Browsing by Author "Lorbeer, Scott Henry"

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Understanding the experiences of postsecondary faculty and students with precision teaching : a phenomenological approach
(Montana State University - Bozeman, College of Education, Health & Human Development, 2007) Lorbeer, Scott Henry; Chairperson, Graduate Committee: Marilyn Lockhart.
Precision Teaching, a learning monitoring system, has been used with learners of all ages to develop speed and accuracy, or fluency, in academic tasks. Researchers link fluency with retention, endurance and application. While several studies document the successful use of Precision Teaching in postsecondary classrooms, few report qualitative data. This study used a qualitative, phenomenological approach to examine the experiences of postsecondary faculty and their students with Precision Teaching. Interviews were conducted with 8 faculty members and 17 students. The faculty members had used Precision Teaching as part of their instructional strategy at a variety of postsecondary institutions throughout the United States. They taught courses to graduate students, undergraduates, and those seeking conditional college admission. Subject matter of courses included Precision Teaching itself, psychology, pre-calculus, and remedial reading, grammar, and writing. A series of open-ended questions guided the interviews, which were designed to encourage the participants to reflect on their experiences with Precision Teaching.
Using the soil-crop yield database to evaluate and improve a productivity index (PI) model for small grains in Montana
(Montana State University - Bozeman, College of Agriculture, 1993) Lorbeer, Scott Henry