Theses and Dissertations at Montana State University (MSU)
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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.Item Defining grammar : a critical primer(Montana State University - Bozeman, College of Letters & Science, 2004) Wilcox, Karen Marie; Chairperson, Graduate Committee: Gwendolyn A. Morgan.Many new or pre-service English teachers may not have learned much about grammar during their own school years or throughout their college preparation. This lack of preparedness may cause these instructors to remain apprehensive about teaching a subject they donαt understand very well. Also, the full-fledged grammar classes which a pre-service English teacher might be required to take in college may further intimidate through an immediate, in-depth explication of the subject with complex diagrams and theories before the teaching candidate is even fully aware of the definition(s) of the word grammar. This text functions as an introductory primer to the subject, giving the numerous surface-level definitions for the word grammar, as well as illustrating several of the important second-level connotations which attach to the word, preparing the English teaching candidate for a full-length exploration of the grammar of the English language and its accompanying theories in a college classroom. Critical theories are applied to the subject of grammar in order to shed light on the denotations and connotations of the word, as well as the reasons why this subject is so important. The resulting aim of this text is that new or pre-service English teachers will gain a full understanding of the multiple meanings of the word grammar, the unspoken connotations which follow this word and subject, the ways in which critical theories can bring a new perspective to an old subject, and the necessity of sharing with students these underlying issues in order to revitalize the study of the subject. The conclusion reveals that rather than closing off discussions and hemming in subjects, definitions may be used to open up a subject to endless possibilities.