Scholarship & Research
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Item The effects of vocabulary instruction in a high school earth science classroom on students with disabilities and English-language learners(Montana State University - Bozeman, College of Letters & Science, 2022) Flores, Leslie Jane; Chairperson, Graduate Committee: C. John GravesTo excel in science, students must master its content-specific vocabulary. Students with disabilities and English-language learners tend to struggle with learning content-specific vocabulary because they are still developing their English language skills and/or have below grade-level reading and writing skills due to their learning disabilities. This in turn makes it more difficult to perform well on assessments because they do not understand all the words used in the questions and answer choices. The struggle to understand content and low assessment scores can decrease students' self-efficacy in science class and make them dislike the subject. The purpose of this descriptive study was to provide more explicit and engaging vocabulary instruction in my special education earth science classes in hopes of increasing students' assessments scores as well as improving their self-efficacy and attitudes towards science. Students were explicitly taught vocabulary using a prioritized vocabulary list, instruction on relevant morphemes, and weekly use of the website/app Quizlet in class during the treatment unit. The effect on assessment scores and students' attitudes towards science were measured using pre- and post-tests, surveys, a content unit exam, and a teacher journal. Analysis of qualitative and quantitative data suggest an increase in students' content assessment scores and a positive effect on student attitudes.Item The effects of peer tutoring and cooperative learning in an inclusive chemistry classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Olson, Leo Brennan; Chairperson, Graduate Committee: Greg FrancisThis classroom research project examines the effects of targeted peer tutoring and cooperative learning strategies in the high school chemistry classes based on academic and social outcomes for students with and without disabilities. A Treatment Unit consisted of three weeks of instruction using peer tutoring and cooperative learning strategies. Students took a pre and post content assessment to measure academic gains during the Treatment Unit, which was compared to academic gains in a Non Treatment Unit. Students also took a pre and post survey on attitudes on learning styles and evaluating their preferences on peer tutoring and cooperative learning. Exit interviews were conducted with six students. Data was analyzed for two subgroups, students with disabilities (n = 6) and students without disabilities (n = 38), as well as for the entire research group (N = 44). The data suggests slight improvement in academic gains for students with disabilities in the Treatment Unit and no change for students without disabilities. Students responded positively before and after treatment to peer directed learning activities. Exit interviews demonstrated positive effects on interpersonal relationships in the classroom.Item Standards based grading models in 9th grade earth science classrooms(Montana State University - Bozeman, College of Letters & Science, 2019) DeCock, Adrienna Joan; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study was to identify the effects of incorporating standards-based grading models into a freshman Earth science classroom, as well as researching the impacts on the learning process of special education students and regular education students. Both qualitative and quantitative data analysis methods were implemented, and various data collection tools were studied. Students were administered a Rock Cycle Summative Assessment pretreatment and post treatment. Students were also evaluated on their performance through various mineral and rock identification labs. Through the Rock Cycle Pre and Post Summative Assessments, students showed growth towards the two learning targets identified. The What's in a Grade Likert Survey, Pre and Post Test Report Cards, and one-on-one interviews identified positives and negatives for goal setting, communication, feedback and differentiation.Item The effects of science strategies support for identified students with learning disabilities(Montana State University - Bozeman, Graduate School, 2012) Felchle, Jessica Lynn; Chairperson, Graduate Committee: Peggy Taylor.Today's inquiry-based science classroom is continually academically challenging. This can be even more of a struggle for students identified with learning disabilities. All students, including those who receive special education services, are required to participate in the regular education science curriculum. In this study specific science strategy interventions were implemented over a six-week treatment period to support students with learning disabilities in the regular science education classroom. The data indicates that with appropriate content interventions, all students participated and engaged in the classroom environment with a greater confidence. In addition to academic engagement, most students saw an increase in their academic achievement in the regular education classroom. In conclusion, the treatment led to an increase in positive attitudes toward the science classroom and in content learning.