Indian Nations at Risk: Listening to the People : Summaries of Papers

Education & Teaching

Cahape, Patricia

Schools & Teaching

Eric Clearinghouse on Rural

Are you convinced that youngsters learn best when they are making or doing or discovering things themselves? Are you unsure about how to turn such experiences into meaningful lessons? This guide will help. A 30 year veteran of the classsroom, Dr. Knapp provides plenty of practical guidance in planning reflection sessions and improving facilitation skills. Also included are listings of helpful organizations and resources for learning more.

Lasting Lessons: A Teacher's Guide to Reflecting on Experience

Knapp, Clifford E.

Dr. Flores invited over 20 respected practitioners and scholars to describe Mexican migrant and immigrant children, the political context within which they live and work in the Unitred States, their educational neds, and current efforts to serve them in the U.S. and in Mexico.

Children of La Frontera : Binational Efforts to Serve Mexican Migrant and Immigrant Students

A dominant perspective operating in U.S. education is teaching by "method" or "strategy." However, as we progress past the first decade in our effort to improve the nation's schools, technical improvements do not seem to be the whole answer. This new book looks beyond improving technique to examining purposes, and to the role that the individual teacher can play in making a difference.

Local Schools of Thought: A Search for Purpose in Rural Education

Shute, R. Wayne

Webb, Clark D.

Shumway, Larry K.

Much academic learning can take place in students' everyday environments. For example, a local shopping mall can be the site for learning a great deal about human behavior; exploring a cemetery can be like reading a book. To help teachers turn these themes and 10 others into meaningful interdisciplinary learning experiences, Dr. Knapp has developed organizing problems, background information, outcomes, over 200 ideas for activities (labeled with the academic subjects to be learned), reflection questions, and performance assessments. The activities are geared for students in grades four through nine, but could be adapted easily for lower or higher grade levels.

Just Beyond the Classroom: Community Adventures for Interdisciplinary Learning

This handbook helps community members and educators work together to improve small, rural schools. It is written in a readable style developed for a lay audience, but also includes the concerns that teachers and administrators face when working with community members. Chapters cover the historical and political factors affecting rural, small schools, curriculum considerations, model strategies, guidance on collaboration, and use of technology. 
An extensive resource chapter provides information about partnerships; coalition building; needs assessment; consolidation research; options such as Foxfire, four-day week, technology, and more; and tools for finding information.

Sustainable Small Schools: A Handbook for Rural Communities

Reference

Catalogs & Directories

Are today's schools teaching rural children how to live well in their own communities? Or do they give students the impression that the good life can be lived only somewhere else, preferably someplace more urban? 
As former rural teachers and administrators, Haas and Nachtigal understand the important bond educators and students have with their communities. In five bibliographical essays, they review nonfictional and fictional literature that emphasizes how rural areas are forged by their particular ecology, politics, economy, values, and spirituality. The key to living well is understanding how these forces affect our daily lives. Place Value provides classroom examples to show how educators can emphasize the connection rural people have with each other and the landscape they share.

Place Value: An Educators' Guide to Good Literature on Rural Lifeways, Environments, and Purposes of Education

Haas, Toni

Nachtigal, Paul M.

Writing, Research & Publishing Guides

The book demonstrates how educators and youth leaders can help middle-school-age and higher level students understand and define their relationship to nature and learn the importance of protecting the environment. Knapp maps out an educational journey that begins the moment you step outdoors. Alternative teaching strategies and structured activities will connect students with both the natural and built worlds. An examination of the history of environmental ethics and the diversity of worldviews held by people in our society underscores the complexity of reaching agreements about how to live more gently on the Earth.

In Accord With Nature: Helping Students Form an Environmental Ethic Using Outdoor Experience and Reflection

Politics & Social Sciences

Philosophy

What is "Indian education" today? What will it look like in the future? The editors and 12 other Native scholars respond with 13 chapters that help readers explore two important themes: (1) education for tribal self-determination and (2) the need to turn away from discredited deficit theories of education to an approach that builds on the strengths of Native languages and culture and the basic resilience of indigenous peoples. Writing about past and present foundations of Indian education are K. Tsianina Lomawaima (Muskogee/Creek), John W. Tippeconnic III (Comanche), and Linda Sue Warner (Comanche). Curriculum and practice issues are explored by Gregory A. Cajete (Santa Clara Pueblo), Venida Chenault (Prairie Band Potawatomi), Sandra J. Fox (Oglala Lakota), Linda Skinner (Choctaw), Deborah Wetsit (Assiniboine), Tarajean Yazzie (Navajo), and Michael Yellow Bird (Sahnish/Hidatsa). Clara Sue Kidwell (Choctaw), D. Michael Pavel (Skokomish), and Wayne J. Stein (Turtle Mountain Chippewa) write about the higher education experience. Swisher and Tippeconnic provide a summary chapter discussing research and other steps needed to advance education for American Indian and Alaska Native students.

Next Steps: Research and Practice to Advance Indian Education

Higher & Continuing Education

Harriett D. Romo (University of Texas at San Antonio) examines difficulties encountered by Mexican-origin students and describes successful approaches to improving outcomes for this growing population of U.S. students. Romo examines these efforts, focusing on several key factors: (1) Cultural values and practices profoundly impact students' achievement. (2) Approaches to language instruction help or hinder the integration of immigrant children into the classroom, affecting their changing sense of identity as well as their English language learning. (3) Differences in gender expectations among peers, families, and teachers influence achievement for both boys and girls. (4) Removing barriers to immigrant parent involvement produces important gains in student success. (5) Federal, state, and local school policies and legislation; and the professional development of teachers also impact the ability to meet the needs of Mexican-origin students.

Reaching Out: Best Practices for Educating Mexican-Origin Children and Youth

Romo, Harriet

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Books by Eric Clearinghouse on Rural