Advocates teaching science education from both Navajo and Western perspectives, giving Navajo students the ability to expand on the scientific method by constructing alternative explanatory hypotheses. Suggests that drawing from both cultural backgrounds stimulates development of the highest level of scientific thinking, which could lead to…

A mentoring program matched 15 Navajo teacher education students with Native American faculty and staff at Northern Arizona University through preassessments that determined mentors' and students' preferred style of mentoring. Mid- and postproject evaluations revealed that specified career and psychosocial needs of students were met and that all…

Addresses the need for culturally relevant education on the Navajo Nation and explains why educational standards proposed in 1984 by the Navajo Tribal Council have failed to preserve Navajo language and culture. Outlines models based on the Dine Philosophy of Education and describes related educational practices for both preservice teacher…

A speech communications course at Navajo Community College (Arizona) combines traditional course content with Navajo philosophy by teaching college students how to organize formal speeches through a culture-based process involving thinking, planning, taking action, and developing confidence and competence. Includes student perceptions of this…

The Science and Mathematics for Indian Learners and Educators (SMILE) Project at Northern Arizona University provided science inservice training to K-8 teachers from Bureau of Indian Affairs schools on the Navajo reservation. The training aimed to increase and improve science instruction for Indian children and to connect science education to…

A four-year teacher education program at Haskell Indian Nations University (Kansas) prepares American Indians and Alaska Natives to teach Native American children. In addition to the knowledge needed by all teachers, the program focuses on knowledge relevant to American Indians, such as foundations of Indian education, learning styles of Indian…

Describes research undertaken to improve measures of rural job skills, identify human capital initiatives supportive of rural development, and assess rural access to education and job training. Major themes include complexity of weaknesses and strengths in rural skills development systems, advantages of rural schools, and mutual reinforcement of…

Analysis of data from the Schools and Staffing Survey, 1987-88, reveals that compared to metropolitan schools, nonmetropolitan schools are smaller, have fewer teachers with advanced degrees, and offer fewer advanced or remedial classes. However, smaller rural schools often provide smaller classes, more teacher attention, and a less stressful…

Analysis of National Assessment of Educational Progress achievement scores, 1975-92, indicates that nonmetropolitan 17-year-old students scored only slightly lower than metropolitan students in reading and mathematics, and at the same level in science. Comparatively faster improvement during the period was seen in Southern nonmetro scores and…

The nonmetropolitan dropout rate fell sharply, 1975-93, closing the nonmetro-metro gap. National longitudinal data on dropout risk factors related to family, community, and local labor market reveal that low parental education and income are the greatest barriers to reducing rural dropouts. High school students had unrealistic educational and…

Rural high school graduates are less likely to graduate from college than their urban counterparts, mostly because they are less likely to attend college. Half of rural college attendees leave home and do not return by age 25. Those that do return are drawn largely by home ties and intervening life choices rather than local job opportunities.…

According to the 1992 National Adult Literacy Survey, rural workers score somewhat lower than urban workers in ability to use written and quantitative materials. However, scores of rural and urban young adults are similar, reflecting recent improvements in rural education. Rural workers earn less than urban workers with similar literacy skills;…

Current Population Survey data indicate that in 1991, only 40% of rural workers had received training on current jobs. Less educated, minority, and Southern rural workers were particularly unlikely to receive training. The nonmetropolitan training rate rose modestly, 1983-91, but less rapidly than the metropolitan rate, suggesting that fewer rural…

National survey data indicate that 91% of metropolitan high school seniors and 78% of nonmetropolitan seniors had computers available in math classes. Computer availability was lowest in nonadjacent rural counties and in the South. Nevertheless, metro and nonmetro students reported similar frequency of computer use; 71% and 69%, respectively,…

Evaluates formal environmental education in three countries in the South Pacific Region: Fiji (Melanesia); Kiribati (Micronesia); and Niue (Polynesia). Findings reveal that environmental education is at different stages of evolution in each of these countries and only Niue appears to deliver environmental education effectively when compared with…