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An Investigation of Exemplary Teaching Practices of Teachers of Native American Students

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An Investigation of Exemplary Teaching Practices of Teachers of Native American Students UNLV Theses, Dissertations, Professional Papers, and Capstones 5-2010 An Investigation of exemplary teaching practices of teachers of Native American students William M. Young University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, and the Teacher Education and Professional Development Commons Repository Citation Young, William M., "An Investigation of exemplary teaching practices of teachers of Native American students" (2010). UNLV Theses, Dissertations, Professional Papers, and Capstones. 899. http://dx.doi.org/10.34917/2242918 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. AN INVESTIGATION OF EXEMPLARY TEACHING PRACTICES OF TEACHERS OF NATIVE AMERICAN STUDENTS by William Marshall Young Bachelor of Arts University of Minnesota 1992 Bachelor of Science Black Hills State University 1996 Master of Science Black Hills State University 2003 Master of Arts South Dakota State University 2004 A dissertation submitted in partial fulfillment of the requirements for the Doctor of Philosophy Degree in Teacher Education Department of Curriculum and Instruction College of Education Graduate College University of Nevada, Las Vegas May 2010 Copyright by William Marshall Young 2010 All Rights Reserved THE GRADUATE COLLEGE We recommend the dissertation prepared under our supervision by William Marshall Young entitled An Investigation of Exemplary Teaching Practices of Teachers of Native American Students be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Teacher Education Dr. Jane McCarthy, Committee Chair Dr. Martha Young, Committee Member Dr. Jian Wang, Committee Member Dr. LeAnn Putney, Graduate Faculty Representative Ronald Smith, Ph. D., Vice President for Research and Graduate Studies and Dean of the Graduate College May 2010 ii ABSTRACT An Investigation of Exemplary Teaching Practice of Teachers of Native American Students by William Marshall Young Dr. Jane McCarthy, Examination Committee Chair Professor of Education University of Nevada, Las Vegas This dissertation traces the historical roots of indigenous education from the violation of treaty rights of the late 1800‘s to the staggering rates of non-persistency facing Native American students today. While many factors are outside of the classroom teacher‘s scope of influence, teacher candidates should be trained in culturally responsive methods to address factors that are within their control and which can be addressed in the classroom. The study was conducted using a mixed-methods design employing Creswell‘s (2008a) sequential transformative strategy. STS is a multi-phase study with an implicit theoretical lens. In this study the researcher is situated at an intersection between reform of current educational practice using the work of Demmert, Ladson-Billings and Haberman and equity for all students using the work of Villegas, Sheets, and Hermes. The researcher employed a phase I survey instrument to gather data from 122 certified teachers at an elementary, middle, and high school site to examine characteristics of iii exemplary teachers. Using data from the first phase the researcher developed an interview protocol and selected participants for an in-depth qualitative interview. The researcher, using this study, and the emergent the conceptual model, as a blueprint, found that four significant implications for teacher education. The four implications are: relationship building; reframing race and poverty; exposing teacher candidates‘ views of the ―other;‖ and, examination of self through reflection. Classroom and subsequent academic change for teachers will necessitate their coming to terms with new strategies. The starting point for reform lies squarely in the preparation of teacher candidates at the preservice level if reform is to be achieved. The implications for teacher education presented here contributed to the development of teacher candidates that could gain the characteristics necessary to use the emergent conceptual model. This conceptual model recognizes the important of the representative characteristics of caring educators and is further concerned with the process of how those characteristics are utilized to impact academic success. A process orientated model is presented that uses the characteristics of effective teaching, the humanistic, instructional, and the academic, in concert to ultimately gain the product of persistency and academic success for Native American students. iv ACKNOWLEDGEMENTS To say that earning a Ph.D. will change your life is an understatement. My life has been changed immeasurably through this process. While the actual coursework and writing is primarily a solitary act it could not have been done without help. This degree would not have been possible without the help and sacrifice of so many people. I would like to thank some of them here. My intent is not to become too saccharine, but, holy cow this is a big moment! First, I owe a tremendous debt to my mentor, the good Dr. Jane McCarthy. You have been an inspiration to me in so many ways. Throughout our friendship you have gone above and beyond in your support, encouragement, and mentoring. You were not only concerned with my UNLV life; you introduced me to, and involved me, in the Association of Teacher Educators. Despite our mutually exhausting schedules, personal hardships and great blessings for both of us, you have always found time to help me, read drafts, or simply share stories. Katie is very lucky to have her ―Aunt Jane.‖ I could not have asked for a better guide into the academy than you. I sincerely hope that I may do for my students all that you have done for me. To Dr. LeAnn Putney, you have been a dear friend and have helped to both guide and focus my work, thank you. I appreciate you meeting with me, answering questions via text messaging, sharing a restorative, and taking late night phone calls while writing my dissertation. I look forward to collaborating with you in the future. To Drs. Young and Wang, you have both been supportive and critical members of my committee. The dissertation work that follows had its genesis in your classes. v I owe a great debt to the dedicated school teachers and administrators at the research site. My life is richer for having known you. I am looking forward to sharing this work with you and continuing a rich collaboration in the future. To my parents Marshall and Brenda Young, and Elizabeth and James Huff, who have always encouraged me to follow my dreams even through they have not always understood what those dreams might be, or why in the world I would want to pursue them. From catching turtles in Canyon Lake as a six year old to the mountains of Alaska, the seas of the Antarctic, or this dissertation, you have always encouraged me to pursue my dreams and to make the most out of an adventurous life. To Trilby and Kelly Christopher, my sister and brother-in-law, you have been my biggest cheerleaders. You like that, don‘t you Kelly? Trilby, you have always been there for me, as I will be there for your boys. Thanks for putting up with me and for putting me up for the years of this journey. I cannot forget to acknowledge my nephews Marshall and Owen Christopher who have had their crazy Uncle Bill living over their garage for the last five years. Owen started kindergarten the same day I started at UNLV. The time spent with the two of you watching you grow into young men has truly been a gift. Boys, you are right, your uncle is ―a lot more fun in South Dakota!‖ To my brother James Bellamy Young, I still cannot believe that you are gone. I could not have accomplished this without having you as a role model in my life. I miss you every day. For my two nieces Nicole Marie Young and Janelle Bellamy Young, as your father encouraged me, I want to encourage you; follow your dreams! And finally to Lisa, for our beautiful daughter, for your faith in me, and for taking care of my world while I was away at school pursuing my dream. I owe you a debt that I can never repay. vi DEDICATION To: Kathryn Elizabeth Young My Best Girl vii TABLE OF CONTENTS ABSTRACT ....................................................................................................................... iii ACKNOWLEDGMENTS .................................................................................................. v DEDICATION .................................................................................................................. vii TABLE OF CONTENTS ................................................................................................. viii LIST OF TABLES .............................................................................................................
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