Scholarship & Research
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Item Hispanic ELL middle-school students and their teachers: perceptions of three mathematics teaching practices(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Roberts, Christi Szulczewski; Chairperson, Graduate Committee: Jayne DowneyEven though Hispanic English Language Learners (ELL) are one of the fastest growing student demographics in the United States, limited research exists exploring how Hispanic ELLs benefit from mathematics teaching practices that have been determined to be highly effective. The purpose of this qualitative case study was to examine the perceptions of Hispanic ELL middle-school students regarding the efficacy of research-informed instructional practices, as embodied in the Mathematics Teaching Practices described by the National Council of Teachers of Mathematics (NCTM, 2012). Capturing Hispanic ELL student perceptions is of great importance due to the challenging situations that many Hispanic ELL students and their families face (Schneider et al., 2006) in the United States. Additionally, the concerning differences have been observed in achievement data for Hispanic and non-Hispanic students and for ELL and non-ELL students. To address the layered challenges that Hispanic ELL students face daily in school, teachers, school leaders, and researchers can turn to student consultation as one way to gather information to inform teaching practices and develop positive mathematical identities. Findings from this multi-phased qualitative case study suggest that both students and teachers value and find benefit in the use of mathematical discourse, posing of purposeful questions, and attention to multiple representations. Additional insights were uncovered as alignments and divergences between perceptions were analyzed. Recommendations for practice include promoting mathematical discourse, posing purposeful questions for multiple purposes, emphasizing multiple representations, including student voice, building mathematical identity through instruction, and leveraging alignments and divergences in perceptions.Item The effectiveness of intensive English language programs: preparing international students linguistically, academically, and culturally for academic studies(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Pond, Maxine Lister; Chairperson, Graduate Committee: Tricia SeifertThe goal of this problem of practice institutional research study was to determine the effectiveness of the contracted intensive English language program (IEP) to prepare students for academic work. A further goal of the study was to consider the effect of culture on academic performance in the first two semesters of academic study. Problem of practice research was used because it is useful in providing institutions with information and analysis pertaining to their particular context. The study used a quantitative research approach using institutional and program historic, secondary data to examine the relationship between intensity of IEP participation and academic GPA in students’ first and second semester of study at Montana State University (MSU). Univariate, bivariate and binary logistic regression analyses were conducted. GPA was the outcome variable. Predictor variables included factors related to participation in ACE/MSU such as entering and exiting program level, graduating or not graduating, and adjustment to the U.S. American academic culture. Variables that measured cultural background were country of passport and four of Hofstede’s (2001) dimensions, Power Distance Index (PDI), Individualism versus Collectivism (IDV), Uncertainty Avoidance Index (UAI), and Masculinity versus Femininity (MAS). Confounding variables major field of study and cohort were considered. Results from the study indicated that a higher percentage of students who had adjusted to the academic culture (never failed a class) achieve a High GPA than students who failed one or more classes in IEP. Results also indicated that students who graduated from the IEP achieved High GPA at about the same rate as direct-entry students. The findings showed that the institutional IEP was effective in preparing students for academic studies. The research also suggested that students at the institution from Kuwait and Saudi Arabia were not well-prepared for academic success at the institution. Another outcome of the study revealed a strong, conceptually negative relationship between score for PDI and High GPA in the first and second semesters. Kuwait and Saudi Arabia have high PDI scores. Implications from the findings and recommendations for future research and for institutional program and policy changes were given.Item English achievement of seventh grade Crow Indian students and proposed ways of improving their language skills in the Hardin public schools(Montana State University - Bozeman, 1963) Dyche, Steven E.Item The utility of phonic generalizations of English vocabulary taught in Japanese junior high schools(Montana State University - Bozeman, 1974) Umeda, Osamu; Chairperson, Graduate Committee: John W. KohlItem An evaluation of two approaches to the teaching of spelling(Montana State University - Bozeman, 1965) Wheat, Mildred E. HarringtonItem A sampling of current comma usage(Montana State University - Bozeman, 1958) Whitt, Millicent WardItem An investigation of methods of teaching standard English in the secondary schools of Montana(Montana State University - Bozeman, 1972) Piatt, John SterlingItem A comparison of the achievement gains between a group of students taught English by a traditional method and a group taught by the Nebraska English curriculum(Montana State University - Bozeman, 1969) Ottinger, Mary Ann BlazichItem Comparison of a self-competitive method of teaching freshman English with a traditional method(Montana State University - Bozeman, 1974) Oman, David HaroldItem The influence of programmed instruction upon the English proficiency of college students(Montana State University - Bozeman, 1973) Brown, Barbara Jane Roush