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 Developing a professional learning community among mathematics teachers on two Montana Indian reservations(Montana State University - Bozeman, College of Education, Health & Human Development, 2006) Nelson, Karma Grace; Chairperson, Graduate Committee: Jayne DowneyThis study documents the development of a professional learning community [Math Inquiry Group] of mathematics teachers from schools on or near the Crow and Northern Cheyenne reservations in Southeast Montana (referred to in this study as the bounded system) using an approach referred to as ALRR (Ask, Listen, Respond and Reflect). It adds to the current body of literature identifying professional learning communities as a recommended method to improve classroom practice and close achievement gaps in mathematics. Although much has been written about professional learning communities within a given school or district, there is little advice for those wishing to develop a professional learning community across schools. Teachers and administrators in the bounded system were committed to improving student learning in mathematics but struggled to do so within the context of high student mobility rates and a serious lack of consistent curricular material.Item FAME -Families Achieving Mathematical Excellence : the process of developing a family involvement program for a Western rural middle school serving American Indian students(Montana State University - Bozeman, College of Education, Health & Human Development, 2010) Bollinger, Susan Marie; Chairperson, Graduate Committee: Elisabeth Swanson; Jennifer Luebeck (co-chair)Family is an important element in the cultural identity of this American Indian community so involving families in the education of their children is crucial. This mixed methods study documents the process of implementing a family involvement program at a rural school serving predominantly low-income families near an American Indian reservation. The results showed there is a strong sense of responsibility among the parents for the education of their children. Parents and students were found to work together to improve their learning by reviewing homework together and doing learning activities at home. Interview data stressed the importance of developing a welcoming learning environment at school and at afterschool events that is culturally sensitive. Families need to feel they are welcomed and respected. The structure of afterschool events must be flexible and familiar for continued participation. Facilitators of family involvement programs in American Indian communities need to design programs that are culturally responsive to the local tribe and community, supporting the comfort and learning of the participants, providing materials for everyone to take home, and bringing the program to the people.