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

search.filters.applied.f.department: search.filters.department.Master of Science in Science Education.Subject: search.filters.subject.Education, Primary

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Culturally responsive formative assessment
    (Montana State University - Bozeman, Graduate School, 2012) Stevens, Lisa Russell; Chairperson, Graduate Committee: Peggy Taylor.
    The purpose of this study was to measure teachers' comfort levels, and understanding of cultural responsiveness, formative assessment, and inquiry-based science and math instruction in a kindergarten through fifth grade school with a 100% population of Native American students. A group of five teachers accepted the invitation to explore culturally responsive formative instruction in math and science. Survey information, teacher observations, interviews, and a checklist of formative assessment methods used by teachers, were used to gather baseline data. The data was than used to determine levels of implementation of CRFA by teachers.
  • Thumbnail Image
    Item
    Picture it : visual-spatial teaching to improve science learning
    (Montana State University - Bozeman, Graduate School, 2012) Brokaw, Jodi Lyn; Chairperson, Graduate Committee: Peggy Taylor.
    All students do not learn by the same means, but rather, each student has their own way of learning. They may incorporate more than one learning style to best suit their needs, but prefer one style instead of another. The purpose of this study was to evaluate whether integrating a visual-spatial teaching style would improve student test scores in the classroom and if they would retain the new content. Visual-spatial activities were incorporated into the lessons on a daily basis to support the learning of vocabulary. The research also allowed for the identification of students who preferred this learning style rather than other styles of learning. Assessments and student interviews were used to determine whether this style of learning was effective in the classroom. A comparison of the data showed an increase in test scores from the pre-test to the post-tests. Student interviews reported that they preferred learning with the visual-spatial strategies.
Copyright (c) 2002-2022, LYRASIS. All rights reserved.