Native American Studies

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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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1980 - 198912010 - 20122

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Now showing 1 - 4 of 4
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    The relationship between the oral language proficiency and reading achievement of first grade Crow Indian children
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1985) Featherly, Bernadine Rebich
    The author believed that the problem she tried to solve - why Crow children from homes of low socioeconomic status have difficulty of learning to read with comprehension - was caused by something that was lacking in their preschool environment. She believed that this could be either helped or made worse by the way reading is taught. She wanted to find out what was lacking in their social environment. To gain answers she did an extensive literature review combined with empirical evidence from first graders in Crow schools. She concluded that language competency (how well the child was able to speak) was an important prerequisite for learning to read. Many of the Crow students had not reached the sufficient level of language proficiency, thus encountered trouble when trying to learn to read. Some of the recommendations from the study include: parents should read to their children from infancy, using their primary language (if they are bilingual). The books should be in their native language in the beginning, once the child reaches the age of 3 he should start listening to stories written in English. The stories should not only be read but discussed with the child so he fully understands them. Schools should keep their libraries open evenings and weekends and offer a story-hour each night.
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    School readiness and achievement of Crow Indian children, first through fouth grades, at Pryor, Montana
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1969) Jensen, Joyce Martin
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    Culturally responsive formative assessment
    (Montana State University - Bozeman, Graduate School, 2012) Stevens, Lisa Russell; Chairperson, Graduate Committee: Peggy Taylor.
    The purpose of this study was to measure teachers' comfort levels, and understanding of cultural responsiveness, formative assessment, and inquiry-based science and math instruction in a kindergarten through fifth grade school with a 100% population of Native American students. A group of five teachers accepted the invitation to explore culturally responsive formative instruction in math and science. Survey information, teacher observations, interviews, and a checklist of formative assessment methods used by teachers, were used to gather baseline data. The data was than used to determine levels of implementation of CRFA by teachers.
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    Picture it : visual-spatial teaching to improve science learning
    (Montana State University - Bozeman, Graduate School, 2012) Brokaw, Jodi Lyn; Chairperson, Graduate Committee: Peggy Taylor.
    All students do not learn by the same means, but rather, each student has their own way of learning. They may incorporate more than one learning style to best suit their needs, but prefer one style instead of another. The purpose of this study was to evaluate whether integrating a visual-spatial teaching style would improve student test scores in the classroom and if they would retain the new content. Visual-spatial activities were incorporated into the lessons on a daily basis to support the learning of vocabulary. The research also allowed for the identification of students who preferred this learning style rather than other styles of learning. Assessments and student interviews were used to determine whether this style of learning was effective in the classroom. A comparison of the data showed an increase in test scores from the pre-test to the post-tests. Student interviews reported that they preferred learning with the visual-spatial strategies.
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