College of Letters & Science
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/37
The College of Letters and Science, the largest center for learning, teaching and research at Montana State University, offers students an excellent liberal arts and sciences education in nearly 50 majors, 25 minors and over 25 graduate degrees within the four areas of the humanities, natural sciences, mathematics and social sciences.
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Item The status and needs of Montana history teaching at the elementary school level(Montana State University - Bozeman, 1974) Willmuth, Nina Kay Buchanan; Chairperson, Graduate Committee: Franklin Hawes GreenoughItem Teacher's reflections on the importance of creative dramatics in their elementary classrooms(Montana State University - Bozeman, College of Education, Health & Human Development, 1995) Coxwell, Margaret JacobsonItem Success factors and factors that made completion difficult for 12 American Indian elementary education graduates in the Distance Education Program at Rocky Mountain College(Montana State University - Bozeman, College of Education, Health & Human Development, 2002) Folgert, Joyce PlazaItem The integration of English language arts, science and other subjects : learning from elementary educators' knowledge and practice(Montana State University - Bozeman, College of Education, Health & Human Development, 2013) Nollmeyer, Gustave Evan; Chairperson, Graduate Committee: Lynn Kelting-Gibson.A cursory review of the literature reveals that integration is a difficult practice to define, yet elementary teachers are quick to speak positively of integration and many claim to integrate in their practice. If there is a lack of consensus about what integration means, what then are these teachers doing when they say that they integrate? Surprisingly, few researchers have taken the time to explore the descriptions and practices of elementary educators. This study investigated five cases in an effort to establish how teachers view the domain of subject area integration. Qualitative data was collected through interviews with the participants and observations of the integrated lessons they taught. The data revealed a healthy mix of commonalities within and differences between the teachers' descriptions and practices. These similarities and differences revealed a model of integration that goes beyond the linear continuums common in the literature. The conclusions of this study propose a model of the domain that consists of four variables. These variables can be used to describe with great detail an individual practice of integration and allow educators and administrators an opportunity to consider and plan for growth in the practice of subject area integration.Item Science teaching time and practice, and factors influencing elementary teachers' decisions about both in rural reservation schools(Montana State University - Bozeman, College of Education, Health & Human Development, 2009) Jones, Richard Marshall; Chairperson, Graduate Committee: Elisabeth Swanson; Arthur W. Bangert (co-chair)An achievement gap exists between White and Native American students in Montana. Extensive research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that for science to be effective it must first be taught and that when taught, should use a variety of approaches, including inquiry. In Montana it is also essential that programs designed to improve science instruction include strategies recommended by the research that are effective for Native American students including contextualization within the culture, the use of modeling and demonstration, and collaborative engagement in learning. The ten teachers who participated in this study were engaged in such a program, the Big Sky Science Partnership (BSSP). This study investigates three questions. First, how much time are the teachers in the study teaching science? Second, what does this teaching look like in relation to the recommendations for best science practice found in the research? Third, what influences do the teachers feel drive their instructional decisions? The answers to these questions were based on both quantitative and qualitative measures including data from interviews, participant reflections, observations, and surveys. This study provides an in-depth description of the allocation of science teaching time for elementary teachers who work primarily with Native American students as well as providing valuable data regarding teaching practice. The study shows that both time and practice are influenced by many factors. The primary influence cited by the participants in this study was district focus on reading and mathematics instruction. Participants also indicated that their participation in the BSSP had a direct influence on the amount of time they devoted to science instruction as well as the content covered and the strategies used. Teachers' views about these influences provide insight into limitations that schools' physical structure, policy mandates, and culture can place on a teacher's ability to effectively teach science. In light of the results of the study, implications for educators and policy makers are addressed, and recommendations for future research are suggested.