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Papers by Dr. Linda Sue Warner
Collaboration in the 1990s has become another cliche. Not a day goes by without our reading about... more Collaboration in the 1990s has become another cliche. Not a day goes by without our reading about mergers, joint ventures, and a variety of collaboratives involving businesses, hospitals, universities, cultural institutions, and public and private schools. While it is not my intention to distinguish among these various forms of voluntary and involuntary partnerships and/or collaboratives, the subject of this essay is a voluntary collaboration among four projects in global education, located in St. Louis, Miami, Boston, and Honolulu. In education, collaboratives take many forms, including the formation of professional organizations around subject matter, research, curriculum, and a variety of less well-defined efforts in areas such as character education, school-to-work initiatives, and multicultural (MC) and global education (GE) and/or international education (IE). Against this background, this chapter will focus on three areas: (1) the rationale and importance of more global approaches to education in urban settings with disproportionate numbers of nonwhite minority students; (2) the role of third-party initiatives in changing school cultures and teacher practices; (3) the reasons this collaboration seemed
Handbook of Research on Educational Leadership for Equity and Diversity, 2013
https://scholarlycommons.pacific.edu/ed-facbooks/1029/thumbnail.jp
This chapter provides an overview of federal education case law and legislation. Currently, there... more This chapter provides an overview of federal education case law and legislation. Currently, there is no Supreme Court education case law applicable specifically to American Indian students. Following brief descriptions of categories of jurisdiction and the structure of the federal court system, the overview summarizes Supreme Court case law applicable to all students and examines potential implications for American Indian students, where applicable. Case law in education falls into the following general areas: (1) discipline (corporal punishment, due process); (2) curriculum (protection of freedom of religion, English-as-a-second-language instruction for limited-English speaking students); (3) student and teacher right of free speech; (4) tort law (responsibility and negligence in education, "in loco parentis" issues, extent of school liability); (5) equity (educational discrimination, integrated facilities, equal educational opportunity); (6) special education (rights of disabled children); (7) finance (equality in school funding); and (8) compulsory attendance. Nineteen federal legislative acts are summarized that provide the legislative foundation of American Indian education. Contains references in endnotes.
This chapter provides an overview of federal education case law and legislation. Currently, there... more This chapter provides an overview of federal education case law and legislation. Currently, there is no Supreme Court education case law applicable specifically to American Indian students. Following brief descriptions of categories of jurisdiction and the structure of the federal court system, the overview summarizes Supreme Court case law applicable to all students and examines potential implications for American Indian students, where applicable. Case law in education falls into the following general areas: (1) discipline (corporal punishment, due process); (2) curriculum (protection of freedom of religion, English-as-a-second-language instruction for limited-English speaking students); (3) student and teacher right of free speech; (4) tort law (responsibility and negligence in education, "in loco parentis" issues, extent of school liability); (5) equity (educational discrimination, integrated facilities, equal educational opportunity); (6) special education (rights of disabled children); (7) finance (equality in school funding); and (8) compulsory attendance. Nineteen federal legislative acts are summarized that provide the legislative foundation of American Indian education. Contains references in endnotes.
Journal of Navajo Education, 1995
Abstract This paper reviews Native Ways of Knowing,and similar terms in academic scholarship. Par... more Abstract This paper reviews Native Ways of Knowing,and similar terms in academic scholarship. Part I introduces questions to guide a discussion on Native Ways of Knowing. Part II deals with the assumptions or general framework,for this discussion and definitions. Part III describes a continuum to analyze the use of the terms Native Ways of Knowing (NWK), indigenous ways of knowing, and traditional culture in academic venues. The description is helpful as means of placing scholarship on Native Ways of Knowing contextually and temporallyin mainstream,academicreview. Part IV deals with sample scholarship described using a non-hierarchical typology of process, position, person, and product (results). It draws on twenty-five pieces of scholarship in the last decade. Part V presents a term lattice derived from use of the terms in representative publications and draws conclusions about the use of terms. ,3 Native Ways of Knowing: Let Me Count the Ways
Handbook of Research on Educational Leadership for Equity and Diversity, 2013
This report contains the results of a review process and specifically addresses the indicators of... more This report contains the results of a review process and specifically addresses the indicators of progress and achievement which include student impact, teacher impact, policy changes, resource changes, management change, data utilization, learning infrastructure change, student performance, and partnerships. The review was designed to gain a full understanding of the appropriately-documented, effectively-measured, significant, and reliable indicators by which progress is assessed according to the Statewide Systemic Initiative (SSI) Program objectives. (DDR)
Iap Information Age Publishing Inc, 2009
... Determination in the Tribal Academy 93 Rosemary Ackley Christensen PART III LEADERSHIP 9 Indi... more ... Determination in the Tribal Academy 93 Rosemary Ackley Christensen PART III LEADERSHIP 9 Indigenous Governance 109 Linda Sue Warner and, Kathryn ... Contents vii 15 Technology at the TCUs 201 Carrie L. Billy and Al Kuslikis 16 Tribal Colleges and Universities: From ...
Anthropol Educ Quart, 1998
This paper looks at six theoretical approaches for understanding the underrepresentation of women... more This paper looks at six theoretical approaches for understanding the underrepresentation of women in leadership positions and examines the theories' implications for affirmative action. The theories are as follows: (1) motivational and attitudinal models; (2) sex-role socialization; (3) sex-typed jobs and internal labor markets; (4) the constraint of numbers; (5) patriarchy; and (6) minorities within a minority. The problem with these approaches is that they create tension. For instance, increasing the number of women in leadership positions, as two of the approaches imply, makes little sense from the perspective of motivational/attitudinal models. Conversely, to work upon the psychological structure of women makes no sense if the barriers exist at an organizational or institutional level. The basic problem with all the approaches is that they illuminate only part of the problem. Affirmative action must occur on all levels and become orchestrated in all areas. It is more fruitful, it is argued, to view the theoretical themes as representing different levels of analysis that focus upon different aspects of the same problem. So, for example, if affirmative action is viewed from an individual level, an organizational level, and an institutional level, then sex-role socialization can be grouped as an individual focus, thus making it consonant with other theories. (Contains 47 references.) (RJM)
The first-year experiences of minority-group college students are often irighly stressful and may... more The first-year experiences of minority-group college students are often irighly stressful and may influence decisions about remaining in college. M. R. Louis' model of meaning and sense-making provides a framework for examining the experiences of American Indian college freshmen and for evaluating interventions aimed at /owering student attrition at tribally controlled colleges. The model describes the process by which individuals in new situations encounter, respond to, and reinterpret "surprises," experiences that differ from what was anticipated or assumed. Five types of surprises are outlined: conscious expectations, self-expectations, unanticipated features, internal reactions, and cultural assumptions. Until recently, all federal Indian education policies aimed at assimilation of Indian children into White culture. Begun in 1968, tribally controlled community colleges have greatly increased Indian postsecondary participation and graduation rates by permitting students to maintain a cultural base in their home communities. At Haskell Indian Nations University, a federally operated college with 100 percent American Indian and Alaska Native enrollment, faculty and staff have instituted a variety of structural and curricular changes aimed at highlighting the relevancy of students' cultures and values. Such strategies narrow the gap between students' expectations and the realities of the freshman year and increase the likelihood that students will assign appropriate meanings to surprises. (SV)
Journal of American Indian Education, 1995
Collaboration in the 1990s has become another cliche. Not a day goes by without our reading about... more Collaboration in the 1990s has become another cliche. Not a day goes by without our reading about mergers, joint ventures, and a variety of collaboratives involving businesses, hospitals, universities, cultural institutions, and public and private schools. While it is not my intention to distinguish among these various forms of voluntary and involuntary partnerships and/or collaboratives, the subject of this essay is a voluntary collaboration among four projects in global education, located in St. Louis, Miami, Boston, and Honolulu. In education, collaboratives take many forms, including the formation of professional organizations around subject matter, research, curriculum, and a variety of less well-defined efforts in areas such as character education, school-to-work initiatives, and multicultural (MC) and global education (GE) and/or international education (IE). Against this background, this chapter will focus on three areas: (1) the rationale and importance of more global approaches to education in urban settings with disproportionate numbers of nonwhite minority students; (2) the role of third-party initiatives in changing school cultures and teacher practices; (3) the reasons this collaboration seemed
Handbook of Research on Educational Leadership for Equity and Diversity, 2013
https://scholarlycommons.pacific.edu/ed-facbooks/1029/thumbnail.jp
This chapter provides an overview of federal education case law and legislation. Currently, there... more This chapter provides an overview of federal education case law and legislation. Currently, there is no Supreme Court education case law applicable specifically to American Indian students. Following brief descriptions of categories of jurisdiction and the structure of the federal court system, the overview summarizes Supreme Court case law applicable to all students and examines potential implications for American Indian students, where applicable. Case law in education falls into the following general areas: (1) discipline (corporal punishment, due process); (2) curriculum (protection of freedom of religion, English-as-a-second-language instruction for limited-English speaking students); (3) student and teacher right of free speech; (4) tort law (responsibility and negligence in education, "in loco parentis" issues, extent of school liability); (5) equity (educational discrimination, integrated facilities, equal educational opportunity); (6) special education (rights of disabled children); (7) finance (equality in school funding); and (8) compulsory attendance. Nineteen federal legislative acts are summarized that provide the legislative foundation of American Indian education. Contains references in endnotes.
This chapter provides an overview of federal education case law and legislation. Currently, there... more This chapter provides an overview of federal education case law and legislation. Currently, there is no Supreme Court education case law applicable specifically to American Indian students. Following brief descriptions of categories of jurisdiction and the structure of the federal court system, the overview summarizes Supreme Court case law applicable to all students and examines potential implications for American Indian students, where applicable. Case law in education falls into the following general areas: (1) discipline (corporal punishment, due process); (2) curriculum (protection of freedom of religion, English-as-a-second-language instruction for limited-English speaking students); (3) student and teacher right of free speech; (4) tort law (responsibility and negligence in education, "in loco parentis" issues, extent of school liability); (5) equity (educational discrimination, integrated facilities, equal educational opportunity); (6) special education (rights of disabled children); (7) finance (equality in school funding); and (8) compulsory attendance. Nineteen federal legislative acts are summarized that provide the legislative foundation of American Indian education. Contains references in endnotes.
Journal of Navajo Education, 1995
Abstract This paper reviews Native Ways of Knowing,and similar terms in academic scholarship. Par... more Abstract This paper reviews Native Ways of Knowing,and similar terms in academic scholarship. Part I introduces questions to guide a discussion on Native Ways of Knowing. Part II deals with the assumptions or general framework,for this discussion and definitions. Part III describes a continuum to analyze the use of the terms Native Ways of Knowing (NWK), indigenous ways of knowing, and traditional culture in academic venues. The description is helpful as means of placing scholarship on Native Ways of Knowing contextually and temporallyin mainstream,academicreview. Part IV deals with sample scholarship described using a non-hierarchical typology of process, position, person, and product (results). It draws on twenty-five pieces of scholarship in the last decade. Part V presents a term lattice derived from use of the terms in representative publications and draws conclusions about the use of terms. ,3 Native Ways of Knowing: Let Me Count the Ways
Handbook of Research on Educational Leadership for Equity and Diversity, 2013
This report contains the results of a review process and specifically addresses the indicators of... more This report contains the results of a review process and specifically addresses the indicators of progress and achievement which include student impact, teacher impact, policy changes, resource changes, management change, data utilization, learning infrastructure change, student performance, and partnerships. The review was designed to gain a full understanding of the appropriately-documented, effectively-measured, significant, and reliable indicators by which progress is assessed according to the Statewide Systemic Initiative (SSI) Program objectives. (DDR)
Iap Information Age Publishing Inc, 2009
... Determination in the Tribal Academy 93 Rosemary Ackley Christensen PART III LEADERSHIP 9 Indi... more ... Determination in the Tribal Academy 93 Rosemary Ackley Christensen PART III LEADERSHIP 9 Indigenous Governance 109 Linda Sue Warner and, Kathryn ... Contents vii 15 Technology at the TCUs 201 Carrie L. Billy and Al Kuslikis 16 Tribal Colleges and Universities: From ...
Anthropol Educ Quart, 1998
This paper looks at six theoretical approaches for understanding the underrepresentation of women... more This paper looks at six theoretical approaches for understanding the underrepresentation of women in leadership positions and examines the theories' implications for affirmative action. The theories are as follows: (1) motivational and attitudinal models; (2) sex-role socialization; (3) sex-typed jobs and internal labor markets; (4) the constraint of numbers; (5) patriarchy; and (6) minorities within a minority. The problem with these approaches is that they create tension. For instance, increasing the number of women in leadership positions, as two of the approaches imply, makes little sense from the perspective of motivational/attitudinal models. Conversely, to work upon the psychological structure of women makes no sense if the barriers exist at an organizational or institutional level. The basic problem with all the approaches is that they illuminate only part of the problem. Affirmative action must occur on all levels and become orchestrated in all areas. It is more fruitful, it is argued, to view the theoretical themes as representing different levels of analysis that focus upon different aspects of the same problem. So, for example, if affirmative action is viewed from an individual level, an organizational level, and an institutional level, then sex-role socialization can be grouped as an individual focus, thus making it consonant with other theories. (Contains 47 references.) (RJM)
The first-year experiences of minority-group college students are often irighly stressful and may... more The first-year experiences of minority-group college students are often irighly stressful and may influence decisions about remaining in college. M. R. Louis' model of meaning and sense-making provides a framework for examining the experiences of American Indian college freshmen and for evaluating interventions aimed at /owering student attrition at tribally controlled colleges. The model describes the process by which individuals in new situations encounter, respond to, and reinterpret "surprises," experiences that differ from what was anticipated or assumed. Five types of surprises are outlined: conscious expectations, self-expectations, unanticipated features, internal reactions, and cultural assumptions. Until recently, all federal Indian education policies aimed at assimilation of Indian children into White culture. Begun in 1968, tribally controlled community colleges have greatly increased Indian postsecondary participation and graduation rates by permitting students to maintain a cultural base in their home communities. At Haskell Indian Nations University, a federally operated college with 100 percent American Indian and Alaska Native enrollment, faculty and staff have instituted a variety of structural and curricular changes aimed at highlighting the relevancy of students' cultures and values. Such strategies narrow the gap between students' expectations and the realities of the freshman year and increase the likelihood that students will assign appropriate meanings to surprises. (SV)
Journal of American Indian Education, 1995