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.
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Item A case study of American Indian students at the College of Great Falls(Montana State University - Bozeman, College of Education, Health & Human Development, 1995) Thompson, Audrey KayItem Ability to benefit : a credible basis for admissions to tribally controlled colleges(Montana State University - Bozeman, College of Education, Health & Human Development, 1991) Boham, Sandra LeeItem American Indians in higher education : a case study of doctoral candidates at Montana State University(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Harrison, Johnel L.Item Native American warriors in education : journeys of persistence, stories from the heart(Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Garcia, Florence McGeshickItem Embracing the best of two worlds : Native American college graduates of the University of Great Falls(Montana State University - Bozeman, College of Education, Health & Human Development, 1998) Beu, Pat AlanItem An investigation of learning strategy, selected characteristics, and achievement of tribal college students in Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 1992) Hill, Michael JosephItem A study of the effects of the implementation of small peer led collaborative group learning on students in developmental mathematics courses at a tribal community college(Montana State University - Bozeman, College of Education, Health & Human Development, 2010) Hooker, Dianna Dawn Tiahrt; Chairperson, Graduate Committee: Elisabeth SwansonCollege students needing remediation in mathematics are a problem at nearly all colleges and universities but are immense at community colleges where large numbers of students enroll in developmental mathematics courses. This issue for Native American students at Tribal Community Colleges has an enormous effect on future opportunities in education, employment, politics and society. The overarching research question was: How does the implementation of small peer-led collaborative learning groups affect students in developmental mathematics courses at the Tribal Community College? To answer this question five sub-questions were addressed. What impact will the treatment have on: 1) completion, 2) perseverance, 3) demonstrated procedures of mathematics, 3) personal skills for success, and 4) the leaders' perceptions of the benefits associated with acting as small peer led collaborative group leader? This research study took place at a small Tribal Community College. The quasi-experimental, mixed methods study involved collection and analysis of both quantitative and qualitative data. The treatment class consisted of having the students work together on a workshop activity designed to be engaging, challenging and relevant for one class period each week in small peer-led collaborative learning groups. Peer leaders were chosen according to predetermined criteria. The peer leaders were trained to help guide the group in the direction of a solution and to help the group learn how to collaborate to achieve the best results. The control class was given the same workshop activity to work on, but not encouraged to work together nor assisted by a peer leader. Results of this research study show increased completion and perseverance rates. Students participating in the small peer-led collaborative groups were more likely to attempt mathematics. The attitude toward mathematics was the most drastic change; students now look forward to attending their mathematics class and spend more time out of class doing mathematics. Group leaders gained personal, academic and leadership skills. Detailed descriptions of the results are given. In conclusion, implications of the findings and how they may be used are provided for mathematics instructors, administrators and student support personnel are offered. Recommendations for further research are also suggested.Item Exploring the educational histories, perceptions, and experiences of successful educators of Native American students : a multiple case study(Montana State University - Bozeman, College of Education, Health & Human Development, 2011) Silva, Dawn Elizabeth; Chairperson, Graduate Committee: Betsy PalmerNative American education has gone through many phases from the assimilation practices of removing Native children from their homes, family, and culture all the way up to Native Language Immersion schools where the curriculum is taught in both English and the Native tongue. Throughout all the educational changes one thing remains; Native American students are dropping out of school at an alarming rate. In order to improve education for Native students there must be a change in pre-service teacher preparation. The problem addressed in this study is that instructors of pre-service teachers need to understand the educational histories and experiences of successful educators of Native American students in the K-8 environment in order to learn how to better prepare undergraduate education majors. This qualitative multiple case study focused upon effective educators of Native American students. The following questions guided the inquiry: What is the formal educational (academic) history of successful educators of Native American students? What is the informal educational (non-academic) history of successful educators of Native American students? What experiences in their own classrooms have teachers identified as contributing to their success with educating Native American students? This research included a questionnaire and interviews with 32 teachers working in elementary schools located on reservations in Montana. A combination of whole staff focus group and individual in-depth interviews took place. The results of the transcribed and coded interviews were grouped under the main themes which emerged out of the three research questions and a few unique questions asked of the individual interviewees. Out of the four main themes; Effective and Successful Educators of Native American Students, Formal Education, Informal Education, and Classroom experiences, 17 subthemes emerged. The findings resulted in the following recommendations for new teachers of Native Americans: mentors; real life applications and cultural integration; community involvement; relationships; high expectations; self reflection. Also recommendations for Higher Education were presented: new class creation/offering; tribal college collaboration; utilize Native Americans as a resource; include information on teaching in low socioeconomic areas; student teaching/internships on a reservation. My hope is that these recommendations will improve education for Native American students.