WorldCat Identities

Tippeconnic, John

Works: 23 works in 41 publications in 1 language and 1,740 library holdings
Genres: Bibliographies  Academic theses 
Roles: Author, Editor, Thesis advisor, Contributor
Classifications: E97, E
Publication Timeline
Most widely held works about John Tippeconnic
Most widely held works by John Tippeconnic
American Indians and Alaska Natives in postsecondary education( Book )

2 editions published in 1998 in English and held by 393 WorldCat member libraries worldwide

Voices of resistance and renewal : indigenous leadership in education by Dorothy Aguilera-Black Bear( Book )

4 editions published in 2015 in English and held by 247 WorldCat member libraries worldwide

Western education has often employed the bluntest of instruments in colonizing indigenous peoples, creating generations caught between Western culture and their own. Dedicated to the principle that leadership must come from within the communities to be led, Voices of Resistance and Renewal applies recent research on local, culture-specific learning to the challenges of education and leadership that Native people face. Bringing together both Native and non-Native scholars who have a wide range of experience in the practice and theory of indigenous education, editors Dorothy Aguilera-Black Bear and John Tippeconnic III focus on the theoretical foundations of indigenous leadership, the application of leadership theory to community contexts, and the knowledge necessary to prepare leaders for decolonizing education. The contributors draw on examples from tribal colleges, indigenous educational leadership programs, and the latest research in Canadian First Nation, Hawaiian, and U.S. American Indian communities. The chapters examine indigenous epistemologies and leadership within local contexts to show how Native leadership can be understood through indigenous lenses. Throughout, the authors consider political influences and educational frameworks that impede effective leadership, including the standards for success, the language used to deliver content, and the choice of curricula, pedagogical methods, and assessment tools. Voices of Resistance and Renewal provides a variety of philosophical principles that will guide leaders at all levels of education who seek to encourage self-determination and revitalization. It has important implications for the future of Native leadership, education, community, and culture, and for institutions of learning that have not addressed Native populations effectively in the past
Using culturally and linguistically appropriate assessments to ensure that American Indian and Alaska Native students receive the special education programs and services they need by John Tippeconnic( Book )

2 editions published in 2002 in English and held by 241 WorldCat member libraries worldwide

Issues in the education of American Indian and Alaska Native students with disabilities by Susan Faircloth( Book )

2 editions published in 2000 in English and held by 238 WorldCat member libraries worldwide

Next steps : research and practice to advance Indian education( Book )

4 editions published in 1999 in English and held by 208 WorldCat member libraries worldwide

"What is "Indian education" today? What will it look like in the future? These were the questions Karen Gayton Swisher and John W. Tippeconnic III posed to a dozen leading American Indian scholars and practitioners. They responded with the essays in Next Steps: Research and Practice to Advance Indian Education, which explore two important themes. The first is education for tribal self-determination. Tribes are now in a position to exercise full control of education on their lands. They have the authority to establish and enforce policies that define the nature of education for their constituents, just as states do for their school districts. The second theme is the need to turn away from discredited deficit theories of education, and turn instead to an approach that builds on the strengths of Native languages and culture and the basic resilience of Indigenous peoples. This second theme could be especially important for the 90 percent of Indian students who attend public schools. Next Steps is appropriate for multicultural and teacher education programs. It addresses facets of K-12 and post-secondary Native American education programs, including their history, legal aspects, curriculum, access, and achievement"--Back cover
Using Culturally and Linguistically Appropriate Assessments To Ensure that American Indian and Alaska Native Students Receive the Special Education Programs and Services They Need by John Tippeconnic( )

2 editions published in 2002 in English and held by 183 WorldCat member libraries worldwide

American Indian and Alaska Native students with limited English proficiency are overrepresented in special education programs. This digest briefly reviews the legislation and literature pertaining to the influence of language and culture in making referrals, administering assessments, and providing appropriate services to Native students. Educators should understand that differences in learning, behavior, culture, and language, either separately or in combination, may exacerbate educational problems caused by disabilities. Educators must also know how to distinguish between a student who has a learning disability and one whose poor academic performance results in part from limited English proficiency. Recommendations for ensuring culturally and linguistically appropriate assessment are given. Using multiple assessments rather than relying on a single instrument such as a standardized test is recommended. When using standardized tests, it is important to note the potential for bias if the test has not been normed on the population with which it is used. Authentic or performance-based assessments should be used. Parents and families should be involved in the assessment process. Educators should be aware of and responsive to students' cultural and linguistic differences. (TD)
Issues in the education of American Indian and Alaska Native students with disabilities by Susan Faircloth( Book )

1 edition published in 2000 in English and held by 104 WorldCat member libraries worldwide

Public school administration on Indian reservations by John Tippeconnic( Book )

5 editions published in 1984 in English and held by 55 WorldCat member libraries worldwide

In addition to presenting a brief picture of the public school administrator on an Indian reservation, this digest identifies some issues and problems, suggests ways for administrators to deal with those problems, and provides possible resources which can be of assistance. After citing public school enrollment at 176,000 Indian students attending 800 public schools on or near reservations, special challenges faced by the administrator are described. Some challenges include the additional responsibilities of working on or near reservations, isolation of some communities, staffing problems due to isolation, community interaction and communication, integration of language and cultural education into the regular curriculum, understanding the impact of federal policy, and understanding tribal policy. Educational standards, funding, public relations, staffing, and student attendance are identified as major issues. Recomendations emphasize analyzing these issues from educational, economic, political, and cultural perspectives. Special resources available are cited including the Bureau of Indian Affairs, the Department of Education, national organizations, journals, the eric Clearinghouse on Rural Education and Small Schools, and the Bilingual Clearinghouse. (Pm)
Selected dissertations in Indian education, from 1972 through 1980 by Marie Thompson( Book )

2 editions published in 1981 in English and held by 19 WorldCat member libraries worldwide

Toward a philosophy of American Indian higher education by Rebecca Robbins( Book )

1 edition published in 1985 in English and held by 9 WorldCat member libraries worldwide

Research in American Indian education by Rebecca Robbins( Book )

1 edition published in 1985 in English and held by 7 WorldCat member libraries worldwide

American Indian education leadership by Rebecca Robbins( Book )

1 edition published in 1985 in English and held by 7 WorldCat member libraries worldwide

Selected dissertations in Indian education (1972 to 1987) by Brent Michael Davids( Book )

1 edition published in 1987 in English and held by 5 WorldCat member libraries worldwide

The relationship between teacher pupil control ideology and elementary student attitudes in Navajo schools by John Tippeconnic( )

3 editions published in 1975 in English and held by 5 WorldCat member libraries worldwide

Testing the hypothesis that there is a positive relationship between the degree of teacher humanism in pupil control ideology and the degree of favorable student attitude toward school, classmates, and teachers, comparisons were made relative to public and Bureau of Indian Affairs (bia) schools. Derived from 6 public and 7 bia boarding schools located on the Navajo Reservation, the sample (91 teachers and 1,714 students) included usable responses to Willower's Pupil Control Ideology Form and Tenenbaum's Student Attitude Questionnaire Test administered in 1973. Employing Spearman's rho correlation coefficient and the z test to determine correlation significance, teacher and student characteristics were analyzed in terms of age; sex; race; school type; teaching experience; etc. While results did not support the major hypothesis, significant findings were: (1) public school teachers were more custodial than bia boarding school teachers; (2) bia boarding school students had more favorable attitudes toward school than public school students; (3) females had more favorable attitudes toward school than males; (4) 14 year olds had more favorable attitudes toward school than either 12 or 13 year olds, and 15 year olds had more favorable attitudes than 12 year olds; (5) eighth grade students had more favorable attitudes than seventh grade students; and (6) American Indian students had more favorable attitudes toward school than non-Indian students. (Jc)
Promising practices for using technology in parent involvement activities in school by Tracey A Karlie( )

1 edition published in 2009 in English and held by 4 WorldCat member libraries worldwide

Girls' education movement (GEM) : study of program implementation and partnerships for education development in Cape Town, South Africa by Felicia Renee Wilson( )

1 edition published in 2009 in English and held by 3 WorldCat member libraries worldwide

The primary research questions examine the efficacy of the GEM initiative as an intervention model program, how the partnership between UNICEF and DOE functions, and its roles and responsibilities. The study also seeks to identify and understand the opportunities and challenges of the partnership and how the partnership affects program implementation. This case study approach uses qualitative methods--interviews, program observation, focus groups, and questionnaires--to research the implementation of GEM at the nation provincial and local level. The study examines the engagement and coordination of the partnership and its ability to contribute to education development by operationalizing the GEM initiative
Attitudes Toward the Education of American Indians. a Survey by John Tippeconnic( Book )

2 editions published in 1988 in English and held by 3 WorldCat member libraries worldwide

This paper provides results of a national survey of 110 educators involved in American Indian education on their general attitudes toward such education; of the total sample; 60 responses were received. Lack of funding for American Indian education was the most important national issue identified, followed by need for qualified Indian administrators and educators, curriculum issues, financial aid for students in higher education, and academic achievement. Locally, however, parent/family involvement and recruitment, retention, advisement, and counseling were rated among the top five needs. Nationally 35.1% of respondents felt that American Indian education has improved in the past five years, whereas 33.3% felt it has gotten worse. Comparable data are reported for improvement at the state and local levels. A majority of the respondents supported raising achievement standards but felt that Indian education fared poorly under the Reagan administration. Ninety-three percent believed that culture and language as well as academic studies should be the focus of Indian education programs. Almost 100% supported bilingual education for American Indians. While 92.7% believed there is a need to do more research in Indian education, only 21.8% knew of meaningful research being conducted. Results are presented in tables, but include summaries of comments on each question. The text of each question in the survey is included in this report. (Dhp)
Selected Dissertations in Indian Education (From 1972 Through 1980). Indian Education Resource Paper by Marie Thompson( Book )

1 edition published in 1981 in English and held by 2 WorldCat member libraries worldwide

Compiled to identify past research in Indian education, generate future research topics, and provide students, parents, and educators with access to such materials, this resource index lists 128 doctoral dissertations completed between 1972 and September 1980 and addressing various aspects of Indian education. Each entry includes dissertation title, author, degree granting academic institution, date, pagination, and Dissertation Abstracts International (dai) number. Entries are arranged alphabetically by title under 32 subject headings. Subject categories and number of dissertations listed under each topic are: academic achievement (11), administration (8), adult education (3), art education (1), attitudes of parents and students (8), bilingual education (1), careers (2), communication skills (2), counseling (1), creativity (1), culture (9), curriculum (5), educational needs (6), federal legislation (4), federal schools (2), higher education (17), issues in Indian education (3), language (15), math education (1), music education (2), physical fitness education (1), preschool education (3), self-concept and values (8), student rights and responsibilities (1), teacher aides (2), Teacher Corps (1), teacher education (2), teacher evaluation (1), teacher orientation (1), testing techniques (3), urban Indian education (1), and vocational education (2). Abstracts of each dissertation appear in dai and can be obtained from University Microfilms International using the attached order form. (Nec)
Relocation of the Roswell Employment Training Center Indian Police Academy. by Paul Robert Streiff( Book )

1 edition published in 1972 in English and held by 2 WorldCat member libraries worldwide

American Indians and Alaska Natives in Postsecondary Education. Technical Report by D. Michael Pavel( Book )

1 edition published in 1998 in English and held by 2 WorldCat member libraries worldwide

This sourcebook is a comprehensive compilation of data on American Indian and Alaska Native participation in higher education, primarily 4-year and 2-year universities and colleges, including tribal colleges. Data cover undergraduate students, graduate students, and faculty, as well as student outcomes following graduation. Data sources include the National Center for Education Statistics, the Bureau of the Census, and various published surveys and reports. The introduction explains terminology, data limitations, and structure of the sourcebook. Chapters cover: (1) American Indian and Alaska Native demography and a historical overview of Native American postsecondary education in the United States; (2) Native American access to higher education in terms of high school performance and graduation, scores on college entrance examinations, and student risk factors; (3) Native postsecondary enrollment, 1976-94, (by institution level and control and student sex, attendance status, degree level, major field of study, institution, and state), as well as student persistence and graduation rates; (4) degree completions, characteristics of degree recipients, and institutions awarding the largest number of degrees to Native Americans; (5) receipt and use of student financial aid; (6) American Indian and Alaska Native college faculty and staff, salaries, tenure, and distribution; and (7) historical overview and highlights of each of the 30 tribal colleges. Many data tables and figures are included. Appendices contain 80 references, supplemental data tables for the first six chapters, standard error tables, a glossary and list of acronyms, and over 200 additional sources of information. (Sv)
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Next steps : research and practice to advance Indian education
English (39)