Northern Cheyenne Follow Through Program, Serving Children on the Northern Cheyenne Reservation in Southeastern Montana. Number 3 in a Series of Evaluative Studies of Indian Educational Programs.

Autor/inn/en	Gustafson, Louise; McConnell, Beverly
Institution	Bureau of School Systems (DHEW/OE), Washington, DC. Div. of Follow-Through.; Office of Economic Opportunity, Washington, DC.
Titel	Northern Cheyenne Follow Through Program, Serving Children on the Northern Cheyenne Reservation in Southeastern Montana. Number 3 in a Series of Evaluative Studies of Indian Educational Programs.
Quelle	(1975), (173 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Advisory Committees; American Indian Reservations; American Indians; Community Involvement; Cultural Awareness; Educational Assessment; Educational Change; History; Individual Power; Instructional Materials; Parent Participation; Primary Education; Program Effectiveness; Program Evaluation; Reading Achievement; Teaching Methods; Montana + Suchen Sie Ihr Suchwort? Schulleistung; Beratungsstelle; Indianerreservat; American Indian; Indianer; Cultural identity; Kulturelle Identität; Education; assessment; Bewertungssystem; Bildungsreform; Geschichte; Geschichtsdarstellung; Eigeninitiative; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Elternmitwirkung; Primarbereich; Programme evaluation; Programmevaluation; Leseleistung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Begun in 1969, Follow Through has provided the Northern Cheyenne Indians of Montana the experience of actual management responsibility for a school-age program. Operating in kindergarten through third grade, the program also represents the first school-age program in which funds have been channeled through the Tribal Council instead of directly to the schools. This descriptive and evaluative report documents the program's evolution and program outcomes for the period from 1969 to 1974. The descriptive section emphasizes the role of Indian people both in management and teaching, the context of culture of the Northern Cheyenne and the program's adaptation to the people it serves, and the institutional change which has occurred in the schools and community since the initiation of Follow Through. Data for the evaluative section were obtained from all achievement test results; the records on parent participation in the Parent Advisory Committee, in the classroom, and as participants on other educational committees and boards; from educators and Indian community leaders; records of training and class attendance by Indian adults pursuing greater professional training; from project proposals and BIA published data on the labor force; on-site visitations; and extensive interviewing of program participants and staff. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC