• Assessment of Rural Character of the Kenai Peninsula

      Kruse, Jack; Hanna, Virgene (Institute of Social and Economic Research, University of Alaska., 1998)
      On January 3, 1991, over the objections of the Kenaitze Indian Tribe (see letter of December 19th, 1990), the Federal Subsistence Board declared an area encompassing the communities of Anchor Point, Clam Gulch, Cohoe, Crown Point ,Happy Valley, Homer city, Kalifonsky, Kasilof, Kenai city, Moose Pass, Nikiski, Primrose, Salamatof, Seward city, Soldotna city, and Sterling to be non-rural (see Map 1). This decision affects two-thirds of the population of the Kenai Peninsula (65 percent in 1990). Under this decision, over 26,000 residents of the Kenai Peninsula do not benefit from subsistence preferences which still apply to approximately 98 percent of the land area of the Kenai Peninsula. Included among these 26,000 residents are 58 percent of the Alaska Natives living on the Kenai Peninsula in 1990 (1,689 persons). In 1995, the Southcentral Regional Advisory Council recommended that the Federal Subsistence Board’s 1991 decision be reversed and the entire Kenai Peninsula be declared rural for subsistence purposes. The Native American Rights Fund commissioned the Institute of Social and Economic Research (ISER) and specifically Jack Kruse, Director of ISER and Professor of Public Policy, to examine the question of whether a reversal of the Federal Subsistence Board’s decision is supportable on the basis of available information. This is a final report of findings prepared by Dr. Kruse with the assistance of Virgene Hanna, Research Associate at ISER.
    • Interim Evaluation: PRAXIS Preparation and Professional Development Institute

      Jester, Timothy; McDiarmid, G. Williamson (Institute of Social and Economic Research, University of Alaska., 2000)
      The primary goal of the PRAXIS Preparation and Professional Development Institute is to help Alaska Natives pass the PRAXIS exams required for teacher certification in the state. The goal of this evaluation is to provide information to the project staff on how well the Institute is achieving the goals for which it was designed. This report was prepared for the Cook Inlet Tribal Council and the Together Reaching Educational Excellence (TREE) Program.
    • Program Evaluation: Rose Urban Rural Teacher Training 2004

      Frazier, Rosyland; McDiarmid, G. Williamson; Hill, Alexandra (Institute of Social and Economic Research, University of Alaska., 2004)
      Teacher Training, together with the Student Exchange and the Sister School Exchange, make up the Rose Urban Rural Exchange. That broad program is funded by the U.S. Department of Education and administered by the Alaska Humanities Forum. It is intended to build mutual understanding and a statewide sense of community by bringing urban students and teachers to rural Alaska-and rural students and teachers to urban Alaska-to learn about each other's cultures. Under the Teacher Training program, teachers from middle schools and high schools in urban areas participate in cultural camps sponsored by rural communities and Alaska Native organizations. These camps, many of which have been operating for more than a decade, introduce Native young people and adults to their traditions, histories, and cultures. Allowing urban teachers to share this experience is intended to help them develop a greater understanding of and respect for Alaska Native cultures and rural life.
    • Program Evaluation: Rose Urban Rural Teacher Training 2005 (Amended)

      Frazier, Rosyland; McDiarmid, Williamson, G. (Institute of Social and Economic Research, University of Alaska., 2005)
      Based on successful experiences in the Student Exchange component of the Rose Urban- Rural Exchange, the Alaska Humanities Forum developed Teacher Training to give urban teachers hands-on experience in rural Alaska Native culture. In 2002, the forum began this summer program for teachers, sending middle- and high-school teachers to Alaska Native culture and spirit camps in rural Alaska. At these camps, urban teachers are exposed to Native arts and crafts, history, subsistence lifestyle, language, and dance. Also at these camps, Alaska Native elders pass on their stories and culture to young people. Teachers go through an orientation before they leave for camp, and after their return they complete lesson plans based on their experiences. These individual lesson plans are compiled in a notebook of lesson plans that are available to all Alaska teachers to help them bridge the urban-rural divide. Also, because a semester of Alaska Studies is now a statewide graduation requirement, these lesson plans constitute a valuable resource for Alaska studies courses.