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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1962 - 197932000 - 20174

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    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 Woolbaugh
    The 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.
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    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 Stanton
    The 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.
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    Secondary social studies teachers' perspectives on primary source planning
    (Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Johnson, Spencer Theadore; Chairperson, Graduate Committee: Christine Rogers Stanton
    How are 21st Century teachers incorporating primary sources into their history lessons, and what challenges do they face in doing so? The social studies classroom is changing from pedagogy driven by textbook memorization to one that embraces a more authentic understanding of how history works. This change is accelerating due to new technologies and available primary sources on the Internet. This qualitative study questioned professionals in the field and resulted in four themes: Criteria for Effective Sources, Points of Access for Appropriate Source Material, Challenges Encountered in Finding Appropriate Sources, and Planning Lessons Using Sources. 'Criteria for Effective Sources' centers on what makes primary sources useful in the classroom. The 'Points of Access for Appropriate Source Material' theme describes how accessible primary sources are. The 'Challenges Encountered in Finding Appropriate Sources' theme describes why planning is time consuming. Finally, the 'Planning Lessons Using Sources' theme describes how teachers use sources in their lesson planning process. In essence, primary sources are available, but teachers need time to find and modify those sources to fit their instruction. Better website designs that look at efficiently presenting material on websites, as well as more focused professional development concerning the implementation of sources, could solve some of the challenges social studies teachers face.
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    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. Millikin
    After 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.
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    The effects of cooperative learning on Native American students' understanding of environmental science
    (Montana State University - Bozeman, Graduate School, 2014) Whitmer, Clinton; Chairperson, Graduate Committee: Peggy Taylor.
    This study investigated the effects of cooperative learning instruction on seven students' understanding of environmental science concepts. The students used in-class discussion, groups working together to perform lab activities, and students delivering the daily lesson. Various data collection instruments used included treatment and nontreatment testing, survey questions, and instructor observations, as well as motivation and attitude of the teacher. Results were mixed, as not all students agreed with its effectiveness on certain issues.
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    Educational and occupational expectations of High school students. on the Flathead Indian Reservation
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1979) Peregoy, Robert Meyer
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