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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.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1429en
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.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshMathematics Study and teaching.en
dc.subject.lcshEducation, Primary.en
dc.titleThe effects of digital portfolios in math and science in a fourth grade classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright Jeremy Ian Harder 2012en
thesis.catalog.ckey1954912en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Gravesen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage37en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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