Scholarship & Research
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Item Twenty-five strong: the current state and potential future of Ararahih (the Karuk language)(Montana State University - Bozeman, College of Letters & Science, 2024) Barney, Tanner Scot; Chairperson, Graduate Committee: Matthew HermanResearch on various language apps, app building, language learning, Indigenous methodologies, and American Indian law and policy has made for a sound argument to kickstart the support of a Karuk dictionary app, eventual language learning app, and Karuk data sovereignty. The purpose of this work is to take in the broad academic discussion to think critically about it and build upon it in order to determine an Indigenous methodology for language apps and raise up Karuk community language regeneration efforts. In this paper, the themes addressed include Indigenous methodologies, the influence of language in life, legal implications for Native American Tribes in the United States wishing to practice data sovereignty, developing themes in Indigenous Methodologies for language apps, discussion on both Tribal and Western language apps, and app construction. To ensure wide reception, this work is written with the intention of being discussed by Karuk scholars and community members, and the broader academic and general audience of both Native and non-Native backgrounds.Item The effectiveness of just in time vocabulary instruction in inquiry science(Montana State University - Bozeman, College of Letters & Science, 2020) Patton, Rachel Lynn; Chairperson, Graduate Committee: Greg FrancisThis action research aimed to answer the question, are students able to learn and apply vocabulary that was not pre-taught but was instead introduced at the moment students needed the vocabulary. This research also examined whether there were differences in the vocabulary scores of English Language Learners (ELL) and non-ELL students. Students completed a science vocabulary pre-test for vocabulary related to nuclear chemistry and chemical bonding. Then, over the course of the two units, students completed guided inquiry activities which explored the concepts of nuclear chemistry and chemical bonding. Vocabulary was introduced after students had explored these concepts, and the terms were defined and added to student vocabulary trackers and the class word wall. At the end of each unit, students completed a vocabulary post-test, which consisted of both recall and application questions. At the end of the second unit students were asked to complete the survey assessing attitudes toward this method of instruction, and a small percentage of students also participated in an interview. Both ELL and non-ELL students showed statistically significant gains from pre-test to post-test in both vocabulary knowledge and confidence. Results indicate that students effectively learn content vocabulary even when the vocabulary is not explicitly pre-taught.Item Becoming a culturally and linguistically responsive science teacher: a descriptive study(Montana State University - Bozeman, College of Letters & Science, 2020) Kirkpatrick, Erin Alexandra; Chairperson, Graduate Committee: Greg FrancisThe impact of culturally and linguistically responsive teaching was measured in a middle school science classroom. Student surveys, instructional coach observations, student interviews, and a teacher journal were used to collect data. The results indicate a positive increase in student engagement, and the teacher developed a deeper understanding of student cultures and behaviors.