Scholarly Work - Education

Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/2974

Browse

Now showing 1 - 4 of 4

Factors that Predict ACT Science Scores from a Multicultural Perspective
(2019) Brazill, Shihua Chen
This study investigated predictors for ACT Science scores, a test used by many universities to rank applicants. This study utilized quantitative research methods using the Montana Office of Public Instruction’s GEMS (Growth and Enhancement of Montana Students) data set. All advanced statistical analysis was conducted using Stata software IC/15. This research is significant for increasing the representation of under-represented groups in STEM education because it helps clarify three important relationships: (1) How well do gender, race, and meal status predict 11th grade ACT Science scores; (2) How well does school size predict 11th grade ACT Science scores while controlling for gender, race, and meal status; and (3) How well does high school GPA predict 11th grade ACT Science scores while controlling for gender, race, meal status, and school size.
Intercultural Comparison of E-Learning Behaviors of Chinese vs. American Students
(2019) Brazill, Shihua Chen
This paper focuses on E-learning and intercultural studies of Chinese and American students. The paper is divided into six sections including Introduction, Intercultural Comparisons of Chinese and American Students, E-learning, Instructional Design for E-Learning, Cultural Theory for E-learning, and Conclusion. As a practical result, this paper is useful to researchers and practitioners who wish to know and understand cultural differences and E-Learning behaviors of Chinese and American students. This knowledge could enhance online teacher-student interactions, improve E-learning outcomes, and identify salient cultural communication differences.
Pedagogical Strategies for Teaching A Multicultural Education Course: Creating Safe Space and Brave Space for A Community of Learners
(2020) Brazill, Shihua Chen
The article focuses on pedagogical strategies for multicultural education courses, with a focus on creating brave space for a community of learners. The study explains how to design and implement effective practices to create the brave space that is vital to a multicultural education course. Brave space is crucial because of the sensitivity of the topics covered, such as identity, intersectionality, cultural humility, social justice, and Indian Education for All.
Race and Gender Factors in ACT English and Composite Scores
(2020) Brazill, Shihua Chen
This study utilized quantitative research methods using the Montana Office of Public Instruction’s Growth and Enhancement of Montana Students (GEMS) data set. This quantitative researchis important because it provides insight on the following relationships (1) Is there a statistically significant difference among students from different races on their mean 11th grade ACT English scores?; (2) Is there an interaction between gender and race on students’ mean 11thgrade ACT English scores?; and (3) Is there a statistically significant difference among American Indian students mean ACT composite score from their Junior to their Senior year.