Date of Award

3-28-2007

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

First Advisor

Richard Landry

Abstract

The purpose of this study was to investigate how the Sitting Bull College Elementary/Special Education program has contributed to the retention, qualifications, and sense of efficacy of graduates from 1996 through 2005. The study further examined graduate retention, graduate qualifications, and graduate sense of efficacy as related to program content, program delivery, and program faculty. This study was conducted as a mixed method/action research and involved methodology conducted through the administration of a survey and individual interviews. A 29 item written survey was mailed to all 32 program graduates. Interview questions were developed and conducted with ten of the questionnaire respondents. An external researcher conducted the in-depth interviews to ensure anonymity of the information. The following conclusions emerged from this study: (1) the need to continue a focus on cultural relevancy within program curriculum; (2) the need to continue to recruit and retain American Indian teachers to teach in schools on reservations; (3) the need to provide a program that is responsive to student needs; (4) the need to provide an environment that fosters positive student self-efficacy beliefs; (5) the need to continue and strengthen the current program content; (6) the continuing need for faculty of Sitting Bull College to be caring and supportive. Graduates recommended that the program recruit more males, provide additional tutoring and intervention for students early in their program, recruit more faculty, collaborate with state agencies for a more seamless certification process, and intensify training in specific areas of special education.

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