Theses and Dissertations at Montana State University (MSU)

Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733

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The effects of using a retake ticket in the 9th grade science classroom
(Montana State University - Bozeman, College of Letters & Science, 2019) Goodwin, Katherine Justine; Chairperson, Graduate Committee: Walter Woolbaugh
Providing students the opportunity to retake assessments gives them a second chance to demonstrate their knowledge and skills, which is a needed option in a proficiency based classroom. To show improvement, however, students must engage in a relearning process. This study investigated the impact of a retake ticket on student learning, student attitudes, and student motivation to engage in the retake process. The retake ticket required students to reflect on their original performance and create a plan for relearning. Student assessment scores, student surveys, and student interviews were used to examine the effectiveness of the retake ticket. This study did not show an overall increase in student learning when using a retake ticket and showed mixed results in regard to student motivation and attitude. Examining individual student effort, however, suggests that students who used the retake ticket more effectively show larger gains in learning. The retake ticket may need to be implemented under different conditions to have a greater effect on all students.
The impacts of teaching the crosscutting concepts in a proficiency-based system
(Montana State University - Bozeman, College of Letters & Science, 2019) Fitch, Christine DeLeo; Chairperson, Graduate Committee: Greg Francis
Education in the State of Vermont is evolving due to new legislation. By 2020, our students must graduate from a proficiency-based system. Vermont students must demonstrate proficiency in science in order to meet graduation requirements. Based on the Next Generation Science Standards (NGSS), students are considered proficient in science when they master the science and engineering practices (SEP), cross-cutting concepts (CCC), and disciplinary core ideas (DCI) which are outlined in the framework. The purpose of this research is to assess student proficiency in CCC in regard to the intervention of implementing CCC learning progressions. The treatment was applied in a ninth-grade earth science class over the course of a 6 week long unit. The sample size was approximately 52 students. The treatment included activities that articulated examples of CCC and a learning progression that aided in the delivery of CCC throughout the unit. The progression was used by the teacher to drive activities and score assessment, as well as, by the students as a path towards proficiency. DCI and SEP were taught concurrently with the CCC using current practices. The results indicate that there was no improvement over the treatment period in regards to students' ability to apply the CCC to the DCI. There was no distinction made between student scores on the pre-treatment unit assessment and the post treatment unit assessment. However, a small association was found between explicit teaching of the CCC and student understanding of the DCI.
Preservice elementary teachers' writing skills: perceptions versus abilities
(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Knickerbocker, Michelle Tappmeyer; Chairperson, Graduate Committee: Ann Ellsworth
The purpose of this study was to determine if preservice teachers' perceptions of their writing skills aligned with their actual writing skills and how their writing experiences affected their attitudes and beliefs toward writing and writing instruction. This mixed-methods study measured the linguistic skills of 27 elementary education students through a variety of quantitative assessments designed to measure both their writing abilities and their knowledge of linguistic concepts. Surveys, classroom observations, writing samples, and interviews provided qualitative data of writing experiences, attitudes, and beliefs regarding writing and writing instruction. The quantitative and qualitative data were then analyzed and compared. The results confirmed the hypothesis that students' perceptions, as shaped by their writing experiences, and attitudes and beliefs about writing and writing instruction, did not accurately reflect their abilities. Recommendations were made for possible curriculum changes and other supports to improve students' skills and shift their attitudes and beliefs about the value of writing and writing instruction.
Rural nurse residency: promoting the nurse graduate transition to frontier critical access hospital
(Montana State University - Bozeman, College of Nursing, 2018) Williams, Christine Dee; Chairperson, Graduate Committee: Polly Petersen
Purpose/Aim: The purpose of this pilot project was to test the feasibility of a rural nurse residency program to support the new graduate nurse in their transition to the role of a professional rural nurse, resulting in increased retention. It was hypothesized that graduate nurses' function with increased competence as a nurse clinician in a critical access hospital (CAH) following participation in a rural nurse residency program and remain in practice in the rural healthcare setting. Organizing framework for this project focuses on Duchscher (2008) Process of Becoming: The Stages of New Graduate Professional Role Transition. Background: Current research demonstrates that graduate nurses are not fully prepared to transition from the role of student to nurse (Fink, Krugman, Casey, Goode, 2008). Molinari et al., (2008) found that graduate nurses do not have the ability to assess complex situations, develop flexible problem solving, and direct limited resources to manage patient care, all needed to serve as a rural generalist. Providing a new graduate with a residency transition-to-practice supports development of skills needed to function in the complex rural healthcare setting (Kulig et. al., 2015, Molinari et. al., 2008). Methods: A quantitative pilot project with survey methodology to measure intervention effectiveness. Rural Nurse Residency (RNR) meetings occurred monthly for 12-months, for four hours sessions. Curriculum is based on Quality and Safety Education for Nurses (QSEN) and the Institute of Medicine's (IOM) core competencies; focusing on civility, communication, conflict resolution, critical thinking, delegation, leadership, and prioritization. Graduate nurses work with a preceptor during the first six months of the RNR. Three evaluation tools were utilized: Hagerty-Patusky (1995) Sense of Belonging Instrument (SOBI) measuring nurse confidence, Schwirian Six-Dimensional Scale of Nursing Performance Measures, a self-reflection of skill competency and Organizational Commitment Questionnaire, measuring integration into the organization through commitment to organizational goals and values (Anderson, et al., 2012). Questionnaires were distributed to participants at program onset, month six and program conclusion. Results: The RNR pilot study started in November 2017 and concluded in October 2018. Participants learned from reflecting on personal experiences and gained group support, decreasing a sense of isolation (Duchscher, 2008). Participants reported feelings of support and growth, increased confidence after participation in the RNR at month six. Implications: RNR programs have potential to increase nurse retention and quality of care in rural healthcare settings.