Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Barriers and best practices: teaching students with learning and cognitive disabilities in the general education science classroom(Montana State University - Bozeman, College of Letters & Science, 2023) Roll, Kari Elizabeth Hovden; Chairperson, Graduate Committee: C. John GravesInclusive education, where students with and without disabilities learn together in one space, has been a hallmark of U.S. education for several decades. Yet, students with disabilities are not achieving at the same level as their peers and teachers report feeling ill-equipped to teach a variety of learners. The purpose of this study was to determine the current best practices for teaching science to students with learning and cognitive disabilities in the general education science classroom, and to understand what is preventing teachers from meeting the learning needs of these students. First, surveys were collected from students and teachers addressing what strategies each group felt helped students with disabilities learn. Then, individual students and teachers were interviewed to gather a deeper understanding of what methods helped learning and discussed what they felt prevented teachers from helping their students with learning disabilities. From the data gathered, it became clear that individualized and small group focused strategies were seen as the most successful by staff and students. While barriers preventing teachers from meeting the needs of their disabled students mainly stemmed from issues outside of the teacher's control: (i.e., class sizes, testing requirements, mental health concerns, and curriculum rigidity), to make education equitable for our students with learning disabilities, professionals beyond the classroom need to make accessible science education a priority.Item The 5E instructional method in high school(Montana State University - Bozeman, College of Letters & Science, 2020) Wieloch, Natalie Frances; Chairperson, Graduate Committee: Greg FrancisThis research addressed the question of whether the 5E Instructional Method improves test scores in the science classroom. Students were given a pretest and a posttest for both a nontreatment and treatment unit. The results of those tests were compared. This research did not show a significant difference in tests scores between nontreatment and treatment units. The 5E Instructional Method was a beneficial teaching method because it increased student attitude and engagement, even though it was not found to increase test scores in this situation.Item Blended learning in high school chemistry(Montana State University - Bozeman, College of Letters & Science, 2020) Alvarenga De Garcia, Perla; Chairperson, Graduate Committee: Greg FrancisThe purpose of this research was to see how the use of blended learning and online resources would help chemistry students improve their understanding of difficult chemistry topics and reduce their stress level. The research was carried out in a regular chemistry class, in a five-week intervention with the Mole Unit. The blended learning consisted of students watching videos at home, school or both and then working with classroom activities that fostered active learning. The results indicated that blended learning, use of visual aids and homework reinforced the knowledge learned in class and prepared students for exams.Item Aesthetics thinking(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Home Gun, Melanie Ann; Chairperson, Graduate Committee: Priscilla LundThis mixed-methods phenomenological study explores aesthetic education and the visual arts as an intervention for students who have learning disabilities to enhance reading as measured by standardized test scores, self-concept scores, and through interviews that investigate students' self-esteem, self-concept, motivation, and self- efficacy. Participants range between the ages of 10 and 11 and are in grades four and five. The study investigated seven children's feelings about themselves and towards reading before and after the intervention. The research study is aimed to determine whether using the visual arts and an aesthetic education intervention in reading helps children with learning disabilities read more effectively by having the opportunity to express themselves artistically. Moreover, the visual arts and the use of an aesthetic education in the core curriculum is not readily available for children in the elementary grades in most public schools in the United States. The focus of this study is on children in a small rural town in North Eastern Montana of mixed demographics and socio-economic status. While not intended to be an exhaustive literature review, this research highlights important findings that correlate aesthetic education and the visual arts with reading acquisition within this small and rural community of children with learning disabilities. Further, the study explores self-concept through the authentic expression of individuals and the phenomenon and lived experiences from the intervention of their cohort. From this research, I hope that educators and policymakers will reconsider how aesthetic education and the visual arts can influence educational practices and policies and use the arts in the public schools again as part of a core curriculum.Item A suggested United States history outline designed for slow learners(Montana State University - Bozeman, 1958) Andersen, DaleItem Selecting and teaching the slow learner in ninth grade mathematics in the high schools of Montana(Montana State University - Bozeman, 1969) Amundson, Leonard L.Item The identification of learning disabilities for the elementary school counselor(Montana State University - Bozeman, 1972) Love, Barbara SchofieldItem The identification and investigation of various types of learning disabilities in children(Montana State University - Bozeman, 1972) Davis, Jean DianeItem Individual evaluations and curriculum guide recommendations for ten slow learning first year pupils(Montana State University - Bozeman, 1968) Daley, Dorothy Ann SchanilItem A comparison of school self-concept and academic motivation of learning-disabled children in grades 1-3 with learning-disabled children in grades 4-6(Montana State University - Bozeman, 1977) Criswell, Kathleen Hauf