Native American Studies

Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/51

The Department of Native American Studies was established to provide and advance quality education for and about American Indians of Montana, the region, and the nation. In fulfilling this mission, the Department is committed to meet the changing needs of Montana's Indian tribes and all Montana citizens through excellence in teaching, research, and service. In its academic program, the department provides concentrated study through an undergraduate minor, the first online graduate certificate in Native American Studies offered, and a Master of Arts degree in Native American Studies. Students in any major can also gain a multicultural perspective through NAS offerings in the University's core curriculum. The Department, through its research and other creative efforts, actively pursues interdisciplinary scholarship in the field of Native American Studies.

Browse

Filters

20131

Settings

search.filters.applied.f.department: search.filters.department.Education.Subject: search.filters.subject.Science--Study and teaching

Search Results

Now showing 1 - 1 of 1
  • Thumbnail Image
    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.
Copyright (c) 2002-2022, LYRASIS. All rights reserved.