Local Control and Self-Determination: The San Juan Case.

Autor/inn/en	Garman, Keats; Jack, Donald
Titel	Local Control and Self-Determination: The San Juan Case.
Quelle	(1979), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indian Education; American Indians; Bilingual Education; Community Involvement; Community Support; Curriculum Development; Educational Improvement; Educational Innovation; Equal Opportunities (Jobs); Multicultural Education; Program Descriptions; Reservation American Indians; Rural Education; School District Autonomy; Self Determination; Tribes; Values; Utah + Suchen Sie Ihr Suchwort? American Indian; Indianer; Bilingual teaching; Bilingualer Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Instructional innovation; Bildungsinnovation; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Multikulturelle Erziehung; Ländliche Erwachsenenbildung; School district; School districts; Autonomy; School autonomy; Schulautonomie; Selbstbestimmung; Tribal society; Stammesgesellschaft; Wertbegriff
Abstract	Rapidly increasing Navajo enrollment in San Juan County, Utah, public schools in the 1960's forced the rural school district to improve educational services to a sizable Navajo population while attempting to preserve local control in the face of changing Indian self-determination policy. The district implemented a Curriculum Development Center, a bilingual/bicultural program, and new staffing patterns. In 1974 the district also contracted with Northwest Regional Educational Laboratory for the Rural Futures Development (RFD) Strategy, a method of achieving significant educational innovation via broad community support while preserving local control. Six education agencies helped plan for the Strategy activities which included selection of four facilitators, needs assessment, identification of three School Community Groups (SCGs), determination of educational concerns, and facility planning. By 1979, when 50% of district Navajo students attended public schools, the RFD Strategy of community involvement had resulted in passage of a $7 million bond issue, construction of one high school and planning of another, SCGs in every county community, and increased communication between educators and the community. In addition, the district had produced many Navajo language instructional materials and employed Indians in professional and paraprofessional positions. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC