The main purposes of this study were to determine if there were (a) correlational relationships between academic self—concept (ASC), general self—concept (GSC), attendance, (ATT), socioeconomic status (SES), and academic achievement (AA) among grades 7 to 11 students in a band—controlled school in Northwestern Ontario; and, (b) if academic self—concept, global self—concept, attendance, and socioeconomic status were predictors of academic achievement. The population sample was 70 Native students; 20 in grade 7, 27 in grade 8, 13 in grade 9, 4 in grade 10, and 6 in grade 11. The results showed: (1) significant correlational relationships between (a) ASC and GSC and SC and ATT for the grades 7—9 students; (b) ASC and ATT for the grades 10-11 students; and, (2) academic achievement was not predicted by any of the variables. Future research concerning Native education is suggested.

The main purposes of this study were to determine if there were (a) correlational relationships between academic self—concept (ASC), general self—concept (GSC), attendance, (ATT), socioeconomic status (SES), and academic achievement (AA) among grades 7 to 11 students in a band—controlled school in Northwestern Ontario; and, (b) if academic self—concept, global self—concept, attendance, and socioeconomic status were predictors of academic achievement. The population sample was 70 Native students; 20 in grade 7, 27 in grade 8, 13 in grade 9, 4 in grade 10, and 6 in grade 11. The results showed: (1) significant correlational relationships between (a) ASC and GSC and SC and ATT for the grades 7—9 students; (b) ASC and ATT for the grades 10-11 students; and, (2) academic achievement was not predicted by any of the variables. Future research concerning Native education is suggested. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

No description available.

In special schools for severely mentally handicapped Indian children the class teacher has to assess each pupil's level of language functioning before he can devise an effective language intervention programme to suit the pupil's individual needs. Generally, class teachers are not sufficiently trained to administer such language assessments themselves. The aim of this study was to formulate scientifically sound guidelines according to which class teachers can administer their language assessments. In order to formulate such guidelines, an investigation was undertaken on the phenomenon of mental handicap and the characteristics of severely mentally handicapped pupils. Attention was focussed on language and normal language acquisition before the language of the severely mentally handicapped was examined in detail. On the basis of these findings, guidelines were suggested to the class teacher for the assessment of language in the education of severely mentally handicapped Indian pupils in the Durban area. / Psychology of Education / M. Ed. (Orthopedagogics)

This retrospective ethnographic study, conducted in a small community on the Navajo Reservation in northeastern Arizona, investigates the sociocultural environments of fifth grade Navajo children who have become successful readers. The purpose of this research study is to begin the process of identifying and describing in detail the characteristics of the home environments leading to this success. The study also investigates social and cultural factors beyond the homes and families, and includes a brief look at the role of the schools and the community in reading development for these identified students. Successful readers were identified by classroom teachers and each was given an individual reading evaluation based upon miscue analysis, to verify their reading proficiency. Data on the sociocultural environment was gathered through open-ended interviews with fifteen selected students, their parents, their teachers, and the school principal, as well as through searches of the students' school records. Data from this study suggests a much higher success rate for Navajo children than is commonly reported with standardized achievement tests. This study exposes some of the myths of Navajo and other minority failure by identifying instances of Navajo success. Social conditions, such as single parent families, low income, alcoholism, and unemployment did not prevent the development of literacy for these children nor did linguistic differences and limited amounts of written material in the homes. Teachers, parents, the principal, and the students themselves identified the home, rather than the school, as the most important factor in these children becoming successful readers. Within the home, the development of literacy was assisted through child initiated activities and questioning, and supportive adults' responses, rather than through direct instruction. Literacy, for each child in the study, was achieved in different ways. In addition to general findings, four case studies are presented, providing a detailed view of some of the multiple ways of becoming literate in this Navajo community.

Research into the comprehension of pronominal anaphora in reading has lead to contradictory conclusions about the role of pronouns in text and about how and when they are processed by the reader. This study investigated pronoun assignment from the point of view of the writer. Pronouns and other referring expressions were examined in the writing of six native American (Tohono O'odom) children over two years while in third and fourth grade. The young writers appropriately used and controlled the full range of pronouns in regard to person, number, case and gender. In the two hundred ten text analyzed, pronoun frequency was actually greater than the pronoun frequency in professionally authored text. This finding is attributed to an overgeneralization of the language principle of economy identified by Kenneth Goodman which states that pronouns are used whenever possible except where ambiguity would result. Unnecessary repetition of the noun phrase is, thus, avoided. That the young writers conform to the rule provides evidence that they understand and control the pronoun system. Reference establishment, reference miscues, and genre influences were investigated in relation to pronoun choice, strategies for choosing, and patterns of ambiguity. Strategies for avoiding ambiguity included the use of naming and length to disambiguate. Reference ambiguities were rare and occurred primarily in situations where the text merged with the context as when the definite article or demonstrative is used to point to something in the general context of the writing situation such as a picture or reference material. Although related indirectly to genre, the specific conditions of the assignment were found to affect the amount and kind of ambiguity most directly. Developmental effects were examined in relation to sense of audience. Implications are that the direct teaching of pronominal anaphora is not only a necessary but may be counterproductive because of the unnatural focus on something that is already controlled. This study confirms and supports the strength of a whole language classroom where a writing process approach is used.

The purpose of this study was to compare employment rates of vocational agriculture program completers from Chinle High School in Arizona with employment rates of non-Hispanic Native Americans residing in the same area and of comparable age. In addition, program completers' perceptions of the competencies taught and the value of the vocational agriculture program at Chinle High School were ascertained. Results indicated vocational agriculture program completers from Chinle High School had higher employment rates than the comparison group. Program completers were employed in a variety of occupations, the highest frequency working in production agriculture enterprises. Program completers were using many Core Curriculum Competencies taught in the vocational agriculture program. The competencies were used in primary vocations, avocations, or both. Program completers placed a high value on their experiences while enrolled in the vocational agriculture program at Chinle High School. The program was given high ratings by participants.

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