Theses and Dissertations at Montana State University (MSU)
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Item The implementation of inclusionary practicies using a design-based school improvement approach(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Cox, Anne Penn; Chairperson, Graduate Committee: Tena VerslandThe purpose of this study was to explore what the design-based school improvement processes are that a school team engaged in to support the effective implementation of inclusive practices within the specific context of their school. Additionally, the researcher was interested in exploring what the perceptions of educators are about how a design-based school improvement effort supports the implementation of inclusionary practices for students with disabilities. Also, the researcher attempted to qualify how educators describe the changes in teaching practice and beliefs about inclusionary practices occurring at both the classroom and building level. And, lastly, this case study hoped to be able to garner how educators describe their roles and responsibilities as they relate to the implementation as well as what contributions they make to the design-based school improvement process. A single case study design was used, and there were six participants total including one curriculum director, one building principal, one instructional coach, one Title 1 teacher, and two special educators. All six participants participated in a one-on-one interview with the researcher as well as a focus group consisting of all six participants. Data on the implementation process focused around the research question and supporting questions was gathered and analyzed. There were a total of six findings which related to the design-based process used to implement inclusionary practices within the context of this Montana intermediate level school. These findings within this specific qualitative case study were: a) the identified problem of practice required a revision b) a mindset-shift was necessary for the organization c) the design process was iterative and based on the contextual needs of the organization d) time for listening and collaboration was necessary e) equity-based reforms can feel uncomfortable and vulnerability is key and f) financial resources played a role in this implementation process. In conclusion, this research might be able to support future schools in their attempts to implement various equity- based reforms including but not limited to the implementation of inclusionary practices for students with disabilities.Item Proximal antecedents of effective school leadership practices(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Ransom, Chad LeRoy; Chairperson, Graduate Committee: William RuffSchool principals have a significant impact on student achievement. While much is known about what effective principals do, relatively less is known about the antecedents of those practices. Specifically, a leader's cognitive abilities have been identified as a gap in the research, as well as holding promise as an antecedent that could lead to improving principal practices. The purpose of this study was to examine the relationship between a leader's cognitive skills, framed as Cognitive Personal Leadership Resources (CPLRs) by Leithwood (2012), and principal practices. CPLRs are divided into three categories: problem-solving, knowledge of effective school and classroom conditions, and systems-thinking. Utilizing a Social Cognitive Theoretical (SCT) framework, the influence of perceptions of contextual affordances and demands and leaders' self-efficacy were also considered. Findings from this study indicate the critical importance of CPLRs, especially problem- solving, to the enactment of principal practices. Study participants spent most of their time deciding which actions to take, both proactively and reactively, in solving problems. Ultimately, the interaction of all three CPLRs (problem-solving, knowledge of effective school and classroom conditions, and systems-thinking) with perceptions of contextual affordances and demands, and self-efficacy lead to a theory of action that guided their actions. Conflicting priorities made the decision-making processes more difficult. Additionally, there were several other skills that study participants highlighted as being important related to the implementation of leadership practices.Item Effective leadership in school-community partnerships(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Keenan, Matthew James; Chairperson, Graduate Committee: William RuffThe broad approach of Multi-Tiered Support Systems (MTSS) is a well-established educational practice that has found acceptance on the national level, as it has been demonstrated to help students improve more effectively than the 'wait-to-fail' approaches of the past. There are many studies examining the implementation of MTSS systems and the factors associated with their successful integration into the school culture, including pre-service preparation, ongoing professional development, educational leadership, cultivating staff buy-in, the use of appropriate supports and interventions, etc. While traditional MTSS systems focus primarily on curriculum or student behavior there is also increasing recognition of the impact that a student's social and emotional growth has on their academic success, and schools are seeking more holistic ways to support struggling students with the cooperation of school staff, community organizations, and the families of students. The process of developing and implementing these new, collaborative MTSS programs that rely on partnerships between schools and community organizations have not been well documented, especially at the secondary level. This phenomenological case study examined the implementation of a new partnership between a large, public high school and a community organization designed to support these non-academic barriers to learning through the use of increasing interventions. Semi-structured interviews were conducted and artifacts associated with the program were collected and analyzed to examine the role of school leaders in this process of building partnerships. These data led the conclusion that school leaders play critical roles in cultivating the conditions within the school to allow for and welcome innovative programs to meet student needs, and they also serve as the conduits between their schools and potential community partners to implement collaborative programs. While school leaders are not directly responsible for conceptualization and implementation of every innovative school program, they are responsible for the school culture, climate, and policies that can either enhance or inhibit the implementation of innovative partnerships.Item Implementation of new literacy practices based on the science of reading: a relational leadership approach(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Sullivan, Nichole Daines; Chairperson, Graduate Committee: Tena VerslandThe purpose of this qualitative case study was to understand how literacy leaders describe their roles and responsibilities in relationship with each other as they lead the implementation of a new literacy curriculum based on the science of reading through the lens of relational leadership. Further, the study sought to understand how literacy leaders include multiple perspectives and empower others in a purposeful, ethical way through the process of the science of reading curriculum implementation. Specifically, this paper examined how literacy leaders led change in literacy instruction in response to student achievement data that did not exemplify the excellence and potential they believed their students could achieve. A single case study design was chosen for this study, so that the focus of the study would be on the process and relationships of literacy program interactions. The results of this study found that the antecedents for relational leadership and the development of relational leadership during the implementation of a literacy curriculum based on the science of reading are multidimensional and comprised of five themes: (1) trust and mutual positive regard as antecedents for relational leadership, (2) intentionally developed vision building takes time, (3) knowing people and teams through regular interaction, (4) consistent messaging of fidelity to the implementation of literacy curriculum, and (5) intentional support and effort of teachers and administrators. These factors connect to what relational leaders know, their state of being, and their actions, and these factors work together to create a context where a deep change in the teaching of literacy can take place within a school system.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 An Apsaalooke view for educational leadership(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Cummins, Jason Dean; Chairperson, Graduate Committee: William RuffThere have been many calls for Native American communities to be given more self-determination in the education of their children. Yet despite these calls for allowing Native American parents to be included in the education of their children this is not happening (Bird, Lee and Lopez, 2013). In this study the researcher utilizes an Indigenous research methodology adhering the cultural protocols of the Apsaalooke nation and building upon the 4 R's, which are respect, relevance, reciprocity and responsibility (Kirkness & Barnhardt, 1991). This research allowed Apsaalooke tribal members, identified through the protocols of the Ashammaliaxxiia to voice their perspective and expectations for school leaders who serve students in their communities. There were formal interviews, informal visits and personal communications. The research questions that guided this study are: 1. What kind of behavior and actions do Apsaalooke tribal members expect from school leaders such as principals and superintendents serving their students? 2. How can school leaders work well with parents and leaders in the Apsaalooke community? 3. What do Apsaalooke tribal members want school leaders to know and be aware of in the education of the children of the tribe? From the research four salient themes emerged which are: 1. A leaders first job is to learn; 2. Lead through relationships; 3. Crows take education seriously; 4. The preservation of Apsaalooke identity and culture. Seventeen tribal members participated in the study. From the study the researcher found that leaders need to respect the community and build authentic relationships within it by being present and connected to the community. Lead the school with those relationships within the informal leadership model in the community in a more flattened model based on the respect of and the character possessed by influential leaders, rather than a hierarchical one, as well as defend those relationships. Understand the Apsaalooke want their student to achieve academically and help parents to support their students in this and hire and retain quality teachers. Support the preservation and perpetuation of the Apsaalooke way of life.Item Determination and validation of the 'What's my school mindset?' instrument factor structure(Montana State University - Bozeman, College of Education, Health & Human Development, 2015) Hanson, Janet Lee; Chairperson, Graduate Committee: William Ruff; Arthur W. Bangert (co-chair)This study used exploratory and confirmatory factor analyses to explore the factor structure of the What's My School Mindset? (WMSM) scale (Mindset Works, 2008- 2012c). Blackwell (2012) asserted that the concept of a growth school mindset culture was operationalized in the WMSM scale using five key features. However, the reliability and validity of this instrument had not been fully explored (S. Rodriguez, personal communication, March 31, 2015). This was the first empirical study that attempted to validate the underlying constructs the WMSM scale is purported to assess by Mindset Works, Inc (Blackwell, 2015). No research was found that had explored the factor structure of the WMSM scale. Without empirical research supporting the factor structure of this instrument its use in interpreting the measurement of school culture may be confounded (Hopko, 2003; Netemeyer, Bearden & Sharma, 2003). Results of the Exploratory Factor Analysis revealed a four-factor structure. In addition, a Confirmatory Factor Analysis (CFA) was conducted to further verify the fit of the four-factor model. The four-factor model produced a root mean square error approximation (RMSEA) of .063. The 90% confidence interval (.049 - .076) surrounding the RMSEA result indicates that the proposed four-factor model identified by the EFA was a 'fair' fit to the estimated population model (Browne & Cudek, 1993; MacCallum, Browne & Sugawara, 1996). The accuracy of this fit to the population model was strengthened by a CFI of .96 and a NNFI of .95 (Kim, 2005). The results of this study added to the body of mindset research and are useful for school leaders and researchers who seek to use the WMSM scale to measure growth mindset within a school's culture (e.g. Hoy, Tarter & Kottkamp, 1991; Kearney, 2007; Murphy & Dweck, 2010; Farrington, Roderick, Allensworth, Nagaoka, Seneca-Keyes, Johnson & Beechum, 2012; Delaney, Dweck, Murphy, Chatman & Kray, 2015; Walton, 2014).Item Effective engagement : a study of educational leader interactions with legislators in the 2013 session and its impact on education policy in Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 2015) Lougheed, Kala French; Chairperson, Graduate Committee: William RuffPolitics and education continue to become more intertwined, and the need for educational leaders to effectively engage in political participation increases. Although limited discussion exists in the literature about the political participation of school leaders (Crow & Weindling, 2010; Milstein & Jennings, 1972) and political engagement is called for in the Interstate School Leaders Licensure Consortium Standards for School Leaders standards (Council of Chief State School Officers, 1996), few studies have examined the types of activities educational leaders engage in politically nor the effectiveness of those activities in influencing policy outcomes. This study examines, through the lens of stakeholder theory, the historical context of the relationship between politics and education, the current status of the relationship, and the reasons for school leaders' hesitancy to engage in political affairs. It also examines the considerations of the legislature and their perceptions on effective engagement, to better understand and consider future efforts of educational leaders to influence policy. The quantitative study includes electronic surveys of school leaders, legislators, and education stakeholders to identify effective methods of political engagement, using descriptive statistics, Spearman correlation, and open coding of open response questions to answer the following research questions: 1) What were the most effective methods of legislative engagement and interaction utilized by educational leaders during the 2013 legislative session in Montana? 2) Was there a difference between engagement activities reported prior to the 2013 session? Responses were also compared with prior study results, legislator responses, and to one another for inter-rater reliability and triangulation. The most effective activities school leaders engaged in were specific conversations with legislators regarding education issues, and both written and in person testimony. The results demonstrate a need for school leaders to align their engagement efforts more closely with activities deemed effective by legislators, though there were significant differences in the activities reported during the 2013 session. Conclusions include the need for school leaders to overcome barriers to engagement, for increased stakeholder participation and policy community engagement, and for further research.Item Barriers to women in educational leadership roles in Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 2004) Brown, Linda Elaine Hunt; Chairperson, Graduate Committee: Joanne EricksonThe problem addressed in this study was a shortage of women, especially American Indian women, in educational leadership in Montana. This study was designed to identify the barriers that might exist for three identified populations; women school administrators, administratively certified women teachers, and American Indian teachers. Because there is national and Montana shortage of educational leaders, a compelling need is evolving for competent educational leaders in all segments of the country. Since there is a declining pool of applicants, these underrepresented groups should become strong candidates if they are able to work past the barriers that have hindered them in the past. The major findings of the study are that barriers still exist which limit women in the pursuit of administrative positions. Some of the key barriers were lack of family mobility, lack of opportunities to gain administrative experience, the lack of professional networks, the lack of mentors, and the perception that women are not strong managers. Key constructs, which were identified in order of importance, were perceptions, opportunities, and prestige. In conclusion, women must actively and aggressively seek leadership experience. If they are willing to make personal and familial sacrifices, opportunities as school administrators are available. Recommendations to increase opportunities for women, especially American Indian women, included providing mentoring programs through district and university programs and encouraging successful women administrator to become role models for state and local school board associations.Item Instructional leadership characteristics of Montana principals from low achieving and high achieving high schools(Montana State University - Bozeman, College of Education, Health & Human Development, 2004) Stephens, Tracey Ann Kinney; Chairperson, Graduate Committee: Joanne EricksonThe problem addressed in this study was the relationship between teachers’ perceptions of instructional leadership characteristics of Montana principals from high achieving schools and low achieving schools was not known. Design, controls, and data analysis was based on quantitative student achievement data from the Iowa Test of Educational Development as the dependent variable and teacher perceptions of instructional leadership characteristics of their principals as the independent variable. A total of 510 teachers from 24 Montana high schools participated in this study. Teachers completed the Principal as an Instructional Resource Questionnaire, which was based on instructional leadership characteristics of principals in the categories of: (1) resource provider, (2) instructional resource, (3) communicator, and (4) visible presence as defined by Smith and Andrews (1989). Significant differences were found in teachers’ perceptions of instructional leadership characteristics of their principals in several statements that described the principal as communicator and the principal as visible presence. Also, teachers generally did not agree that principals made frequent classroom observations or that improved instructional practices resulted from interactions with their principal. The little time that high school principals spend in classrooms may be due to their uncertainty of what to look for or how to intervene or to their inability to reduce demands and constraints of their everyday work so as to expand the margin of choices that truly enhance the overall effectiveness of a school. The practices associated with the principal as a communicator and as a visible presence, coupled with making frequent classroom observations, are very interrelated and very dependent on the successful practice of the other. The principal must first gain knowledge of the teaching and learning that occurs in their school. From this information, the principal can then develop a vision for student achievement, which must be effectively and continuously communicated.