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Previous school-community research in American Indian communities has demonstrated that "isolation" or lack of communication between school staff and community parents has contributed to the failure of educating American Indian children. To validate this research in the Southwest, a diary indicating the out-of-school activities was requested from teachers interviewed during the 1968-69 school year as part of the National Study of American Indian Education. Each teacher was requested to anonymously account for his or her out-of-school activities over a 15-day period. Approximately 20% of the teachers returned a diary (20 diaries). Of a total of 439 recorded events outside of school time, 126 (or 29%) involved Indian people. Of this number, 74 (or 17%) were school-connected events and 52 (or 12%) were nonschool-connected. A "typical" school would show percentages of 24%, 17%, and 6% for the same categories. Remedies suggested in the report included a unified staff approach, recreational activities for both teachers and parents, and "T" grouping to improve teacher-community contact. (LS)

Purposes of this study of the Bordertown Dormitory Program were (1) to provide a description of the social situation as it existed in 1963 and 1968 as perceived by the teachers, students, dormitory aides, and parents; (2) to ascertain the patterns, if any, arising within individual variations, resulting in group perceptions rather than individual perceptions; and (3) to develop a set of criteria for assessing the dormitory program. Data collection was accomplished using personal interviews, classroom and playground observations, sociograms, standardized tests, and informal conversation. In addition, 71 student case studies from the 1963 sample and 42 student case studies from the 1968 sample were used to supplement information obtained from 15 members of the dormitory staff, 2 school board members, 10 administrators, 54 teachers, 21 Anglo students, and the parents or relatives of 26 Navajo children. It was concluded that, in spite of an inadequate goal orientation, the Flagstaff Dormitory Program enjoyed much success, as evidenced by the student, parent, and teacher reactions to it. (LS)

Interviews with 15 groups of teachers in Arizona and New Mexico, representing 10 schools serving predominantly Indian children on or near the periphery of Indian reservations, are summarized in this report. Major areas discussed are teacher attitudes toward methods of teaching Indian students and toward Indian control of schools, as well as teacher beliefs concerning characteristics of (1) Indian students, (2) Indian parents, and (3) teachers of Indian children. Major problems identified by teachers are the lack of competence in English among Indian students and the lack of parental interest in the schools. It is concluded that the education of American Indian children in the Southwest is rigid and inflexible, that classrooms are almost totally lacking in local materials, and that schools seem unwilling to make any concessions to enlist the enthusiasm or interest of the Indian community in the education of their children. (JH)