Publications by Colleges and Departments (MSU - Bozeman)
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Item Community-based prevention education on abusive head trauma in a Montana Native American community(Montana State University - Bozeman, College of Nursing, 2019) Schmitt, Emily Marie; Chairperson, Graduate Committee: Sandra KuntzThis scholarly project cultivated a partnership with a Montana Native American community to develop an implementation method of an evidence-based, abusive-head-trauma-prevention education program. The partnering community felt that more could be done to prevent abusive head trauma. Utilizing the framework of Community-Based Participatory Research and the Rural Nursing Theory, this project identified the best available evidence and then developed multiple methods to implement this prevention material. Multiple lessons were learned and important reflections developed from the project process. These lessons can be utilized to guide future projects. A model for program implementation was developed for future use and implementation of the evidence-based, abusive-head-trauma-prevention program.Item Piikani School leadership(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Hall, Omaksaakoomapi Bradford Roy; Chairperson, Graduate Committee: William RuffThis dissertation focuses on Piikani school leadership as shared through the narratives and experiences of a retired school leader. Noonaki's experiences chronicle her longevity in school leadership and steadfast commitment to integrating the Piikani culture and language into the schools she led on the Blackfeet Indian Reservation. Noonaki's stories provide a realistic view of school leadership challenges she faced and offer her thought provoking knowledge to inspire current and aspiring school leaders to accept the Piikani values into their practices. School leaders are key to advancing Piikani values, culture, and language into the schools they serve on the Blackfeet Indian Reservation. Therefore, school leaders when developing relevant leadership practices, are called upon to commit themselves to practice ai-sii-moki' (guidance, teaching, and discipline), as they encounter and mitigate challenges among community stakeholders, specifically focusing on how they each can support student success. Through Noonaki's transfer of knowledge from her to the researcher, this exchange encapsulates her experiences into stories, told in the places where she practiced school leadership. Community Centered Digital Storywork (CCDS), is an integrated Piikani knowledge dissemination framework, that leverages cultural protocols to capture Piikani ways of knowing. Noonaki inspires current and aspiring school leaders to build their skills and practices around the Piikani values of okamotsitapiyiisin (honesty), ainnakowe (respect), aahsitapiitsin (generosity), waattosin (spirituality), matsisskii or iiyiikittahpii (courage), maanistapaisspipii (humility), and kimmapiiyipitsinni (compassion).Item Protective factors that enhance the resilience of American Indian students in graduating from urban high schools(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) McCarthy, Glenda Anne; Chairperson, Graduate Committee: Christine Rogers StantonThe purpose of this research was to explore protective factors that strengthen the innate resilience of American Indian students who seek to graduate from urban high schools. A collective case study using Community Based Participatory Research and decolonizing methodologies was conducted with three co-researchers who graduated from a Montana urban high school in 2014 or 2015. Data sources included a series of three in depth interviews with each co-researcher and scrapbooks they created to document their high school years and protective factors. One family focus group provided an additional data source. Analysis reveals the importance of family and cultural protective factors, including the knowledge of tribal histories. Another protective factor is Montana's multicultural mandate, Indian Education for All, when implemented with culturally responsive pedagogy. Co-researchers benefitted from caring teachers who maintained high standards. Further protective factors were school and district based programs that supported student achievement, connected Native families with schools and celebrated, sustained or revitalized Native culture in urban high schools.Item Tribal education : a case study of Northern Cheyenne elders(Montana State University - Bozeman, College of Education, Health & Human Development, 1994) Rowland, Franklin ClayItem Perceptions of Native American women in college of the impact of the teachers' attitudes and the classroom environment on their K-12 learning(Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Parker, KoleenItem Tribal education : a case study of Blackfeet elders(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Still Smoking, Dorothy M.Item Piety, politics, and profit : American Indian missions in the colonial colleges(Montana State University - Bozeman, College of Education, Health & Human Development, 1985) Wright, BobbyThe royal charters which sanctioned the settlement of the American colonies invariably expressed as their primary purpose the propagation of Christianity among the American Indians. Throughout the colonial period, the English viewed education as a primary means to accomplish this pious mission. The purpose of this study was to examine critically the educational Indian missions in the colonial colleges. In doing so, this investigation employed ethnohistorical perspectives and methodology in examining the institutional experiments at Henrico, Virginia, Harvard College, the College of William and Mary, and Dartmouth College, spanning a period from the early seventeenth to the late eighteenth centuries. The study found that, while the colonial educators professed their own piety as if this were their singular motivation, they capitalized on the charitable impulses of the pious English and on the opportunities which the charity presented in furthering other political and economic interests. This investigation also established that mixed motives led to diversions from the purposes for which money had been collected and further that this was a primary cause of the ultimate failure of these/ educational experiments. In revealing that missions in the colonial colleges were not expressions of unblemished piety, this study has confronted the declarations espoused in the early records and much of the later historical literature, thus enhancing the growing body of ethnohistorical scholarship on Indian-white relations during the colonial period, while simultaneously offering a fresh insight into the origins of higher education in America.Item Learning strategies in the Fort Peck Reservation community(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Bighorn, RobinItem Adult education and cultural invasion : a case study of the Salish and the Jesuits(Montana State University - Bozeman, College of Education, Health & Human Development, 1990) White, Elizabeth LouiseItem Teachers' beliefs regarding effective teaching strategies for American Indian students in mathematics(Montana State University - Bozeman, College of Letters & Science, 2008) Vallines Mira, Raquel; Chairperson, Graduate Committee: Maurice J. BurkeExtensive research has been conducted on teaching strategies that are effective for American Indians in mathematics. Despite the variety of cultural, linguistic, socioeconomic, and geographic factors influencing student learning within and among American Indian communities, common characteristics of learning styles and effective teaching practices have been identified. Though the wording in each definition varies, research based on a variety of theoretical frameworks and using a variety of methodologies and instruments suggests that among American Indian students, there is a tendency to learn better when the following three strategies are used: contextualization, modeling and demonstration, and joint productive activity. Despite the general agreement in education research that the beliefs that teachers hold about mathematics teaching and learning greatly impact their instructional decisions in the classroom, few, if any, of those studies have examined teachers' beliefs regarding effective strategies for American Indians in mathematics. The main purpose of this study was to add the voices of four teachers to the research community conversation about effective teaching strategies for American Indians in mathematics. Two elementary and two high school teachers from two schools in Montana were selected for this study for their experience with and commitment to the mathematics education of American Indian students. Two are American Indians and two are White. Using a combination of classroom observations and a modification of videoclip interviews, the beliefs of the four teachers were identified with particular focus on the three teaching strategies mentioned above. The study shows that teachers' definitions of research-based strategies often differ from those intended by the research. Teachers' views about these strategies seemed to be idiosyncratic to individual teachers and appeared to be shaped by multiple lenses. In this study, some of those lenses emerged including, among others, school structures and teachers' cultural backgrounds. In light of the results of the study, future efforts for constructive bi-directional communication between the research community and practitioners are recommended.