Report on Indian Education--Task Force Five: Indian Education--Final Report to the American Indian Policy Review Commission.

Autor/inn/en	Scheirbeck, Helen Maynor; und weitere
Institution	Congress of the U.S. Washington, DC. American Indian Policy Review Commission.
Titel	Report on Indian Education--Task Force Five: Indian Education--Final Report to the American Indian Policy Review Commission.
Quelle	(1976), (371 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Recht; Agency Role; American Indian Education; American Indian Reservations; American Indians; Boarding Schools; Culture; Day Schools; Delivery Systems; Educational Finance; Educational Quality; Elementary Secondary Education; Federal Indian Relationship; Federal Legislation; Governance; Government Role; Nonreservation American Indians; Parent Participation; Policy Formation; Postsecondary Education; Self Determination; Tables (Data); Treaties; United States History + Suchen Sie Ihr Suchwort? Indianerreservat; American Indian; Indianer; Boarding school; Internat; Kultur; Day school; Halbtagsschule; Auslieferung; Bildungsfonds; Quality of education; Bildungsqualität; Bundesrecht; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Elternmitwirkung; Politische Betätigung; Post-secondary education; Tertiäre Bildung; Selbstbestimmung; Tabelle; Abkommen
Abstract	The report of the Task Force on Indian Education to the American Indian Policy Review Commission delineates the interweaving of past policies and practices with present needs and concerns of Indian education. Reviewing 400 years of Indian education, the report was compiled from federal, state, local, and private records, public hearings, conventions and meetings, site visits, surveys, and interviews with officials, educators, and parents. Interim recommendations deal with service delivery, local control, off-reservation boarding schools, USOE and BIA programs, BIA day schools, the scholarship program, Title IV, Johnson-O'Malley program, noncompensatory educational programs, and data collection. Long-term recommendations call for a comprehensive education bill to insure adequate quantity and quality of education services to Indian peoples; policy guidelines which clearly reaffirm the commitment of Congress to meet Indian educational needs, and a congressional policy of support and financing for Indian community control of Indian education. Material is presented on historical policies and finances affecting Indian education, federal agencies in Indian education, state policies and finance, field hearing findings, and special studies (Navajo education, nonrecognized Indians, primary/secondary education, off-reservation boarding schools, Indian community controlled schools, higher education). (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC