Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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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 Parent involvement : factors influencing parent and teacher perceptions and practices for six types of involvement in Montana public schools(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Johannes, Cheryl StrasburgerItem Parent training project and its effects on academic achievement, attitudes, and absenteeism among Alaska Native students(Montana State University - Bozeman, College of Education, Health & Human Development, 1993) Eggleston, Kenneth WayneItem At-risk students in rural Montana : a description and comparison of characteristics of programs/services and identification processes utilized in rural elementary schools(Montana State University - Bozeman, College of Education, Health & Human Development, 2003) Ingalls, Joseph PaulItem The influence of school and parent communication on science attitudes and achievement in fourth graders(Montana State University - Bozeman, Graduate School, 2012) Murphy, Susannah Spradlin; Chairperson, Graduate Committee: Peggy Taylor.I teach in the community of Frenchtown, Montana. This small, rural school is grappling with the recent loss of the community's largest employer, a large paper mill. Families who were once living quite comfortably are now struggling to survive. Most of the jobs lost were very skill specific, and those skills are not helping those displaced to find meaningful work that can support their families. This stress is played out every day in my fourth grade classroom. Montana's timber economy is shrinking. According to the U.S. Bureau of Labor and Statistics, nine of the twenty jobs with the fastest projected growth are STEM (Science, Technology, Engineering, and Math) related (Bureau of Labor and Statistics, 2010). Given better educational background and more flexible skills, the children in my classroom will be more prepared to handle such a catastrophic economic blow if it should strike in their adult life. Students with positive science experiences in their elementary through high school years are more likely to choose science related studies after graduation. The purpose of the study was to improve student achievement in science and student perception of their own abilities by implementing a structured and supportive program of communication between family and school. Using home visits to each child, a class website focusing on science related explorations, and frequent contact via e-mail, newsletters, phone calls, and one-on-one visits, I established a culture of communication. I found that this increased focus on keeping parents and children in close communication and contact with our school and classroom had a significant positive impact on student attitudes and academic performance in science. Hopefully this is one piece of what it takes to help them seek out a challenging future in higher education and beyond.Item Including parents in classroom science nights(Montana State University - Bozeman, Graduate School, 2012) Lozar, Hilary Rae; Chairperson, Graduate Committee: Peggy Taylor.The purpose of this study was to engage parents within the classroom in order to minimize any discomfort parents feel when at or communicating with the school and staff. In order to do this, parents were invited to attend monthly classroom science nights with their families. Each night, a science expert presented to the families and followed the presentation up with some sort of hands-on learning experience. Parents as well as children were encouraged to participate in this treatment, and the resulting environment was informal. As more parents began to participate and word began to spread, I was approached by far more parents than ever before in my career, asking about the next science night. Parents seemed quite at ease when talking to me, and several still seek me out even after the treatment to say hello at school functions. I was able to determine that science nights do help contribute to parent comfort at school by comparing responses to several attitude survey questions from before the treatment to responses after. Most parents changed their answers to the survey item, "The school and staff are easy to talk to and knowledgeable regarding science," from neutral or agree on the pre-treatment survey to agree and strongly agree on the post-treatment survey. The key words in this survey item are "easy to talk to." If I have become easier to talk to as a teacher, the purpose of this study has been fulfilled.Item Families with limited resources supporting early childhood education(Montana State University - Bozeman, College of Letters & Science, 2010) Ruffatto, Carrie Lynn; Chairperson, Graduate Committee: Joyce HerbeckThis research addressed the problem that children who live in low-income or poverty situations are exposed to numerous risk factors that contribute to their poor performance in school. Due to this exposure to poverty, families living with limited resources may not be aware of how to give their children access to a future with the most potential. Two surveys were given to families with children in kindergarten at four Title I schools in central Montana. The surveys collected demographic information, open ended response to questions related to parent support for early childhood learning, and ranking scales determining the frequency with which children participated in various academic and non-academic activities with their parents. Ranking scales were also used to quantify parents' understanding of the school system, their involvement with the public school, participation in Parent Teacher Association, and what areas of parent involvement they wish to learn more about. This research indicated that parents with limited resources have been, and continue to be supportive of early education through the use of preschool and interacting with their children in academic activities. They have expressed interest in learning about free community events and youth sporting events. Parents in this study prefer methods of passive communication such as newsletters and pamphlets when learning about something new. Limited resource parents indicated that they understand the learning community and are involved in their child's education, but they are less involved in the PTA and helping in the classroom than non-limited resource parents. To support learning and academic growth, parents with limited resources are reading, helping with homework, and playing educational games with their children. This research did not indicate any barriers preventing parents from being more involved in the learning community. Parents with limited resources are supportive of early education, but there are still opportunities to get them more involved in their child's education.