Date of Award:
8-2023
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Instructional Technology and Learning Sciences
Committee Chair(s)
Mimi Recker
Committee
Mimi Recker
Committee
Jody Clarke-Midura
Committee
Kristin A. Searle
Committee
Jessica Shumway
Committee
Kristy Bloxham
Abstract
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 findings from this line of research have implications for equity and inclusion in K-12 education as well as how educators and scholars think about evaluating Indigenous education curriculum.
Checksum
1c09f09f538e40623a4bfbc10fadf6cd
Recommended Citation
Hamilton, Megan M., "Designing a Rubric for Evaluating Curricular Resources in Montana's Indian Education for All Repository: A Design-Based Research Approach" (2023). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 8813.
https://digitalcommons.usu.edu/etd/8813
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