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Designing A Rubric For Evaluating Curricular Resources In Montana's Indian Education For All Repository: A Design-Based Research Approach, Megan M. Hamilton
Designing A Rubric For Evaluating Curricular Resources In Montana's Indian Education For All Repository: A Design-Based Research Approach, Megan M. Hamilton
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
The purpose of this research study was to create an initial rubric to evaluate social studies lesson plans prior to their addition to Montana Office of Public Instruction’s online repository for Indian Education for All (IEFA) curriculum. In the first phase of this study, I examined Montana’s IEFA curriculum thematically to gain a better understanding of how Indigenous histories and perspectives are being represented using combined theoretical lenses of Tribal Critical Race Theory and culturally sustaining/ revitalizing pedagogy. In the second phase of this study, I used my thematic findings to inform the design of a theory-informed evaluative rubric. The …
Reimagining Culture With Youth: Relationship And Representation In Culturally Centered Learning Environments, Lili Yan
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
This dissertation intends to develop an understanding of how culturally centered learning environments impact youth’s relationship with culture. Working alongside a multicultural team of researchers, educators, and designers who came together with a shared goal of designing curricular activities to engage sixth graders with culture, I followed 12 sixth graders for a school year to understand their development of relationships with culture. I (re)conceptualize the holistic process of learning and engagement with culture as Ti-Wu and propose a cultural learning model that helps us understand how youth develop multiple relationships with culture. I further share how multimedia technology mediates youth’s …