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    The impact of United States policy on Apsaalooke education
    (Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Real Bird-Amyotte, Rana M.; Chairperson, Graduate Committee: William Ruff; Christine Rogers Stanton (co-chair)
    This dissertation focused on the perceptions of Apsaalooke (Crow) elders, descendants who experienced first-hand the trauma of the boarding school era. Apsaalooke is used throughout this paper when indicating ancestral peoples and experiences, while Crow is used in modern context. By sharing the Apsaalooke history, culture, personal experiences, and background knowledge we can better understand the survival of the culture and the Apsaalooke language. The research questions guiding this study are (1) How do Apsaalooke Elders perceive the impact of U.S. educational policies enacted between 1819 to 1934? And (2) What shared assumptions do Apsaalooke Elders perceive as essential for helping their children overcome contemporary cultural challenges? Six Apsaalooke enrolled tribal members participated in the study. From their interviews three main themes emerged: (1) generational trauma, (2) generational oppression, and (3) mistrust. The Apsaalooke elders voiced their frustration regarding the loss of land due to the negative impact it had on the Apsaalooke culture. Some families' lifestyles impacted their children's life at home and outside of the home creating a detrimental effect the learning of the Apsaalooke language and the cultural ways. The concern and hope of the Apsaalooke language and culture may not be lost as there remains hope for the younger generations to learn and speak the Apsaalooke language. The elders believed the Apsaalooke people are carrying the traumas of their ancestors, grandparents, and parents as well as their own trauma. The impact of generational trauma is loss of land, hunger, language cultural loss, broken Apsaalooke family units, and cultural extinction. Talking about the past hurts invites this hurt back into their lives. So, they move on wanting to live peacefully. The Apsaalooke elders all agreed education is a key component for their children to succeed and Apsaalooke tribal leaders need to address these issues by offering their support to help the younger generations. This was a major concern for all participants. An essential part of the preservation effort is conveying to the next generation the life their ancestors lived and the changes they survived; thus, facilitating Apsaalooke education's evolution for a new time in history.
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    An Apsaalooke view for educational leadership
    (Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Cummins, Jason Dean; Chairperson, Graduate Committee: William Ruff
    There have been many calls for Native American communities to be given more self-determination in the education of their children. Yet despite these calls for allowing Native American parents to be included in the education of their children this is not happening (Bird, Lee and Lopez, 2013). In this study the researcher utilizes an Indigenous research methodology adhering the cultural protocols of the Apsaalooke nation and building upon the 4 R's, which are respect, relevance, reciprocity and responsibility (Kirkness & Barnhardt, 1991). This research allowed Apsaalooke tribal members, identified through the protocols of the Ashammaliaxxiia to voice their perspective and expectations for school leaders who serve students in their communities. There were formal interviews, informal visits and personal communications. The research questions that guided this study are: 1. What kind of behavior and actions do Apsaalooke tribal members expect from school leaders such as principals and superintendents serving their students? 2. How can school leaders work well with parents and leaders in the Apsaalooke community? 3. What do Apsaalooke tribal members want school leaders to know and be aware of in the education of the children of the tribe? From the research four salient themes emerged which are: 1. A leaders first job is to learn; 2. Lead through relationships; 3. Crows take education seriously; 4. The preservation of Apsaalooke identity and culture. Seventeen tribal members participated in the study. From the study the researcher found that leaders need to respect the community and build authentic relationships within it by being present and connected to the community. Lead the school with those relationships within the informal leadership model in the community in a more flattened model based on the respect of and the character possessed by influential leaders, rather than a hierarchical one, as well as defend those relationships. Understand the Apsaalooke want their student to achieve academically and help parents to support their students in this and hire and retain quality teachers. Support the preservation and perpetuation of the Apsaalooke way of life.
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    An evaluation of the Crow Indian 4-H programs
    (Montana State University - Bozeman, 1971) Weber, Robert Art; Chairperson, Graduate Committee: Gerald D. Sullivan
    During the winter of 1971, a survey was undertaken to assess the 4-H program on the Crow reservation in Montana. The survey was conducted to determine new ways to develop a 4-H program that would be more acceptable to the Crow people. A 4-H interview form was developed to survey five areas of influence on the Crow reservation that are felt to be significant in determining how to develop some new approaches to improve the Crow Indian 4-H program. A population of twenty-five people were surveyed, five of which were white 4-H club leaders and twenty who were Crow Indian adults. An extensive survey was also made of literature related to working with disadvantaged low income youth. The literature covered thirteen books and twenty-eight periodicals. Seven areas of study were surveyed. The information presented in Table 2 indicates that twenty (80.0 percent) of the population surveyed would like to have their youth learn skills and values that are related to the Crow culture. This information is in agreement with what Crow parents say about the 4-H program and what they would like their youth to learn as 4-H members. It was recommended that in the future that the Crow Indian 4-H program include projects and activities that are more closely related to the Crow Indian culture. The knowledge gained from the study of the seven areas of related literature was accomplished to develop ethnic sensitivity essential to working with disadvantaged Indian youth and adults. This information combined with the facts recorded from the questionnaire has provided definite information and insights that are intended to be used as guidelines for developing future 4-H programs with the Crow people by the present Extension staff assigned to the Crow reservation.
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    Absarog-Issawua (from the land of the Crow Indians)
    (Montana State University - Bozeman, 1970) Toineeta, Joy Yellowtail
    "This is an original piece of research into the Crow Indian uses of native plants and animals for food and medicinal, as well as other purposes. Incorporated into the manuscript are introductory legends or incidents surrounding or accompanying the recipes."
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    A study of educational achievements of Crow Indian students
    (Montana State University - Bozeman, 1979) Stops, William Galen; Chairperson, Graduate Committee: Elnora A. Old Coyote
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    A readiness program for the Crow Indians
    (Montana State University - Bozeman, 1970) Bradley, Susanna Louise Remple
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    A study of parental attitudes toward public education on the Crow reservation
    (Montana State University - Bozeman, 1978) Holden, Kenneth Warren
    Studies parental attitudes toward public education in Crow Agency, Wyola, Lodge Grass, and Pryor. Conclusions offer suggestions how to make a school a true expression of the Indian community's hopes and needs. This could help minimize culture conflicts. Local control of schools would also add immeasurably to Indian self-respect.
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    Middle school science classroom practices in Crow and Northern Cheyenne schools
    (Montana State University - Bozeman, College of Education, Health & Human Development, 2004) Woolbaugh, Walter Harold; Chairperson, Graduate Committee: Robert Carson.
    This study first identifies the teaching and learning practices that have shown to be effective in producing achievement gains with K-12 Native American students. In order to identify effective practices, policy guidelines and research studies focusing on achievement gains among Native American students were reviewed. This information was then mapped to the National Science Education Standards and aligned with a widely used mathematics and science observation instrument. The instrument was used by the author to gather data from 13 teachers by observing 68 lessons in 11 middle schools on the Crow and Northern Cheyenne Reservations in Southeast Montana. Interviewing and surveying the observed teachers generated further data. To complete the study, administrators and community members, including tribal elders, were interviewed. The literature reveals that Native American students achieve more when student centered teaching methods are used. These methods include the use of visual teaching aids, cooperative learning, and practical applications all interwoven in culturally relevant lessons. The literature supports building community support, including involvement from tribal elders. Data gathered by the researcher revealed that the teachers on and near the two reservations have more teaching experience, more science credits, and attain higher ratings for observed lessons than a national sample of teachers. A factor analysis indicated that Crow and Northern Cheyenne region teachers scored especially high in student / teacher relationships, classroom management, and content knowledge. Even though 43 percent of class time was spent in hands-on paired activities, teachers scored lower on indicators pertaining to creating classroom environments that engaged students in rigorous, meaningful learning experiences. Teachers reported on not feeling prepared to include cultural applications and meanings during instruction. Teachers attaining lower scores during classroom observations tended to cite low student motivation as their major barrier, while teachers receiving higher ratings cited external factors like the size of their classroom. The teachers described colleagues and professional development opportunities as particularly beneficial. Recommendations for further studies include additional research on effective classroom practices that produce achievement gains with Native American students, and stronger professional development focused on specific advanced teaching skills, including methods of embedding culture and community in the science curriculum.
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