Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Integrating universal design for learning in online math education: the Desmos experience(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Wiehe, Blake Skyler; Chairperson, Graduate Committee: Nick LuxThe Universal Design for Learning (UDL) framework is a modern neuroscientific approach to creating learning experiences that are highly accessible and engaging for all students. Despite the growing evidence supporting the theory of UDL, the literature significantly lacks examples of the practical application of UDL principles in curricular resources. This study was designed to investigate an online math learning platform that claims to be developed according to the UDL Guidelines. The purpose of this study is to illustrate the practical application of various UDL Guidelines within the Desmos middle school math platform. The UDL Guidelines served as the basis for this analysis, mapping the data collection and analysis according to the checkpoints that substantiate the nine UDL Guidelines. Through the analysis of six randomly chosen Desmos units from sixth through eighth grade, the results suggest that Desmos substantiates their claim to UDL-alignment through a host of interactive, customizable, and highly relevant learning experiences. The Desmos platform lacks certain features like layout customization, hyperlinked vocabulary support, and activation of background knowledge that could further bolster its alignment to the UDL Guidelines. However, the alignment examples discovered offer a window into UDL-aligned design thinking that can serve as inspiration for external curriculum developers and educators looking to create their own UDL learning experiences. This study was a pilot attempt at characterizing UDL design thinking found within an existing curriculum. Future studies analyzing other curricular resources for UDL alignment are warranted, along with further investigations into the impact of those platforms on student achievement.Item Exploring the conceptual framework and knowledge base of nature-based experiential education(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Meyer, Joshua Joseph; Chairperson, Graduate Committee: Robert CarsonThis study examined the current status of Nature Based Experiential Education (NBEE) with respect to its underlying knowledge base and conceptual framework. Compared to other professions, including K-12 education, these formalized attributes have appeared to be fairly minimal. Anecdotally, NBEE draws upon an eclectic array of sources for inspiration and knowledge, while practitioners rely extensively on their own acquired base of personal experience for guidance. If this is true, then there is a certain element of rugged individualism to be admired. The tradeoff, though, would be a commensurate inability to form a cohesive discourse community, to identify and codify best practice, to establish a coherent research agenda to advance the state of the art, and to support either professional development or the establishment of standards in any kind of systematic and meaningful manner. Assuming that these are desirable goals, the initial challenge was to determine what sources of knowledge are most prominent among its practitioners. This study addressed that problem by using a qualitative mixed methods approach. The researcher employed three separate but complementary methods - by critically reviewing NBEE-related literature, by interviewing individuals with expertise in NBEE, and by surveying NBEE practitioners. The results of this study tend to support the anecdotal view that practitioner knowledge is eclectic, diverse, and largely dependent upon the experiences of individual practitioners, a kind of folk craft which is nevertheless shared among members of the field. It also revealed a small but robust inventory of inspirational and informative publications, some widely known. The project itself was met with interest, as practitioners and experts generally agreed that the profession would benefit from a more systematic and contemporary foundation of canonical knowledge and guiding principles. The study concludes by making several recommendations on how these goals can be served.Item The effect of experiential teaching approaches on youth interest in learning American frontier history(Montana State University - Bozeman, College of Education, Health & Human Development, 2015) Kesner, Todd Douglas; Chairperson, Graduate Committee: Jayne DowneyThe traditional history education methodologies of lecture and reading the textbook often leave students uninspired and disinterested in social studies. Historical knowledge among youth is often below the proficiency level is U.S. history according to national performance measures. Research suggests that an experiential approach to history education that allows for hands-on activities, group work, use of creativity, role playing, and self-directed learning can positively influence youth interest in history. This study investigated the effects of participatory living history methodologies on youth interest in the history of American frontier. The program utilized in this research was the 4-H Western Heritage Project in Montana and Missouri where youth become living historians through period dress, skills, activities, and mannerisms. A post-test/retrospective pre-test survey was used to measure changes in interest among 4-H members after at least one year of participation in the 4-H Western Heritage Project compared to their retrospectively recorded perceptions before participation. Respondents also rated the primary experiential teaching methodologies found within the project. A paired samples t-test was conducted to determine any significant differences between the mean scores of 4-H members before and after participation. The calculation of descriptive statistics reported ratings of primary experiential methodologies. Positive and significant differences were found in levels of interest from before participation and after at least one year's participation in participatory living history methodologies. Self-directed learning, hands-on activities, group learning, the use of creativity, and role playing through historic character development were each identified by survey respondents as beneficial to learning history. This research suggests that participatory living history methodologies increase youth interest in learning American frontier history. Results may be applicable to museum education programs, living history sites, history camps, and potentially the traditional classroom.Item The influences of personal and professional learning situations on real-life learning strategy utilization by school administrators in Wyoming(Montana State University - Bozeman, College of Education, Health & Human Development, 1991) McKenna, Robert JohnItem Learning rural perceptions of place : farms and ranches in southwest Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) O'Neill, Maire Eithne