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This paper describes the conceptualization and operation of a modular organized-accountability teacher training program for fourteen American Indian teacher-trainees. Indian Teacher Training Program (ITTP) graduates will be prepared to teach secondary social studies in Indian schools as well as other schools. Hopefully, these teachers will be able to utilize the local communities as a data source for social studies instruction. The program is characterized by careful specification of learning outcomes emphasizing both subject matter and teaching strategy competencies, intensive internship supervision, and, accountability for the academic program, the professional training, and the internship to the sponsoring agency. Special problems dealt with include teacher trainee performance, operationalization of the training program, and program support. Implications of this program for other teacher programs call for more intensive support and supervision of teacher trainees, a careful specification of objectives, and provisions for the application of skills learned in the training program. A major implication is that social studies educators can develop and implement accountability models. The ITTP has provided an opportunity for trainees and staff to engage in a meaningful program in bi-cultural education. (Author/SJM)

This paper presents a working definition of educational accountability, reasons for the accountability movement in education, events and major problems. Educational accountability is a process of setting goals, making available adequate resources to meet those goals, and conducting regular evaluation to determine if the goals are met. The reasons are the influences of the federal government, the dissatisfied public and the technological-cultural difficulty of managing education. The events have moved from the Elementary and Secondary Education Act of 1965, which required an accounting of how federal funds were expended in compensatory education programs, to a comprehensive all-school performance contract in Gary, Indiana. The major problems are reflected in the responses to the following seven questions: Who is accountable? What is the accountability unit? How are educational outcomes measured? Will the focus on measurable student learning detrimentally affect the humanistic fields? Will accountability create a sterile environment which precludes creativity and imagination? Can accountability be applied beyond the basic skills area? Will accountability work? (Author/AWW)

General research by an anthropologist and experiences of an educator during a 2-year period form the basis for this report on education of Mississippi Choctaw Indians. A discussion of the physical and cultural environment of the Mississippi Choctaw is followed by a description of the organization, facilities, personnel, and programs of Choctaw schools. Significant trends emerging in Choctaw education include a greater degree of self-determination by Choctaws, more community participation in educational decision-making, and a greater emphasis on Indianization in curriculum and in educational programs. (JH)

The intent of this study was to learn how and why schools adopted the materials of the project. An open-ended questionnaire was used to obtain answers on issues of awareness, interest, evaluation, trial and adoption procedures, source of funds for purchasing the materials, and school community characteristics. Results were: 1) awareness level increased over time; 2) professional literature contributed most to bringing about awareness; 3) desire to improve social studies at the elementary level was most frequent reason for interest; 4) schools usually tried out materials on small scale before adopting; 5) schools which used other new curriculum materials also tended to adopt materials of the project; 6) the most crucial factor in adoption was the presence of a change agent within the school. Implications for future research were: 1) what is the role of the change agent for innovation, 2) what factors are involved in leading a school to adopt new curriculum materials, 3) how do preconceptions of curriculum design control future adoption of curriculum materials? A survey of literature on diffusion processes and a bibliography are included. (CWB)

Anthropologists study not only man's behavior in groups but also man's relationship with his environment. A conceptual framework for environmental education is proposed which adopts an anthropological approach. Suggested are ways in which this approach may be useful in developing a coherent methodology in environmental education. (JP)