Theses and Dissertations at Montana State University (MSU)
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Item New standard of education: implementing a proficiency-based education model in a Montana elementary school district(Montana State University - Bozeman, College of Education, Health & Human Development, 2024) Walker, Melissa Elizabeth; Chairperson, Graduate Committee: Christine Rogers StantonIn Montana, recent state-level educational legislation has been written to mandate that school districts adopt proficiency-based models of instruction and assessment. The intent of proficiency-based education is to provide students with rigorous and engaging learning opportunities, provide students with the individualized support needed to become proficient on grade-level standards, and ultimately prepare them for college, career, and civic life (Great Schools Partnership, 2018). Key characteristics of this model examined in this study include curricular resources aligned to standards, formative and summative assessments to guide instruction, varied instructional paces, providing students multiple opportunities to demonstrate proficiency, and embedding student self-assessment (Great Schools Partnership, 2018). The purpose of this research is to understand and explore Belgrade School District's implementation of proficiency-based education (PBE) structures within its elementary schools and develop a strategic action plan based on emergent facilitators and barriers. An intrinsic case study was conducted, and data was collected through semi-structured interviews with teacher and administrator participants. Structural coding was applied, and thematic analysis was conducted to identify facilitators and barriers to each criterion of PBE in Belgrade. The following themes emerged from participant responses: "time," "pockets," and "putting the cart before the horse." Each of these themes contains more specific barriers, such as lacking professional development, insufficient accountability from administrators, inadequate Tier 1 instruction, gaps in understanding of the rationale for PBE, and varied teacher buy-in, which participants feel contribute to a noncomprehensive implementation of proficiency-based education in the elementary district. An action plan was developed for the district based on these barriers, which can be adapted to fit schools in similar contexts that are facing similar legislative pressure. In addition to meeting accreditation requirements, adopting a PBE model has the potential to affect student achievement and educational experience due to its emphasis on equity (Levine & Patrick, 2018).Item Standards-based single-point rubrics in advanced placement environmental science(Montana State University - Bozeman, College of Letters & Science, 2023) Beckman, John Bradley; Chairperson, Graduate Committee: C. John GravesRubrics that link specific standards to assessment items offer educators a way to communicate with students about understandings and abilities and how to improve them. Single-point rubrics list a single, target performance expectation and leave open spaces for targeted feedback to encourage growth and creativity. The purpose of this study was to determine the effects of standards-based single-point rubric use on learning attitudes and student perception of meaning from grades among students in Advanced Placement Environmental Science classes. Before the intervention, surveys were administered to two sections of Advanced Placement Environmental Science classes to gather information about students' initial learning attitudes and perceptions of grades. For two units of study, standards-based single-point rubrics were implemented for feedback and assessment of student learning. During these units, rubric scores and student re-assessment attempts were recorded as evidence of student motivation. Traditional, percentage grades were calculated from standards-based single-point rubric scores for the units of study during intervention. After the two units of study, student learning attitudes and grades surveys were administered again, along with student interviews to determine if students' views about learning and grades had changed. Student learning attitudes and perceptions of grades generally agreed with 'expert' responses leading into the intervention. Quantitative and qualitative data suggested overall notable gains in students' problem-solving strategies learning attitudes and in students' perceptions of grade validity.Item Exploring the impact of standards-based learning on lesson planning in an undergraduate math methods course(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Day, Corinne Thatcher; Chairperson, Graduate Committee: Fenqjen LuoThe study examines the performance of pre-service K-8 mathematics teachers on lesson planning assignments using the Association of Mathematics Teacher Educators (AMTE) 2017 Standards for Preparing Teachers of Mathematics as a reference for evaluation. In addition to contributing to the literature on pre-service mathematics teachers' pedagogical content knowledge, the study aims to evaluate the impact of standards-based learning (SBL) on student growth in a higher education setting, where SBL has not been widely implemented or studied. A case study research design is utilized to identify strengths and weaknesses in planning for mathematics instruction in a cohort of 21 PSTs enrolled in a math methods course at a small public university, with comparisons made between first and final drafts of two lesson-planning assignments on which PSTs received extensive instructor feedback. Interviews were also conducted with four participants who student taught during the subsequent semester. Findings indicated growth in performance between drafts of the lesson-planning assignments in terms of designing student-centered math lessons but also revealed gaps in PSTs' mathematical content knowledge. Specifically, most PSTs lacked an ability to link procedures to their underlying concepts, resulting in less than proficient performance on mathematics lesson planning. Contributions of the study include the development of an AMTE-aligned tiered rubric for evaluating both PST and mathematics teacher educator (MTE) performance in mathematics instruction and for potential use in framing and evaluating Standards-based practicum experiences in mathematics teacher preparation.Item Implementing INACSL standardized simulation to improve NCLEX scores(Montana State University - Bozeman, College of Nursing, 2022) Poole, Joseph David; Chairperson, Graduate Committee: Denise RiveraThe current nursing shortage further worsens every time a new nurse fails the National Council Licensure Examination (NCLEX-RN) exam. Simulation education presents a possible solution to better prepare nursing students for licensure and professional practice. This project aims to demonstrate how nursing schools can improve NCLEX-RN first attempt pass rates by adhering to INACSL simulation standards and improving clinical judgment. Seminal research by the National Council of State Boards of Nursing (NCSBN) found no statistical difference when nursing schools substituted 50% of bedside clinical time with simulation experiences. The International Nursing Association of Clinical and Simulation Learning (INACSL) created standards of simulation which were adhered to for the previous study. While no specific causal research proves INACSL standards-based simulation training improves NCLEX-RN pass rates, adjacent literature demonstrates simulation learning engages students and improves clinical judgment. The first methodology step in this project proposal establishes a foundation of understanding amongst all nursing education faculty regarding the nine INACSL standards for simulation by conducting a brief webinar. Further training focuses on a tiered approach for educators, explicitly teaching clinical, skills, and simulation. This next tier of faculty would attend a one-day Gateway Debriefing Workshop which briefly trains enhanced simulation debriefing skills. The highest level of simulation-specific instructors will complete a five-day Healthcare Simulation Essentials Course that provides intensive training in simulation theory and debriefing skills for simulation educators. The Debriefing Assessment for Simulation in Healthcare (DASH) tools facilitate the evaluation of project influenced changes and enhance debriefing excellence by utilizing the DASH rater tool. The results of this project proposal are pending execution. Outcomes expected include increased DASH rater evaluations of simulation faculty and improved NCLEX-RN first attempt pass rates up to 100%. Conclusions derived from investigations of this project proposal support INACSL simulation standards adherence enhances simulation outcomes and leads to improved NCLEX-RN first attempt pass rates.Item The effects of high-stakes ATI remediation and testing practices including the ATI content mastery series and ATI PN comprehensive predictor(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Hunter, Elaine Hernandez; Chairperson, Graduate Committee: Tricia SeifertThe purpose of this retrospective, descriptive study was to determine if any differences existed in students' test scores on the Assessment Technologies Institute (ATI) PB tests: Fundamentals, Pharmacology, Medical Surgical and the Comprehensive Predictor before and after implementing a high-stakes remediation and testing policy. The ATI computer-based standardized tests are widely used in nursing programs as a program assessment tool. Also, ATI tests provide correlational evidence of first-time NCLEX-RN passage. The ATI Remediation and tests are commonly added to nursing programs progression plans. In recent years nursing programs have applied high-stakes ATI Remediation to the ATI tests in response to the high-stakes quality of NCLEX-RN. In this study the high-stakes ATI tests were administered to associate of science nursing students in their first year of their two year program. The site where the study took place was at a small university located in the Rocky Mountain Region of the US. Group comparisons between those who had a pre-policy of no high-stakes ATI Remediation and testing practices and a post-policy with high-stakes ATI Remediation and testing practices. Descriptive and inferential statistical analysis were used to detect difference in test scores between the two groups. Statistically significant differences were found between groups of test takers on the ATI PN Fundamentals and Comprehensive Predictor tests with the post-policy group scoring higher. An explanation of these findings indicate test scores increase with the use of high-stakes ATI Remediation and testing practices. The findings from these tests can assist nurse educators in placing a clearly defined, appropriate high-stakes ATI Remediation and testing into the progression plan.Item Standards based grading models in 9th grade earth science classrooms(Montana State University - Bozeman, College of Letters & Science, 2019) DeCock, Adrienna Joan; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study was to identify the effects of incorporating standards-based grading models into a freshman Earth science classroom, as well as researching the impacts on the learning process of special education students and regular education students. Both qualitative and quantitative data analysis methods were implemented, and various data collection tools were studied. Students were administered a Rock Cycle Summative Assessment pretreatment and post treatment. Students were also evaluated on their performance through various mineral and rock identification labs. Through the Rock Cycle Pre and Post Summative Assessments, students showed growth towards the two learning targets identified. The What's in a Grade Likert Survey, Pre and Post Test Report Cards, and one-on-one interviews identified positives and negatives for goal setting, communication, feedback and differentiation.Item The impacts of teaching the crosscutting concepts in a proficiency-based system(Montana State University - Bozeman, College of Letters & Science, 2019) Fitch, Christine DeLeo; Chairperson, Graduate Committee: Greg FrancisEducation in the State of Vermont is evolving due to new legislation. By 2020, our students must graduate from a proficiency-based system. Vermont students must demonstrate proficiency in science in order to meet graduation requirements. Based on the Next Generation Science Standards (NGSS), students are considered proficient in science when they master the science and engineering practices (SEP), cross-cutting concepts (CCC), and disciplinary core ideas (DCI) which are outlined in the framework. The purpose of this research is to assess student proficiency in CCC in regard to the intervention of implementing CCC learning progressions. The treatment was applied in a ninth-grade earth science class over the course of a 6 week long unit. The sample size was approximately 52 students. The treatment included activities that articulated examples of CCC and a learning progression that aided in the delivery of CCC throughout the unit. The progression was used by the teacher to drive activities and score assessment, as well as, by the students as a path towards proficiency. DCI and SEP were taught concurrently with the CCC using current practices. The results indicate that there was no improvement over the treatment period in regards to students' ability to apply the CCC to the DCI. There was no distinction made between student scores on the pre-treatment unit assessment and the post treatment unit assessment. However, a small association was found between explicit teaching of the CCC and student understanding of the DCI.Item Standards-based grading a high school physics classroom(Montana State University - Bozeman, College of Letters & Science, 2017) Tietyen, Erik Dane; Chairperson, Graduate Committee: Greg FrancisThe paper investigated the effectiveness of standards-based grading (SBG) in a high school physics classroom, as well as how student perception of the importance of grades changed when exposed to SBG. Authentically assessing student performance is a controversial issue and SBG is no exception. While initially transitioning to SGB may seem easy, it actually requires a radical shift in thinking by the teacher. In order for SBG to be successful a teacher must construct a way to allow students to show growth and allow them to learn at their own pace. Giving a grade value to student assessments doesn't require much change, but the idea and weight of a zero percent needs to be reevaluated. Throughout the research process it was found that students who utilized the SGB system did perform better on a final exam as compared to previous classes that were taught under a more traditional system. Student opinion on grades also changed throughout the research period. Students realized that the more concepts they can accurately demonstrate, the higher their overall grade becomes. This gave students a measurable system to achieve the grade that they wanted.Item Articulation of accounting principles in Montana's post-secondary, degree granting institutions(Montana State University - Bozeman, College of School of Business, 1976) Lange, Richard Allan; Chairperson, Graduate Committee: Daniel G. HertzThe purpose of this study was to survey the accounting departments of Montana's degree granting institutions to ascertain the articulation problems. Can a student transfer from one institution to another without fearing a loss of credits earned, without being required to repeat courses because of content differences, and with the assurance that his decision to transfer will not postpone his anticipated graduation date? Can high school students be relatively assured that the post-secondary school of his choice will provide approximately the same instruction in accounting as the other institutions? Is the content, instruction, and requirements relatively the same in Accounting Principles at the various institutions of higher education in Montana? Do the institutions offer separate classes in Accounting Principles to accounting students and non-accounting students or is the instruction the same for all? Do the institutions offer any provision for advanced placement such as the College Level Examination Program (CLEP). challenge or waiver of courses. Two ancillary parts of this study were to determine the professional preparation of the instructors of Accounting Principles based on the highest degree received and number of years of teaching experience and to determine the Accounting textbooks used by the various institutions. In general this survey attempted to ascertain what differences were present in Accounting Principles, the reasons for these differences and what problems were presented because of these differences.Item Suggested standards for the mechanical drawing phase of the industrial arts general shop programs in Montana(Montana State University - Bozeman, 1958) McDonald, Robert G.