Scholarship & Research
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Item Navigating scientific literacy in the midst of crisis: teachers' challenges and supports as framed by social ecological theory(Montana State University - Bozeman, College of Education, Health & Human Development, 2024) Pavlovich, Christina Lynn; Co-chairs, Graduate Committee: Jayne Downey and Rebekah HammackThis dissertation investigated the long-standing challenge of achieving scientific literacy in K-12 public schools, highlighted by the COVID-19 pandemic and emphasizing a need to understand teacher experiences to address systemic issues and enhance student scientific literacy. The study focused on describing factors impacting experiences teaching scientific literacy during the COVID-19 socio-economic-health crisis. Participants included ten high school science teachers in a Northwestern state of the United States. Methods were grounded in the theoretical framework of constructivism epistemology and Bronfenbrenner's (1997) Social Ecological Theory. Data collection was modeled from the methodology of Ali et al. (2022), collecting data from teacher surveys and one-on-one interviews. Interviews produced a 1) free-ranked list, 2) concept map, and 3) interview transcription for each participant. Data analysis employed complementary strategies and consisted of two phases: 1) an initial analysis phase which employed three complementary data analysis strategies, and 2) a secondary analysis phase rooted in constant comparison for triangulated synthesis. Findings revealed factors impacting teaching scientific literacy during the socio-economic-health crisis of COVID-19 including influence from community and societal perspectives of science, student inequities, teaching dynamics, and the balancing of demands between personal and professional responsibilities. Subfactors aligned to these themes helped further describe participant experiences in context. Participants described several relationships between their social networks, or social ecologies, and factors which impacted teaching scientific literacy. Science, particularly trust in science, was centered in participant descriptions of public-level impacts. The findings underscored the need for education systems to bridge the cultural gap between science and education. Interactions and processes involved in teaching within the classroom environment presented an unexpected result, with a precisely inverse relationship between frequency and magnitude. While it was frequently encountered, it was not perceived as highly impactful compared to other factors. This finding suggests the importance of considering both frequency and magnitude of impact in decision- making processes and raises questions about the prioritization of resources and support efforts within educational systems. Recommendations include the development of culturally responsive science policies, empowering local curriculum, fostering teacher support networks, and expanding pedagogical strategies to engage students and families beyond the classroom.Item Misalignment with values and practices: a content analysis on how one school district is implementing the science of reading(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Fassbender, Christina Jordan; Chairperson, Graduate Committee: Allison Wynhoff OlsenThe term "Science of Reading" (SOR) has gained increased awareness over the past couple of years and has garnered the attention of researchers, teachers, and other educational stakeholders. As a result, the definition and implementation of the Science of Reading has led to misunderstandings between research and practice. This project uses content analysis to examine how one school district defines and implements SOR using a scripted curriculum and other outsourced curricular materials despite the research behind SOR. Relying on curriculum theory as an analytic lens, this paper also examines the impacts of SOR within the studied school district to analyze whose interests are being served and silenced. By presenting first a historical account of the past reading wars, I focus on the arguments for and against SOR. Next, artifacts in the form of district and teacher communications, teacher worksheets, websites, and responses from teacher interviews are used to identify mis/alignment with the pedagogical foundations purported by leading SOR scholars. Finally, a discussion and implications are offered to detail the impact that conflicting curricular values may have on young readers as well as current and future teaching practice of reading teachers in the focal district.Item Continuing the Debate: A Response to the Literacy Research Association’s Dyslexia Research Report(Australian International Academic Centre, 2022-08) Green, Elizabeth A.The Literacy Research Association (LRA) is known for releasing research reports on essential topics in the field of literacy. An Examination of Dyslexia Research and Instruction, with Policy Implications is a recent LRA report with far-reaching impact in education and policy. The report claimed to be a summary of dyslexia research and instruction, however, much recent research on dyslexia definitions, diagnosis, interventions, neuroscience, and law was left out. This paper is a response to the LRA report with the intent to examine elements of the report that are particularly important and well explained, as well as those that are problematic.Item Scientific literacy in a 5E secondary science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Hall, Emily Martin; Chairperson, Graduate Committee: Greg FrancisAs a secondary Earth Science teacher, I noticed my ninth-grade students focused on learning content but were less proficient reading and summarizing scientific articles, assessing scientific sources, and applying what they learned in the classroom to the real world. I wanted to prioritize these three foundational parts of scientific literacy in my ninth-grade Earth Science classroom. To focus on building scientific literacy, I conducted an action research project incorporating current events into the 5E instructional model in the ninth-grade Earth Science classes at Oceanside High School in Rockland, Maine. Throughout two 5E units, students watched news clips, read scientific articles, wrote minute papers, and connected what they were learning to what was happening in the real world. Lessons asked students to assess sources, summarize what they read, and learn about the scientific research related to the topics. I measured growth using interviews, surveys, assessments, and minute papers before and after the two 5E units. Students who attended at least 80% of classes were included in the data (N=46). The minute paper indicated medium growth in student ability to summarize sources. The Scientific Source Validity assessments showed an increase in the mean number of qualifications students used to assess source validity. Organizing interview responses by themes indicated 20.45% more students mentioned that current events helped them connect what they were learning to the real world and 8% more students expressed a desire to learn more after the two 5E units. At the end of my action research, there was positive growth in scientific literacy skills after incorporating current events into the 5E model. Students were more able to assess sources and understand the reason why, they were more specific in their summaries, and they were more excited to learn more about science and make connections.Item Implementation of new literacy practices based on the science of reading: a relational leadership approach(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Sullivan, Nichole Daines; Chairperson, Graduate Committee: Tena VerslandThe purpose of this qualitative case study was to understand how literacy leaders describe their roles and responsibilities in relationship with each other as they lead the implementation of a new literacy curriculum based on the science of reading through the lens of relational leadership. Further, the study sought to understand how literacy leaders include multiple perspectives and empower others in a purposeful, ethical way through the process of the science of reading curriculum implementation. Specifically, this paper examined how literacy leaders led change in literacy instruction in response to student achievement data that did not exemplify the excellence and potential they believed their students could achieve. A single case study design was chosen for this study, so that the focus of the study would be on the process and relationships of literacy program interactions. The results of this study found that the antecedents for relational leadership and the development of relational leadership during the implementation of a literacy curriculum based on the science of reading are multidimensional and comprised of five themes: (1) trust and mutual positive regard as antecedents for relational leadership, (2) intentionally developed vision building takes time, (3) knowing people and teams through regular interaction, (4) consistent messaging of fidelity to the implementation of literacy curriculum, and (5) intentional support and effort of teachers and administrators. These factors connect to what relational leaders know, their state of being, and their actions, and these factors work together to create a context where a deep change in the teaching of literacy can take place within a school system.Item The effect of introduced literacy strategies on the use of academic content vocabulary in a high school biology classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Hollabaugh, Zabrina Diane; Chairperson, Graduate Committee: Greg FrancisThe implementation of selected literacy strategies provides content-based resources for students in a high school biology class to better understand the scientific vocabulary. Throughout the course of this research students utilized two type of graphic organizers, science vocabulary awareness chart and double bubble compare and contrast, as well as one type of study model, SQ3R, with the goal of achieving a better understanding of the scientific vocabulary. In particular vocabulary involved with the concepts of DNA, Ecology, and Evolution. The concept of Mendelian genetics was used as the comparison concept for the data analysis. This research study showed an increase in student confidence in regards to their ability to read the text while utilizing the literacy strategies. Though there was no significant statistical improvement on their assessment scores, student participation increased as they gained confidence while using the literacy strategies. The students indicated that the study model, SQ3R, was their preferred literacy strategy as it allowed them to critically process the vocabulary and concepts they were reading.Item Word power! How vocabulary instruction impacts the 10th grade biology class(Montana State University - Bozeman, College of Letters & Science, 2019) Christensen, Liesel Bennion; Chairperson, Graduate Committee: Walter WoolbaughHigh school science classes are heavy in content-specific vocabulary. Many students, particularly those who have lower reading abilities, have a difficult time answering the summative assessment questions because they cannot understand what the questions are asking. However, vocabulary instruction is often boring, ineffective, and time consuming. My purpose in conducting this classroom research project was to make realistic and sustainable changes to my vocabulary instruction using purposeful, effective, and engaging methods. In this study, students were taught vocabulary through the 'non-traditional' process of prioritizing vocabulary lists, coordinating morphemes, introducing words in context, explicit instruction through engaging activities, and teaching comprehension rather than memorization. The effect on assessment scores and student attitude were measured using pre and post-tests, surveys, content exams, and a teacher journal. Qualitative and quantitative data results suggest an increase in student content assessment scores and a positive effect on student attitudes.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.Item The Frayer method: teaching vocabulary in the science content area for middle school life science(Montana State University - Bozeman, College of Letters & Science, 2018) Tracy, Sue; Chairperson, Graduate Committee: Greg FrancisTeaching techniques that allow students to define new vocabulary words and then use them in science context is difficult and a challenge for many science teachers today. Ensuring their students get a good foundational background and can understand the information they read and to fully participate in class discussion is a key motivator. This action research project set out to design, implement and utilize the Frayer Model for vocabulary instruction and compare it to traditional means of vocabulary acquisition. Instead of having my students define vocabulary words from the text, I had students use the Frayer Model -- Graphic Organizer in vocabulary groups for the new terms they were required to learn. Students then had to demonstrate they could define and use the new terms contextually. Qualitative and quantitative data modes were utilized to collect data to analyze if the testing method made a difference to my students' understanding of vocabulary. Students were given a pre-test before new words were assigned and an identical post-test when the terms were learned. The pre- and post-tests data were compared using normalized gains to record growth in students' ability with definition and contextual use of terms. A paired t-test was then conducted with the normalized gains data to discover whether the changes were significant or chance. The comparison and post-implementation survey were administered to students. This qualitative, nonparametric data tool will be evaluated using a frequency method to determine the connections of student perceptions to students' desires to read. A vocabulary knowledge scale tool and a student-teacher post implementation survey were conducted to determine teaching efficiencies and inefficiencies. Analyzed data revealed no significant educational gains using the Frayer Method. Data also revealed students did not perceive a gain in their learning either, however, students did report they still wanted to use the graphic organizer. As the instructor, I gained an incredible amount of information about my teaching techniques and the importance of using multiple methods of vocabulary instruction in my classroom.Item The effects of increased literacy and comprehension in middle and high school science(Montana State University - Bozeman, College of Letters & Science, 2017) Parker, Cindee L.; Chairperson, Graduate Committee: Walter WoolbaughThis Action Research project studied how building literacy skills in middle and high school classrooms can help students better understand science content. Students read different science related materials in and out of class, as well as worked on breaking down text and vocabulary to improve comprehension of units studied in class. As students read and understood the content, they applied what they learned into relatable situations in their lives and in the world around them. By becoming better readers, students were also able to improve their written communication skills. Basic improvements on spelling and grammar were realized and individual achievements varied across the board.