Scholarly Work - Indigenous Research Initiative
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/15852
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Item The effect of model-based inquiry teaching on student engagement, and the NGSS science practices in high school biology(Montana State University - Bozeman, College of Letters & Science, 2017) Van Loo, Brennan J.; Chairperson, Graduate Committee: Walter WoolbaughThe Next Generation Science Standards (NGSS) have raised the bar of science education for teachers and students. The three stranded format of Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices will require students to think and engage more deeply in the process of science. Achieving these rigorous standards for all students will require a greater level of motivation and engagement than I currently have in my classes. The purpose of this study is to investigate how model-based inquiry teaching, based on the framework of Ambitious Science Teaching, increases student motivation and engagement as well as how this framework improves student skills with the NGSS science practices. A model-based inquiry approach to science teaching emphasizes the skills and practices of scientists. During the treatment, students made an initial model to try to explain a scientific phenomenon. Classroom discourse and experiences formed the foundation of instruction, which was then used by students to revise their models. Data was collected through student surveys, and direct observations of student engagement and classroom discourse. Additionally, data was collected on students' ability to support a claim with evidence and reasoning. The results show that the treatment promoted engagement and that student skills in discourse and argumentation increased. However, students' perception of their motivation and engagement did not change with continued treatment. This study shows that model-based inquiry has significant value for students who have historic academic struggles as it moves science beyond the rote memorization that they struggle with, to explaining what is happening based on experimental evidence and personal experience.Item The effects of explicit science vocabulary instruction on vocabulary acquisition on the Flathead Indian Reservation(Montana State University - Bozeman, Graduate School, 2016) Stockton, William M.; Chairperson, Graduate Committee: Peggy Taylor.Explicit vocabulary instruction is a teaching strategy that involves a teacher selecting three to five vocabulary words and focusing instruction around those words. When working with students who are English Language Learners or struggle with vocabulary acquisition, this strategy is thought to be very successful. Students on the Flathead Indian Reservation often struggle with vocabulary acquisition. In addition to this, some Native American students are also labeled English Language Learners; thus, the amount of explicit instruction was increased over several units. Significant gains were observed in each of the three units, but because these gains did not correlate with the increase of instruction, the quantitative data was inconclusive. These gains do indicate that the baseline of 22% instructional time was an adequate amount of instruction to improve scientific vocabulary acquisition.Item The history of federal aid to Montana education(Montana State University - Bozeman, College of Education, 1966) Donohoe, Gordon ThomasThe purpose of this study was to bring together fragmentary information on the impact of federal monies on Montana education. The writer examined federal and state education department records arising in the way of administration and business, dealing with federal education aid. Chronicles, newspapers, magazines, pamphlets and federal laws has been reviewed. The following conclusions seem warranted from examination and analysis of data collected in this historical study: 1. Federal support was offered to Montana schools in 1864. However, the primary impact of federal aid to Montana education was felt with the passage of the Smith-Hughes Act in 1917. 2. Federal educational spending has had an impact on Montana public education although federal policy toward education has been influenced by factors other than educational ones, such as land settlement, national welfare and national defense. 3. Federal aid has been governed by dictates from Washington, D.C. 4. Federal funds in lieu of tax payments have not been sufficient to cover the additional cost of educating the children of federally dependent families. 5. Montana education can expect federal aid and controls in the future, as witnessed by the Elementary and Secondary Education Act of 1965.Item A survey of businesses on the Fort Peck Indian Reservation to determine the degree of importance of entry-level skills of word processors/secretaries(Montana State University - Bozeman, College of Business, 1990) Kolstad, Sharon A.; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study was to measure the perceptions of small businesses on the Fort Peck Indian Reservation in Montana on what skills they preferred an entry-level word processor/secretary possess. Those findings would then be used as the basis for establishing effective business and vocational education programs at Fort Peck Community College, Poplar, Montana. To assess the needs of the small businesses on the reservation, a questionnaire was mailed in August, 1989, to those small businesses employing entry-level office workers. The survey was comprehensive in nature, covering technical and nontechnical skills. Since one of the objectives of the College is to meet community needs, this assessment will aid in the formulation of effective business and vocational courses and serve as areas of emphasis in other courses that will give the graduate competencies for ready employment.Item A study of perceptions on educational values of post high school Crow Indian students(Montana State University - Bozeman, College of Business, 1996) Yarlott, David, Jr.; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study was to investigate the perceptions of post high school Crow Indian students as to the value of education. Surveys were distributed among 150 post high school Crow Indian students assisted by the Crow Higher Education Department. The distribution of the survey was among four subgroups from the population; administrators, college graduates in other professions, current students, and students who did not complete college. Conclusions of the survey are: 1) Most of the respondents feel a need for education beyond high school, not only from the educational standpoint, but also for economic and social reasons. 2) A large obstacle to obtaining higher education is meeting financial needs. 3) The most valuable subjects are Reading, Writing, and Speech, in that order. 4) Meeting the cost of education is the highest motivator for continuing higher education. 5) Family support and the location of the school makes a difference in enrollment decisions. 6) Factors that influence career decision making is higher with family members than high school experiences. The recommendations of the study are: 1) Provide good jobs, as incentives, for students that graduate from a Higher Education Institution and return to the Crow Indian Reservation. 2) Develop a program to increase awareness for opportunities and societal improvements with additional education. 3) Increase funding for students that are attending Higher Educational Institutions. 4) Develop a support program to track students progress. 5) Become a bigger factor in improving preparatory courses for Institutions of Higher Learning at the local high schools. 6) Promote Little Big Horn College as a vehicle for a better social, economic, and self-development environment for the entire Crow Tribal population. 7) Promote, request, encourage, and finance research that benefits the Crow Tribe.Item A mid depth study of the career education and career choice implemented by Hardin High School for the benefit of its students as a whole and subdividing this group into its approximate 80 percent white and 20 percent Crow Indian divisions, taking into account the cultural and linguistic problems presented by the native American Indian group along with the overt pressures exerted by government and the covert pressures of white society, with a concluding presentation that will provide, in essence, a composite and true reflection of this particular situation and then will draw conclusions and suggested recommendations that will assist either directly or indirectly in cracking this nut, as projected in semi-professional educatorese with a variable allowance for the upbringing of the author on the low ebb of the socio-economic tide of life or hey baby, are we doing the job?(Montana State University - Bozeman, College of Professional Schools, 1974) Moran, Patrick J.; Chairperson, Graduate Committee: Norman L. MillikinAfter completing a Career Education Institute administered by Dr. Cliff Helling at Montana State University, the writer determined in his own mind that there was a need to do research with the students at Hardin High School, where he is employed. He set out to see if this school was doing an adequate job of aiding students in making their career choice. The problem was further broken down to see if both Indian and white students were provided equal opportunities of pursuing the career of their choice.Item Vocational education opportunities in Montana(Montana State University - Bozeman, College of Professional Schools, 1971) Storey, Dale A.; Chairperson, Graduate Committee: G. Dean PalmerThe purpose of this study was to give a comprehensive look at the vocational educational opportunities in Montana. By developing and compiling a list of all institutions and agencies offering training, it is anticipated that this study can provide a reference that can be utilized by counselors for prospective vocationally oriented students. This study also covers areas of educational opportunities for the unemployed and underemployed segment of our work force. A questionnaire consisting of 15 questions was designed and sent to senior colleges, junior colleges, vocational-technical centers, private schools and hospitals offering vocational training. Personal interviews were conducted with the AFL-CIO, Apprenticeship Program in Montana, Bureau of Indian Affairs Programs, the Montana State Employment Service and the Office of the Superintendent of Public Instruction. Information from the questionnaires, interviews, and materials requested by the questionnaire was used to compile the lists of schools and information pertaining to the various schools and programs.Item A needs assessment of potential and existing small-business owners on the Blackfeet Reservation(Montana State University - Bozeman, College of Business, 1989) Davis, Debra Kay; Chairperson, Graduate Committee: Norman L. MillikinThe major purpose of this study was to determine how the Small-Business Management/Entrepreneurship curriculum at Blackfeet Community College can meet the needs of potential and existing small-business owners on the Blackfeet Reservation. A small-business needs assessment questionnaire was sent to potential and existing small-business owners on the Blakcfeet Reservation. The return rate was 62 percent and 80 percent for existing and potential business owners, respectively. The results of the study were 1)the major challenges facing small-business start-up or acquisition are securing capital/credit, developing a business plan and researching the market; 2)potential business owners are more aware of the business program than are current business owners; and 3)both current and potential business owners feel that the most useful tyes of business assistance programs would be basic business principles, computer usage, and home based businesses. Based on the information received from the responses to the questionnaire the following conclusions were reached: 1)the greatest educational need of both potential and existing small-business owners is training and instruction in basic business principles; 2)existing business owners prefer instruction during the evening hours and on Mondays, Tuesdays, and Wednesdays, while potential business owners prefer instruction during the morning hours and on Tuesdays, Wednedsays, and Thursdays; 3)a substantial percentage of existing business owners are unaware of the business program; 4)a market for the program does exist among current business owners; and 5)opportunities exist £or graduates of the program for employment in existing businesses on the reservation.Item The strengths and weaknesses of the Montana Step Program as reported by participants(Montana State University - Bozeman, College of Business, 2000) Burton, Anna M.; Chairperson, Graduate Committee: Nancy G. DoddA telephone survey was conducted of the 1994-2000 STEP NSF Teaching Scholars in order to gather demographic information and current employment on the scholars as well as to gain information about the scholars' perceptions of the STEP program structure. The survey also examined the scholars' perceptions of various supports and barriers to the successful completion of the scholars' undergraduate teaching program. The survey responses (109 out of the 127 scholars) were collected and summarized. Eighteen scholars were not contacted due to the fact that their current address and/or telephone numbers were not listed or unknown. The gender representation of the respondents was 69% female and 31% male. Approximately 50% of the scholars were Native American. No other minorities were represented among the scholars completing the surveys. There were nine (9) different tribal affiliations reported among the Native American scholars. A large number of Native American scholars (69%) reported being parents, which was in contrast to the relatively low number of non-minority scholars reporting themselves as parents (22%). When asked to describe barriers encountered while pursuing a higher education degree, the scholars cited financial struggles (48%) most frequently. Among Native American scholars, adjustment to a new environment was also cited quite often (40%). Information pertaining to support systems both formal and informal, was also gathered in the survey. For formal support, 77% of the scholars reported the STEP Project was a helpful campus support. Individual staff (65%) and individual students (51%) was also a highly regarded support systems among the scholars. The informal support systems acknowledged were family (88%), friends (73%), and for Native American scholars, spiritual support (82%). Scholar involvement in professional development opportunities and service projects was assessed via the survey instrument. The majority of scholars indicated that they had been offered the opportunity to participate in professional development opportunities as well as service projects and that these opportunities were beneficial. Participation in service projects was encouraged among the majority of the scholars. The results of the telephone survey of the NSF teaching scholars indicated that the scholars program has been quite influential and successful in supporting these teaching candidates through financial assistance as well as through academic, cultural, and emotional support systems. Thirty-six percent of the graduated scholars are currently involved in an educational program or as a teacher in a school system. It is recommended that continued support from the STEP Program can be modified or shifted to address the needs of the scholars from the information that was gathered from the survey.Item Asking for survival : the environmental implications of cultural revitalization on the Fort Belknap Reservation(Montana State University - Bozeman, College of Letters & Science, 1992) Strahn, Derek