Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Concussion education practices among high school coaches in Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Hughes, Patrick Michael; Chairperson, Graduate Committee: Tricia SeifertConcussions in high school sports present a legitimate threat to athletes across the United States. In the absence of qualified healthcare providers, coaches are most often the individuals who are tasked with making sideline analyses of removing the injured athlete from participation. To help ensure the most optimal outcomes for these athletes, it is important to accurately determine the most effective ways of training coaches. This study analyzed high school coaches in the state of Montana to determine their familiarity with different types of concussion education programs. In addition, particular focus was placed on determining if coaches' familiarity of concussion education programs differed significantly between coaches in urban versus rural school settings and between coaches of different sports.Item Piikani School leadership(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Hall, Omaksaakoomapi Bradford Roy; Chairperson, Graduate Committee: William RuffThis dissertation focuses on Piikani school leadership as shared through the narratives and experiences of a retired school leader. Noonaki's experiences chronicle her longevity in school leadership and steadfast commitment to integrating the Piikani culture and language into the schools she led on the Blackfeet Indian Reservation. Noonaki's stories provide a realistic view of school leadership challenges she faced and offer her thought provoking knowledge to inspire current and aspiring school leaders to accept the Piikani values into their practices. School leaders are key to advancing Piikani values, culture, and language into the schools they serve on the Blackfeet Indian Reservation. Therefore, school leaders when developing relevant leadership practices, are called upon to commit themselves to practice ai-sii-moki' (guidance, teaching, and discipline), as they encounter and mitigate challenges among community stakeholders, specifically focusing on how they each can support student success. Through Noonaki's transfer of knowledge from her to the researcher, this exchange encapsulates her experiences into stories, told in the places where she practiced school leadership. Community Centered Digital Storywork (CCDS), is an integrated Piikani knowledge dissemination framework, that leverages cultural protocols to capture Piikani ways of knowing. Noonaki inspires current and aspiring school leaders to build their skills and practices around the Piikani values of okamotsitapiyiisin (honesty), ainnakowe (respect), aahsitapiitsin (generosity), waattosin (spirituality), matsisskii or iiyiikittahpii (courage), maanistapaisspipii (humility), and kimmapiiyipitsinni (compassion).Item Protective factors that enhance the resilience of American Indian students in graduating from urban high schools(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) McCarthy, Glenda Anne; Chairperson, Graduate Committee: Christine Rogers StantonThe purpose of this research was to explore protective factors that strengthen the innate resilience of American Indian students who seek to graduate from urban high schools. A collective case study using Community Based Participatory Research and decolonizing methodologies was conducted with three co-researchers who graduated from a Montana urban high school in 2014 or 2015. Data sources included a series of three in depth interviews with each co-researcher and scrapbooks they created to document their high school years and protective factors. One family focus group provided an additional data source. Analysis reveals the importance of family and cultural protective factors, including the knowledge of tribal histories. Another protective factor is Montana's multicultural mandate, Indian Education for All, when implemented with culturally responsive pedagogy. Co-researchers benefitted from caring teachers who maintained high standards. Further protective factors were school and district based programs that supported student achievement, connected Native families with schools and celebrated, sustained or revitalized Native culture in urban high schools.Item Impact of PT3 professional development activities on teacher education faculty at Montana State University-Bozeman(Montana State University - Bozeman, 2001) Mentzer, Nathan James; Chairperson, Graduate Committee: Scott E. DavisItem A model for the development of a competency-based education program in the Bozeman public schools(Montana State University - Bozeman, 1976) Gilbertson, Donald WayneItem Education and teacher training in Pakistan, Thailand, and South Korea(Montana State University - Bozeman, 1962) Eaton, Favre E.Item A critical analysis of criticisms of public schools(Montana State University - Bozeman, 1957) Dickinson, William J.Item The status of education of the retarded child(Montana State University - Bozeman, 1959) Comba, John F.Item Attitudes of members of the Seventh-Day Adventist Church in Montana toward the support of Mount Ellis Academy(Montana State University - Bozeman, 1975) Christensen, Ronald WilsonItem The comparative study of the Holy Rosary parochial schools, Bozeman, Montana and the Edmonton separate schools, Edmonton, Alberta(Montana State University - Bozeman, 1965) Christie, Edward J.