Scholarship & Research
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Item The effects of teaching science fiction in conjunction with science content(Montana State University - Bozeman, College of Letters & Science, 2022) Sanches, Laura J.; Chairperson, Graduate Committee: C. John GravesThe purpose of this action research was to determine if teaching a science fiction novel in conjunction with science content leads to better retention. This was tested by having seventh grade students read the novel Maximum Ride by James Patterson in their English Language Arts class at the same time that they were studying genetics and evolution in their life science class. Data was collected both quantitatively through pre and posttests as well as a final exam. Qualitative data was collected by student surveys. After the research had concluded, the quantitative data was inconclusive as to if there was an advantage in reading the novel while learning the content. However, both students and teachers saw an increase in attitude and learning during the treatment units.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 Deepening human connection and understanding through diverse visual narratives in the ELA classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Erickson, Tasheena Mesha Angel; Chairperson, Graduate Committee: Allison Wynhoff OlsenFor too long graphic narratives and film have been marginalized and excluded from English language arts (ELA) classrooms. Along with these modalities, the over use of the literary canon in classrooms has prevented voices of diverse races and cultures from being represented or heard in the stories teachers share with their students. This paper dives into all three of these topics: graphic narrative usage, film usage, and most importantly, diversifying the texts included in ELA curriculum. After presenting findings on each of these topics, an inclusive thematic framework has been included as a suggestion, a guide to teachers who wish to move away from the canon and towards a classroom that recognizes people across races, across cultures, and across modalities. This thematic framework includes text set suggestions, film suggestions, a grading guide for choice projects, and lists of questions that will help guide both students and teachers in their journeys to recognizing the human behind all stories.Item The effects of using an English based reading strategy in science to help second language learners acquire science content knowledge(Montana State University - Bozeman, College of Letters & Science, 2021) McDonnell, William Ryan; Chairperson, Graduate Committee: Greg FrancisThis research was designed to investigate how using an English based reading program in science helps second language learners (native Arabic in particular) acquire scientific content knowledge. Students were taught science content in English using informational texts and a chapter book pertaining to the unit being studied to aid in literacy and language development. They were tested in content vocabulary, general inquiry vocabulary, content writing, writing clarity, writing argument, and writing with the use of science vocabulary.Item Impact of claim, evidence, reasoning instruction in the English classroom on argumentative writing in science and across the curriculum(Montana State University - Bozeman, College of Letters & Science, 2020) Platt, Michelle L.; Chairperson, Graduate Committee: Greg FrancisEngaging in argumentation from evidence is a critical skill for participation as productive citizens in the 21st century enabling us to access the evidence in the world around us to make well-reasoned decisions about our lives, and the future of our country and world. The purpose of this study was to improve written explanations in the science classroom and other content areas by engaging the students' reasoning capabilities and improving student confidence in answering short answer questions. Instruction included introduction of the Claim, Evidence, Reasoning (CER) framework in the English language arts classroom to promotes mastery of argumentative writing in the science classroom and other content areas through the use of graphic organizers and accessible non-content-based lessons. To assess the impact of the instructional treatment, student writing samples were collected during traditional instruction pre, and post-treatment and evaluated by rubric as measurement of skill growth. Pre and post-treatment, students were asked interview questions and given a self-confidence survey to determine student confidence, attitudes, and motivation regarding writing short answer explanations. The results indicated that instruction with the CER framework in the English classroom significantly impacted the frequency of writing well-reasoned arguments in science and other subject areas while maintaining student confidence in writing.Item The impact of mindfulness on the integrated science classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Fox, Kevin R.; Chairperson, Graduate Committee: Greg FrancisThis study was conducted over the winter and spring in a predominantly ninth grade Integrated Science Class. The goal was to find out if practicing mindfulness had any impact on the classroom environment and student learning. Students first took pre and post- summative tests in a non-treatment unit that focused on the study of waves. During the treatment unit, which focused on the study of astronomy, students participated in mindfulness three days a week, for two to five minutes, at the beginning of the class. Students took pre-and post- summative tests for this unit as well. They took a Likert survey, both before and after the treatment unit, to gauge their impressions of a variety of classroom factors. Additionally, students submitted short answer responses to questions related to the mindfulness treatment unit. Finally, during the treatment unit, the instructor kept a daily journal. There was no statistical difference in the students' summative test scores when the treatment and non-treatment units were compared. There were also no statistical differences pre-and post-treatment in student answers to any of the thirteen items on the Likert survey. Student responses to the free response questions, and the instructor journal showed a positive correlation between the treatment and the classroom environment. Based largely on the qualitative data, from the student responses and the instructor journal, mindfulness practice was shown to have a positive impact on the classroom. Students said that they were able to focus better, they were calmer, and had reduced levels of stress and anxiety. The instructor journal also showed that the students maintained better focus and were less restless on days where mindfulness was practiced.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 The ball's in your court: the effect of sports in rural English classrooms(Montana State University - Bozeman, College of Letters & Science, 2020) Reierson, Elizabeth Anne; Chairperson, Graduate Committee: Allison Wynhoff OlsenEducation in rural areas is affected by the place in which the education takes place. This affects how students interact with the community as well as the classroom. The most visible way in which the community interacts with the school is through spectating at high school games. The author interviews four English teachers in rural eastern Montana to explore the ways in which community, school, English classrooms and sports interact. Educators noted that while sports had many benefits, there was no sports literature being explicitly taught or being directly incorporated into the classroom. Furthermore, absences caused by school athletics create a tension between academic needs and extracurricular expectations. These absences are directly affecting the ways in which English teachers create their curriculum. The author offers next steps for teachers looking to create a connection between classroom and community through athletics.Item A study of the impact of socratic seminars on a sixth-grade science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Smith Piasecki, Fiona Alyse; Chairperson, Graduate Committee: Greg FrancisNot only do we expect our future scientists to have a deep understanding of science content, but we expect them to be able to communicate these ideas. Previous research shows that student-led classroom discussions not only encourage the development of critical thinking skills and a depth of knowledge, but they teach scientific discourse practices and aid in academic language development. This study investigated the impact of preparing for and participating in Socratic Seminars on the depth of student content knowledge. Additionally, it aimed to determine the impact of Socratic Seminars on student confidence with science content and the achievement gap between English Language Learner (ELL) and non-ELL students in a 6th grade science classroom. To make this determination, every other science unit included a Socratic Seminar as an extension activity. To examine the effect of Socratic Seminars on content knowledge and the achievement gap, the study compared the results of end of unit content assessments, Socratic Seminar scores, and student interviews. To measure student confidence, the study compared student responses on end of unit reflection surveys, weekly reflections, and interviews. Quantitative results indicated no impact of Socratic Seminars on student's depth of knowledge of science content or in closing the achievement gap and mixed impact on student confidence. However, qualitative results indicated an increase in content knowledge and confidence for all students. Although this study provided mixed results as to the impact of Socratic Seminars on content knowledge, confidence, and the achievement gap, student statements and questions during seminars, in addition to interview results show that Socratic Seminars promoted deep exploration of ideas and had a positive impact on the Next Generation Science Standards, Science and Engineering Practices of Engaging in Argument from Evidence and Obtaining, Evaluating, and Communicating Information. They are therefore a valuable extension activity format in a science classroom.Item The effect of literacy strategies in science content areas on redirections and assignment completion(Montana State University - Bozeman, College of Letters & Science, 2019) Holcomb, Shaunna; Chairperson, Graduate Committee: Walter WoolbaughLiteracy is essential to learning. Students with lower literacy skills, such as those in the process of learning English, need to be intentionally taught specific strategies in content areas, such as science. Such strategies can then be employed by the students to better learn content presented in the classroom. Students who struggle with literacy skills often mask their academic weaknesses with off-task behaviors. This study compared the use of critical reading strategies to the number of student redirections and on-time assignment completion occurrences. This study also looked at how the use of these strategies affected English Learners, if and how the literacy strategies affected student attitudes toward learning science, and whether there were correlations between attitude and assignment completion. Results indicate that the use of critical reading strategies in science decreases the number of necessary student redirections and increases the likelihood of students turning in assignments that are both complete and submitted on time.