Native American Studies

Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/51

The Department of Native American Studies was established to provide and advance quality education for and about American Indians of Montana, the region, and the nation. In fulfilling this mission, the Department is committed to meet the changing needs of Montana's Indian tribes and all Montana citizens through excellence in teaching, research, and service. In its academic program, the department provides concentrated study through an undergraduate minor, the first online graduate certificate in Native American Studies offered, and a Master of Arts degree in Native American Studies. Students in any major can also gain a multicultural perspective through NAS offerings in the University's core curriculum. The Department, through its research and other creative efforts, actively pursues interdisciplinary scholarship in the field of Native American Studies.

Browse

Filters

20061

Settings

Author: search.filters.author.Nelson, Karma GraceSubject: search.filters.subject.Indians of North America

Search Results

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Developing a professional learning community among mathematics teachers on two Montana Indian reservations
    (Montana State University - Bozeman, College of Education, Health & Human Development, 2006) Nelson, Karma Grace; Chairperson, Graduate Committee: Jayne Downey
    This study documents the development of a professional learning community [Math Inquiry Group] of mathematics teachers from schools on or near the Crow and Northern Cheyenne reservations in Southeast Montana (referred to in this study as the bounded system) using an approach referred to as ALRR (Ask, Listen, Respond and Reflect). It adds to the current body of literature identifying professional learning communities as a recommended method to improve classroom practice and close achievement gaps in mathematics. Although much has been written about professional learning communities within a given school or district, there is little advice for those wishing to develop a professional learning community across schools. Teachers and administrators in the bounded system were committed to improving student learning in mathematics but struggled to do so within the context of high student mobility rates and a serious lack of consistent curricular material.
Copyright (c) 2002-2022, LYRASIS. All rights reserved.