The effects of digital portfolios in math and science in a fourth grade classroom

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorHarder, Jeremy Ianen
dc.date.accessioned2013-06-25T18:39:39Z
dc.date.available2013-06-25T18:39:39Z
dc.date.issued2012en
dc.description.abstractIn this investigation digital portfolios were introduced as a means to improve student achievement in a math and science elementary classroom. By introducing digital portfolios, and analyzing data from surveys, questionnaires and assessment scores it was suggested that digital portfolios increase student engagement in math and science through self-monitoring, reflection and having a useful container for tasks in math and science. Portfolios also increase student interest in math and science and scores on unit assessments. Lastly, teacher best practices were also influenced positively through the treatment of digital portfolios in a fourth grade classroom.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/1429en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2012 by Jeremy Ian Harderen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshMathematics--Study and teachingen
dc.subject.lcshEducation, Primaryen
dc.titleThe effects of digital portfolios in math and science in a fourth grade classroomen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey1954912en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Gravesen
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage37en

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