The impact of Indian education courses on the instruction of teachers in North Dakota

Persistent Link:
http://hdl.handle.net/10150/277238
Title:
The impact of Indian education courses on the instruction of teachers in North Dakota
Author:
Kulas, Cheryl Rose Marion, 1944-
Issue Date:
1989
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The educational disadvantages of the Native American Indian student throughout history has been a source of academic concern. This paper addresses the historical and contemporary aspects of Indian education. The contemporary context of the study examines the efficacy and impact of preservice instruction of a Native American Indian Studies course on the teachers in North Dakota. One thousand, three hundred and sixty-nine (1,369) teachers receiving instruction in the course from 1981 through 1988 were surveyed. The survey focused on five key areas: teacher attitudes about the course, planning and use of the course in the classroom, application of the course to multicultural education and application of Native American values and learning styles. The findings suggest that the course is not having a positive effect on the attitudes of heightening teacher sensitivity toward stereotypes and there is an apparent indifference to adjusting curricula to reflect cultural diversity.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Indians of North America -- Study and teaching -- North Dakota.; Indians of North America -- Education -- North Dakota.; Teachers -- Training of -- North Dakota.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; American Indian Studies
Degree Grantor:
University of Arizona
Advisor:
Deloria, Vine, Jr.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe impact of Indian education courses on the instruction of teachers in North Dakotaen_US
dc.creatorKulas, Cheryl Rose Marion, 1944-en_US
dc.contributor.authorKulas, Cheryl Rose Marion, 1944-en_US
dc.date.issued1989en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe educational disadvantages of the Native American Indian student throughout history has been a source of academic concern. This paper addresses the historical and contemporary aspects of Indian education. The contemporary context of the study examines the efficacy and impact of preservice instruction of a Native American Indian Studies course on the teachers in North Dakota. One thousand, three hundred and sixty-nine (1,369) teachers receiving instruction in the course from 1981 through 1988 were surveyed. The survey focused on five key areas: teacher attitudes about the course, planning and use of the course in the classroom, application of the course to multicultural education and application of Native American values and learning styles. The findings suggest that the course is not having a positive effect on the attitudes of heightening teacher sensitivity toward stereotypes and there is an apparent indifference to adjusting curricula to reflect cultural diversity.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectIndians of North America -- Study and teaching -- North Dakota.en_US
dc.subjectIndians of North America -- Education -- North Dakota.en_US
dc.subjectTeachers -- Training of -- North Dakota.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineAmerican Indian Studiesen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorDeloria, Vine, Jr.en_US
dc.identifier.proquest1339273en_US
dc.identifier.oclc24346724en_US
dc.identifier.bibrecord.b17854465en_US
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