Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Instructional feedback and learning: understanding the perspective of pre-service teachers for personal learning and future teaching(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Dallman, Dallas Ann; Chairperson, Graduate Committee: Jayne DowneyInstructional feedback has been demonstrated to be a critical element in student learning and achievement. While important for learning, instructional feedback is challenging to provide and challenging to receive. Research suggests that instructional feedback is often underutilized, particularly in post-secondary education. Pre-service teachers are in a unique position of being both receivers and providers of instructional feedback concurrently. There is a lack of research examining the perspectives of this group as it relates to the receipt and application of instructional feedback as well as their intentions regarding the use of instructional feedback in their future practice. This case study explores the perspectives of elementary pre-service teachers in the advanced stages of their teacher education program. A three-part interview protocol included a constructed scenario, a guided recall, and direct questioning about beliefs and values. The protocol was used to identify the ways in which pre-service teachers experience instructional feedback, understand instructional feedback, intend to use instructional feedback in their own practice and pre-service teachers perceived level of preparedness to do so. The results demonstrated that this group of pre-service elementary teachers values instructional feedback as a tool for learning, are hungry to receive effective instructional feedback from experts in the field, and would like more practice and preparation to be able to provide effective instructional feedback to their K-8 students. While this case study is a spotlight on a specific group of pre-service teachers in one specific teacher education program, the findings suggest that pre-service teachers as a group may also be unique in their understandings and appreciation for instructional feedback.Item 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 EllsworthThe 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.Item How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Malloy, Denise Glaser; Chairperson, Graduate Committee: Ann EllsworthAttitudes and beliefs about writing held by preservice teachers play a significant role in how they will approach writing instruction in their future classrooms. Teachers who engage in regular writing practice, possess knowledge of English language foundations and grammar, and have a positive attitude about writing will be better prepared to address the challenges of teaching students how to write. This study examined the attitudes and beliefs of seven elementary education majors who were enrolled in one writing?intensive English language arts course during the spring semester in 2016. The participants in this qualitative case study were selected after taking the Writing Apprehension Test (WAT) as part of their coursework. A social constructivism paradigm provided the theoretical framework for this study. Data sources included: a questionnaire, two semi?structured interviews, a writing memories matrix, daily class observations, a focus group, field observer notes, and student work samples and journal entries. The data was analyzed in the context of student as writer and student as future writing teacher. Six themes emerged within the framework of the analysis for both writer and future writing teacher: providing explicit and meaningful feedback; offering choice in writing topics; making writing fun, enjoyable, and possessing an enthusiasm for the subject; providing adequate instruction in writing foundations, skill, and grammar; allowing adequate time for writing practice; and helping students understand the 'why' of writing. This study offers insight into how preservice teachers perceive and practice the writing process, what factors were influential in the development of their attitudes and beliefs, and what role those will play in writing instruction. In addition, this study explores how providing positive experiences with the writing process within the context of the six themes can bolster confidence and skill levels for soon?to?be teachers. Finally, this study concludes with suggestions for how teacher education programs can optimize instruction to remediate and reinforce skills, foster positive experiences with writing, and support future teachers in their journey.Item Examining the pathways and supports leading MSSE program graduates into leadership roles(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Solberg, Kathryn Vaplon; Chairperson, Graduate Committee: Mary LeonardThis study examined the pathways taken by science teachers to move into leadership roles, specifically teachers who had participated in and graduated from the Master of Science in Science Education (MSSE) program at Montana State University. Distributed teacher leadership has been identified as having the potential to improve schools, however, little is known about the pathways teachers take to move into leadership roles, how schools go about distributing leadership, or the supports that help teachers develop leadership skills. There is also a need to better determine how teacher leadership development and progression is supported through graduate programs. This research was a two-level quantitative-qualitative research. The first level used a survey to explore the leadership roles teachers filled and the pathways teacher leaders took to move into leadership roles. The second level focused on creating case studies of eleven MSSE program graduates. Case study data was used to further examine and provide deeper insights into the pathways teachers used and the motivators or supports that encouraged them to move into or take on leadership roles. Case study data was also used to determine the extent to which participants perceived the MSSE program supported or contributed to their leadership development and progression. Specific supports provided by the program were identified. The study provided evidence that the pathways taken by teachers tend to follow two main trends: teachers either volunteer in order to fill a void or address a need, or teachers are recruited by an administrator to fill a leadership role. The formality of the leadership role did not determine the formality of the pathway taken to move into the role. Conclusions include a descriptive framework for pathways taken to leadership and descriptions of specific supports provided by the MSSE program as identified by MSSE program graduates.Item Comparison of videotaped instruction in dissection laboratories with the traditional lecture/demonstration method(Montana State University - Bozeman, 1979) Thronson, Roderick Morris; Chairperson, Graduate Committee: Henry Negley WorrestItem Affective education, a personal approach to teaching(Montana State University - Bozeman, 1977) Reynolds, Colleen CruiseItem Medical record administrators : preparation for teaching role(Montana State University - Bozeman, 1977) Pettit, Sharon Lee AndersonItem Teaching experience prior to counseling experience : beneficial or detrimental?(Montana State University - Bozeman, 1971) Neil, Jean Orion MillerItem Post-graduate occupations and mobility of Montana State University education graduates(Montana State University - Bozeman, 1969) McMurchy, Jack WillardItem Review of literature on the direct method in foreign language learning(Montana State University - Bozeman, 1961) Hosono, Noriko
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