "INDIAN COMMUNITIES AND PROJECT HEAD START--SUMMARY AND OBSERVATIONS IN THE DAKOTAS AND MINNESOTA." (COD)

Several aspects of the attitudes held by teachers of American Indian children toward their own and other cultures need to be studied. Recommended research topics along these lines include: (1) a study of the teacher subculture where teachers of Indian pupils live in a distinct enclave, with emphasis upon characteristic attitudes toward Indians generally and pupils particularly and the daily experiences and interactions that maintain and strengthen these attitudes; (2) a study of the social situation of teachers of Indian pupils in an integrated school in a small town or city, with emphasis upon attitudes of teachers and their social interaction in the community; (3) a study of the attitudes of the supervisory force of penal reformatory institutions toward Indian inmates, toward Indian society and culture, and toward American society and its cultures; and (4) a study of the attitudes of teachers toward Indian pupils in urban situations where Indian pupils are a small minority among other minority groups. It is recommended that the strategy of participant observation be employed for these studies, preferably at 2 or 3 sites wherein a series of small interrelated subprojects could be implemented. (LS)

A survey of research on the peer society of American Indians reveals that little is known about this topic. American Indian populations, especially peer societies of young Indians, constitute one of the most difficult groups on whom to conduct research. Although Indian students respond docilely to self-administered questionnaires, such instruments are relatively imprecise for reporting the nature of Indian peer societies. One basic method suggested for gathering data is the community study type. The best research procedure would involve relatively lengthy subprojects by small research teams, each consisting of 1 or 2 graduate students at the doctoral level. When the subprojects had been completed, it would then be possible for a "principal investigator" to review the findings in order to judge how survey or other techniques might be utilized in order to generalize the findings. (LS)

The social and cultural distance between the schools serving American Indian children and their communities has been viewed as the source of many of the basic problems in Indian education. In 1968 the Hopi Indian Tribe of Arizona instituted a Follow Through Program to provide for such parental involvement in their schools' educational processes. This study looked at how Hopi parents defined formal education and the school and how that definition was affected by participation in the school program via Follow Through. Between 1970 and 1972 studies were made of Hopi attitudes toward formal education utilizing participant observations and semi-formal interviews. P. T. A. meetings, classrooms, teachers' and principals' meetings were observed. Using a standard questionnaire, 178 parents were interviewed. As a result of Hopi-Anglo interactions within the school context for the past 100 years, Hopi parents degined the schools as Anglo institutions where their children are sent to learn Anglo skills, especially English. Parental involvement via the Follow Through Program did not significantly change his definition because the program, designed and implemented from without the community, tended to reinforce and perpetuate the basic patterns of Anglo-Hopi interactions. (Author/NQ)

A field study of Cherokee Indians in Eastern Oklahoma revealed the following information: (1) educators were ignorant of and indifferent to the language, values, and cultural traditions of the Tribal (rural) Cherokee; (2) the Tribal Cherokees were an impoverished people; (3) both adults and children were educationally disadvantaged; and (4) Tribal Cherokee parents desired that their children obtain an education, but were critical of the schools for abusing their children. Recommendations included: (1) both English and Cherokee be officially recognized; (2) curricula be developed to teach English as a second language; (3) teachers of Cherokee children learn the language and culture of the Cherokee; and (4) special funds be allocated to study the problems of Cherokee children. An extensive history of the Cherokee Nation is included. (RH)

THE AMERICAN INDIAN SUBCULTURE, AS REPRESENTED IN THIS STUDY BY THE SIOUX OF THE PINE RIDGE RESERVATION IN SOUTH DAKOTA, EXPERIENCES PROBLEMS WITH ITS YOUTHS' BECOMING HIGH SCHOOL DROPOUTS. MANY OF THE REASONS FOR THIS PROBLEM PARALLEL THE PROBLEMS OF OTHER AMERICAN MINORITIES, NAMELY, (1) DISSIMILARITY BETWEEN THE VALUES OF THE MINORITY SUBCULTURE AND THAT OF THE MIDDLE-CLASS WHITE-CITIZEN ORIENTED SCHOOLS, AND (2) A SEEMING INABILITY OF THE SCHOOL SYSTEM TO BE CAPABLE OF THE FLEXIBILITY AND INSIGHT TO ADAPT THE INSTRUCTION AND THE FACILITIES TO THE NEEDS OF THE PUPILS. FOR EXAMPLE, THE SIOUX CULTURE INCULCATES IN ITS YOUTH THE VALUES OF INDEPENDENCE, VITALITY, PHYSICAL COURAGE, AND INTENSE LOYALTY TO PEERS, AMONG OTHERS. WHEN THE SIOUX YOUTH GOES OFF TO HIGH SCHOOL, WHICH IS GENERALLY A BOARDING SCHOOL, CONFLICTS DEVELOP. THE HIGH SCHOOL EXPECTS FROM STUDENTS OBEDIENCE, NARROW AND ABSOLUTE RESPECT FOR PROPERTY, AND ROUTINE AND DISCIPLINED CONDUCT. IN THE CLASH OF VALUES THAT FOLLOWS, THE SIOUX YOUTH BECOMES DISCONCERTED. HIS ADJUSTMENT PROBLEMS ARE ADDED TO BY RACIAL OR CULTURAL MISUNDERSTANDINGS AND BY LONELINESS. THE END RESULT FOR TOO MANY OF THE YOUTH IS THAT THEY DROP-OUT OF SCHOOL. THE QUESTION IS TO WHAT EXTENT WAS THE DECISION VOLUNTARY AND SELF-DETERMINED, AND TO WHAT EXTENT WAS IT FORCED UPON HIM BY AN INSENSITIVE SYSTEM. THIS ARTICLE IS A REPRINT FROM TRANS-ACTION, VOLUME 4, NUMBER 6, MAY, 1967. (WD)

THE HOMOGENOUS AND HARMONIOUS INDIAN BAND HAS VANISHED, IF IT EVER EXISTED. THE CONTEMPORARY INDIAN COMMUNITY IS AS HETEROGENEOUS AND DIVIDED AS ANY MORE ORDINARY COMMUNITY. OEO PROGRAMS ARE SOMETIMES MISDIRECTED BECAUSE THEY ARE ORGANIZED FROM THE ASSUMPTION THAT ONE INDIAN CAN SPEAK FOR THE TOTAL COMMUNITY. TWO REPORTS CONCERNING HEAD START PROGRAMS AMONG INDIANS WERE MADE. ONE REPORT CONCLUDES THAT, JUDGED BY ORDINARY SCHOLASTIC STANDARDS, THE HEAD START PROGRAMS OBSERVED AMONG THE INDIANS OF MINNESOTA AND THE DAKOTAS WERE HIGHLY SUCCESSFUL, WITH FEW EXCEPTIONS. IN THE SECOND REPORT, INVESTIGATING THE POSSIBILITIES AND PROBLEMS OF INITIATING A HEAD START PROGRAM, THE AUTHOR CONCLUDES THAT SUCH A PROGRAM WOULD NOT BE SUCCESSFUL WITH THE POTAWATOMI INDIANS OF KANSAS. (C.0'D)

A CASE STUDY OF HIGH SCHOOL DROPOUTS INVESTIGATED THE OGLALA SIOUX COMMUNITY. DATA GATHERED FROM A PREVIOUS STUDY WAS COMBINED WITH SEMISTRUCTURED INTERVIEW AND OBSERVATION DATA. INFORMATION WAS GATHERED ON SOCIAL SYSTEMS OF THE CLASSROOMS, SCHOOLS, COMMUNITY, PARENTS, TEACHERS, AND PUPILS. RELATIVELY COMPLETE DATA WERE OBTAINED FOR 153 SIOUX YOUNG PEOPLE BETWEEN THE AGES OF 13 AND 21. INCLUDED IN THESE WERE 29 DROUPOUTS. THE RESULTS INDICATED THAT DROPOUT WAS HIGHLY CORRELATED WITH EXTREME POVERTY. THE PERSONALITY, INTELLIGENCE, AND GENERAL ATTITUDE TOWARD SCHOOL OF THE DROPOUTS DID NOT DIFFER FROM THOSE WHO REMAINED IN SCHOOL. (RS)

The book offers an orientation to the contemporary situation and problems of American Indian peoples and provides a guide to the kinds of information which are available about Indians. The text and appendixes provide information concerning such basic issues as how "Indian" is to be defined and the consequences of one or another definition, the numbers of Indian persons so defined, their conditions of health and welfare, and how much governmental monies have been allocated in their names. Also, a historical background is given to debunk some of the mythologies about Indians and to enable readers to perceive the historical roots of present difficulties. References and major bibliographical aids are furnished to aid the reader in finding the better monographs or the primary source materials. The text is divided into 8 chapters as follows: (1) Background: Historical and Ecological; (2) Demography; (3) Indian-White Relationships; (4) Contemporary Plains Reservation Communities; (5) A Tribal Nonreservation People: The Oklahoma Cherokee; (6) Pan-Indian Responses to Invasion and Disruption; (7) Indians in the Cities; and (8) Ideology, Identity, and the "Indian Problem." Also included are 3 appendixes: (1) Bibliographic and Related Source Materials; (2) Federal Expenditures in the Name of American Indians; and (3) Reference Materials on Indian Population, education, and Health. (FF)

The institution of Indian school boards in rural Indian communities and on reservations has accompanied a return toward local control in education. Local control by ethnic communities transforms power relationships, and this changes attitudes of educators toward students -- although local boards often lack the educational expertise to attempt changes in educational policy and programs. Erickson, comparing Rough Rock Demonstration School to other kinds of schools serving Navajo students, reports that (1) Federal schools are equal or better in program and are more efficiently operated and (2) the Indian school board at Rough Rock spends little time on matters of basic educational policy. Despite the furore caused by the study, honest and critical appraisals from outside researchers are necessary to assist and improve local school boards and to prevent the demise of local control as a reform movement. (JH)

Provides six examples of ways to individualize instruction in the areas of nutrition and consumer education. (SB)

Results obtained on the Semantic Differential seem to suggest that the Negro preadolescent delinquent identity is an aspect of self perception, shaped by opportunities within the society, and the perception of the adult sex role. For the similar group of white delinquents, the criminal role remains ego-alien, that is at conflict with the concept of self. (Author)

Through a theoretical understanding of the primary elaborative process as utilized by a young psychotic child, this article offers some techniques for the therapist to aid the child in an appreciation of the distinction between inner and outer, fantasy and reality. (CS)

DR. WAX'S MAJOR PUBLICATIONS AND HIS UNPUBLISHED ESSAYS ARE LISTED FOR 1947 TO 1966, INCLUSIVE. SUBJECT MATTER COVERS GENERAL SOCIOLOGY, WITH SPECIAL EMPHASIS ON THE AMERICAN INDIAN. (BR)

MRS. WAX'S MAJOR PUBLICATIONS AND UNPUBLISHED ESSAYS ARE LISTED FOR 1942 TO 1966, INCLUSIVE. SUBJECT MATTER COVERS SOCIOLOGY, WITH SPECIAL EMPHASIS ON THE AMERICAN INDIAN. (BR)

Ten techniques are described for encouraging the development of inner resources for the disabled whose achievement and interaction are limited. (MU)

EDUCATION PROGRAMS FOR THE AMERICAN INDIAN HAVE UNDERGONE MUCH TURMOIL AND CHANGE. DURING THE PERIOD OF THE EARLY SETTLEMENT OF THIS CONTINENT, SOME TRIBES FOUNDED SCHOOLS. THE CHEROKEE SCHOOLS ARE CITED AS AN OUTSTANDING EXAMPLE. AS INDIANS WERE FORCED TO SURRENDER MOST OF THEIR POLITICAL INDEPENDENCE AND WERE RELEGATED TO RESERVATIONS, THEIR CONTROL OVER FORMAL EDUCATION WAS LOST. THEIR EDUCATION BECAME AN EXAMPLE OF CROSS CULTURAL EDUCATION IN THAT EDUCATORS OF ONE CULTURE TAUGHT PUPILS OF ANOTHER. FOUR AREAS OF INDIAN EDUCATIONAL PROBLEMS ARE CONSIDERED--(1) SUPPOSED TECHNICAL INADEQUACY OF THE SCHOOL SYSTEM, (2) ABILITY OF THE INDIAN CHILD TO MASTER THE EDUCATIONAL TASKS, (3) NEGATIVE PARENTAL ATTITUDES TOWARD A SCHOOL SYSTEM THAT INCULCATES ALIEN VALUES, AND (4) CAREER IGNORANCE ON THE PART OF THE INDIAN. THIS ARTICLE APPEARED IN TEACHERS COLLEGE RECORD, VOL. 65, NO. 8, MAY, 1963. (SF)