(Montana State University - Bozeman, College of Letters & Science, 2020) Kirkpatrick, Erin Alexandra; Chairperson, Graduate Committee: Greg Francis
The impact of culturally and linguistically responsive teaching was measured in a middle school science classroom. Student surveys, instructional coach observations, student interviews, and a teacher journal were used to collect data. The results indicate a positive increase in student engagement, and the teacher developed a deeper understanding of student cultures and behaviors.
