Scholarship & Research
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Item Piikani School leadership(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Hall, Omaksaakoomapi Bradford Roy; Chairperson, Graduate Committee: William RuffThis dissertation focuses on Piikani school leadership as shared through the narratives and experiences of a retired school leader. Noonaki's experiences chronicle her longevity in school leadership and steadfast commitment to integrating the Piikani culture and language into the schools she led on the Blackfeet Indian Reservation. Noonaki's stories provide a realistic view of school leadership challenges she faced and offer her thought provoking knowledge to inspire current and aspiring school leaders to accept the Piikani values into their practices. School leaders are key to advancing Piikani values, culture, and language into the schools they serve on the Blackfeet Indian Reservation. Therefore, school leaders when developing relevant leadership practices, are called upon to commit themselves to practice ai-sii-moki' (guidance, teaching, and discipline), as they encounter and mitigate challenges among community stakeholders, specifically focusing on how they each can support student success. Through Noonaki's transfer of knowledge from her to the researcher, this exchange encapsulates her experiences into stories, told in the places where she practiced school leadership. Community Centered Digital Storywork (CCDS), is an integrated Piikani knowledge dissemination framework, that leverages cultural protocols to capture Piikani ways of knowing. Noonaki inspires current and aspiring school leaders to build their skills and practices around the Piikani values of okamotsitapiyiisin (honesty), ainnakowe (respect), aahsitapiitsin (generosity), waattosin (spirituality), matsisskii or iiyiikittahpii (courage), maanistapaisspipii (humility), and kimmapiiyipitsinni (compassion).Item An investigation of the roles of family, Catholic religion and the Spanish language in the life of the Mexican-American and their implications in a counseling relationship(Montana State University - Bozeman, 1976) Emerson, Jacqueline CoghlanItem Elementary school curriculum changes necessitated by the addition of foreign language instruction(Montana State University - Bozeman, 1965) Nielsen, Duane AlvahItem Practical application of foreign languages(Montana State University - Bozeman, 1977) Mahn, Gabriela MunozItem Proposals for modification of the audio-lingual method of teaching foreign languages(Montana State University - Bozeman, 1972) Barnes, Barbara Lynn PettineItem Study of the speaking vocabulary of the five-year-old child(Montana State University - Bozeman, 1972) Lohman, Evelyn Ann EvansItem The nature and extent of a foreign language program in the elementary school(Montana State University - Bozeman, 1963) Jarrett, Mary HensonItem Review of literature on the direct method in foreign language learning(Montana State University - Bozeman, 1961) Hosono, NorikoItem Analysis of media used in foreign language teaching(Montana State University - Bozeman, 1968) Sixberry, JoyceItem The relationship between music and language achievement in early childhood(Montana State University - Bozeman, College of Education, Health & Human Development, 1989) Harding, Judy Ann HoveIn the fall of 1988, this study was conducted in the public schools of Helena, Montana, to see if a statistically significant relationship existed between the amount of musical experiences children had in early childhood and their language achievement as measured following the children's second year in elementary school. Parents of randomly selected third grade children completed the HOMES questionnaire to determine the musical experience of their children. Language achievement was determined by the CTBS scores in mechanical language, expressive language, reading, and spelling. Gender was also of interest in this study; therefore a two-way analysis of variance test was used with gender and musical experience being the two independent variables and one of the four language scores being the dependent variable. The test was run four times, once for each dependent variable. A chi-square test was also run to determine if either gender was given significantly more musical experience. Three hypotheses were tested for each language skill. No interaction of independent variables existed for any of the dependent variables, so main effects were tested for each. The high group for musical experience also was found to be significantly higher in language achievement for the skills of expressive language, reading, and spelling. Only mechanical language showed no such relationship. It was also the only skill area that did show a significant relationship to gender, with girls being higher. The chi-square test showed that girls received significantly more musical experience than boys. Because a strong relationship was found to exist between music and three areas of language development, it was recommended that parents, teachers, and other caretakers of young children provide environments rich in musical experience. Additionally, further research should be performed to determine which particular types of musical experience have the strongest relationship to language development.