Thesis (Ph.D.)--Oklahoma State University, 2003. / Includes bibliographical references (leaves 181-191).

Thesis (Ph. D.)--University of Oklahoma, 1999. / Includes bibliographical references (leaves 240-247).

This dissertation is a detailed study of Chickasaw removal, based on correspondence and other documents from the period 1794-1844. In addition to National Archives microfilm, information has been gathered from correspondence sent by the Office of Indian Affairs and miscellaneous Chickasaw records of the period, both collections located at the National Archives. A thorough investigation has been conducted into the communications between the Chickasaw Nation and the United States Department of War. An attempt was made to include the opinions expressed by Chickasaw leaders, American field personnel, and Department of War officials involved during this period. Thus, the major sources consulted include the letters of the Office of Indian Affairs which were either to, from, or about the Chickasaw.

Thesis (Ph. D.)--University of Oklahoma, 1997. / Includes bibliographical references (leaves 190-201).

The purposes of this research were to explore the effectiveness of the Chickasaw Nation early care and education program in promoting school readiness while infusing tribally relevant values in children from birth through age five; engaging parents in all aspects of their children’s learning; and supporting children and families through the transitioning to kindergarten. The study used qualitative methods to examine the experiences and perceptions of ten parents, ten teachers, and five administrators within Chickasaw Nation’s early care and education system regarding the four basic areas of school readiness, parent engagement, transition, and culturally relevant pedagogy. Four primary themes emerged from the semi-structured interviews: 1) socialization, school readiness, and transition, 2) learning, curriculum, and assessment, 3) the role of parents, and 4) cultural integrity. Data were collected through semi-structured interviews, transcribed, and analyzed based on four research questions. Findings indicated parents, teachers, and administrators were satisfied that the program was successful with assisting children in making progress toward achieving developmental and school readiness goals and that the children were physically, socially, emotionally, and cognitively prepared to enter kindergarten. The program provided activities to encourage and promote parental involvement; however, parents did not indicate active involvement or participation in the activities. There was little evidence to support culturally relevant pedagogy alignment with curriculum and practices. Implications for additional research focusing on American Indian children in preschool programs and the importance of instilling pride and culture are recommended.

Thesis (D.A.)--Illinois State University, 2000. / Title from title page screen, viewed May 4, 2006. Dissertation Committee: Frederick D. Drake (chair), Lawrence W. McBride, M. Paul Holsinger, L. Moody Simms. Includes bibliographical references (leaves 245-254) and abstract. Also available in print.