Theses and Dissertations at Montana State University (MSU)
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Item Effect of professional development on teachers' understanding of interdisciplinary earth science concepts(Montana State University - Bozeman, College of Letters & Science, 2023) Huffman, Sue Ellen; Chairperson, Graduate Committee: C. John GravesThe Critical Zone describes the interactions that support life on Earth among the biosphere, geosphere, hydrosphere, and atmosphere. To truly understand the complex processes, scientists must look outside their immediate focus: geologists, biologists, hydrologists, and physicists collaborate to see how their research fits together. Teachers can do the same and use critical zone concepts to bridge across subjects and from the classroom to the real world. Unfortunately, K12 teachers may not have the requisite knowledge or research experience to feel confident in incorporating critical zone topics into their classes, and professional development services provided by scientists may not properly meet those needs. A three-day professional development program, the result of a collaboration between a research group, Critical Zone Network Drylands Hub, and a non-profit science center, Insights Science Discovery, was developed to support teachers with including place-based, cross-curricular instruction. This mixed-methods study aimed to measure the impact on teachers' knowledge of the related concepts and their confidence in teaching it. Teachers were assessed, surveyed, and asked to draw an image or mental representation of the critical zone model and identify related academic disciplines. Both teachers and contributing scientists were surveyed to learn how their motivations for participating in professional development compared to one another. Mental models increased in their complexity and accuracy of CZ components. This result, combined with a modest improvement in their performance on assessments and a substantial increase in confidence towards including CZ concepts in their curriculum, could indicate that the PD successfully impacted teachers and actions in the classroom. Surveys also revealed that teachers and researchers share many of the same motivations for participating in PD. Ultimately, both groups shared that contributing scientists could be better informed about the teachers' context and needs, making PD content more relevant and applicable to better support student motivation and learning.Item Rural school teachers' attitudes toward the use of technology in classroom assessments(Montana State University - Bozeman, College of Education, Health & Human Development, 2024) Boateng, Samuel Kwaku Basoah; Chairperson, Graduate Committee: Gilbert KalondeThis study explored the attitudes of rural schoolteachers toward integrating technology into classroom assessments. Despite significant investments in educational technology infrastructure, the utilization of instructional devices for assessments in rural schools remains limited. The study employed a sequential explanatory mixed methods to address five key research questions, investigating rural school teachers' attitudes towards technology-based assessments, frequencies of technology use by rural, strategies employed by rural school teachers, challenges faced by rural school teachers in tech-based assessments, and the alignment of quantitative and qualitative data. The study relied on a questionnaire and focus group interviews and opened questions for data collection from 80 teachers randomly selected from the Belgrade School District in Montana. Data were analyzed using descriptive statistics and qualitative thematic analysis. The study revealed a positive attitude among rural teachers toward technology integration in classroom assessments. Teachers were willing to use tools like Google Classroom and digital assessments, aligning with broader trends indicating a growing acceptance of technology in education. The study further indicated that teachers in rural schools employ technology regularly for various assessments, utilizing tools like Google Classroom, forms, checklists, and online quizzes. This aligns with the increasing reliance on technology for formative and summative assessments, allowing for real-time data collection and effective student performance tracking. Teachers reported diverse strategies for integrating technology, including digital assessments, online platforms, and technology tools. These approaches align with previous studies emphasizing technology's role in enhancing assessment practices, promoting student engagement, and supporting differentiated instruction. The study also found that rural teachers face challenges such as unreliable internet connectivity, outdated hardware, and insufficient training, highlighting the need for targeted interventions and support mechanisms. The study recommends four strategies to improve rural education: addressing infrastructure gaps, providing professional development for teachers, establishing collaborative networks, and collaborating with policymakers to ensure equitable access to technology resources. These measures aim to create dynamic learning environments, enhance teachers' capabilities, foster a supportive community, and bridge the rural-urban educational divide. The study concludes by highlighting actionable insights for improving technology integration in rural classrooms, emphasizing tailored professional development and flexible implementation strategies.Item Investigating newer statistics instructors' breakthroughs with and motivations for using active learning: a longitudinal case-study and a multi-phase approach towards nstrument development(Montana State University - Bozeman, College of Letters & Science, 2022) Meyer, Elijah Sterling; Co-Chairs, Graduate Committee: Stacey Hancock and Jennifer Green; This is a manuscript style paper that includes co-authored chapters.National recommendations call for a shift from using lecture-based approaches to using approaches that engage students in the learning process, primarily through active learning techniques. Despite these recommendations, the adoption of active learning techniques for newer statistics instructors remains limited. The goal of this research is to provide a more holistic understanding about statistics instruction, specifically as it relates to recommended active learning techniques and newer statistics instructors, including graduate student instructors (GSIs). In this research, I present two studies. In the first study, we investigated GSIs' breakthroughs in their knowledge about, emotions towards, and use of active learning over time by using a longitudinal collective case-study approach. Survey, interview, and observation data across four semesters revealed that the GSIs' breakthroughs in their use of active learning only occurred after their increased knowledge about active learning aligned with their emotions towards it. This study further revealed that the GSIs needed to feel confident in and be challenged by their course structure before implementing active learning techniques. The second study builds upon these findings by exploring statistics instructors' motivations or reasons for using active learning. Under the self-determination theory framework, we conducted a multi-phase study to develop an instrument that measures four different types of motivational constructs for using group work, a specific active learning approach. We constructed items using expert opinion and cognitive interviews, and then we conducted two pilot studies with newer statistics instructors. The resulting reliability and validity evidence suggest that this instrument may help support future studies' investigations of motivation, helping us to better understand newer statistics instructors' use of active learning. Together, these studies may help inform future recommendations on how to support newer statistics instructors' early adoption of such technique.Item Study on the nature and perceptions of single-gender education(Montana State University - Bozeman, College of Letters & Science, 2021) Weed, McKenzie; Chairperson, Graduate Committee: Greg FrancisThe validity of single-gender education is a debated topic within the field of education. Research on best practices is limited. As part of their 'Strategic Vision,' Regis Jesuit High School in Aurora, Colorado expressed a goal to become a leader in single-gender education. This study seeks to uncover the nature and perceptions of single-gender education at the school as an initial step towards achieving this goal. Surveys and interview were conducted to expose students' and teachers' attitudes and perceptions towards single-gender education. The results indicated primarily positive perceptions and attitudes towards single-gender education from both students and teachers, although there as much variation in the survey data. Girls seemed to have a more positive perception of single-gender education than boys. This action research study showed there is room for improvement in areas of course offerings, school culture, student peer interactions, and teacher professional development related to single-gender education.Item A multisite case study of state policy and teacher perceptions of recruitment and retention in rural school districts impacted by the critical quality educator shortage(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Hancock, Hailey Suzanne; Chairperson, Graduate Committee: Christine Rogers StantonThe purpose of this qualitative multisite case study is to explore the history of school funding and policy in Montana K-12 schools with a focus on how the State legislature is or is not providing equality of educational opportunity. Because teachers are the most significant school-related factor on student performance, the analyses will focus on data involving recruiting and retaining highly qualified teachers in rural contexts. This case study occurs from 2004-2019 when school districts sued the State legislature in Columbia Falls v. State of Montana (2004/2005) for not providing an adequate education. The Montana legislature revised their school finance model and, while the State claims the funding is sufficient, Montana continues to face a critical quality educator shortage in rural communities. Since 74% of Montana schools identify as rural this is especially problematic. Critical place-conscious theory was applied to the multisite case study, which consists of five interconnected phases where the semi-structured interviews influence critical policy discourse analysis. The study focused on two rural school districts impacted by the educator shortage, identified as the Glacier and Yellowstone sites. Findings demonstrate that there is a disconnect between Montana policies addressing teacher recruitment and retention, and the reality of educators' professional lives. The unsustainable workloads of teachers, inadequate staffing, low-compensation, and unaffordable housing are all challenges faced by Montana teachers. Rurality is not the primary cause of these challenges rather these issues appear to be systemic. A major conclusion is that teacher attrition impacts the quality of education students receive therefore equality of opportunity does not exist between rural and non-rural schools in Montana. Local school districts are integrating place-conscious solutions to fill this opportunity gap such as teacherages and innovative scheduling, however, not all schools have the financial capacity or leadership to do so, therefore the Montana legislature has a responsibility to provide more funding to schools impacted by the critical quality educator shortage. Furthermore, a new framework, the Place-Conscious Social- Ecological Model, is suggested to create education policy that values Montana's rurality.Item Phenomenon-driven inquiry and science teacher professional development(Montana State University - Bozeman, College of Letters & Science, 2020) Mindelzun, Ariana Rachael; Chairperson, Graduate Committee: Greg FrancisThe purpose of this Capstone Project was to understand how phenomenon-based inquiry affects teachers' practices. The study investigated if the use of phenomenon-based inquiry positively or negatively affected teachers' practices. It also asked how teachers feel about using phenomenon-based inquiry. The research followed three groups of online courses that consisted of educators learning more about the phenomenon-driven inquiry approach. The first study group consisted of students in a voluntary outreach course with Montana State University. The second and third study groups included graduate-level students in the MSSE course 501. The research compared the teachers' perceptions and experiences with phenomenon-driven inquiry and examined the effects this educational model had on their teaching and their students. The results indicated that teachers found the phenomenon-driven inquiry model helpful and effective in increasing student engagement.Item The effects of using a curriculum program with embedded literacy on middle school students' science performance and confidence(Montana State University - Bozeman, College of Letters & Science, 2020) Hunt, Erin Ransford; Chairperson, Graduate Committee: Greg FrancisIncorporating disciplinary literacy into content area instruction has been a focus of the district for several years. General strategies such as annotating text and note-taking were implemented with little success. The purchase of a new science curriculum program, Amplify Science, with embedded literacy strategies gave teachers the opportunity to teach students science content through embedded literacy strategies that utilize reading, writing, and communicating in science. The effectiveness of this program was measured by comparing students' pre- and post-unit assessment scores, ability to write science arguments using Amplify and non-Amplify prompts, reading comprehension, ability to annotate text, self-assessment of their reading abilities, and a survey of students' confidence in science. Students and the collaborating teacher were also interviewed to discuss specific areas of growth. Results indicate that Amplify Science has made a very significant, positive impact on this group of 6th grade students' performance and confidence in science, as well as their ability to read and write in science.Item Motivation and pedagogical ecology of school-based outdoor science teaching: a multiple case study(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Vallor, Rosanna Rohrs; Chairperson, Graduate Committee: Ann EwbankThis study examines why and how teachers incorporate school-based outdoor teaching in their pedagogies. Research demonstrates that students gain in a range of areas when learning outdoors, but teachers can face multiple barriers when considering outdoor teaching, and many choose not to teach outdoors. There is limited research about why and how successful teachers choose to plan and manage outdoor teaching. Using a multiple case study of three public-school teachers, in grades 4, 7, and high school, who have consistently taught outdoors for over 15 years each, the study addressed why exemplary teachers choose to teach outdoors and how exemplary teachers accomplish outdoor teaching. Each teacher constituted an individual case. Semi-structured interview responses, questionnaires, field observation notes, and video-recall interviews were coded and analyzed using NVivo software. Analytic narratives based on themes within the coded data were then developed for individual cases, followed by cross-case analysis of the three cases. The findings indicated that the teachers were motivated to teach outdoors by perceived positive student impacts, by outstanding available outdoor spaces, and by their personal connections to the natural world. Teachers plan and manage outdoor teaching, with administration and community cooperation, to take advantage of opportunities for students to engage in their local environment. These findings were synthesized into the Pedagogical Ecology of Outdoor Teaching (PEOT) model. The PEOT model includes teachers' motivations, contextual factors, and teacher-operational factors in sequential, iterative relationship, and illustrates the complexity and uniqueness of teachers' situations when considering outdoor teaching. Future research incorporating the PEOT model could analyze teachers' contexts and environmental connections to determine assets and needs in their situations. Action plans to address those needs could then be developed to assist teachers and districts to develop outdoor teaching opportunities.Item Assessing the science faculty perspective about the need and use for curriculum mapping of an anatomy and physiology course at a community college(Montana State University - Bozeman, College of Letters & Science, 2018) Rahschulte, Scott Michael; Chairperson, Graduate Committee: Walter WoolbaughThe purpose of this research was to assess science faculty about the need for and use of curriculum mapping for anatomy and physiology courses at a community college. Questions to be answered included: How did faculty use the current learning objective for this lesson? How beneficial and appropriate was the current learning objective to faculty? How would a curriculum map be received and used by faculty? How would faculty feel about pairing up their lesson with nationwide standards? What were the differences between the interpretation and understanding of this learning objective between full-time and adjunct faculty? What content did faculty members currently cover in their anatomy and physiology course? How well did the material that instructor's teach match up with the Human Anatomy and Physiology Society Standards? After reviewing faculty course material, what amount of horizontal consistency was there between the faculty of this course?Item Teacher self-efficacy development in an international school in the Dominican Republic(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Zerbe, Robin Joy; Chairperson, Graduate Committee: Tena VerslandAs the teaching profession becomes increasingly challenging and teachers leave the profession at an alarming rate, school leaders need to understand the factors that influence teacher resiliency and longevity. A teacher's self-efficacy beliefs have been found to affect teacher's emotional and physiological well being (Bandura & Locke, 2003), job satisfaction (Caprara, Barbaranelli, Steck, & Malone, 2006, Hoigaard, Giske, & Sundsli, 2012), and stress management (Bandura, 1997). Self-efficacy also impacts effort and performance (Tschannen-Moran & Woolfolk Hoy, 2001), professional commitment (Coladarci, 1992; Ware & Kitsantas, 2007, 2011; Klassen et al., 2013), and longevity in the profession (Wentzel & Wigfield, 2009). In consideration of the value of teacher self-efficacy, there is a lack of qualitative research explaining how self-efficacy develops in teachers. The present study used a qualitative phenomenology methodology to explore beliefs, factors, and experiences that influence the development and strengthening of self-efficacy in teachers. The choice of a phenomenological study reflected my belief that the best way to grasp the very essence of individual teacher beliefs was to dialogue with teachers about their lived experiences in the context of a particular situation (Moustakas, 1994; Creswell, 2013). The present study utilized focus groups and individual conversations with teachers in a K-12 international school in the Dominican Republic. This study also embedded a quantitative teacher self-efficacy survey instrument to select participants and to describe their perceived self-efficacy levels. The results indicated emerging themes of Connection, Support, Knowledge and Growth, Balance, and Gratification as factors shaping self-efficacy beliefs. This study contributes to our understanding of how self-efficacy develops by illuminating a self-efficacy growth cycle with eight stages: The Gold Standard, Teaching Challenges, Dissonance, Perspective, Teacher Behavior Change, Intentional Practice, Equilibrium, and Self-Efficacy Growth. The study also revealed cognitive processes of self-reflection, self-regulation, cognitive flexibility, growth mindset, intentional positivity, reminding oneself of calling/commitment and mental models of prior success and growth as catalysts to develop, change, and strengthen self-efficacy. In conclusion, the results from this study may inform administrators, teachers, mentors, instructional coaches and university programs about intentional, proactive ways to guide teacher self-efficacy growth.