Scholarly Work - Indigenous Research Initiative
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/15852
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Item Culturally responsive formative assessment(Montana State University - Bozeman, Graduate School, 2012) Stevens, Lisa Russell; Chairperson, Graduate Committee: Peggy Taylor.The purpose of this study was to measure teachers' comfort levels, and understanding of cultural responsiveness, formative assessment, and inquiry-based science and math instruction in a kindergarten through fifth grade school with a 100% population of Native American students. A group of five teachers accepted the invitation to explore culturally responsive formative instruction in math and science. Survey information, teacher observations, interviews, and a checklist of formative assessment methods used by teachers, were used to gather baseline data. The data was than used to determine levels of implementation of CRFA by teachers.Item Picture it : visual-spatial teaching to improve science learning(Montana State University - Bozeman, Graduate School, 2012) Brokaw, Jodi Lyn; Chairperson, Graduate Committee: Peggy Taylor.All students do not learn by the same means, but rather, each student has their own way of learning. They may incorporate more than one learning style to best suit their needs, but prefer one style instead of another. The purpose of this study was to evaluate whether integrating a visual-spatial teaching style would improve student test scores in the classroom and if they would retain the new content. Visual-spatial activities were incorporated into the lessons on a daily basis to support the learning of vocabulary. The research also allowed for the identification of students who preferred this learning style rather than other styles of learning. Assessments and student interviews were used to determine whether this style of learning was effective in the classroom. A comparison of the data showed an increase in test scores from the pre-test to the post-tests. Student interviews reported that they preferred learning with the visual-spatial strategies.