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 The effect of school safety tip lines on youth suicide prevention(Montana State University - Bozeman, College of Agriculture, 2021) Hossain, Md Tahmeed; Chairperson, Graduate Committee: Isaac SwensenSuicidal deaths of high school-aged youths (14-to-18-year-olds) have almost doubled over the past decade. School safety tip lines, an anonymous reporting method that enables students to submit tips about their suicidal friends and classmates, have emerged as a potential solution to reduce youth suicide. Using data from the CDC's Multiple Causes of Death data for the period 1999-2018, this is the first study to formally investigate the effect of introducing school safety tip lines on youth suicide prevention. My primary identification strategy is a difference-in-differences (DID) method that exploits variation in the timing of the adoption of the safety tip lines across states. I also employ a synthetic control method (SCM) as an alternative identification strategy to compare suicide rates in Colorado and Michigan (early adopters of tip line mobile applications and websites) to non-adopting states before and after the adoption of tip lines. Despite the existence of anecdotal evidence of tip lines saving many high-school students from committing suicides, I find little evidence that tip lines have reduced completed suicides among 14-to-18-year-old youths.Item The effect of air pollution on exam performance: a case study using California public high schools(Montana State University - Bozeman, College of Agriculture, 2018) Musser, Kyle James; Chairperson, Graduate Committee: Brock SmithThe California High School Exit Exam (CAHSEE) and natural variation in ambient air quality are used to estimate the effect of pollution exposure on exam performance. Two regularly monitored air pollutants, particulate matter PM2.5 and PM10 are used as measures of air pollution. A negative relationship between particulate matter (PM2.5 and PM10) exposure and decreased exam performance is found. The results, from models using school and year fixed effects, suggest high levels (two standard deviation increases from the mean) of PM2.5 and PM10 on exam days cause declines in average exam performance of roughly 2-6% of a standard deviation compared to exams taken during less polluted days. The estimated magnitude of these findings is slightly smaller, but within bounds of similar studies from high school aged students in Israel and the United Kingdom. This relationship is found to hold for students from both high and low socio-economic status and is not statistically different between students who are White, African American, Hispanic or Latino or Asian although results are not robust to the inclusion of district-by-year time trends for the math section of the exam. These findings highlight that pollution reduction efforts could have positive impacts to students and schools that are not traditionally considered in cost/benefit analyses.Item Principal leadership, collective teacher efficacy, and high reliability organization principles : creating high-performing high schools(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Filpula, Linda Ruth; Chairperson, Graduate Committee: Tena VerslandThe purpose of this multiple embedded case study is to understand how principal leadership develops and maintains collective teacher efficacy (CTE) in rural high schools, and how CTE and high reliability organization (HRO) principles contribute to the development of a high-performing rural high school. Four Montana high schools were selected for this study based upon students above average composite ACT scores and graduation rates for two consecutive years. The third criterion was that each school's principal had to have been in that leadership position longer than four years. Each school completed Goddard and Hoy's Collective Efficacy Scale (2003) to ascertain the level of the teaching staff's collective efficacy and provide descriptive data. The principal and a teacher focus group from each school were then interviewed separately. From the data analysis, three themes emerged across all four schools. First, principals had developed 'situational awareness' to effectively manage their schools. Second, principals had well established and effective formal and informal channels of communication. Third, principals had a continuous school improvement process in place to make improvements. Principals have a key role to play in the development of CTE as well as the implementation of HRO principles in their schools to create a high-performing school. The results of this study can provide new insights on how principals develop collective teacher efficacy (CTE) and utilize the five high reliability organization principals to create a high-performing high school in rural Montana.Item A follow-up study for business education at Bozeman Senior High School(Montana State University - Bozeman, College of Business, 1987) Ross, Margaret Saxman; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study was to evaluate the business education program at Bozeman Senior High School, Bozeman, Montana by conducting a follow-up study of graduates from the classes of the past five years--1981 through 1985. Graduates were asked to answer questions in four major areas: (1) appropriateness of course content, (2) necessary standards of performance, (3) adequacy of preparation for entry-level positions, and (4) ranking of overall business education program. At the high school level, we wanted to determine the adequacy of instruction as it related to the goals of the high school graduates, the appropriateness of course content and instructional equipment, the nature of the entry jobs of graduates, and choices of graduates in post-high school education.Item Montana high school model offices(Montana State University - Bozeman, College of Business, 1985) Little, Patricia Marie; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study was to determine what Montana high school business educators perceive as the advantages and disadvantages of offering a simulated model office course as part of their curriculum. Other major areas of interest include evaluation techniques, equipment used, follow-up studies, reasons for not using a model office, and needed improvements. A questionnaire and cover letter were mailed to 171 public high school business education instructors in Montana. The number of people returning the questionnaire was 126, equalling 74 percent. Thirty-five or 27.78 percent of the respondents have model offices. Ninety-one or 72.22 percent do not have model offices in their schools. Many Montana high schools are small, thus both enrollment and curriculum limitations pose a problem. Many of the schools use up-to-date equipment in their model office, with the exception of microcomputers. Microcomputers can be expensive and this may be one reason that few of the schools have them. Another explanation is that model office packages are not always designed to include the use of a computer. The most popular means of evaluating students in the model office is through grading the work produced. Generally, the instructors use more than one method of evaluation. The most common problems encountered in the use of a model office include student absences and shortage of time for completion of student assignments. The advantages, however, far outweigh the problems. The instructors had many positive comments to make concerning the model office. Follow-up studies are conducted by only 37.17 percent of schools with a model office. This is an important area that instructors are overlooking, perhaps due to a lack of time and knowledge about follow-up studies. In conclusion, the instructors with model offices are very pleased and would recommend the use of a model office to other instructors. The schools without model offices need more information on how to implement this form of simulation. With this information, it is likely that many more Montana schools would use the model office as a teaching tool.Item Income tax in Montana high schools(Montana State University - Bozeman, College of School of Business, 1977) Kuntz, Ronald LeeThe primary purpose of this study was to evaluate the teaching of income tax in Montana high schools. This evaluation was based upon responses from the various high schools in three areas: (1) General information, (2) Specific information, (3) Curriculum at the high school level. The population of this study included all of the public and non-public high schools in the state of Montana. In answer to the questionnaire, 136 out of 187 responded; this represents an overall response of 72.7 percent. The data was analyzed by the number responding to the individual questions and placing this on a percentage basis. Since every high school educator did not answer each question the percentage was determined by the total number who did answer the particular question analyzed. The conclusions of the study were: (1) Only a minority, or 24 percent of the total school enrollment, are receiving instruction in income tax, (2) The average number of weeks of instruction in income tax is 5.2, (3) Almost every high school educator felt that every Montana high school student should be exposed to income tax, (4) A significant majority of the respondents wanted income tax expanded into the Montana school system; (5) The worst weakness of the income tax course was that there was not enough time allowed to teach it, (6) The main comment was, "that income tax should be a separate class, and all seniors required to take it." The recommendations of the study were: (1) More Montana high school students be exposed to taxes, (2) Expand income tax into the Montana schools, 3) All Montana high school seniors be required to take the course.Item A study to examine the current secondary business education offerings in the southcentral region of Alaska, specifically the Anchorage Borough, Kenai Borough and the Matanuska-Susitna Borough school systems(Montana State University - Bozeman, College of Business, 1989) Nye, Sam Arnold; Chairperson, Graduate Committee: Norman L. MillikinThis study was needed to determine current secondary Business Education offerings and to assess the strengths and weaknesses of Business Education programs in southcentral Alaska. Results of this study will help individual schools as well as the subject school districts to compare current offerings to national trends in Business Education curricula. This study also identifies schools that currently do or do not offer Business Education programs. This will assist individuals considering seeking business teaching positions in the southcentral area of Alaska.Item A follow-up study of marketing education students at Bozeman High School(Montana State University - Bozeman, College of Business, 1999) Rognrud, Gordon Allen; Chairperson, Graduate Committee: Norman L. MillikinStatement of the Problem: The major purpose of this study was to determine whether Marketing Education courses at Bozeman High School enhance post secondary education and employment for 1991-1997 graduates. Based on the Bozeman High School Business Department mission/philosophy statement: -Students will be assisted in their development of skills in business for either personal or professional use. -Teachers and students will strive to excel in skills business and industry requires to succeed in a changing and competitive work environment. Procedures: Sources of data were obtained through reference material from Montana State University. These sources identified the need to determine the effectiveness and the efficiency in marketing education at Bozeman High School A survey instrument was construction for use in this study and sent out to 210 former students. One hundred forty seven students completed and returned the survey. Results: Analysis of the data concluded that in fact marketing education at Bozeman High School was both effective and efficient in its presentation and preparation for post secondary education and employment of 1991-1997 graduates. Conclusions: Two thirds of the respondents identified marketing education was of a high benefit to their educational experience and post secondary pursuits. Three fourths of the respondents felt the work experience contributed greatly to their employment interests.Item A study to determine the need and use of business mathematics in vocational education in small Montana high schools(Montana State University - Bozeman, College of School of Business, 1982) Fisher, Gerald George; Chairperson, Graduate Committee: Daniel G. HertzThe purpose of this study was to determine the use and need of business mathematics in vocational education in small Montana high schools. The population included all 96 small high schools in Montana. A questionnaire was used as a survey of the principals and vocational education teachers to determine the use and need of business mathematics; The data was analyzed on a percentage basis of those responses returned. The percentage was determined by the number of respondents to each question, since every question was not answered by every school. The conclusions of the study were: (I) Business mathematics is available in most small Montana high schools with class size being small thus aiding in the learning process. (2) Students in all grade levels are allowed to enroll in business mathematics making it easily accessible for all students to take the course at some time in their high school education. (3) The vocational instructors have a reasonable amount of teaching experience thus aiding in the well-rounded and complete education of the student. (4) The following areas of study in business mathematics all received a total average emphasis ranking above 3.95, thus indicating a strong need and use of these areas in vocational education: basic operations, fractions, decimals, percents, personal money records, borrowing, saving and investing money, taxes, buying problems, and home expenses. (5) The following areas of study in business mathematics all received a total average emphasis ranking below 3.85, thus indicating less time and emphasis should be placed on these areas in preparing students for vocational education: the metric system, wages and commissions, business problems, selling problems and transportation problems. The recommendations of the researcher were: (1) Business mathematics should be taught by the business education teacher in order to provide a vocational background to the areas of study, (2) Class size should be kept small, preferably under 20, so as to promote more open discussions involving various areas of business mathematics and applications of them to the student 's vocational interests. (3) The business mathematics course should be taken by all juniors and seniors so as to provide a sound foundation for their careers in the business world. (4) The business mathematics instructor should place an extremely strong emphasis on the basic operations. for these are the basis" on "all other areas of study involving mathematics and business. (5) The business mathematics instructor should place a strong amount of emphasis on the areas of fractions. decimals and percents. These concepts are used in all aspects of the business world and therefore should be thoroughly understood by all students entering into a career. (6) The areas of personal money records, borrowing, saving and investing money. taxes, buying problems and home expenses should receive a reasonable amount of emphasis in the business mathematics course. These areas are used by the consumers, which is everyone, and therefore a knowledge of them is vital for the success of our economy. (7) Receiving emphasis of a lesser degree should be the areas of the metric system. wages and commission, business problems, selling problems, and transportation problems. Even though these are as are of importance, they are not as crucial to one's success and survival as the above-mentioned areas receiving more emphasis. (8) There is definitely a need and use for business mathematics in vocation education and its content should be promoted and used to the utmost.