Chairperson, Graduate Committee: Peggy Taylor.Stevens, Lisa Russell2013-06-252013-06-252012https://scholarworks.montana.edu/handle/1/2351The purpose of this study was to measure teachers' comfort levels, and understanding of cultural responsiveness, formative assessment, and inquiry-based science and math instruction in a kindergarten through fifth grade school with a 100% population of Native American students. A group of five teachers accepted the invitation to explore culturally responsive formative instruction in math and science. Survey information, teacher observations, interviews, and a checklist of formative assessment methods used by teachers, were used to gather baseline data. The data was than used to determine levels of implementation of CRFA by teachers.enScience--Study and teachingMathematics--Study and teachingInquiry-based learningEducation, PrimaryProfessional PaperCopyright 2012 by Lisa Russell Stevens