Thesis (M.R.E.)--Brigham Young University, Dept. of Graduate Studies in Religious Instruction.

Thesis (Ph. D.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2007. / Includes bibliographical references (p. 91-108).

Thesis (M. Div.)--Grace Theological Seminary, 1991. / Abstract. Includes bibliographical references (leaves 115-121).

Thesis (M.R.E.)--Brigham Young University, Dept. of Graduate Studies in Religious Instruction. / Electronic thesis. Also available in print ed.

No description available.

abstract: No special formatting / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012

abstract: The purpose of this study was to identify, describe, and analyze Navajo female participation in high school volleyball and its affects on success in higher education. The research was an opportunity to gain an in-depth understanding of the impact athletics, namely volleyball, has within the Diné culture; and how the impact of those role models who provided leadership through athletic instruction had on the lives of Navajo female student athletes in their postsecondary experiences. The qualitative research was an opportunity to recognize that the interviewing process is synonymous and conducive to oral traditions told by Indigenous people. The population consisted of 11 Navajo female student athletes who were alumna of Monument Valley High School in Kayenta, Arizona, located on the Navajo Nation and who had participated in four years of Mustang volleyball from 2000-2010, either currently attending or graduated from a postsecondary institution, and although not a set criterion, played collegiate volleyball. Results indicated that participation in high school volleyball provided the necessary support and overarching influence that increased self-esteem or self-efficacy that led toward college enrollment, maintaining retention, and long-term academic success. Diné teachings of Aszdáá Nádleehé (Changing Woman) through the age old practice of the Kinaaldá ceremony for young Navajo pubescent girls marking their transition into womanhood, the practice of K'é, and Sa'ah naagháí bi'keeh hózhóón were all prominent Diné principles that resonated with the Navajo female student athletes. The leadership skills that the Navajo female student athletes acquired occurred based on the modification and adaptation of two cultures of two given societies: mainstream non-Native, Euro-centric society, and Diné society. The lifestyle, cultural beliefs, and teachings define the identity of female student athletes and the essence of their being.   / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012

abstract: The following study is about the importance of including global art and art history in a bilingual/bicultural art classroom. The study was performed with twelve Navajo art students in a predominately Navajo high school located in a small urban town off the Navajo Reservation. Navajo students selected traditional and contemporary artworks they were curious to learn more about from four global cultures, familiar (Navajo and European) and unfamiliar (Maori and Benin). They also responded to art criticism questions and identified reasons they were curious about the artworks they selected. Students were curious about familiar (Navajo and European) artworks more than unfamiliar artworks (Maori and Benin). Of all student responses, 69% focused on the artwork selected; 16% focused on meaning and expression, and 15% focused on the artist. This study concludes by suggesting that there should be a middle ground about what to teach to Navajo children. I suggest that art education should include other cultural information within the Navajo philosophy of education. / Dissertation/Thesis / Masters Thesis Art 2015

abstract: Purpose: Over-identification of Navajo Head Start children into special education on the Navajo Reservation has come to the attention of Tribal leaders, Educational leaders, and parents due to the use of invalid assessment measures. Dynamic assessment (DA) of narratives may be a tool for distinguishing language differences from language disorders. The purpose of this study is to determine whether the Predictive Early Assessment of Reading and Language (PEARL), a dynamic assessment of narratives, accurately classifies Navajo Head Start students with typically developing (TD) language or with language impairment (LI), and to examine which measures best predict children’s overall performances on the PEARL. Method: Ninety, 4- and 5-year-old Navajo preschoolers with LI and with TD language were selected. Children completed the PEARL, which measured both language comprehension and production using pretest and posttest scores, and a modifiability scale. In addition, children completed the Clinical Evaluation of Language Fundamental, Preschool, Second Edition (CELF – Preschool 2) and language samples. A Navajo Speech Language Pathologist confirmed the diagnosis of the participants. Research assistants pretested, briefly taught the principles of narrative structure (story grammar, language complexity and episode) and evaluated response to learning using an index of modifiability. Results: Results of discriminant analysis indicated that PEARL pretest differentiated both ability groups with 89% accuracy. In addition, posttest scores discriminated with 89% accuracy and modifiability scores with 100% accuracy. Further, the subtest story grammar was the best predictor at pretest and posttest, although modifiability scores were better predictors of both ability groups. Conclusion: Findings indicate that the PEARL is a promising assessment for accurately differentiating Navajo preschool children with LI from Navajo preschool children with TD language. The PEARL’s recommended pretest cut score over-identified Navajo children with TD language; therefore, a new recommended cut score was determined. / Dissertation/Thesis / Doctoral Dissertation Speech and Hearing Science 2017

This study was a search for a valid and reliable tool for the measurement and appraisal of the Navajo student at Intermountain School whose cultural and bilingual background make many highly verbal tests untrustworthy. The two tests chosen for the study were the Chicago Non-verbal Examination and the Cattell Institute for Personality and Ability Testing Culture Free Test. It was assumed that these tests would call attention to students who had good intellectual ability but were below standard in reading and verbal development and had been overlooked because of their lack of verbal fluency. The two tests were administered to a random sample of one hundred twenty four students (72 boys 52 girls) at Intermountain High School. The tests were administered and corrected by the author, care being taken to follow directions in the manual on administering, correcting, and figuring IQ scores. Statistical treatment was given the obtained data and the findings compared with the standardization sample for each test. Further statistical treatment was given to compare the performance of the boys with the performance of the girls on each test. Grade point averages were obtained for each individual in the sample. A coefficient of correlation between grade point average and IQ scores was figures for both the Chicago Non-verbal and Cattell Institute for Personality and Ability Testing Culture Free Test. A coefficient of correlation between grade point averages and the "G" score from the General Aptitude Test Battery was computed on ninety eight students on which the scores were available. The results of this study showed that: (1) The Chicago Non-verbal Examination seemed to be more interesting and motivating for Navajo students. (2) The Navajo students in this study scored higher than the standardization sample on the Chicago Non-verbal Examination. This is interesting because on most tests the Navajos score below the mean of the standardization sample.