ERIC Number: ED059831
Record Type: RIE
Publication Date: 1972-Jan
Reference Count: 0
Instructional Style and the Intellectual Performance of Indian and Eskimo Students. Final Report.
Three 1970-71 studies concerning the styles of instruction that lead to higher intellectual performance among village American Indian and Eskimo high school students are presented in this final report of observations of teachers and students in several Native boarding schools and/or integrated urban high schools in Alaska. The first study, an ethnography, describes the problems of these students and their teachers, and suggests a typology differentiating effective and ineffective teachers. This ethnography suggests that the teacher's degree of personal warmth versus professional distance, and degree of active demandingness versus passive understanding, are fundamental dimensions separating successful from unsuccessful teachers. The second study, empirically testing a major hypothesis derived from the ethnography, found that the socioemotional climate of the integrated classroom is significantly related to the verbal participation of village students, who are typically silent and withdrawn. The third study found that teacher warmth, communicated through nonverbal channels, leads to higher intellectual performance among village Indian and Eskimo students. Suggestions are made for improving the secondary school instruction of Indian and Eskimo students through teacher selection methods and training programs which take into account the importance of personal warmth and active demandingness in cross-cultural teaching success. A bibliography and copies of the teacher and student questionnaires used in the studies are included. (Author/PS)
Descriptors: Academic Achievement, American Indians, Classroom Environment, Cross Cultural Studies, Culture Contact, Educational Methods, Eskimos, High School Students, Intelligence Tests, Nonverbal Communication, Professional Training, School Desegregation, Tables (Data), Teacher Selection, Verbal Ability
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Alaska Univ., Fairbanks. Inst. of Social, Economic, and Government Research.