Theses and Dissertations at Montana State University (MSU)
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Item Welcome hauntings: 'The Odyssey', 'How I Became a Ghost', and subjectivity production in English language arts curriculum(Montana State University - Bozeman, College of Letters & Science, 2023) Telling, Hannah Ruth; Chairperson, Graduate Committee: Linda KarellAnalyzing 'How I Became a Ghost' and 'The Odyssey' through the lenses of the Gothic, temporality, and memorial/monument studies offers new ways of understanding how subjectivity production and the United States' nation-building project function in English Language Arts (ELA) classrooms. In particular, this study analyzes how these curricular offerings consume and produce human-ness and non-being through alt-right, Indigenous, and settler-colonial temporalities. This study gives practicing teachers and scholars a method to help students form a Gothic historical consciousness as a framework of connection, communication, and healing in order to combat curricular violence.Item A guide for a basic semester of composition grade 10(Montana State University - Bozeman, 1970) Gilbert, William ArnoldItem The development of imagery lessons in language arts for fourth grade(Montana State University - Bozeman, 1976) Hutchinson, Lawrence AlanItem Poetry in the elementary school language arts program(Montana State University - Bozeman, 1961) Watson, Helena B.Item The effect of language frames on communication skills in a sixth grade STEM classroom(Montana State University - Bozeman, Graduate School, 2015) Brandenburger, Patricia Rae; Chairperson, Graduate Committee: Peggy Taylor.Teaching 6th grade students in a collaborative environment can be challenging. This action research project focused on using language frames to guide students in communication interactions. The research was done in a pre-engineering classroom as part of a Science, Technology, Engineering, and Math (STEM) Program at the middle school level. Two classes of students, a total of 57 students, participated in the study. Students were provided with sentence frames that could be filled in with their own words allowing them to express their ideas and reasoning. Some of the language frames also provided students with the ability to show they are listening to other students by restating what was heard. Written surveys and collaboration rubrics were analyzed to find a small increase in communication among collaborative groups. Students' self ratings on their listening and communication skills increased as well as the opinions towards working in groups. Video observations showed a more dramatic increase in students' time spent communicating from before the treatment time. Although there is not strong data to directly support the use of language frames, students communicated with each other more and the overall classroom environment improved from the teacher point of view. Completing the action research project also provided a more in depth practice of collecting and analyzing data as a teacher.Item 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 Faith in phenomenography : a new approach to evangelicalism in the college writing classroom(Montana State University - Bozeman, College of Letters & Science, 2012) Slepicka, Aimee Joy; Chairperson, Graduate Committee: Doug DownsIn this thesis, I argue that a lack of first-person narratives and experience-based research in composition studies may be weakening the field's ability to fully understand and connect with evangelical Christians enrolled in college writing courses. I posit that, while many scholars have done a commendable job of creating new pedagogical space where evangelical students can explore issues of religious identity and faith in writing, more work still needs to be done in collecting student descriptions of and perspectives on the faith-learning integration actually undertaken (or avoided) in these secular contexts. Using phenomenography-a method that seeks to uncover the various ways that individuals experience the world around them-I conduct a pilot study of evangelical Montana Bible College undergraduates who enroll as visiting students at Montana State University in order to fulfill graduation requirements in composition. By augmenting current studies with phenomenographic observations and surveys results, I attempt to offer a more "complex" portrait of evangelical students than the one that typically emerges in most composition research on this topic. I suggest that these experience-based methods have the potential to reveal key student struggles and needs, which should be explored further as faith-learning integration pedagogies are designed and implemented in future college writing curriculums.