Literaturnachweis - Detailanzeige
| Autor/in | Jiron, Barbara |
|---|---|
| Titel | A Separate School District: A Possible Change for the Zuni Community. |
| Quelle | (1979), (31 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Administrator Attitudes; American Indian Education; Change Strategies; Communication (Thought Transfer); Community Surveys; Comparative Analysis; Cultural Influences; Educational Change; Informal Leadership; Information Dissemination; Opinions; Parent Attitudes; School Community Relationship; School District Autonomy; Teacher Aides; Teacher Attitudes |
| Abstract | Questionnaires and interviews were used to study attitudes of school personnel and parents toward the proposed creation of a separate, autonomous school district for the pueblo of Zuni. Questionnaires were given to 10 administrators, 12 teachers, 15 parents, and 8 teacher aides; 6 administrators, 1 teacher, all aides, and all parents were Zuni; 35 questionnaires were completed. Responses indicated that the people of Zuni were in favor of a separate school system and had general ideas of the probable benefits of such a system but were uncertain about consequences of the change. Ninety percent of those questioned were in favor of the separate district, but only 60% of the administrators and 50% of the aides felt there was a definite need for change; however, teachers (70%) and parents (90%) felt the change was necessary and anticipated benefits from it. All groups felt the innovation would be compatible with existing values and needs. Only administrators felt they understood the complexity of the proposed innovation; only teachers were able to state possible undesirable outcomes. Responses indicated that efforts to publicize the separate district had largely ignored inter-personal channels of communication and the influence of Zuni elders. From the information gathered it was impossible to predict whether the Zuni will support the separate district once its full complexities are grasped. (JH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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