Theses and Dissertations at Montana State University (MSU)
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/732
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Item The effects of targeted language development on scientific literacy and language proficiency(Montana State University - Bozeman, Graduate School, 2016) Venturi, Sarah Keefer; Chairperson, Graduate Committee: Peggy Taylor.This project was designed to investigate if direct language instruction could impact ELL students' literacy skills and content knowledge acquisition. Students were coached in the Reading for Meaning Strategy, an active reading strategy that incorporates the four language skill areas: reading, writing, speaking and listening. Student assessments and artifacts revealed gains in content knowledge and improvement in writing skills.Item The effects of formative assessments with targeted, real world, current events, and hands on activities on students' understanding of elementary school scientific concepts in an English language learning environment(Montana State University - Bozeman, Graduate School, 2013) Rocheleau, Christopher Cottam; Chairperson, Graduate Committee: Peggy Taylor.This study examined the effects of formative assessments with targeted, real-world, current events, and hands-on activities on students' understanding of elementary school scientific concepts in an English language-learning environment. The students used targeted, real-world, current events, and hands-on activities to facilitate their learning of scientific concepts. Many data collection instruments were used, including preunit, postunit, and delayed assessments, interviews, surveys, colleague observations, and a teacher's reflection journal. The study found students had a stronger grasp of the concepts after the treatment. However, the study showed mixed results regarding students' motivation.Item The effects of incorporating science journalism on science literacy(Montana State University - Bozeman, Graduate School, 2013) Troge, Kristina Jo; Chairperson, Graduate Committee: Peggy Taylor.This project was designed to investigate if incorporating components of science journalism into the daily schedule in a chemistry and physics classroom would impact an ELL student's science literacy skills. Interaction with current science news, article writing, and monitoring student progress were included in the treatment units. Student writing samples and communication demonstrated improvement in multiple components of science literacy as measured in this study.