Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Oregon promise: a look at institutions and decisions made as a result of Oregon Promise Policy(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Rivenes, Teresa Renee; Chairperson, Graduate Committee: Carrie B. MyersHow do free college initiatives, such as the Oregon Promise, impact decision-making at mid-sized community colleges? How have community colleges leveraged free college initiatives to increase and provide systemic support to vulnerable students? The purpose of this multiple case study was to understand the decision-making process as expressed by community college leadership and to explore the process of change. The study examined four mid-sized Oregon community colleges which constituted the entire population of mid-sized community colleges per the Carnegie classification system of size, in the state of Oregon. The participants in the study included seasoned Vice Presidents whose primary role was to implement initiatives, policies, procedures and oversee student success at their campus. The information provided serves to inform change in higher education. Attention was given to Neo-Institutionalism and Tierney's Decision-making theories as well as social-constructionist and critical social frameworks. The results indicate that system change is far more difficult than one might imagine given the multiple stakeholders, vision of shared governance, and competing interests. This study concludes with suggestions for implementing system change and the need for further research.Item The impact of learning on decision making by family members for hospice care(Montana State University - Bozeman, College of Education, Health & Human Development, 1995) Neff, Betty MarieItem Factors affecting teacher preactive content decision making(Montana State University - Bozeman, College of Education, Health & Human Development, 1989) Patton, Sharon StrobelThe problem of this study was to determine which factors were most important in influencing teacher preactive content decisions. The influencing factors used in this study were District Policy, , Teacher Belief, Student Achievement, Professional Opinion, and Community Pressure. The study was conducted during the 1987-88 school year. The population consisted of middle school classroom teachers in the State of Montana. To collect data, a simulation instrument was utilized. The instrument consisted of a series of fifty simulations each of which represented a possible context in which a preactive content decision might be made. The information used to make each preactive content decision in each simulation was a numerical rating given to each of the five influencing factors. The statistical method used to analyze the data was Judgment Analysis (JAN) which yielded policy groupings of participants and standard beta weights for each of the five influencing factors for each participant. Participants were also divided into demographic categories of size of district, years of experience, years of education, and subject area taught on the basis of a short demographic survey. The JAN analysis indicated that there were three policy groupings of participants. These three policy groupings showed up in every demographic category. Policy group one used a multi-factor approach. In other words, participants in Policy 1 based their content change decisions on the influencing factors of Student Achievement, Teacher Belief, and District Policy. Policy group two used a single-factor approach. In other words, they based their decisions on Student Achievement. Policy group three used a dual-factor approach basing their decisions on Student Achievement and Teacher Belief. The most important factor in this study was Student Achievement followed by Teacher Belief and District Policy. Professional Opinion and Community Pressure were not important influencing factors.Item Judgment analysis (JAN) and simulation to capture policy decisions of school superintendents(Montana State University - Bozeman, College of Education, Health & Human Development, 1986) Lasher, Gaylord CharlesItem Executive level decision styles and learning strategies of volunteer leaders(Montana State University - Bozeman, College of Education, Health & Human Development, 1994) Moretti, Robert JamesItem Science teaching time and practice, and factors influencing elementary teachers' decisions about both in rural reservation schools(Montana State University - Bozeman, College of Education, Health & Human Development, 2009) Jones, Richard Marshall; Chairperson, Graduate Committee: Elisabeth Swanson; Arthur W. Bangert (co-chair)An achievement gap exists between White and Native American students in Montana. Extensive research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that for science to be effective it must first be taught and that when taught, should use a variety of approaches, including inquiry. In Montana it is also essential that programs designed to improve science instruction include strategies recommended by the research that are effective for Native American students including contextualization within the culture, the use of modeling and demonstration, and collaborative engagement in learning. The ten teachers who participated in this study were engaged in such a program, the Big Sky Science Partnership (BSSP). This study investigates three questions. First, how much time are the teachers in the study teaching science? Second, what does this teaching look like in relation to the recommendations for best science practice found in the research? Third, what influences do the teachers feel drive their instructional decisions? The answers to these questions were based on both quantitative and qualitative measures including data from interviews, participant reflections, observations, and surveys. This study provides an in-depth description of the allocation of science teaching time for elementary teachers who work primarily with Native American students as well as providing valuable data regarding teaching practice. The study shows that both time and practice are influenced by many factors. The primary influence cited by the participants in this study was district focus on reading and mathematics instruction. Participants also indicated that their participation in the BSSP had a direct influence on the amount of time they devoted to science instruction as well as the content covered and the strategies used. Teachers' views about these influences provide insight into limitations that schools' physical structure, policy mandates, and culture can place on a teacher's ability to effectively teach science. In light of the results of the study, implications for educators and policy makers are addressed, and recommendations for future research are suggested.