On "Open School vs. Traditional School: Self-Identification Among Native American and White Adolescents"

1976 ◽  
Vol 49 (3) ◽  
pp. 247
Author(s):  
Russell Thornton
Keyword(s):  
Native American ◽  
White Adolescents ◽  
Traditional School ◽  
Open School

Potentially Creative Adolescents View Their School Experiences

1982 ◽  
Vol 51 (3_suppl) ◽  
pp. 1271-1274
Author(s):  
William J. Walker
Keyword(s):  
Educational Experiences ◽  
School Experiences ◽  
School Environments ◽  
Traditional School ◽  
School Settings ◽  
Positive Attitudes ◽  
Open School

The expectation was that 62 potentially creative adolescents would exhibit attitudes that were more positive toward their school experiences in open school environments as compared with more traditional school settings. Attitudes were assessed by rating students' essays in which the adolescents described their educational experiences. The results suggested that potentially creative adolescents generally have positive attitudes toward their school experiences whether in open or traditional settings. Attitudes do not appear to be more positive in open school environments.

Students' Perceptions of and Preferences for Cooperative and Competitive Learning Experiences

1976 ◽  
Vol 42 (3) ◽  
pp. 989-990 ◽  
Author(s):  
David W. Johnson ◽  
Roger T. Johnson
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Experiences ◽  
Competitive Learning ◽  
School Students ◽  
Traditional School ◽  
Open School

Percentages of responses to a specially constructed questionnaire showed the majority of 36 children in Grade 6 of a traditional school, 40 in an open school and 34 high school students in a traditional school suggested children perceived their schools as competitively structured but preferred cooperative experience.

Fostering the Literacy of indigenous Elementary School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird
Keyword(s):  
Native American ◽  
Indigenous People ◽  
Culturally Sensitive ◽  
Literacy Skills ◽  
School Age Children ◽  
School Age ◽  
Reading Curriculum ◽  
Authentic Materials ◽  
Elementary School Age ◽  
Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

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