Becoming a culturally and linguistically responsive science teacher: a descriptive study

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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorKirkpatrick, Erin Alexandraen
dc.date.accessioned2021-11-16T17:33:58Z
dc.date.available2021-11-16T17:33:58Z
dc.date.issued2020en
dc.description.abstractThe 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.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/16326en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.rights.holderCopyright 2020 by Erin Alexandra Kirkpatricken
dc.subject.lcshLife sciencesen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshCultureen
dc.subject.lcshLinguisticsen
dc.subject.lcshLanguage and languagesen
dc.titleBecoming a culturally and linguistically responsive science teacher: a descriptive studyen
dc.typeProfessional Paperen
mus.data.thumbpage28en
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Joe Bradshawen
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage56en

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