University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2012 Implementing Montana's Indian Education for All: A Phenomenological Study on the Experiences, Beliefs, and Practices of Outstanding Providers of Professional Development Anna E. Baldwin The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Baldwin, Anna E., "Implementing Montana's Indian Education for All: A Phenomenological Study on the Experiences, Beliefs, and Practices of Outstanding Providers of Professional Development" (2012). Graduate Student Theses, Dissertations, & Professional Papers. 555. https://scholarworks.umt.edu/etd/555 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. IMPLEMENTING MONTANA’S INDIAN EDUCATION FOR ALL: A PHENOMENOLOGICAL STUDY ON THE EXPERIENCES, BELIEFS, AND PRACTICES OF OUTSTANDING PROVIDERS OF PROFESSIONAL DEVELOPMENT by Anna E. Baldwin B.A., Georgetown University, Washington, DC, 1994 M.A.T., University of Montana, Missoula, MT, 1999 Dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Education University of Montana Missoula, MT April 18, 2012 Submitted to: Dr. Marian McKenna, Co-Chair Department of Curriculum and Instruction Dr. Beverly Ann Chin, Co-Chair Department of English Dr. Darrell Stolle Department of Curriculum and Instruction Dr. Lisa Blank Department of Curriculum and Instruction Dr. Tammy Elser Salish-Kootenai College Ms. Julie Cajune Center for American Indian Policy and Research ii Dedication I dedicate this work of love to my family: to my husband Jerry, who watched me read and type for hours instead of spending that time with him; to my children, Abby and Austin, who swam without me on Sundays so I could study or write; to my parents, Ellie and Mike, who supported me in every way. I also dedicate this work of passion to Teresa Veltkamp. Teresa’s commitment to helping educators integrate Indian Education for All remains unparalleled. Her presence was with me as I began this project and even as I finished it, despite her tragic passing in the summer of 2011. Her ideas, insights, and advocacy have inspired me throughout this journey. iii Acknowledgements I would like to thank the following people and groups for their support and assistance during this project: Drs. Marian McKenna and Beverly Ann Chin, for the lengthy phone calls and email conversations to discuss questions and problems to resolve before I could take the next step…and the next one… Dr. Tammy Elser, for the incredible number of text messages exchanged which helped me hone and direct my thinking, always, and for the unfailing friendship and support; Ms. Julie Cajune, for being my encyclopedia-on-demand and cheerleader; Drs. Lisa Blank and Darrell Stolle, for being in my corner throughout my doctoral studies; Dr. Bill McCaw, for helping me transform a dissertation idea into a possibility which became a reality, and for being my qualitative research question sounding board; Denise Juneau, Mike Jetty, and Joan Franke of the Montana Office of Public Instruction, for sharing information and reports necessary to help me describe the work of the Division of Indian Education throughout the process of helping teachers implement Indian Education for All; Becky Thomas of MEA-MFT, for securing the best table location possible at the educators’ conference and for digging up past conference programs to help me characterize professional development provided at the conferences; Nancy Marks of CSPD, for providing information, over the phone and via spreadsheet reports, to help me describe the work CSPD Region V has done in the realm of Indian Education for All; Kim Stanton, Eliza Sorte, and Dan Rask of various Montana curriculum consortia for spending their time to talk to me about their work; iv The Mansfield Center for granting me a Pat Williams Research Scholarship to help support my dissertation research as well as the Department of Curriculum and Instruction for nominating me twice for the Bertha Morton Award to defray tuition costs; My mother, Ellie Malloch, for transcribing the interviews I did not have time to transcribe – which was all of them; My father, Mike Malloch, for the fabulous puffy hat and gown; My friend, Jody Drew, for flawless and courteous editing assistance; Two Eagle River School, especially Superintendent Clarice King, and the Arlee School District, for allowing me the freedom and support to try new ideas and teach challenging literature. This literature was the seed for my involvement and interest in Indian Education for All; And my interviewees: Ms. Reno Charette, Dr. Tammy Elser, Mr. Mike Jetty, Mr. Casey Olsen, Ms. Mandy Smoker Broaddus, Ms. Dorothea Susag, and Ms. Dulce Whitford. You and your passion for Indian Education for All made this research possible. v Table of Contents Dedication ....................................................................................................................................... ii Acknowledgements ........................................................................................................................ iii Chapter One .................................................................................................................................... 1 Introduction ................................................................................................................................. 1 Problem Statement ...................................................................................................................... 2 The Study .................................................................................................................................... 3 Central question. ...................................................................................................................... 4 Definitions of terms. ................................................................................................................ 4 Delimitations. .......................................................................................................................... 5 Limitations. .............................................................................................................................. 5 Significance of the Study ............................................................................................................ 6 Summary ..................................................................................................................................... 6 Chapter Two.................................................................................................................................... 8 Introduction ................................................................................................................................. 8 Review of the Literature .............................................................................................................. 9 Educational sociology and historical approaches to Indian education. ................................... 9 History of American Indian education. ................................................................................. 10 Changes in Indian education and Montana............................................................................ 16 Multicultural education. ......................................................................................................... 19 How Indian Education for All enhances multicultural education in Montana. ..................... 27 Professional development. ..................................................................................................... 31 How Indian Education for All adds dimension to professional development. ...................... 41 vi Professional development in Indian Education for All: What has been done. ...................... 45 Summary ................................................................................................................................... 52 Chapter Three................................................................................................................................ 53 Qualitative Methodology and Design ....................................................................................... 53 Research design: surveys. ...................................................................................................... 54 Research design: interviews. ................................................................................................. 57 Purposive criterion sampling. ................................................................................................ 58 Qualitative Data Analysis.......................................................................................................... 59 Trustworthiness of the Data ...................................................................................................... 61 Role of the Researcher .............................................................................................................. 62 Chapter Four ................................................................................................................................